The Exposure of Feminist Critique in 19th Century Literature: a Look at Charlotte Brontë’s Jane Eyre

Resistance is the action of fighting back against an unwanted force that may be deemed oppressive in ones life. It is created for different causes and comes in many forms; it may be made verbal, explicit, implicit, physical, and even made humorous or satirical. Charlotte Bronte, a 19th century Victorian feminist wrote her novel Jane Eyre as a means of exposing the confining environments, shameful lack of education, and pitiful dependence upon male relatives for survival (Brackett, 2000). Charlotte Bronte used literature as a means of feminist cultural resistance by identifying the underlying factors of how the Victorian ideologies, gender and social construction of that time was limiting, and brings to light barriers that faced women in the early 19th century, and these same barriers that continue to face women today. Her feminist writings during this time period explored the depths of feminism and the ideas of limitations through class distinctions and boundaries in a hierarchal, classist, and sexist society during the time of Victorian England. You can read also Analysis of Literary Devices of Jane Eyre Charlotte Bronte’s novel Jane Eyre is a prime example of the use of feminist long fiction, which features female characters whose quest for self-satisfaction causes conflict within a traditionally patriarchal society (Brackett, 2000). Victorian ideologies in Bronte’s work and life are highly evident. In Jane Eyre, Bronte introduces and constantly refers to Jane as plain and stresses her lack of requisite beauty as the heroine of the novel. Presumably in male Victorian literature, the heroine or more so, damsel is presented as a fair maiden, with rosy cheeks and flashing eyes. Bronte uses this mould and opposes it by creating a female who is â€Å"puny, with irregular features whose unpromising physical attributes never fail to be remarked upon by everyone she encounters and by herself† (Brackett, 2000). Bronte purposely illustrates Jane as this â€Å"un-ideal† heroine to poke at the typical ideological female heroine. She also defies ideological Victorian etiquette in Jane Eyre. When Rochester is introduced to Jane, Bronte presents a feminist portrait of Jane and the time period in which a â€Å"woman walking alone in that era should never address a man, but Jane goes out of her way to help Rochester–she even lets him place his hand on her shoulder, and even though Rochester tries to stop her, Jane explains that she would never walk away without helping a person in need† (Brackett, 2000). The reversal of sex roles in the novel illustrates Bronte’s disapproval of the way women in Victorian society were deemed as unworthy of giving help and only receiving it. Throughout the novel Bronte ensures that Jane is constantly saving Rochester from emotionally and physically damaging situations. She rejects Rochester’s assumption that she is helpless, and declares her independence by saying, â€Å"I am no bird; and no net ensnares me; I am a free human being with an independent will which I now exert to leave you,† (Bronte, 282). Jane’s independence of mind in Victorian society â€Å"possesses her to a degree that would be a handicap to the conventional Victorian marriage and is a threat to the literary tradition of masculine heroism† (Bell, 1996). Bronte presents a Jane as realist, yet a utopian romantic, while at the same time confronting social reality. Everything Jane says enforces that she is not the typical romantic heroine whose life story shall end in marriage. Bronte uses Jane as a heroine who is able to recognize and finally break down the barriers if gender, and class. Resisting social construction during Bronte’s time is a difficult feat when women are dependant on men and wealth for survival. The idea of maintaining one’s class or fear becoming a poor outcast is presented several times throughout Jane’s life. Jane at a young age does not want to be associated with poorness by refusing to give up her middle class status she feels entitle to while living with the Reeds. When Jane is asked if she wants to find any of her other relatives she replies, â€Å"I should not like to belong to poor people† (Bronte, 10), and adds â€Å"I could not see how poor people had the means of being kind†¦Ã¢â‚¬  (Bronte, 10) after finding out that they too were poor. Jane is taught at a young age to look down on people not of her caste, and to oppress them the same way that she herself is oppressed as a female orphan. Though Jane is not influenced directly by social status at all times, it is still a constant factor which Bronte makes evident. In Victorian England, a female must either be born or married into her social class, and this is what defines her. The character of Jane served to undercut the popular female stereotypes of fiction: the angel of the house, the invalid, or the whore (Brackett, 2000). Bronte creates Jane as her own force, in which she is neither the angel, invalid or whore, but a young lady who is intelligent and has pride and dignity. In this Victorian society, her unsubmissiveness and independence is her social fault, which Bronte pokes fun at (Brackett, 2000). Male Victorian writers cast women during this time as social, finagling creatures whose goals are to obtain as many friends as possible and throw the most elaborate parties. Bronte opposes this by creating Jane as an opposite of these â€Å"defining† characteristics, by making Jane a female who could are less about how many people adore her, a female who would actually enjoy a life with few companions. As mentioned before, Jane’s sense of dignity is evident. As Jane became Rochester’s governess, she is faced with the option of becoming Rochester’s mistress, causing this internal battle between her love for Rochester and her self respect. Instead Jane declines this proposal as she would rather have her self respect intact, a move not many women would have chosen in Victorian society. Bronte is not only vocal about the absurdness of these Victorian ideologies, but she is also stringent in pointing out that these ideologies directly oppress the female gender. In Jane Eyre, Bronte criticizes the Victorian conceptions of gender roles. She does this in many ways throughout the novel, but one was by pointing out in Jane Eyre that Bertha Mason is seen as â€Å"inhuman† when she acts out by setting her husbands bed on fire. Bertha’s enraged with fury at her husband Rochester’s betrayal because he got engaged to Jane; Bronte conveys the point that women during this time should restrain all emotion, or else they are seen as alien. Bronte also stresses education, or lack thereof, which was something that women during that time either has very little of, or had no access too depending on their class. In a scene, when Jane is all but eight years old, Jane receives cruel treatment from her younger male cousin John Reed, and when she retaliates she is reprimanded for it and is told to treat her â€Å"young master† with respect, causing her to wonder is she herself is seen as a servant. Another idea of oppression through gender during the Victorian era in Jane Eyre is when Jane has to decide between either becoming either a teacher or a governess. This is important because it highlights that women had only two options in terms of employment, and both of which consist of male superiors. While lack of education in women was common during this time, Bronte again forces the reader to recognize Jane as being an individual, whose intelligence and education is equal to that of a man’s. Upper class women never had occupations, nor did they ever work. But following Jane’s engagement to Rochester, she tells him that she will continue to work because she refuses to be dependant on a man, and that she will not be subservient to him. Here Bronte is exposing the Victorian idea of dependency on husband/male relatives for survival, by making Jane dependant on only herself. She forces the reader to see that she has created Jane and Rochester equal. During the Victorian era, gender plays a defining role in how one is perceived within these Victorian ideologies and oppression because of gender, Women are supposed to be very calm generally but women feel just as men feel; they need exercise for their faculties, and a field for their efforts as much as their brothers do; they suffer from too rigid a restraint, too absolute a stagnation, precisely as men would suffer; and it is narrow-minded in their more privileged fellow-creatures to say that they ought to confine themselves to making puddings and knitting stockings, to playing on the piano and embroidering bags. It is thoughtless to condemn them, or laugh at them, if they seek to do more or learn more than custom has pronounced necessary for their sex† (Bronte, 96). This passage highlights Jane’s feelings of imprisonment and of the female condition, where females are clearly not treated as equal to men, and discusses Bronte’s own views on the general conditions of Victorian women. This passage also alludes to Bronte’s critique of not only gender roles, but the feelings of imprisonment of society, of her class, and of her battle with her feelings as a woman with morals. Bronte’s use of literature as an exposing agent of women during Victorian societies is important to the feminist cultural resistance movement. Throughout the novel, the oppression of women within Victorian ideologies, gender and social class is made clear, and Bronte uses Jane as an opposing force against these restraining ideas of the time. Jane not only has an ambiguous social standing, which leads to her to criticise discrimination based on one’s class, but she also is constantly fighting more powerful male forces than herself in order to not be seen by her sex but as a human individual. While this book was written in the 19th century, its vision does work towards social justice, recognizing and trying to bring to light these barriers that have and still continue to dominate the female sex. Bronte uses her art to expose male cultural power and female social identity during a time of artistic male dominance.

Investigatory Project Mosquito Repellent

I. IntroductionA. Background of the StudyMosquitoes are common pests in the tropics they have been known to cause many disease to most people. The real danger of mosquito lie their ability to transmit diseases like yellow fever, malaria, and dengue people have used various instruments control the mosquito problem in homes. The most commonly used chemical insecticides sprays. Most of these can destroy mosquitoes but they can also do serious damage to humans as well. So the researchers decide to make a new change into our lives researchers prefer a natural insecticide in is not only affordable but it is also a health caring not like in chemical it is toxic and it is not environmental friendly in this case our planet earth undergoes a global warming so instead using a chemicals we used a natural ones.B. Significance of the ProjectIt can prevent and use to kill mosquitoes in our house or anywhere it also prevent the insect borne disease like malaria, yellow fever, dengue and many more it is not hazard into our health because its ingredients is finely arranged to make this project in a good phase it has good basis to use for likewise chemical repellent is not good for our health because of the chemicals, chemical is toxic to our health. And it is environment friendly not like the chemical ones not only our health is affected when we use a chemical insect repellent but also our dear mother Earth its chemical release cfc gases (ChloroFluoroCarbon) that traps the heat in our planet and causes global warming.C. Statement of the ProblemIs a natural mosquito repellent as effective and safer to use, commercial mosquito repellents found in markets? Can it be used in long ranges?D. HypothesisThe natural mosquito repellent is more safe and effective than the commercial repellent found in markets because it doesn’t contain chemicals.E. Objectives1. To have an alternative for a chemical insecticides.2. To kill mosquitoes and to prevent diseases coming from mosquitoes tha t results in death.3. To protect your family in the real danger of mosquito like malaria and dengue.F. Scope and LimitationsThis product is not to be used in wide area because it cannot kill all mosquitoes for only one time spraying and of course it is not like the chemical ones in a trial it can kills some of those and the delimitations is it not harmful in our environment because it is an environmental friendly and it cannot affect our health because it is made up of natural ingredients made up of nature product so that it is not harmful.G. Definition of TermsMalaria- an intermittent and remittent fever caused by a protozoan parasite which invades the red blood cells and is transmitted by mosquitoes in many tropical and subtropical regions. Mosquito- a slender long-legged fly with aquatic larvae. The bite of the bloodsucking female can transmit a number of serious diseases including malaria and elephantiasis. Dengue- a debilitating viral disease of the tropics, transmitted by mosq uitoes, and causing sudden fever and acute pains in the joints. Insecticides- a substance used for killing insects.Chemicals- a distinct compound or substance, especially one which has been artificially prepared or purified. Toxic- substance means any chemical or mixture that may be harmful to the environment and to human health if inhaled, swallowed, or absorbed through the skin. Organic- Any member of a  large class of chemical compounds whose molecules compound carbon.II. Review of Related LiteratureA. Related LiteratureAccording to blogspot.com , an insect repellent is a substance applied to skin or clothing, other substance it may be in solid form or in liquid form which discourages insects from landing or climbing on that surface. Insect repellent help prevent and control the outbreak of insect borne diseases such as malaria, dengue fever, yellow fever and other diseases. Pest animals commonly serving as vectors for disease include the insects flea fly and mosquito. Mosquito es have complex methods of detecting hosts and different types of mosquitoes react to different stimuli.Most mosquitoes are active at dawn and dusk but there are also mosquitoes that seek hosts during the day. You can avoid being bitten by making sure you aren’t attracting mosquitoes, using attractants to lure mosquitoes else where, using a repellent, and avoiding actions that diminish the effectiveness of the repellent. It has been claimed that it can be used as a home remedy to help speed recovery from throat or other minor ailments because of it antibiotic properties. Treatment, health benefits & side effects with Science Investigatory Project Review Related Literature About Mosquito Repellent products.Many of the sources come from our Encyclopedia of Natural Health and include relevant health topics. Uses vary, but may include Fighting Bacterial and Viral Infections, and Boost Mental Focus Utilizing Phospholipids and are non-FDA reviewed or approved, natural alternatives, to use for Chemotherapy, and Weakened Immune System. Science Investigatory Project Review Related Literature About Mosquito Repellent products are reviewed below.

Art Essay Example | Topics and Well Written Essays - 1000 words - 2

Art - Essay Example It was hard to tell the reaction of others because all conversations were held to a whisper. The staff at the museum consists of a director and curators that specialize in their areas of expertise. In addition to the professional staff the museum hires college students trained to answer questions. While I viewed a great amount of exhibits at the museum, the exhibit that I was most drawn to was themed around impressionistic art about Italy form the 19th century. In addition to being highly artistic, the exhibit demonstrated an almost virtual experience of Italy. An added element of was that rather than being directly from Italian artists, the art was created by artists with an outside impression of Italy. In these regards, I believe the work that was presented had a more highly romanticized quality than it would had the artists been natively born in Italy. I contribute this to the fact that when individuals visit Italy they tend to visit tourist attractions and marvel at the scenery, rather than growing cynical at the historical nature of the country. The work I was most drawn to was Robert Duncanson’s A Dream of Italy. The painting was created in 1865 in Montreal after the artist visited Italy. The artist was the descendent of former slaves, and he had migrated to Cincinnati for a time where there was a vibrant art culture and only moved to Montreal to escape the racial strife brought on by the Civil War. The painting’s genre is a landscape work. The painting is Oil on canvas. It is symmetrical in that the mountain and tree protruding from the left of the landscape balance out the Italian villa picture on the right. The painting is well orchestrated in its depiction of an idealized Italian landscape. In great part Duncanson implements muted green and browns to illustrate the landscape in the foreground, while an ethereal blue depicts the distant scenery. The artist utilizes sharp line distinctions in creating a dynamic contrast between the fore-gr ounded scenery and the distant mountain background. In this respect, the artist is successful in creating a harmonious effect. The painting seems directly influenced by similar historical landscape works, and has been noted as having similar qualities to Albert Bierstadt’s Looking Down Yosemite Valley, California, which was created the same year. I was attracted to the work both by its vision of an idealized Italy, which I believe is its greatest artistic strength, and its overriding aesthetic mastery of landscape. From a contemporary perspective some individuals may criticize the painting as being somewhat mundane, as such landscapes have become cliche in the contemporary environment that has been inundated by graphic depictions. In this sense its aesthetic value as an entirely unique work of art is diminished, however its artistic mastery remains uncontested. Its ultimate cultural significance may be more closely aligned with Duncanson’s personal background as a desc endent of slaves who created the work in exile during the Civil War, than as a unique artistic object. In comparing this work to other works, one of the works from the course that most sticks out in my mind is Monet’s ‘Sunrise’. When considering Duncanson’s A Dream of Italy in regards to Monet’s work, I recognize there are a lot of similarities and differences. While both paintings consider the nature of an idealic scenery the way they express this imagery through artistic measures is strikingly different. In Duncanson’

Tramatic Brain Injury Research Paper Example | Topics and Well Written Essays - 2250 words

Tramatic Brain Injury - Research Paper Example TBI is also associated with closed head injuries as oppose to penetrating injuries of the skull and brain stem, although not always exclusively since there can be multiple characteristics of initial injuries with both penetrating and non-penetrating effects.. (Papanicolaou) There are an estimated 20 to 50 million people [worldwide]are injured or disabled in road traffic accidents every year with those between ages 18 and 25 experiencing the greatest incidence. According to the Centers for Disease Control, individuals over age 75 are at high risk for TBI due to falls. By 2020, the World Health Organization projects that road traffic injuries will be the third leading cause of global disease or injury. Motor vehicle accidents are a major cause of TBI in less developed countries and a leading cause of morbidity and mortality (Bay, Kreulen, Shavers, and Currier 141) TBI severity is grouped into three general classifications: mild, moderate, or severe. The diagnosis is dependent upon seve ral factors, the depth and length any coma that was induced by the TBI, the duration of any posttraumatic amnesia, the overall time to respond consistently to stimuli, as well as the neuroimaging and electrophysiological studies, and measures of brainstem function. â€Å"As severity levels increase, the range and extent of possible long-term physical, cognitive, and psychosocial impairments increases.† (Degeneffe 257) These classifications have been further codified by the introduction of the Glasgow Coma Scale, which was originally developed to help practitioners diagnose the level of consciousness of a patient after a head injury. It has now been adapted to rate TBI survivors in the mild, moderate or severe classification. The scale is reproduced in Appendix I. There is certainly a general lack of understanding regarding individual how have suffered a TBI and the resultant issues arising from it. This results in many TBI sufferers receiving treatment by medical, psycho-soci al or other personnel who do not have experience with TBI. This is especially true in cases of Mild TBI where the patient is presented with headache, vomiting, dizziness; work-related difficulties, forgetfulness, or mood disorders without mention any current head trauma thus impairing a proper diagnosis and treatment. By informing medical practitioners about the general symptoms of TBI, there would be a better chance of asking if the patient had suffered a recent head injury. (Bay, Kreulen, Shavers, and Currier) Once a TBI has been diagnosed often the first medical professional to be alerted is the neuropsychologist. Neuropsychology is a complex field of psychology for it incorporates a variety of other sciences such as psychiatry, neuroscience, neurology as well as cognitive psychology. The general theory of Clinical Neuropsychology will provide the basic tools and techniques necessary to assist individuals with TBI in developing the appropriate coping skills and strategies needed to reclaim their lives. This will allow them to return to a life of greater independence in order to live successfully in the community. The conducted research and readings surrounding Clinical Neuropsychology has an in depth understanding of the organic component of brain damage in those with TBI, giving a keener insight into the treatment and therapies that

Anglican spirituality Assignment Example | Topics and Well Written Essays - 2000 words

Anglican spirituality - Assignment Example During the reign of Henry VIII, in England was made Reformation, pretext for which was refusal of the Pope to the king to resolve the divorce with his first wife, Catherine of Aragon. In response to the refusal of Pope, Henry VIII in 1534 issued the Act of Supremacy, by virtue of which the king was declared the head of the Church of England, and on the basis of which he independently issued his divorce through the British Parliament, bypassing sanctions of the Pope. Act of Supremacy confirmed the inviolability of all the Old Catholic doctrines and rituals; only head of the Church should have been changed - the place of the Pope in England took the king; episcopate was survived and became a pillar of absolutism. Thus, a new Church of England took a middle position between Catholicism and Protestantism. Anglicanism combines Catholic dogma of the saving power of the church with the Protestant doctrine of salvation by personal faith. A characteristic feature of the Church of England is i ts episcopal establishment, resembling Catholic one and claims to apostolic succession. In the area of dogmatics and ritual, the separation into two streams - the "high", gravitating towards Catholicism and the "low", Protestant dogmatics is noticeable. This feature allows the Anglican Church to enter into the ecumenical contacts with the Catholic Church, and with Protestant denominations. At the end of XIX - early XX century in England, there was quite a unique situation in the spiritual sense.

Reviewing the Literature and Applying Theory Essay - 1

Reviewing the Literature and Applying Theory - Essay Example Ideally, high-quality research evidence helps clinicians to offer the most effective and efficient patient treatment. Indeed, critical appraisal aims at informing health policy and nursing practice by allowing researchers, health administrators, and medical practitioners to compare and assess the quality of the research evidence (Carter, 2010). Through critical appraisal, clinicians establish the most reliable high-quality research evidence for nursing practice. In performing critical appraisal of articles selected for my topic, I will rely on the recommended structured process of analyzing fundamental aspects of the published articles (Jones, Crookes, & Johnson, 2011). I will assess the articles with regard to the quality of evidence, appropriateness of research design, suitability of the research methodology, and usefulness of research evidence to the nursing practice. Assessing whether the articles address the research topic and whether they contain valid, relevant, and reliable evidence will also be paramount (Fineout-Overholt, Melnyk, Stillwell, & Williamson, 2010). I will also derive whether I can generalize the findings of the research article to my practice based on the homogeneity and stability of the contained research evidence. Moreover, I will assess the presence of potential conflicts of interest in my research articles. Fineout-Overholt E., Melnyk B.M., Stillwell S.B., & Williamson K. M. (2010). Evidence-based practice step by step: Critical appraisal of the evidence: part I. American Journal of Nursing, 110(7),

Systems and Operations Management Assignment Example | Topics and Well Written Essays - 2750 words - 1

Systems and Operations Management - Assignment Example The solution provided by the combination of a supply chain management system and enterprise resource planning solution will provide the framework that will support Atokowa in terms of its demand for data, information and knowledge. Corporate ambidexterity will enable Atokowa to respond to the current challenges and the demands of the future while protecting its bottom line. The same is true for transforming Atokowa into a learning organization. The recommended solutions not only will support an ambidextrous organization it will also provide the necessary infrastructure to a learning organization. The initiatives proposed by George Hargreaves and Hayley Atokowa can be considered the first step towards the right direction in expanding the market and widening the demography of Atokowa. The proposed implementation and integration of an enterprise resource planning solution and supply chain management system will support the initiatives. Creating an ambidextrous and learning organization will create the necessary corporate culture of excellence geared towards continuous improvements. Table of Contents Executive Summary 2 Table of Contents 3 Background of the Case 4 Business Analysis 4 Issues 5 Pricing Strategy 5 Operating Issues of ASIS 6 Customer Service Operations 6 Custom Print 6 Warehousing 7 Atokowa Supply and Purchasing: 7 Atokowa Brands: 7 Expanding Presence in the Internet 8 Information Technology 8 Conclusion 8 Recommendations 10 Pricing Strategy 10 Operating Issues of ASIS 10 Customer Service Operations 11 Custom Print 11 Warehousing Supply and Purchasing 11 Atokawa Brands 12 Internet Initiatives 12 Atokawa as a Learning and Ambidextrous Organization 13 Change Management 14 Bibliography 15 Background of the Case Atokowa is an Australian company providing office supplies and stationary products catering to business and individual clientele. Founded in 1964 the company now boasts of key presence all over Australia providing one stop shops for stationary and office supplies. When the company was turned over to Jonathan Atokowa, he expanded the business to include several key executives covering specific areas of operation within the company. Jonathan also focused on technology after realizing that this will be the future of the industry. Business Analysis Atokowa business process can best be described as having three revenue streams. The service revenue stream is provided by the Custom Print, the product label stream and the retail outlet revenue stream. Custom Print provide a production chain process that starts with an order from a client, actual production work from Atokowa and then delivery of the manufactured goods. Atokowa labels are conferred to generic products for maximum profit. However, the choice of product is random and there are no real criteria or structure in the choice of product and the quality of product that will be sold under the Atokowa label. A real effort to develop an Atokowa brand and have it Toll Manufactured to ensure quality and consistency should be planned for the future (Henry J. Johansson, 1993). Atokowa retail process includes consignment and actual purchase of items from vendors then selling it at a slightly higher price. Agreements with label owners and manufacturers and distributors do not include actual supply chain plan agreement, purchases and supply are determined by orders from Atokowa for delivery to the warehouse then eventual

Joseph Nathan Oliver Essay Example | Topics and Well Written Essays - 750 words

Joseph Nathan Oliver - Essay Example These instruments include cornet and trumpet for melody input, trombone, percussion, and tuba for rhythm in music. Also, used is the clarinet for counterpoint production, drums, contrabass, piano, guitar, and banjo, and later saxophones. Most of these were obtained from the military band (Gushee 45). Jazz music formed a uniting point for all races, as people played it from all races in the world. Joe worked with and transformed a number of marching band groups. Examples of such include the Kid Ory, Bill Johnson’s original Creole Orchestra, The onward Brass band, the Olympia, the eagle band, and the original superior. He also founded King Oliver’s Creole Jazz Band where he invited Louis Armstrong and others like Lil Hardin, Johnny Dodds, Baby Dodds, and Honore Dutrey. After their breakup, Oliver King went on to belong to other bands, like Dave Peyton’s band which he renamed Dixie Syncopators (Gushee 260). Oliver ‘king’ was known for his expertise in t he cornet playing as aforementioned. He was raised in New Orleans, which was recognized for its musical vibrancy. This jazz musician produced ‘hot jazz’ sounds, as his music came to be referred to later. In jazz music, Oliver King was famed for using mutes, derbies, cups, and bottles to modify the sound of his cornet. His style was that of producing rhythm that was four square and a melody that was clipped. This made him unique since the other cornetists, including Louis Armstrong, played an irregularly thus contrasting them. In addition to this, Oliver king was also famous for the production of a wild array of sounds from his horn. His performance in Wa Wa Wa and the styles he used to enhance such performance gave rise to the ‘wa-wa effect’ in Jazz music, which further assisted in making him stand out from among other cornetists and other jazz musicians (Gushee 262). He acted as Louis Armstrong’s mentor, who, later rises to fame and is still known i n the jazz world. After the breakup of King Oliver Jazz Band, Joe went ahead to produce two duets with Jelly Roll Morton, a pianist. The duets were King Porter and Tom Cat, both with Piano accompaniment. Apart from playing the cornet and founding bands, Oliver King also wrote music for his bands. Some of the music he wrote include, Sweet like this, Dippermouth Blues Doctor Jazz and Canal Street blues. Oliver’s Dippermouth blues is without a doubt one of the most notable and memorable performance by the fallen king. Both Oliver king and Louis Armstrong composed this piece while they were in King Oliver’s Creole Jazz Band. The two were on the cornets while William Johnson played the banjo; Baby Dodds played the drums and Honore Dutrey played the trombone. The clarinetist was Johnny Dodds while Lil Hardin played the piano. This piece was recorded in 1923, in Richmond, Indiana (Gushee 263). Dippermouth blues starts with a four- bar lead that is diminished, which, progresse s to a meandering ride over the hills, of two chorus. An ostinato motor of one bar guides all this. There is a repetitive function of all the parts of the instruments, including the trombone and the clarinet, which offers support for the lead cornet. This is proceeded by a stop time solo of the clarinet. After another ensemble, Oliver’s prowess is displayed as he plays a three chorus muted cornet solo. Together with the band, Oliver king presents a moving show that demands attention. In fact, his

Know how to identify development needs Essay Example for Free

Know how to identify development needs Essay Everyone has their own preferred way of learning new things. Knowing how you learn can Help you take control of situations and develop further in learning or employment situations. To help me identify my own learning style(s) and that of a member of my team, I used the VAX questionnaire below. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:x A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:x A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:x A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:x A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:x A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;x A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:x A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out ABC 8When I am choosing a holiday I usually:x A B CRead lots of brochures Listen to recommendations from friends Imagine what it would be like to be there 9If I was buying a new car I would:x A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:x A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:x A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:x A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:x A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:x A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:x A B CLooking at something Being spoken to Doing something 16When I am anxious I:x A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly ABC 17I feel especially connected to other people because of:x A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:x A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:x A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:x A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing. 21Most of my free time is spent:x A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:x A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:x A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:x A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:x A B. CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:x A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:x A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:x A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:x A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:x A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:130512 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Self-Assessment Everyone has their own preferred way of learning new things. Knowing how you learn can help you take control of situations and develop further in learning or employment situations. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:* A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:* A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:* A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:* A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:* A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;* A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:* A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out A B C 8When I am choosing a holiday I usually: Read lots of brochures Listen to recommendations from friends Imagine what it would be like to be there ABC * 9If I was buying a new car I would:* A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:* A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:* A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:* A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:* A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:* A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:* A B CLooking at something Being spoken to Doing something 16When I am anxious I:* A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly A B C 17I feel especially connected to other people because of:* A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:* A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:* A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:* A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing 21Most of my free time is spent:* A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:* A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:* A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:* A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:* A B CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:* A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:* A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:* A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:* A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:* A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:151203 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Now I have identified the learning style(s) for a member of my team and myself, and buy Reading the explanations below, we can consider how this will help us to choose the type of Learning that works best for us. People commonly have a main preferred learning style, but This may be part of a blend of all Three. Some people have a very strong preference; other People have a more even mixture of two or less commonly, three styles. Remember, there is no right or wrong learning style. The VAK learning styles model suggests that most people can be divided into one of the Three styles: Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. ?These are the people who will work from lists and written directions and instructions. ?Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. ?These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear! ?Someone with a Kinesthetic learning style has a preference for physical experience touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel? ’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first! AC 1. 2 Use a simple technique for identifying own development needs and the development needs of another member of the team. It is very important for any organization to identify your own development needs and the Development needs of your team, and the development of all individuals at all levels. In The section below I have looked at a couple of ways you can identify the skills and Knowledge required for successfully delivering as well as providing the training and Development required for both me and that of another member of my team. Of course there are training and development texts that cover this subject in much more Detail, it is best to start with an analysis of the training and development that is required. The Starting point and the subsequent steps can be represented in ‘The Training Cycle’ or ‘The Systematic approach to Training and Development’. This is a widely recognised and used Model of the processes involved in professional development. When setting any objectives for training we should be using the standard management Practice of using SMART objectives. SYou will notice that the objectives are specific in that they explain a number of individual tasks. MThey are measurable in that you can determine if the tasks have been completed by checking against the targets, e. g. 2000 words, four bridges, grid reference, and so on. AThey are achievable in that resources are available to complete the task. For example, is there sufficient time for completion and does the candidate have access to a computer? RThey should be realistic. Clearly any task to be set at an appropriate level and be relevant to the development of the individual. We have to ask whether the person presently has the skills to carry out what we are expecting, does he/she need training or can they learn by on the job training. TFinally, the task should be time-bound in that you have to set time targets for completion, and possibly for reviewing progress. If you are able to set SMART objectives it makes the job of evaluation and review much easier. Identify the need The need for staff training can be identified in a number of ways, such as during interviews, Through feedback from colleagues, by competence or knowledge tests, by observing work Taking place, or from appraisal documents or CVs. Skills and knowledge audits and a SWOT analyses are well-known techniques that can be used for self-assessment as well as For identifying the needs of individuals and groups. Skills and knowledge audit A ‘brainstorming’ session will identify the skills, knowledge and understanding required to Carry out a particular task. To help me identify my own development needs I used the table On the next page, by comparing my existing skills and knowledge with the recommended Ones helped me to determine the training and development needs I could need. SKILLSLevel requiredCurrent levelDevelopment needs Project designDegree or HNC level management and review Supervisory management plus some specific project trainingILM Level 3 Certificate in Principles of Leadership and Management Planning and reviewingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Staff managementManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Team briefingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Effective presentationAbility to present projects to community groupsNot confident in presenting to groupsILM Level 3 Certificate in Principles of Leadership and Management Report writingProfessional quality reportsAlready presents high quality reportsNone required Assessment skillsVocational Assessor AwardHolds Skills Assessor AwardTo work towards the D33 Team skillsManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Training of trainers3- to 4-day courseAlready holds three relevant training unitsNone required KNOWLEDGELevel requiredCurrent levelDevelopment needs Managemen t of Health and SafetyIOSH levelAlready holds IOSH and has attended specific trainingNone required Safety in Housekeeping legislationIOSH levelAs aboveAs above Employment legislationManagement Level 2 S/NVQManagement Level 2 S/NVQUpdating courses when available Appraisal system and how it worksSpecific knowledge and use of the systemHas carried out appraisals in other organisationsSpecific coaching only required Environmental legislationFull knowledge of relevant environmental legislationHas full knowledge through personal researchNone required Do not be over specific about each and every aspect of the job, and do not use vague Expressions: communication skills, for example, may cover questioning, listening and talking To a group. You should attempt to be as clear and concise as possible about the skill or Knowledge required. To help me identify the development needs of a member of my team I used a SWOT Analysis, this is a simple self-assessment tool and is the SWOT analysis or analysis of STRENGTHS, WEAKNESSES, OPPORTUNITIES and THREATS. This can be used on its own or with the skills and knowledge analysis. It is good technique For helping staff identify their own training needs with or without support. My Team leader StrengthsWeaknesses Has a strong background in supervisory management techniques.? Has not worked to any degree with groups of manual workers. ? Has used a pc competently in previous jobs.? Is unfamiliar with project management software. ? Has an IOSH Certificate.? Health and safety training did not cover everything needed for this roll. OpportunitiesThreats ? There will be a number of candidates selected for a higher level qualification in supervision? Lack of supervision / management skills can hamper progress. ? Growth in the path industry may mean that there are more higher level jobs available.? Other candidates may have worked with manual workers – I need to improve my leadership skills. Using the SWOT analysis has helped us to see some of the development areas my team Leader needs, and from this I can help by finding the right course to help in his development. AC 1. 3 Identify potential barriers to learning Workplace learning is the process of gaining relevant skills and knowledge at work, either Informally as you gain experience or formally through structured training. Barriers to Workplace learning are factors that slow down the process, misdirect it or prevent it from Happening. These factors differ from one type of job to another. Misdirection If your goal is to achieve long-term success in your field, you need to learn new skills and Abilities on an ongoing basis. A sales professional must improve his closing techniques and His understanding of customer psychology, while an information technology specialist needs To keep up with new technological developments. One potential barrier to effective Workplace learning is that you may learn something that provides a short-term advantage But actually works against your long-term professional development. For example, if you Learn how to close just enough sales to meet your quota consistently, this may discourage You from learning the sales techniques that would substantially improve your close rate. Stagnation Another barrier to workplace learning is getting caught in a rut. If the work you do is not Mentally stimulating or challenging, you may not continue to improve on the job. Company Culture also can have a big impact on whether employees keep growing and learning or Whether their skills and motivation stagnate. If you believe your supervisors arent interested In hearing what you have to say, wont listen to concerns you have and dont welcome your Questions, you wont keep learning and improving. Companies that foster an open culture Are less likely to have this problem. Obfuscation Effective learning often depends on effective teaching, but not all teachers are equally skilled Or willing. Many workplace skills are best learned from an expert, and experts are not Always readily available. Some co-workers who do have genuine expertise are not willing to Share it openly. For instance, the companys best programmer might be worried that if he Teaches new employees all the tricks of his trade, his own value to the organization will Decline and he could lose his position. Teaching materials such as training videos or Instructional manuals may be poorly explained, confusing or limited. Companies can Overcome these issues by rewarding employees who mentor others and ensuring that there Are adequate materials on hand to facilitate learning? Access Depending on the type of business, the employees may face problems outside of the Workplace that interfere with their ability to learn in the workplace. Low-skilled employees Often are eager to obtain training to improve their job skills, but they sometimes face Complex life situations that make this difficult. This can include obligations to family Members, lack of free time to engage in additional training, medical problems and lack of Funds to pay for any training the employer does not provide. Anything the company can do To make training more accessible and flexible can alleviate this problem. This is just a few of the potential barriers to learning and I have explained these in a bit more Detail, below is a small list of some others, this list is again only a short list there are possibly Many more. Employee learning not seen as critical to business success Identifying and analysing true learning needs is time consuming Employees reluctant to take the time out to learn and develop Available learning not seen as specific enough to job roles and company strategy Learning doesn’t deliver tangible benefit Learning solutions simply don’t deliver No observed behavioral change Learning solutions are costly and risky AC 1. 4 Explain how barriers to learning can be overcome Overcoming barriers to success involves assessing the situation, consulting experts, Considering alternatives and taking action. To manage your career effectively, you need to Take charge of your own development. By assessing your own skills, getting advice from Others, learning new skills and making informed decisions, you can achieve your goals. Overcoming challenges and setbacks usually requires a positive attitude, as well as Dedication and commitment. Feedback To communicate more effectively and overcome objections, start by collecting information About the problem at hand. Avoid misinterpretation, misunderstanding and mistakes by Assembling all the facts. Depending on the situation, you can conduct surveys, run focus Groups or simply start a conversation with a colleague. Listen carefully and pay attention to The subtle nuances of what people say. Then take action to use the feedback and address The problem, tell people what you did, evaluate the outcome and refine your approach if Necessary. For example, to improve your chances of getting a new position, ask a friend or Colleague to review your resume and cover letter. Does it reflect your skills and knowledge In the best manner? Make modifications based on their feedback and submit your Application. Join a professional organization in your industry to network with other business Professionals. By making new contacts, you can learn about new opportunities to use your Unique skills and experience. Change Barriers to change include reluctance to part with old ways, sadness and regret associated With loss, and fear of the unknown. Managing change effectively and overcoming these Obstacles involve setting a clear course for the future and establishing realistic goals. Recognize that change can be disruptive. Then commit to the transition and form new Strategies. For example, once you decide that you want to pursue a new a career in a Higher-paying field, get the training and experience you need to succeed, according to your Budget and time availability. Define goals that are specific, measurable, attainable, realistic And time constrained. For example, if you want to pursue a career in health services, you Might aim to complete your bachelor’s degree and earn a nursing degree in the next six Years by participating in an online university program. Decision Making Barriers to success often involve an inability to make good choices. Learning how to Evaluate options efficiently can help you ensure career success. Sometimes you need to Make a quick decision without consulting others to ensure your safety and well being. Other Times, get input from other people you trust to help you make an informed decision about The next step to take in your development. When you work on a team, there may be times When the group needs to collaborate to make a choice that impacts everyone. This can take Time but the results are typically beneficial in the long run. When you don’t have time or the Outcome doesn’t really matter to you, delegate decision making to a subordinate to keep Processes flowing smoothly. This might include tasks such as approving travel expenses That are under a certain amount. Productivity When your goals don’t align with those of your company, your motivation and desire to Perform decrease. Ensure that you fully understand your companys strategic objective, Mission and values so that you can position yourself appropriately. Examine your work Habits. Manage your work day effectively to achieve your short and long-term goals. For use Online time management tools to focus your attention on the task at hand and complete Work in short segments. Managing your own productivity tends to improve your long-term Success. Section 2: Know how to develop self and others to achieve organisational objectives AC 2. 1 Briefly analyse learning/development options to meet need(s) of Self and another member of the team.

East is East Essay Example for Free

East is East Essay East is East is a play about family life set in Salford at the start of the 1970s. It focuses on the Khan family, specifically the children, who are coming to terms with their identity in a mixed race household dominated by an abusive father. In this assignment, I will explore how the conflicts and tension in the play are dramatically revealed through the use of humor. I will explore Act 1, Scene 1, and Act 2 Scenes 2, 4, and 5. Throughout these scenes I will look at the separate conflicts and tension concerning Abdul, George and Sajit. It is necessary to observe Georges behavior closely as his actions directly impact upon his family, especially his children. His character shows the crossing over of the two cultures. Abduls character shows the clash of the two cultures and how they both try to overcome the other. He is the voice which speaks for the views of the children. Of all the children, Sajits character most strongly embodies the conflicts and struggles of being trapped between two extremely different cultures. His trademark parka appears to symbolize his hidden inner feelings, since it is worn all throughout the play until his emotional breakthrough in Act 2, Scene 5 (further discussed later in this essay). The children of the family are aged between 12 23. Act 1, Scene 1, has an everyday family life theme to it, with the family in a typical atmosphere which they are nearly always in. This act is useful as it helps set the play and introduces the lifestyles of the characters: â€Å"The contrast of cultures should come out in the set dressing, wall paper, oil cloth, Islamic prayer stickers, a coffee table with a picture of the Taj Mahal, a Lazy Susan which is always full of washing. † (Act 1, Scene 1) we are aware of the atmosphere and theme from this which helps set the play. We can see the contrast by having a picture of the Taj Mahal and then a Lazy Susan. A Lazy Susan is heavy slang which can help elucidate the situation. However, when the dialogue starts, we are taken of the description of the set and are faced with a humorous situation which involves George chasing Sajit because he has not been circumcised: â€Å"GEORGE: I tell you stupy, why you no listen. Your son bloody got it (He indicates his crotch. ) here tickle-tackle. † (Act 1, Scene 1) It is quite important that George is raising an issue that his son has not been circumcised. This reflects his views and is the first sign that he is a very religious Muslim. George uses Pidgin English which is very funny and shows that he has taken parts of the Pakistani dialect and merged it with English. Also George uses euphemisms instead of explicit terms which make it amusing like stupy. There is almost a sense of Schadenfreude for the audience as George, who is usually violent in his control of the family, is struggling to speak fluently. This is funny as it makes it seem as if he is hanging somewhere in between the two cultures. Another stage direction shows Georges relationship with his wife: â€Å"George grins slightly, these arguments happen all the time, and this one has reached its point. † (Act 1, Scene 1) In this quotation, we can see the relationship George has with his wife and that he is a playful character. This is another image of George that the audience gets and they assume that this is Georges normal behaviour. In this scene there are not any visible conflicts between the characters. This scene does not appear to be particularly loaded, but then again it is only the beginning of the play. This changes as we begin to slowly find out. In Act 2, Scene 2, the cross-cultural conflicts created by the tension slowly built throughout the play up to this point is finally resolved. Sajit is opening up to his older brother, Abdul, and Abdul is seeing Sajit in a new light. Sajit to him was always the dotty child who never took off his coat. The symbolism of Sajits coat is like his protection and sanctuary to get away from all of the harsh treatment and bad feelings that he receives. In Act 2, Scene 5, more is revealed about the symbolism of Sajits coat. After their talk Abdul wishes he had a parka to get away from all the conflicts, living up to his fathers expectations and his complicated life: â€Å"I wish I had a parka. † (Act 2, Scene 2) This quotation has importance as it shows that Abdul has accepted Sajit and his ways. It also shows that he would like to seek refuge just like Sajit and shows that he also is vulnerable like his brother. This is the first time that Abdul has shown any sort of understanding towards Sajits feelings. Another family conflict is shown when Abdul tries to explain to Tariq, his younger and rebellious brother, why he has never defied his father and let his father overpower him: â€Å"I want him to treat me like a proper son, I want him to trust me. I dont want him to feel as if Im some investment for his future. † (Act 2, Scene 2) Abdul is trying to explain to Tariq why he listens to his father and tries to respect him. This shows that Abdul is very reasonable and can see both points of views, from his and his siblings and his view and from his fathers. The world conflict in this scene forms a backdrop in the play. George feels strongly about Pakistan and the war as he has family near the borderline. Ella (his wife) on the other hand, does not really care about the war and is more concerned about life back home and her family: They only come around here when they want money, or when money wants sending to Pakistan, to buy more bleeding land that were not gonna live on. And do you think any of my kids are gonna get a look in, if owt happened to you? (Act 2, Scene 2) Ella is finally unleashing her feelings which she has bottled up for the course of her marriage with George. George is dumbfounded as he knows that it is truth, then when Ella says: â€Å"Im not gonna stand by and let you crush them one by one because of your pig bloody ignorance. † (Act 2, Scene 2) George upon hearing Ella apparently call him pig becomes angry. He is a volatile character and Ellas words trigger off his already heated temperament (Pork is forbidden in Islam, so he feels gravely insulted): â€Å"George grabs Ella violently by her hair and pulls her to the ground. We see Sajit crying in the yard. † (Act 2, Scene 2) The scene has come to a dramatic conclusion which has a lot of tension within it, from both the domestic violence and Abdul and Tariqs encounter. A lot of tension has developed in this scene and is building up to the climax. In Act 2, Scene 4 we see Abdul in another light. We see him confessing and repenting his actions from earlier. The atmosphere becomes very tense as Abdul delivers a very powerful speech which releases a lot of tension: â€Å"I just sat there and watched them, and I didnt belong, I was crying,  crying so hard I couldnt catch my breath. † (Act 2, Scene 4) After this strong comment, the stage directions amplify the atmosphere: â€Å"Pause. We can just hear the music playing in the background. † (Act 2, Scene 4) This is a dramatic part of the scene as Abdul has vented his feelings about his behavior all in one powerful release. The relevance of the music is important as it is background music which can clearly be heard as both Abdul and Tariq are silent, showing that it is a reminder of their culture and the rising tensions. This scene is important as it helps us understand the character of Abdul. We can see that he can understand the young and childish views of his youngest brother, and the serious views of Tariq. Throughout the play, tension and humor have entwined which has built up to the climax of the play in the final scene. In Act 2, Scene 5, the tension of the play has risen to the climax and everyone is rushing around for the arrival of the guests. There is tension in the air as they are waiting for the arrival of Mr. Shah (the father of Abdul and Tariqs brides to-be): â€Å"Ella is plaiting Meenahs hair. Sajit sits oblivious to all the confusion around him, reading a comic. † (Act 2, Scene 5) We can see that there is tension as everyone is scurrying about doing their own thing. Ella seems to be in control of the situation and is ordering everyone about: â€Å"ELLA: Keep it bloody still then. Sajit go upstairs and ask your Dad to give you the nit comb. † (Act 2, Scene 5) â€Å"ELLA: Hang on, I havent got two pairs of hands. Abdul! Fix Tariqs tie. (Pause. ) Wheres Saleem? † (Act 2, Scene 5) â€Å"ELLA: Sajit go upstairs and ask your dad to get me jeweler out of the safe. (As Sajit goes. ) And take that bleeding parka off! Abdul, get the posh cups out of the cabinet in the kitchen. † (Act 2, Scene 5) In all of these quotations, we see Ella sending the children off around the whole house to prepare before Mr. Shah arrives. Upon the arrival of the guest the tone changes and the family adopt a posh approach, which is an immediate contrast with their usual eccentric behavior: â€Å"Mr. Shah enters greeted by Ella. Ella leads him into the parlor, followed by the others, Sajit bringing up the rear trying to see. Ella has now got her slightly posh voice on. † (Act 2, Scene 5) Then Mr. Shah is introduced. We can tell that he holds very high standards as everyone greets him as he is introduced. Ella who is normally very informal has now become very posh as she is aware of the respect that Mr. Shah deserves. We can see that Ella does not seem to know what to say and when to say it: â€Å"Oh theyre quite heftya ¦the frames I mean! Look George, arent they lovely? † (Act 2, Scene 5) In this quotation we can see that Ella has spoken aloud her true opinion about the girls pictures, but hastily manages to recover. This is quite an obvious sign that Ella is not used to meeting those who are from the Pakistani background and is embedded in the English culture. There is tension in the air because; if one character makes a mistake then there will be serious consequences like Mr. Shah refusing to allow his daughters to marry into the family: â€Å"Enter Meenah with the tea, she sees the photos, she can barely control her laughter, this could be dangerous. She scuttles out of the room quick. † â€Å"MEENAH: Ill just go and get the biscuits. (She almost snorts this. )† (Act 2, Scene 5) The children also notice that the pictures are unsightly and can hardly control their laughter, just like their mother. This is funny but serious as we can understand the comedy of the circumstances but the seriousness of the situation. In this scene there are cross-cuts between the two actions at the same time. There is the formal type atmosphere in the parlor and the informal light hearted tone in the living room where the children are gathered. This is quite good as tension is increased as the two actions happen. When one scene occurs, the other pauses thus building tension between the two. There is comedy present as the children are joking about with Saleems model and on the other hand we have such a serious atmosphere: â€Å"Ella goes to grab the model, but Saleem gets there first. She begins to chase him round the room. † (Act 2, Scene 5) As the model is of something so explicit, it is entertaining to see the situation change to such an amusing one. Then it says: â€Å"We are aware of the commotion outside the parlor door. † SALEEM: (from outside). Mam let go, youre pulling all the hair out! (Act 2, Scene 5) These quotations show the situation from the other room and we can imagine what the guest and the family are thinking. The family is all seated and then suddenly: â€Å"Saleem falls through the door clutching the model. He lands in front of Mr. Shah. † (Act 2, Scene 5) The sudden entrance of Saleem has surprised the guest, and George too has finally lost patience with his own family. Even though something so embarrassing and detrimental has happened Ella uses humor which induces the tension building to the climax: â€Å"ELLA: Im very sorry Mr. Shah, it was an accident, the hair came off in me hands. † (Act 2, Scene 5) Mr. Shah has been a patient guest for the family, but he too finally loses it. He cannot believe he was about to wed his daughters into this crazy family: â€Å"This is an insult to me, and to my family! How can you allow your son to behave like this! I will never let my daughters marry into this jungly family of half-breeds! † (Act 2, Scene 5) This too is an insult to Ella who as explained before loves her own children. She cannot let this pass her so easily: â€Å"Well your daughters arent good enough for my sons or your house. And if I hear you say another word about my family, Ill put that fanny over your bastard head. † (Act 2, Scene 5) Once again Ella has defended her family and used humor to add more tension to the atmosphere. This speech is tough as Ella overrules George to shout at Mr. Shah. Mr. Shah exits feeling personally insulted, and then George loses it: â€Å"You baster bitch, you insulting guest, bring bloody shame on family. † (Act 2, Scene 5) He is more concerned about what others think of his family and is annoyed that Ella has insulted not just an ordinary guest, but a Pakistani respectable man. George is too irrational and cannot see any other side to it so: â€Å"George grabs Ella, and pushes her to the floor, he starts to hit her. † (Act 2, Scene 5) Now George is hitting Ella for the second time and the children, all except Sajit, have not seen this brutal attack before. They are stunned: â€Å"Saleem and Tariq run over to try and stop him, Manner grabs Ella and tries to pull her away. Sajit takes off his coat, runs over, and starts to hit George with it. † (Act 2, Scene 5) Abdul has taken control of the situation and is grabbing his father and holding him against the wall. He is acting on behalf of all of the children: â€Å"ABDUL: Dad! (He grabs George and pushes him against the wall. ) Get off her stop it. † (Act 2, Scene 5) Abdul has just done a very manly action by sizing up to his father and then pushing him away. His conflicts have arisen as he has previously had to atone and be a religious Muslim and then had to face this situation. Sajit has been silent throughout the previous action but suddenly has whipped off his parka and started whacking his dad with it. This is such a major change as the metaphor of his parka has changed i. e. the parka represented bottled up feelings and now it is being released. The action of reliving the scene of his father attacking his mother must have removed his fears. The following quotation has a strong message in it: â€Å"Sajit runs off to the shed crying. Pause. Theres just the sound of Ella crying. The others help her into a chair. † â€Å"George starts to cry. † â€Å"GEORGE: I only try to help you son, I no want to bloody hurt you, I love my family. I have to bloody stick up for family when people calling. † (Act 2, Scene 5) The pause in the stage directions is used to build suspense and create more tension. Then when George begins to cry we realize that he is not all bad. The previous examples of George that we have seen are those which show him in either a humorous or bad light, not in a sympathetic light. The fact that he is crying shows that he too is human and feels sad about his actions. His  speech states that he cares for his family, and has their best interests at heart. This is quite moving and is almost like a healing to all of the violence. It proves that he does care for his family after all. Then George leaves and Abdul goes to speak to Sajit, who has retired to the coal shed. Sajit too has released his anger and even tells Abdul it: â€Å"I was only hitting him cause he hit me mam. He always does it. He said he was gonna burn the house down. † (Act 2, Scene 5) Sajit has said something which echoes his inner feelings all along. He thought that his dad was going to burn his house down. Sajit has foolishly taken Georges previous threat from when he previously beat up Ella to heart. This shows that he may be dotty, but he does care. Once again, he opens up to Abdul: â€Å"I didnt half give him a belt didnt I? † (Act 2, Scene 5) Then Abdul asks if Sajit wants to keep his coat, but surprisingly Sajit doesnt. In the following quotation, we can see Sajit giving all his fears up and relieving all his stress. â€Å"Sajit takes the coat, goes over to the bin, lifts up the lid, takes one last look at his coat, and throws it in. † (Act 2, Scene 5). The fact that Sajit has taken a final look at the coat may mean that he is reflecting on all of the times that his coat was a haven for him away from all of the troubles that plagued him. After such a moving ending and tension humor is once again introduced, as Sajit says: â€Å"Can I have another look at our Saleems model? † (Act 2, Scene 5) This shows the final example where humor is used to reveal tensions and conflicts. The resolution of the play is one that the audience may not have expected and is quite fulfilling as it successfully concludes the conflicts between the characters. From my assignment, I can conclude that conflicts and tension are dramatically revealed through the use of humor. In many scenes, we can see this like Act 1, Scene1 and Act 2, Scene 5. The purpose of this play is portraying life as an Anglo-Pakistani in the 1970s. It highlights the difficulties and good times of being Asian. The reason that Ayub-Khan-Din wrote the play was because the play was a way to show others how his life was for a typical Pakistani family growing up, in his circumstances. The playwright has based the play around his life which made it more real and understandable. This play is very autobiographical as it shows certain aspects of his life and shows the struggles for Anglo-Pakistani families. The play seems humorous, and since I didn’t really know how bad problems can really be in an English-Pakistani family living in England, I thought they had exaggerated a lot. But later finding out that the play is autobiographical; it made me understand the theme a bit better. It made me look at the play very differently, and it was easier to value the atmosphere as it was based upon a true lifestyle.