THE ENGLISH LAW OF TORT Essay Example | Topics and Well Written Essays - 4500 words

THE ENGLISH LAW OF TORT - Essay Example This was demonstrated in the case of Best v Samuel Fox & Co Ltd 1 in which a wife attempted to sue her husband’s employers for his inability to have intercourse with her, due to an accident at work that had left him emasculated. The claim failed on the basis that the claimant had no proprietary right over her husband, and therefore no injuria had been suffered by the claimant. In contrast, however, it is possible for a claim to be brought where no damage has been suffered. This could occur in the case of the tort of trespass and libel. Merely entering onto the land of another without their consent can be actionable, even of the trespasser causes no damage to the land. Likewise, with libel, the publication of the libel can result in an action being brought by the claimant, without requiring the claimant to prove that any loss was suffered as a result of the wrong. In order to prove that the injuria has caused the damnum it is not necessary to prove the intent of the person causing the harm. Even when intent can be proven, the court can determine that the action of the defendant is not illegal, and therefore not actionable. This was determined in The Mayor of Bradford (Bradford Corporation) v Pickles (1895)2 , in which the defendant placed a well on his land, knowing that this would interrupt the water supply of the town and discolour it. Although in this case the motive of the defendant was malicious, the court ruled that his actions were legal as he was entitled to do whatever he liked on his own land3. Conversely, in Wilkinson v Downton (1897)4, the claimant successfully claimed damages, despite the fact that the harm was caused as a result of a joke, and the defendant lacked any intention to cause harm to the claimant. Intention can be of relevance in bringing a claim in cases of malicious prosecution5, falsehood6, or defamation7 as well as in claims for nuisance. One such case where nuisance was established as actionable was

Medieval University Essay Example for Free

Medieval University Essay Everything that is going on around us was developed in some point during history. We can assume that all ideas had to come from some prior idea. As students of history, it is in our ability to wonder what cultural and social constructions are still present today from the any other time in historical period. What particular concepts still exist within the world or specifically the United States? An idea that is still very present in America is the university. When did the idea of schools first come into full importance? What was taught and when did the concept expand into colleges and universities? The first universities were commenced in Paris during the Early Middle Ages. This is where the first concepts of higher learning were instituted and based off. In chapter seven of Discovering the Western Past: A Look at the Evidence Volume 1, the book explains the history of colleges and universities, they were simpler than modern schools but took hold of what general is taught today. In Europe during the medieval period, most education was handled in the small schools, where they taught Latin to male children. Students who would go to become clergymen were taught more advance subjects in cathedral schools. When the schooling community grew too large, colleges were set in place for student housing. Most modern university or college has housing for students. Student housing was strict and much regulated in the middle ages. These students, most of them, were to go on and become part of the clergy. Those who ran the colleges wanted to keep watch of the behavior being displayed by students of their institution. Compared to the rules of most residence halls in American universities, these restrictions seem preposterous. Rules included no one shall have loud shoes or clothing by which scandal might be generated in any way also no fellow shall presume to sleep outside of the house in town, and if he did so for reason, he shall take pains to submit his excise to the bearer of the roll†¦ also no women of any sort shall eat in the private rooms. If anyone violates this rule, he shall pay assessed penalty, namely, sixpence. You can see how important the curriculum was important during college in medieval life. There was no trace of extra activities and such like there are today. Clubs and leagues are western concepts that came later. Residence halls now are still very strict but some can be lenient towards student desires. Then learning was the highest priority. In source 11, a description of student life in Paris during the Middle Ages is explained more clearly. It says, Almost all the students at Paris, foreigners and natives, did absolutely nothing except learn or hear something new. Clearly now, the college of the university is not just the resident halls. Colleges are considered an institution in which a liberal arts degree can be acquired. The difference between a college and a university is that a college just presents a set of degrees in specific areas while a university is a collection of colleges. Content and teaching styles varied during the middle ages, as they do now. Degrees for teaching were given out to people who could right acquire them, Believing that the chancellor often either granted the right teach to unqualified parties or simply sold licenses outright, they began to require that prospective teachers pass an examination set by the university besides getting the chancellors approval. Many of these instructors had their own style teaching. In source five of the chapter sevens content, one teacher lays out his expectations like how modern day professors give out syllabi, he says, All writings belonging to this class are to be read with full freedom to criticize, and with no obligation to accept unquestioningly; otherwise the way would be blocked to all discussion, and posterity be deprived of the excellent intellectual exercise of debating difficult questions of language and presentation. The content of school was not very far off from what most places teach today. James Hannam of the University of Cambridge says, A great deal of the business of natural philosophy, mathematics and medicine during the Late Middle Ages and Early Modern period took place in the setting of the universities What almost all universities had in common was that they were self governing corporations that were supported by both church and state. Their major purpose was to train men to be lawyers, theologians and physicians but they were also  increasingly used by the gentry to educate their sons in the cultural skills necessary for courtly life. Some universities like the University of Bologna specialized in certain categories of learning. The University of Bologna would be considered a law school. The university is historically notable for its teaching of canon and civil law; indeed, it was set up in large part with the aim of studying the Digest, a central text in Roman law, which had been rediscovered in Italy in 1070, and the university was central in the development of medieval Roman law. says universities Wikipedia page. The differences between universities of the middle Ages in Europe and modern day universities in America are quite apparent but their similarities suggest that some customs were brought to the west. These universities like Cambridge, Bologna, Paris, and Oxford are the models of what higher education is today. They are what came before what we have today. That is why it is important to study history as a whole thus we can see what aspects are being used in society today. [ 1 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 147. [ 2 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 158-9. [ 3 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 166. [ 4 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 147. [ 5 ]. Merry E. Wiesner, Julius R. Ruff, William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. V1. Ed:6th. pp 160 [ 6 ]. http://www. hps. cam. ac. uk/research/memu. html [ 7 ]. http://en. wikipedia. org/wiki/University_of_Bologna.

Post-Traumatic Stress Disorder Essay -- Health, Diseases, Stress

Friedrich Nietzsche once said, â€Å"That which does not kill us makes us stronger.†(Bailey, Eileen) While this is often the case, certain tragedies are simply too overwhelming for the body and mind to recover from. Instead of making one stronger, some things leave the human body weakened both emotionally and physically. When faced with gargantuan amounts of stress, some people have mental or emotional breakdowns resulting in post-traumatic stress disorder. Post-traumatic stress disorder, commonly known as PTSD, is an anxiety disorder that can occur after experiencing or witnessing a traumatic or life threatening event that causes intense feelings of fear or helplessness. PTSD affects most people differently depending on the individual, but most of the symptoms are similar. These symptoms can be separated into three main categories: re-experiencing symptoms, avoidance behaviors, and symptoms of hypervigilance.(Thomas 17) Re-experiencing symptoms include nightmares, upsetting memories, or painful flashbacks. After working on machines and tanks, many veterans who return home have associated the smell of diesel fuel with flashbacks of combat and gory battles. Avoidance behaviors are also common in PTSD patients. People often become frightened of everyday simple tasks because of trauma they have experienced. Some people are terrified to ride in cars because they have been involved in horrible car wrecks. Hypervigilance simply involves a person being alert or on edge at all times. (Thomas 18-21) PTSD can be caused by many different things but some of the common causes are war, terrorism, rape, a severe accident, or natural disasters. The National Center for PTSD said that about 60 percent of men and 50 percent of women will exp... ...uggling to get through the day. If a person is putting too much energy into balancing their lives with therapy and stress relief then medication is the next step. Currently the Food and Drug Administration has approved only two medications fot the treatment of PTSD; Sertraline(Zoloft) and Paroxeine(Paxil). They are both anti-depressant drugs called Selective Serotonin Reuptake Inhibitors or SSRIs. They work by blocking the site on neurons that remove serotonin from the synapses, a process called reuptake. This allows the body access to more serotonin. It has a calming effect on the body and relieves the PTSD symptoms of hypervigilance and intrusive thoughts, as well as countering depression and panic attacks.(Thomas 60) PTSD is very serious and it affects people everyday. Some events are simply too traumatic for one’s mind and body to handle. Post-Traumatic Stress Disorder Essay -- Health, Diseases, Stress Friedrich Nietzsche once said, â€Å"That which does not kill us makes us stronger.†(Bailey, Eileen) While this is often the case, certain tragedies are simply too overwhelming for the body and mind to recover from. Instead of making one stronger, some things leave the human body weakened both emotionally and physically. When faced with gargantuan amounts of stress, some people have mental or emotional breakdowns resulting in post-traumatic stress disorder. Post-traumatic stress disorder, commonly known as PTSD, is an anxiety disorder that can occur after experiencing or witnessing a traumatic or life threatening event that causes intense feelings of fear or helplessness. PTSD affects most people differently depending on the individual, but most of the symptoms are similar. These symptoms can be separated into three main categories: re-experiencing symptoms, avoidance behaviors, and symptoms of hypervigilance.(Thomas 17) Re-experiencing symptoms include nightmares, upsetting memories, or painful flashbacks. After working on machines and tanks, many veterans who return home have associated the smell of diesel fuel with flashbacks of combat and gory battles. Avoidance behaviors are also common in PTSD patients. People often become frightened of everyday simple tasks because of trauma they have experienced. Some people are terrified to ride in cars because they have been involved in horrible car wrecks. Hypervigilance simply involves a person being alert or on edge at all times. (Thomas 18-21) PTSD can be caused by many different things but some of the common causes are war, terrorism, rape, a severe accident, or natural disasters. The National Center for PTSD said that about 60 percent of men and 50 percent of women will exp... ...uggling to get through the day. If a person is putting too much energy into balancing their lives with therapy and stress relief then medication is the next step. Currently the Food and Drug Administration has approved only two medications fot the treatment of PTSD; Sertraline(Zoloft) and Paroxeine(Paxil). They are both anti-depressant drugs called Selective Serotonin Reuptake Inhibitors or SSRIs. They work by blocking the site on neurons that remove serotonin from the synapses, a process called reuptake. This allows the body access to more serotonin. It has a calming effect on the body and relieves the PTSD symptoms of hypervigilance and intrusive thoughts, as well as countering depression and panic attacks.(Thomas 60) PTSD is very serious and it affects people everyday. Some events are simply too traumatic for one’s mind and body to handle.

Why Will IT Continue To Affect Education Education Essay

Research shows that Information Technology will go on to impact instruction because it adjusts to larning manners and is in demand, despite cost and pupil disablements. Jennifer Cromley provides considerations of utilizing computing machines in instruction. It discusses the countries where computing machines are and are non utile in instruction. It besides provides utile advice. The article contains many mentions with back uping and opposing point of views. The writer is an Assistant Professor of Educational Psychology. The article was published in Focus on Basics magazine. It is a quarterly magazine for practicians created by The National Center for the Study of Adult Learning and Literacy ( NCSALL ) .NCSALL is a research and development centre and is funded by assorted authorities and educational establishments. It supports the thought that computing machines can be used by handicapped pupils and enhances larning. It is besides used for an opposing point of view in the debut ( Cromley, 2000 ) . Farr, G. ( 2009 ) . Mad magazine to Facebook: what have we learned? . Teacher Librarian, 36 ( 5 ) , 30-32. The Shannon Learning Center in Texas supports the usage of engineering in the schoolroom. It quotes a rule, contains illustrations from his yesteryear and a nexus to a picture to back up his points. The picture efficaciously demonstrates a demand from pupils to be allowed the usage of cell phones in school. The pupils likely have an subterranean motivation, but the article provides a possible solution. Gregg Farr is a high school rule in Texas at Shannon Learning Center. The journal article was published in Teacher Librarian: The Journal for School Library Professionals. It has been printing the diary for 30 old ages. It is used to back up the decision that Information Technology will go on to impact instruction due to a demand from pupils ( Farr, 2009 ) . Gulchak, D. ( 2008 ) . Using a nomadic handheld computing machine to learn a pupil with an emotional and behavioural upset to self-monitor attending. Education & A ; Treatment of Children, 31 ( 4 ) , 567-581. Daniel Gulchak discusses surveies that show how computing machines can help handicapped pupils instruction by supplying behavioural feedback. He specifically describes a survey conducted on a person that utilizes a hand-held computing machine with the intent of proving its effectivity on a pupil with an attending upset. The computing machine is used to assist the pupil better his ain behaviour during a undertaking. The survey concluded that behaviour improved by 34 % . Academicians improved as a consequence because it improved his ability to be taught. The writer reveals that more surveies need to be done and that the survey does non supply grounds that the computing machine was more effectual than traditional methods. Daniel Gulchak has his ain web site, a Doctoral grade, and works at the Institute for Human Development. Education & A ; Treatment of Children is a diary published by the West Virginia University Press. The journal article is used to demo that computing machines can be adapted for disablements ( Gulchak, 2008 ) . Hargadon, S. ( 2010, March 1 ) . Educational networking: The function of Web 2.0 in instruction [ available full-text, free ] . Multimedia & A ; Internet @ Schools. Retrieved March 8, 2010, from hypertext transfer protocol: //www.mmischools.com/Articles/Editorial/Features/Educational-Networking-The-Role-of-Web-2.0-in-Education-5bAvailable-Full-Text2c-Free5d-61342.aspx This article describes how societal networking has enhanced educational networking and assists professional development. It discusses how societal networking can do the acquisition experience more efficient, convenient, and gratifying. It is a good beginning for pedagogues to utilize for considerations when implementing educational networking. Steve Haragon has his ain web site and is a Social Learning Consultant that has founded a societal acquisition web known as Classroom 2.0. The article was published in Multimedia & A ; Internet @ Schools magazine. The magazine is a usher to electronic tools for instructors. I found this beginning seeking to happen the publishing house of one of the original beginnings. I exchanged beginnings because the original beginning ‘s publishing house no longer existed ; it is newer and better than the original. It is used in confederation with another beginning to demo how Information Technology and adjusts to larning manners. It provides an illus tration of how educational networking can be cost efficient ( Hargadon, 2010 ) . Hinchliff, G. ( 2008 ) . Toddling toward engineering: Computer usage by really immature kids. Children & A ; Libraries: The Journal of the Association for Library Service to Children, 6 ( 3 ) , 47-49. The Association for Library Service to Children ( ALSC ) discusses many surveies that show computing machines are good to immature kids. It mentions more surveies that need to be done and identifies some of the jobs and makes suggestions for the usage of computing machines for immature kids ‘s instruction. Gaye Henchliff is a librarian who created this diary article for the Research and Development Committee at ALSC. ALSC concentrates on doing libraries better for kids. The article is used to demo that computing machines can be utilized to better instruction among immature and handicapped kids because it enhances their learning experience ( Hinchliff, 2008 ) . O'Lawrence, H. ( 2006 ) . The influences of distance larning on grownup scholars. Techniques: Connecting Education & A ; Careers, 81 ( 5 ) , 47-49. Techniques: Connecting Education & A ; Careers discusses factors refering grownups in distance acquisition plans. It is utile to utilize as a resource for finding whether to inscribe in on-line class reveals some of the jobs associated with distance acquisition. Henry O'Lawrence works in the Occupational Studies Department at California State University. The diary published by the Association for Career and Technical Education ( ACTE ) . ACTE was founded in 1926 and is a primary association for the betterment of instruction. It is used to demo a demand for information engineering in instruction for distance acquisition and provides some opposing points ( O'Lawrence, 2006 ) . Pelham, B. , Crabtree, S. , & A ; Nyiri, Z. ( 2009 ) . Technology and instruction. Harvard International Review, 31 ( 2 ) , 74-76. The Harvard International Review discusses the contention environing whether computing machines are cost and educationally efficient. It shows that some hapless states have higher tonss due to computing machines. It gives an illustration of pupils in Nigeria that did an analysis using energy efficient computing machines provided by the One Laptop Per Child plan initiated by President Clinton. Three writers worked on this to be published in the Harvard International Review, which is a extremely respected forum for educational argument. It is used to demo that Information Technology is cost efficient and in demand by the authorities in instruction. It provides grounds that computing machines will go on to impact instruction ( Pelham, Crabtree & A ; Nyiri, 2009 ) . Thilmany, J. ( 2008 ) . A fount for you. Mechanical Engineering, 130 ( 9 ) , 18. The American Society of Mechanical Engineers ( ASME ) reveals a new manner of runing computing machines that is being developed at the University of Washington in Seattle. It describes the manner many things are adjustable to our demands, and it makes a contrast to the manner computing machines have typically been inactive. The new system is described to be used for people with disablements, but it is a good illustration to demo how computing machines can alter for the benefit of each person. The writer is presently one of the Associate Editors of Mechanical Engineering Magazine, the magazine of ASME. The article is from the same magazine. ASME is the taking professional community to assist applied scientists work out jobs by the usage of communicating. It besides develops codifications and criterions to advance the growing of cognition and safety. The article is used to show how the adaptability of computing machines can forestall a disablement from being a factor for runing a compu ting machine. It is besides used to in concurrence with another beginning to show how computing machines can accommodate to help acquisition manners ( Thilmany, 2008 ) . Thilmany, J. ( 2009 ) . Calculating. Mechanical Engineering, 131 ( 7 ) , 14-16. Jean Thilmany covers the application of some of the latest technological thoughts ensuing from the usage of computing machines. The subjects covered are: potentially bettering the design of a dust mask, a better apprehension of the behavioural consequence of picture games on pupils, the demand for more coders for the United States to remain up to day of the month in computing machine simulations, a new signifier of web that makes it faster to treat big sums of informations, new package utilized to aline a camera to find the enlargement of the existence. It can be noticed that computing machines are being applied to many different Fieldss, but it does n't indicate that out in the article. The magazine and writer is the same as the old mention. It on occasion quotes research workers, professors, applied scientists, and a plan manager from establishments and refers to major organisations of authoritiess which besides make the article even more utile. The survey of the behavioural conseq uence of picture games on pupils is used to back up the suggestion made from the old mention by utilizing it as an illustration of an version to video games that resulted in a erudite behaviour form in both surveies, this shows that video games as a acquisition manner was assisted by an accommodation to the game. Part of the article is used to demo a demand by the United States authorities for Information Technology in instruction ( Thilmany, 2009 ) Tsung-Yen, C. , & A ; Wei-Fan, C. ( 2009 ) . Consequence of computer-based picture games on kids: An experimental survey. Journal of Educational Technology & A ; Society, 12 ( 2 ) , 1-10. The writers describe an experimental survey among 3rd graders at Tainan City, Taiwan. It began with a void research hypothesis saying that picture games do non better learning any more than a typical Computer Assisted Instruction ( CAI ) . It statistically concluded that picture games improve larning but did n't better judgement. It is suggested that the game used was excessively hard to learn judgement accomplishments. This survey is good to demo how computing machines can better larning when applied decently. Both of the writers have Bachelors, Masters, and Doctorate grades. The Journal of Educational engineering & A ; Society is a quarterly academic diary. The beginning is used to turn out how computing machines can be adjusted to better acquisition manners ( Tsung-Yen & A ; Wei-Fan, 2009 ) .

“Equus” by Peter Schaffer Essay

Equus The play â€Å"Equus† by Peter Schaffer investigates ideas of faith, passion, violence, and adolescent sexuality. Schaffer was inspired to write the play after hearing a true story; a crime involving a teenage boy’s seemingly motiveless violence and injury to horses. Equus is a fictional account of what Schaffer believes could have happened before the incident, helping to explain the psychology and reasoning behind the boy’s mysterious and disturbing crime. Equus follows closely the character of 17 – year-old boy Alan Strang, but also his psychiatrist, Martin Dysart. In this piece of writing, I plan to explain how we explored the play of Equus in a variety of different activities within our drama class. Response The play opens with Martin Dysart, the psychiatrist, performing a soliloquy that introduces the main themes of the play. Scene one is devoted entirely to this speech, which shows its importance and vitality. We learn much about Dysart from this speech. For example, the line â€Å"All reined up in old/language and old assumptions† illustrates how he feels trapped and frustrated in his life. In addition, he says, â€Å"I’m desperate† which shows his exhaustion and frustration. This Scene was particularly challenging to rehearse and perform for various reasons. For one, it is a long speech so there is the challenge of learning it. Also, you need to make sure that your volume, tone, and speed are correct. There are very few stage directions so there is the added difficulty of knowing how to act when performing, and how to show his pain and anger. It is also hard, when rehearsing a piece, not to lose its spontaneity – which is particularly vital in this speech. In Scene two, Dysart is visited by Hester Salomon, a magistrate and close associate of Dysart, and Alan’s horrific crime is revealed to the audience. The line Hester speaks is very simple, but tells all that is necessary: â€Å"He blinded six horses with a metal spike†. My initial response to this line was shock, revulsion, and horror, but at the same time I was intrigued why Hester thought Dysart would be able to ‘fix’ Alan (Does he have more power or authority than the psychiatrists?) My feelings, however, did change as the play unfolded and I became more understanding and less shocked as the question of â€Å"why did he do it† was explored. At the beginning of Scene three (and the end of Scene two), we are introduced to Alan Strang, who has committed this terrible act. In this scene, Dysart questions Alan, but rather than simply replying, Alan chooses to sing television adverts. This gives a very strange first impression. We later find out that Alan was forbidden to watch TV – so how does he know these ‘tunes’? This was a very difficult scene to rehearse and perform without laughing and it was amusing to watch. Another scene we studied closely was Scene seven. In this scene, Dysart goes to visit Alan’s parents, Mr and Mrs Strang. From this scene, we learn much about Alan’s upbringing and how events in his childhood may have subconsciously had a negative effect on Alan, and how it may have influenced what he did. One of the main factors that had a strong influence on Alan was his mother’s somewhat extreme obsession with religion. Dora Strang is a very religious woman, with strong Christian beliefs, whereas Alan’s father, Frank, is an atheist who is worried that Dora’s constant reading of the Bible to Alan has had a negative effect on him; â€Å"†¦it’s the Bible that’s responsible for all this†¦an innocent man tortured to/death – thorns driven into his head – nails into his hands†¦it can mark anyone for life†¦all that stuff to me is just bad/sex† In reading this scene, I think Schaffer wanted the audience to feel intrigued about the big part religion has played – also, in a conversation between Dora and Dysart near the start of the scene, she says: â€Å"Alan’s always been such a gentle boy. He loves animals! /Especially horses! This confuses the audience slightly because it makes you think that if he liked horses so much, why did he do such a terrible thing to them? This information enables us to understand Alan’s obsession with horses, later revealed in the play. The scene also draws very strong images of Frank and Dora, who are both very different from one another: Dora has unintentionally influenced her son with religion, and she is very upset over the matter: â€Å"I simply†¦don’t understand†¦Alan! (She breaks sown in sobs)†. Frank, on the other hand, seems to spend little time with Alan, and didn’t let him watch TV (Dysart): But surely you don’t have a set, do you? I understood Mr Strang doesn’t approve.† This may also have affected Alan because it prevented him from being like ordinary children – encouraging him to become weird. Schaffer creates a negative image of both characters for this reason, but also makes you pity them. They purposely mean to hurt Alan and are both shocked and distraught about what has happened. As a director, I would want to emphasise how the Strang family is very different from an ordinary family, Dora with her strong religious beliefs and Frank insisting on no TV. The third and final scene we studied in depth was Act 2, Scene 33. In this scene, Jill has lured Alan back to the stables – although Alan is reluctant and unsure of whether he should go. Scene 32: (Alan – to Jill) â€Å"The stables?† (Jill) â€Å"Of course!†Ã¢â‚¬ ¦ (Alan recoiling) â€Å"No!† Alan says ‘no’ to Jill three more times, but they still go. Later, in Scene 33, Alan insists that the door is locked. Also, in this scene, Alan becomes very uneasy. One reason for this is because he cannot go through with having sex with Jill and is humiliated, although Jill is very understanding. The other reason is that he believes that God has seen what has happened through the eyes of the horses in the stable. This is the reason why he blinded the horses – so God could not witness him committing a sin. This fear puts Alan in a distraught state that follows on to the act of him blinding the horses in the final scene. The corresponding activity I participated in was â€Å"hot-seating† Alan about that night. We took it in turns to play Alan, and each did our best to answer questions about the night in character. Development Freeze Frames After reading the play we spit into groups of five. In these groups we decided which three points of the play were the most important; or had the biggest impact on the audience and had to present them as three ‘freeze-frame’ images. The first point we chose to depict was in Scene 3; Dysart has just met Alan and is asking him various questions. We showed this by having Alan on Dysart’s ‘couch’ looking bewildered and confused. Our group also thought it would be a good idea to have three ‘onlookers’ looking in on them, wearing disgusted expressions. They represented Bennett, Thoroughgood, and the public who are mentioned in Act 1, Scene 2 – just before Hester reveals Alan’s crime. The second idea that we chose was Alan’s confusion about which parent he should listen to: his mother with her religious ideas, or his father who insisted on no television. To do this we sat Alan in the middle of the sofa, with Dora on one side reading an imaginary Bible, and Frank on the other pointing at Alan with a stern stare, frowning at Dora. The third and final image we chose was of the main event – Alan blinding the horses. For this we had three people as horses, with Alan standing in front of them looking terrified, confused, and angry. I think that the images we chose really captured the main points and essence of the play. The last one especially helped me to understand Alan’s motivation for this terrible act. The next thing we did was to rehearse the main scenes we had focused on: 1-3, 7, and 33-34. Everyone was given the chance to play Dysart in Scene 1 – him being the only character in the scene. This, as I have previously said, was a very difficult task due to the emotions conveyed and the tone required. In Scene 7, I played Dora. This I actually found tougher than playing Dysart because I found it more difficult to act her and was embarrassed when she read from the Bible. I also found it hard to speak in a ‘proud voice’ when she is reciting from a book called ‘Prince’ that Alan used to enjoy when he was younger. Monologue To capture the thoughts and feelings on the night of the ‘act’, I have written a one-hundred word monologue from Dysart’s perspective (at the end of the play): â€Å"There he was, sitting there with Jill, the stable girl. Alone together†¦but they weren’t alone†¦Equus was there; watching. Listening. Seeing. Suddenly, Alan caught sight of him. He knew that Equus had seen him fail†¦so God had seen him fail. He must stop God from seeing him. He has to prevent the horses from looking at him. God looking at him†¦he must blind them. All six. And fast. I have taken Equus from Alan. He is ‘normal’ – but at what cost, and to whom? Now Equus lives with me†¦there is, in my mouth a sharp chain. And it never comes out.† Directors Instructions Ultimately, Equus is as much about Alan as it is about Dysart. As a director, I would advise the actors to not just ‘act’ the character, but ‘be’ the character – learn and understand Dysart; how he feels, thinks, and accepts people, whatever they’ve done. I would want the audience to feel intrigued about Dysart’s complicated life and emotions, but also leave the theatre thinking about what will happen next†¦ Evaluation Interesting Points I found many things interesting in performing Equus and the themes it explored. One of the things I enjoyed in performance was the variety. For example there were humorous scenes – such as scene 3, in which Alan sings – but also more serious and dramatic, scenes as well – such as Dysart’s soliloquy in Scene 1. In performing, I also enjoyed the fact that it explored lots of different emotions: Alan’s madness and Dysart being, in a way, traumatised by his dreams of cutting up children. Equus also tackles a range of themes. The play, in itself, has an unusual theme right from the start. I can relate to the theme of religion as my mum is a Christian and my dad is an atheist. Film Adaptation In class we watched the film adaptation of Equus. There were many differences between the film and the play. I feel that the play works better and it has a more powerful effect on the audience. Also, I felt that in the film Dysart’s opening speech wasn’t as good as it could have been. The whole speech was just a close-up of his face, and the actor did not show much emotion through his features, or use it to his best ability. Performing the play myself was very different from watching the film or watching other people perform. When I performed the play, I was very surprised at how I found it easier to perform Jill and Dysart than the other characters. Jill I found easy because she is a similar age to me – so I could relate to her emotions and feelings. However, I can’t begin to understand why I found it easy to Dysart. I have nothing in common with him and he seems to be a very complicated character. It is possible that it was because he is so different that I found it easy to play him – the two extremes; someone similar to me and someone completely different. Another possible reason why I found him easier was because I think that when you start reading the play, you subconsciously choose between Alan and Dysart, and I chose Dysart. I found Alan hard to relate to. Even though we worked very hard in class to understand why Alan committed the crime, I didn’t fully understand unti l right at the very end – after the rehearsals. If I had had more time to prepare or learn Equus, I think it would have been easier because it was not until the very end of our work that I started to really understand it. Peer Evaluation One person in the group whose work really impressed me was Marc. I thought that Marc really connected with and understood Alan. He was really convincing and performed well in various activities. Even when he had to sing he did it with a lot of confidence and enthusiasm. Many of us would have been very embarrassed about having to do this – especially in front of peers. He really impressed me when we were doing the â€Å"hot-seating† activity. He had played Alan and we were asking him questions about the night of the ‘act’. What impressed me was how, when asked a question he didn’t know the answer to, he sang one of the tunes – because that’s what Alan does in the play when Dysart questions him. Overall, I really enjoyed working on, and participating in activities about Equus. I thought that the play was fascinating and exciting, but also interesting and stimulating.

Critical Thinking essayEssay Writing Service

Critical Thinking essayEssay Writing Service Critical Thinking essay Critical Thinking essayHow would you describe successful aging? Explain your answer in at least one thorough paragraph for full-credit.The successful aging involves social and physical changes in the life of individuals. Aging should bring minimal changes to the social status of individuals that means that they should not slip from the middle-class to lower-class in the course of aging, for example, but, instead, they should preserve their social standing. Their physical health should be also in a good condition and changes should match the natural process of aging.Critical ThinkingWhat do you think people can do to improve their active life expectancy? Be specific in your answer. You should include answers to this question presented in Chapter 6 text book Aging and the Life. As well as your own ideas. Explain your answer in at least one thorough paragraph for full-credit.People should practice sport and lead active lifestyle. In addition, they should maintain close social relations with their social environment and hold a proactive position. Their involvement in the social life, for example, through volunteer jobs or non-profit projects will make them social active, while active lifestyle will have a positive impact on their physical health.Critical ThinkingWhy are people retiring at older ages than in the past? Make sure your response includes explanations that are presented in Chapter 10 text book Aging and the Life. You should also include your own opinion on this issue. Explain your answer in at least one thorough paragraph for full-credit.Profound economic changes force people to retire at the older age now. Another problem is the aging of the population, low share of economically active population, and others. The progress of technology makes age difference less significant in regard to the quality and effectiveness of performance of employees of different age. The overall improvement of the quality of life has improved the position of older people and m ade them more competitive that allowed them to retire later.Critical ThinkingHow do people’s lifestyles and social support systems affect their health in old age? Explain your answer in at least one thorough paragraph for full-credit.The lifestyle and social support system determine the health of people in old age. The healthy lifestyle and extensive social support are the major conditions of a good health in old age. Hence, older people rely heavily on the lifestyle and social support system.

SAT Cost, ACT Cost, and How to Save Money

SAT Cost, ACT Cost, and How to Save Money SAT / ACT Prep Online Guides and Tips If you're deciding between taking the SAT and the ACT and you have a tight budget, this guide will help. We'll cover the registration costs, reporting costs, and how you can save money no matter what test you choose. All Registration Costs for the SAT and ACT (Updated for 2019-2020) Let's first look at the cost of registering for the test, and extra fees. Fee Type What is this? SAT Cost ACT Cost Registration Fee The normal fee for each administration of the test you register for $64.50 ($49.50 without essay) $67($50.50 without essay) Late Fee Charged if you register after the regular deadline but before the final late deadline $30 $30 Waitlist Fee Charged if you register after the late registration deadline and are seated on test day. $53 $53 (standby testing) Change Fee Charged if you change the test center, test date, or test type $30 $30 Question and Answers An optional service that sends you the test questions and correct answers (useful for seeing what mistakes you made) $18 $20 International Fees Charged additionally if you're taking the test outside of the United States $43 to $53 $99.50 Sources: College Board and ACT, Inc The costs between the SAT and ACT are similar for registrations for U.S. students. If your schools require the essay section, taking the SAT saves you $1 per test. Clearly both tests charge through the nose for extra fees, punishing lack of planning ahead. As we'll cover below, planning early can represent a huge cost savings to you. All Reporting Costs for the SAT and ACT Once you take the test, you'll have to send your test scores to colleges. Each college you apply to will require its own SAT or ACT score report. If you apply to 12 colleges, you'll need to send 12 score reports. This is where the policies for the SAT and ACT really differ. Fee Type What is this? SAT ACT Free Score Reports The number of free reports you get when registering for the test 4 free reports, within 9 days after test 4 free reports, by the Thursday after the test Cost per School Charged for each report you send to a school outside of your free reports. $12 per school $13.00 per test per school Rush reporting Expedited sending of score reports $31 per school $16.50 per test per school Sources: College Board and ACT, Inc. Here's an elaboration. When you take the SAT or ACT, both tests allow you to send your scores to four schools for free. You will specify these four schools when registering for the test. The SAT gives you nine days after the test to decide those four schools, while the ACT only gives you six days. Outside of the free reports, both tests will charge you for sending score reports. This can happen if you're too late in specifying your free reports, or if you exceed the four free reports per test. The SAT and the ACT differ here in a significant way. The SAT can send all your College Board test scores to a school in a single report. This includes all SAT and SAT Subject Test administrations. The ACT, however, requires $13.00 per test per school. For example, if your school uses 'Superscoring', you might want to send two or three tests to combine the highest score.This can really rack up the cost really quickly.For example, if you're applying to ten colleges and you want to send three test scores, this will mean $13 x 10 x 3 = $390, just to send your scores to schools. All this money starts adding up. It pays to be proactive and to plan ahead. Here are four strategies to save as much money as possible on the SAT and ACT. 5 Tips to Save Money on the SAT and ACT If you're on a budget, you can save a lot of money by planning ahead. Here are important ways to get money back. #1: Apply for a Fee Waiver If You Qualify Both the College Board and the ACT know that low-income families find it difficult to pay for these expensive tests. Applying for a fee waiver can save you hundreds of dollars. With a fee waiver, both tests give you free registration for tests and free score reports. How do you qualify for a fee waiver? You qualify if any of the below is true: You're enrolled in or eligible for the federal Free and Reduced Price Lunch program You're enrolled in a federal, state, or local program that aids students from low-income families (like Upward Bound) Your family receives public assistance You live in public housing, a foster home, or are homeless. Your household income level falls below USDA levels for Reduced Price lunches To get a fee waiver, you MUST go through your school counselor. You cannot apply directly through the College Board or ACT, Inc. This takes time, so make sure you do this well before you plan to register for the test. Contact your school counselor as soon as possible if you qualify for a fee waiver. #2: Register Early The late fee for registration is around half the test of the cost itself, causing a 50% increase in the test cost if you're late to register. If you have a test date set in mind, register months in advance so you don't forget. Make sure you get a confirmation by e-mail so you have no surprises come test day. Even worse than paying the late fee is missing the test date registration altogether. If you've been prepping for a specific date, this will cause you to lose momentum from your test prep and lower your score. #3: Use the FREEScore Reports Both the SAT and ACT give you free score reports to send to schools of your choosing. Make sure you specify schools before registration so you don't forget. Once the ACT test date passes, you won't be able to specify any more colleges to receive your test scores. The only reason you may want to not specify a college for the free score report is if you're not sure you're going to do better, and you want to make sure the college receives only your top scores. For all other cases, send it to colleges that are on your application list. #4: Self-Report Scores When Possible In an attempt to lower the barrier to applying even further, some of the top schools in the country now allow students to self-report their SAT and ACT scores on their applications; you'll only have to submit official SAT/ACT score reports if you're accepted. Prestigious national universities that allow self-reporting of SAT/ACT scores include Stanford, Columbia, Johns Hopkins, Northwestern, Caltech, Rice, WashU in St. Louis, and Emory. Most of the top liberal arts colleges also have adopted this policy, including Williams, Amherst, Wellesley, Swarthmore, Middlebury, and Pomona. For all schools allowing self-reported SAT/ACT scores, make sure to check their policy on superscoring/score choice so that you're maximizing your standardized testing profile. Also, while this should go without saying, don't lie when self-reporting your SAT/ACT scores on your application. Don't write a score you plan to get on the February ACT or March SAT before admissions decisions go out (unless the school you're applying to accepts February ACT scores) and don't lie about doing better than you did. This will most likely result in your admission being rescinded not just because you didn't do as well as you said you did, but because you lied; institutions of higher learning generally aren't super keen to welcome academically dishonest students into their community. #5: Use Your SAT/ACT Score to Qualify for Scholarships Many states and schools have scholarships where the major qualification is your SAT/ACT score. By doing well on the test, you can make back well more than it cost to take the test. Take the time to research these scholarships and apply for them if you qualify. What's Next? Now that you know how much the SAT and ACT cost, let's read more resources to learn more about these tests. Want a super high SAT score or ACT score? I teach you how to get a perfect SAT/ACT score, based on my own experiences. What are good ACT scores or good SAT scoresfor college? Is the SAT or ACT easier? Find out which you should take. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: