Character Comparison Journeys End Essay Example For Students

Character Comparison Journeys End Essay I am going to write about two characters which I found very interesting when I saw the play Journeys End in the New Ambassadors Theatre in London. Journeys End is set in a dugout in the early First World War. It is an ensemble piece and contains lots of indirect action. It is an extremely naturalistic play, due to it being written from first hand experience. It contains aspects of ordinary English life back then. One of the two men is Michael Siberry, who played the knowledgeable Osborne a lieutenant who was treated with respect in the production. I am also going to write about Ben Righton, who played the brave and important part of Stanhope, the leader and captain of the men. Michael Siberry played the important part of Osborne in Journeys End. He played a protective and sensitive part as second in command to Stanhope, who he looks after and defends. He is much more sophisticated and civilised with very manly behaviour. He is older, wiser and polite officer and is a true Englishman.  Siberry brings a strong sense of authority, although he is only second in command. His age and tone of voice show he is very wise and clever. When he ends up in a conversation about Stanhope and his drinking problems, he was able to change the conversation with a slow calm vocal tone, instead of talking or maybe shouting with aggression and power and ends up saying calmly Id go to hell and back for him, in defence of Stanhope. When Raleigh arrives, Siberry made a gentle and kind approach, similar to a schoolteacher. He did this by making him welcome, drawing out chairs for Raleigh to sit down and told him about what his life would now be like living in the trenches. He made eye contact, to show that he was not afraid, or shy to talk to Raleigh. Throughout this sequence, Siberry would smile and look directly at Raleigh to give a sense of re-assurance and tenderness. During the scene before Siberry was to go out on his mission, which he was obviously dreading, he showed great dignity without complaint. His short solo where he prepares for the mission is extremely moving. He takes his belongings such as his pipe out of his pocket and places them slowly onto the table. He used the time incredibly, as he was able to have silence among the stage so he could be lost in his thoughts, staring into the audience before leaving. This happens again when Stanhope orders him to read aloud Raleighs letters. He lowered his eyes and spoke softly to show that he disagreed with Stanhope, but still did not want to disobey orders. Siberry was also able to calm Stanhope down by using and reacting kindly and using appropriate vocal tones. Ben Righton played Stanhope in Journeys End. Although the play is not actually based around one character, the play very much revolves around Stanhope. The role of Stanhope is a challenging and complex one and Ben Righton played it with passion, a man torn between his important role as a commander and his inner cowardly self. The anxiety builds up to awkward and gripping moments with Raleigh, his childhood friend. Righton brought a quality of helplessness to the role. He used nervous and quick and tight vocal tones. He used a softer tone of voice when speaking to Osborne, as he was speaking to someone much wiser than himself. However when speaking to his men he would use a harsher and louder and more commanding tone of voice. Righton showed the effects of alcoholism very well by using shaky hands, physical weakness and appeared to be constantly tired. Righton contrasted his softness with his brutal qualities. His helplessness was shown through impulsive and jerky movements and Righton would add in sudden flare-ups. When communicating to his peers, he would rock back on his chair, facing away from the table and avoid eye contact. .ua31408e170d683b751a91f1e1ac6ab9f , .ua31408e170d683b751a91f1e1ac6ab9f .postImageUrl , .ua31408e170d683b751a91f1e1ac6ab9f .centered-text-area { min-height: 80px; position: relative; } .ua31408e170d683b751a91f1e1ac6ab9f , .ua31408e170d683b751a91f1e1ac6ab9f:hover , .ua31408e170d683b751a91f1e1ac6ab9f:visited , .ua31408e170d683b751a91f1e1ac6ab9f:active { border:0!important; } .ua31408e170d683b751a91f1e1ac6ab9f .clearfix:after { content: ""; display: table; clear: both; } .ua31408e170d683b751a91f1e1ac6ab9f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua31408e170d683b751a91f1e1ac6ab9f:active , .ua31408e170d683b751a91f1e1ac6ab9f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua31408e170d683b751a91f1e1ac6ab9f .centered-text-area { width: 100%; position: relative ; } .ua31408e170d683b751a91f1e1ac6ab9f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua31408e170d683b751a91f1e1ac6ab9f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua31408e170d683b751a91f1e1ac6ab9f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua31408e170d683b751a91f1e1ac6ab9f:hover .ctaButton { background-color: #34495E!important; } .ua31408e170d683b751a91f1e1ac6ab9f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua31408e170d683b751a91f1e1ac6ab9f .ua31408e170d683b751a91f1e1ac6ab9f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua31408e170d683b751a91f1e1ac6ab9f:after { content: ""; display: block; clear: both; } READ: Romeo and Juliet - Act 3 Scene 1 EssayRighton was able to create paranoia in Stanhope extremely well. He showed this through scenes such as the cold scene where he shouts at Raleigh. Righton shows Stanhope as a man who has lost sense due to the horrors of war. He portrays Stanhope to have mental decay with an agitated high-pitched voice and jerky movements.  Although Righton was able to show the mental decay of Stanhope, he was also able to show the characters duty and conflict. He used a strong vocal tone with commanding postures and gestures. The scene with Hibbert was valuable and was well timed. He used long pauses to think, and leave Hibbert in horror. It showed tha t although he was a leader he was also honest and open about himself.

Literary Translation as a Creative Act free essay sample

Literary translation implies the translation of all genres of literature, which include prose, drama and poetry. Literature is described as an apparently nebulous body of knowledge in oral or written form, an imitation of life, which reflects civilization and culture, and which covers every angle of human activities-culture, tradition, entertainment, information among others. It is one of the great creative and universal means of communicating the emotional, spiritual and intellectual concerns of humankind. Literary translation has to do with translating texts written in a literary language, which abounds in ambiguities, homonyms and arbitrariness, as distinct from the language of science or that of administration. Literary language is highly connotative and subjective because each literary author is lexically and stylistically idiosyncratic and through his power of imagination, he uses certain literary techniques such as figures of speech, proverbs and homonyms through which he weaves literary forms. The literary translator is therefore the person who concerns himself with translation of literary texts. We will write a custom essay sample on Literary Translation as a Creative Act or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A literary translator generally respects good writing by taking into account the language, structures, and content, whatever the nature of the text. The literary translator participates in the authors creative activity and then recreates structures and signs by adapting the target language text to the source language text as closely as intelligibility allows. He needs to assess not only the literary quality of the text but also its acceptability to the target reader, and this should be done by having a deep knowledge of the cultural and literary history of both the Source and the Target Languages. Language and culture are closely related and one is indispensable to the other. In fact, language acquires its meaning from the countrys culture. A single language may cross several culture borders. There are generally problems in the translation of cultural words in a literary text unless there is a cultural overlap between the source language and the target language. It is not enough for a translator to know what words are used in the target language; he must also make the reader understand the sense as it is understood by the reader of the original. For instance, in a text where there is a cultural focus, there can be translation problems due to the cultural gap between the source and the target languages. The meaning of a single word or expression is largely derived from its culture. Therefore, translation, being a simple linguistic process, a cultural understanding comes into play because the translator is supposed to produce equivalence and where this does not exist, problems occur. The translator is expected to creatively exploit the altered cultural, linguistic and literary context in order to realize the different potentials of the target language in an act or literary creation since translation is an intercultural activity. Linguistically, each language has its own metaphysics, which determines the spirit of a nation and its behavioral norms, and this is what is known as linguistic relativity. Language directs our intellect and even our sensory perception. Since words or images may vary considerably from one group to another, the translator needs to pay attention to the style, language and vocabulary peculiar to the two languages in question in order to produce an exact translation of the source language text. Thus while translating something from a language to other, the sense and the behavior of the sentence gets changed obscurely. So as to carry the that sense and the behavior of the sentence the original author meant, the translator himself need to be creative, with a good knowledge of both languages, the one translating to and from.

Disabled by Wilfred Owen and Whos for the game by Jessie Pope Essay Example

Disabled by Wilfred Owen and Whos for the game by Jessie Pope Essay The two poems I have chosen are Disabled by Wilfred Owen and Whos for the game by Jessie Pope. Both Poems are set around the war but they show very different perspectives. In Disabled, Owen tells the story of a young man from the Scottish Regiment who was a fellow patient in the hospital Owen was sent to after suffering from shell shock. Owen was very disillusioned with the idea of war and wrote to show people the truth and obliterate the image of war created by propaganda. Pope was a member of the White Feather Brigade, as they were known. Women who felt it was their duty to their country to send their men to war. Any woman who was seen out with a man not in uniform was labelled a traitor; men who did not join up were presented with white feathers as a symbol of their cowardice. Popes work was much a piece of the propaganda Owen was standing up against. She was calling the men of Britain to arms. The first thing to strike the reader would be the difference in mood between the two pieces; Owens work is melancholy the tale of one man contemplating his wasted life. In the second line he talks of his ghastly suit of grey, this could refer to his demob suit or more likely the mood of the subject. Whereas Popes poem is very light almost like a song, the language is simple in order to reach a wider audience. We will write a custom essay sample on Disabled by Wilfred Owen and Whos for the game by Jessie Pope specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Disabled by Wilfred Owen and Whos for the game by Jessie Pope specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Disabled by Wilfred Owen and Whos for the game by Jessie Pope specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The boy in Disabled is looking back at his vanity with regret. He appears to spend his time waiting for each day to end as if he was just waiting to die. He hears children at play they only serve as a reminder of what he has lost; he was little more than a child when he joined the war. As evening draws in he remembers the way the town came to life at night, again this is painful he will never again come to life and dance and be happy. Pope refers to the war as a game and a fight, this could be interpreted as a call to children, which indeed happened, the character in disabled admits that he was underage when he enlisted, no-one seemed to care. They just smiled and wrote his lie. The two poems also refer to sport although in different ways. Pope asks who wants a turn in the show and mentions those who do not join in as being left in the stands possibly the football stands for spectators. In the fourth and sixth stanza Owen refers to his subjects love of football. How he was carried off the field victorious with a wound to the leg. The fact that he was also carried off the battlefield with leg injuries, but this time he lost his limbs suggests that Pope is wrong to belittle war and its horrors war is not a game and it certainly is not childs play. Pope is asking her audience to see the war as glamorous which indeed is what Owens character did he admits to enlisting to impress, he wanted to attract the girls. He was told he would look good in uniform, he speaks of his good looks, of his vanity. At this point he had no fear, he had no cares he was not afraid of anything. He wanted the fame and the glamour that people like Pope were offering. He didnt think about the people he would be fighting against. He had nothing personal against them they were just enemy. Pope uses personification to refer to Britain as a woman. Indeed she is asking the men to join up and protect her as a man should protect his woman. An act of chivalry! Pope is taunting the men, if they do not enlist and fight for their country they are not men, they are cowards. At the end of the poem when she asks if they will stand and bite their thumbs, it may be suggested that she is likening them to babies sucking their thumbs. Pope mentions a crutch as if it may be a souvenir, one could be forgiven for wondering how the boy in disabled might feel hearing this, he has his souvenir of war. A suit without legs which has the sleeves sewn short at the elbow. He threw his limbs and his life away for his country, as did so many others. He did as he was asked what has he got to show for it? Pope uses repetition in the second stanza to emphasise the fact that their country needed help she needed men in the ranks, Pope questions the men and boys repeatedly as if waiting for an answer. Pope mentions the celebrations as the boys are sent off. Owens boy knew all about that but the return was very different. He went away a young boy and returned an old man, he will never be whole, or have his independence. All he will have is a few more years spent in institutions while he waited to die, with women looking at him in pity. He will never have the pleasure of a woman, he will not be the one taking women to his bed, he will be relying on the women to put him to bed. In her work Pope is shouting out to the people to come join in with the fun, she is calling out for patriotism asking the men to lay down their lives for their country and asking the women to send their husbands and sons. She is speaking to them colloquially, using their language and challenging them. The poem is written very simplistically using phrases and terms that attract all, in particular the younger generation. The phrase up to her neck is a slang term, which as well as using personification is a more graphic description than to give exact details of where the war is up to at that moment. It may be suggested that Pope was a very persuasive woman who did a great deal to help the war effort and send men cheerfully to their death, which is possibly why men like Owen felt the need to stand up and have their story heard. Owen does not attempt to spare the feelings of the reader his intention is to shock. He wants the people to know the truth; it may be argued that he felt a responsibility to the youth of his country to let them know what they were in for. War was not all cheering and shouting as Pope suggested. War was horrific, it took lives and the lives that were spared would never be the same again.

Timeline of Canadas 1970 October Crisis

Timeline of Canadas 1970 October Crisis In October 1970, two cells of the Front de Libà ©ration du Quà ©bec (FLQ), a revolutionary organization promoting an independent and socialist Quebec, kidnapped British Trade Commissioner James Cross and Quebec Labour Minister Pierre Laporte. Armed forces were sent into Quebec to help the police and the federal government invoked the War Measures Act, temporarily suspending civil liberties. Key Events of the October Crisis of  1970 Here is a timeline of the key events during the October Crisis. October 5, 1970British Trade Commissioner James Cross was kidnapped in Montreal, Quebec. Ransom demands from the Liberation cell of the FLQ included the release of 23 political prisoners, $500,000 in gold, broadcast, and publication of the FLQ Manifesto, and an aircraft to take the kidnappers to Cuba or Algeria. October 6, 1970Prime Minister Pierre Trudeau and Quebec Premier Robert Bourassa agreed that decisions on the FLQ demands would be made jointly by the federal government and the Quebec provincial government. The FLQ Manifesto, or excerpts of it, was published by several newspapers. Radio station CKAC received threats that James Cross would be killed if FLQ demands were not met. October 7, 1970Quebec Justice Minister Jerome Choquette said he was available for negotiations. The FLQ Manifesto was read on CKAC radio. October 8, 1970The FLQ Manifesto was read on the CBC French network Radio-Canada. October 10, 1970The Chenier cell of the FLQ kidnapped Quebec Minister of Labour Pierre Laporte. October 11, 1970Premier Bourassa received a letter from Pierre Laporte pleading for his life. October 12, 1970The Army was sent in to guard Ottawa. October 15, 1970The Quebec government invited the Army into Quebec to help local police. October 16, 1970Prime Minister Trudeau announced the proclamation of the War Measures Act, emergency legislation dating from World War I. October 17, 1970The body of Pierre Laporte was found in the trunk of a car at the airport in St.-Hubert, Quebec. November 2, 1970The Canadian federal government and the Quebec provincial government together offered a reward of $150,000 for information leading to the arrest of the kidnappers. November 6, 1970Police raided the hideout of the Chenier cell and arrested Bernard Lortie. Other cell members escaped. November 9, 1970The Quebec Justice Minister asked for the Army to stay in Quebec for another 30 days. December 3, 1970James Cross was released after police discovered where he was being held and the FLQ were given assurance of their safe passage to Cuba. Cross had lost weight but said he was not physically mistreated. December 4, 1970Federal Justice Minister John Turner said the exiles to Cuba would be for life. Five FLQ members received passage to Cuba - Jacques Cossette-Trudel, Louise Cossette-Trudel, Jacques Lanctà ´t, Marc Carbonneau and Yves Langlois. They later moved to France. Eventually, all returned to Canada and served short jail terms for kidnapping. December 24, 1970Troops were withdrawn from Quebec. December 28, 1970Paul Rose, Jacques Rose, and Francis Simard, the remaining three members of the Chenier cell, were arrested. With Bernard Lortie, they were charged with kidnapping and murder. Paul Rose and Francis Simard later received life sentences for murder. Bernard Lortie was sentenced to 20 years for kidnapping. Jacques Rose was initially acquitted but later convicted of being an accessory and sentenced to eight years in prison. February 3, 1971A report from Justice Minister John Turner on the use of the War Measures Act said 497 people were arrested. Of these, 435 were released, 62 were charged, 32 without bail. July 1980A sixth person, Nigel Barry Hamer, was charged in the kidnapping of James Cross. He was later convicted and sentenced to 12 months in jail.

International Culture and the Impact on Approaches to Managing People Literature review

International Culture and the Impact on Approaches to Managing People - Literature review Example From the data he gathered, he defined five critical dimensions that are important in understanding the cultural setting of a foreign market. Over the years, advances in research have made Hofstede’s cultural framework questionable. This paper will discuss the five dimensions and offer a critique of each dimension. Proponents of Hofstede’s framework have highlighted that it has a measure of relevance. Notably, that Hofstede’s cultural framework presents some appealing characteristics to some researchers. The fact that the cultural framework emerged when minimal data existed concerning the effect of culture to businesses makes Hofstede’s work outstanding. Moreover, during that time, there were minimal scholarly studies and the fact that Hofstede relied on one to develop his cultural framework made his work appealing (Blodgett, Bakir, & Rose 2008, p. 340). Moreover, he carried out several systematic studies with the same purpose of understanding how different societies held different cultural views. Finally, he combined data from all his studies and developed the dimensions of his cultural framework. One of the underlying factors that contribute to questioning of Hofstede’s framework is the definition of culture. Notably, exists is no specific definition of culture that has received acceptance from different scholars. There are numerous definitions of culture and the relevance of any cultural theory depends on the definition of culture used by the scholar. According to Hofstede, culture denotes â€Å"a collective programming evident in the mind† of individuals, belonging to a certain group, and that makes them different from other groups. Therefore, Hofstede developed his cultural framework based on the definition of culture as mental programming comprising of thoughts and feelings that determined how members of a certain group act. The reason why

Synthesizing two books regarding business Essay - 1

Synthesizing two books regarding business - Essay Example Managers are directed by professional and technical competence while leaders should be drivers for change and capable of inspiring people to greatness by converting talent to competence. He seeks to answer questions such as; What is the difference between leaders and managers? and What drives great leaders to their success? On the other hand, Sun Tzu’s â€Å"Art of War† explores the subject of war, which is not particularly different from the contemporary business environment. He focuses on the importance of strategy and effective leadership in war and tries to answer questions like; When is it worth going to war or making peace? He proposes that one must understand their enemy and like Buckingham, he talks about leveraging on ones strengths to ensure they get the upper hand. However, his methods tend to be rather Machiavellian, as he advocates deception where necessary if it aids one’s side achieve victory. According to the art of war, a great leader will know his strengths and weakness as well as those of the enemy (Tzu 50). Therefore, he will leverage on his knowledge to both take advantage of the battle and assume control over the environment subsequently securing victory. Admittedly, given that people who lived centuries apart wrote these books, they have little in common in respect to the cultural or even social experience. Nonetheless, from a business perspective, distinct similarities emerge in the underlying themes that both authors express in their works. Both books are focused on achieving victory; while the art of war is a military book it has been used by business students for hundreds of years because of its timeless and effective lessons. It advocates leveraging on ones strengths and the weakness of the enemy, which is essentially the same idea proposed by Buckingham. In Buckingham book, he proposes that great leaders must strive to understand their

Luther Against the Peasants forum 11 Essay Example | Topics and Well Written Essays - 250 words

Luther Against the Peasants forum 11 - Essay Example e peasants turned to violence and instigated the German peasant war that caused massive destruction of property and loss of lives, Luther justifiably became angry and rebuked the peasants the best way he could. He adopted the harsh stance since it was the only way of he could express his feelings about the violence. Additionally, his close relationship with the peasants led the prince to believe that he masterminded the revolution. The harsh stance was therefore a personal way of distancing himself from the revolution. This stance does not change my views of Luther. As explained earlier, my experience of Martin Luther is that he loves peace and diplomacy. Luther often represented the weak in the society. The weak and vulnerable population in a society lacked any military strength with which to engage in revolutions. As such, in case of any armed revolution, his people would always suffer massive losses. As a result, Luther often encouraged peaceful ways of resolving issues. The same was the case with the peasants since he had encouraged them to seek peaceful ways of resolving their concerns. He therefore rebuked the peasants for disobeying his