Essay on a production of Brechts Example For Students

Essay on a production of Brechts The play Mother courage is written by Bertolt Brecht in 1930, it was written in German. He was a German poet, play writer and theatre director. He had created nine play, they are mostly at the darker side. They were mainly focused on family, wars and realistic. He wants the audience to think. He had created the play Mother Courage to express himself during World War II; his life was pretty much about war all the time and he was always in the middle of the wars. He probably has no one single good thought about wars, so he always writes about the darker side. Mother Courage was one of the plays that were written in an attempt to counter the raise of Fascisms and Nazism. The musicians were placed in view of the audience so that they could be seen. The audience was focused on issue being displayed rather then the characters and emotions. He made some weird things in between scenes to make audience remember that they are watching a play. He made characters talking to the audience, change costumes and unique acting. He was trying to show how bad war is, and why he believe what he believes. My first impression to Mother courage was it is dark, sad and depressing. The actors broke the fourth wall to communicate with the audience, to let them be in the play, to feel it, to remember it. Music had been used in the play, it was some kind of sad music, it was played during the three childs death. The other music had been played was some marching songs, to show the power and strength of armies. Placard and projections were used at the beginning, middle and ending. I think the part where the armies dance while march was the most interesting part, it entertains the audience which creates a feeling of you know how strong they are and feel the power theyve got. I really like the background designing, for example the sliding board and Mother Courages cart. There are sliding board, stairs and another floor on the stage. The sliding board is made out of wood so it was wooden color and it covered three fourths of the centre stage, the actors will sit on it, lean on it or stand on it to create use of spaces and levels. The stairs were in black and i think they are made out of metal and it covered the stage right and left. The other floor was located on the upper stage. There are two stage added on the sides along with the two big screens. The period of time for the settings is about at the 1920s. I clearly remember this scene because I really like it, it was during the war. The actors were running around the sliding board, up the stairs and down the stage, acting really scared, afraid and lost. It really matched the scene and it created tensions to make us really want to watch it. The costumes and make up were superb. They match the theme, their character and their personality. The make up was not over done and the costume fits the way they look. I think the soldiers will be a good example. Theyve got black, dark green and green clothing, eyeliners to make them look angrier, and a gun for prop that shoes that they are the soldiers. I like how are they dressed differently. I would like to talk about the prostitutes. They were prostitutes that wanted Mother Courage to sell her cart. They were always trying to catch audiences attention using a different voice to express her, facial expressions to show audience how she feel and some movement to entertain us, interest us. Thats the way they show the attitude. I totally believe the performance, it was touching and they really show what was reality in the past. The way they tell us about it was unique, using effective words, doing weird things etc. It was really effective because they let us understand what had happened, what is war really and the reality. .uc6f2a31e350716e53dc25e6975a966d9 , .uc6f2a31e350716e53dc25e6975a966d9 .postImageUrl , .uc6f2a31e350716e53dc25e6975a966d9 .centered-text-area { min-height: 80px; position: relative; } .uc6f2a31e350716e53dc25e6975a966d9 , .uc6f2a31e350716e53dc25e6975a966d9:hover , .uc6f2a31e350716e53dc25e6975a966d9:visited , .uc6f2a31e350716e53dc25e6975a966d9:active { border:0!important; } .uc6f2a31e350716e53dc25e6975a966d9 .clearfix:after { content: ""; display: table; clear: both; } .uc6f2a31e350716e53dc25e6975a966d9 { 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; } .uc6f2a31e350716e53dc25e6975a966d9:active , .uc6f2a31e350716e53dc25e6975a966d9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc6f2a31e350716e53dc25e6975a966d9 .centered-text-area { width: 100%; position: relative ; } .uc6f2a31e350716e53dc25e6975a966d9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc6f2a31e350716e53dc25e6975a966d9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc6f2a31e350716e53dc25e6975a966d9 .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; } .uc6f2a31e350716e53dc25e6975a966d9:hover .ctaButton { background-color: #34495E!important; } .uc6f2a31e350716e53dc25e6975a966d9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc6f2a31e350716e53dc25e6975a966d9 .uc6f2a31e350716e53dc25e6975a966d9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc6f2a31e350716e53dc25e6975a966d9:after { content: ""; display: block; clear: both; } READ: The Dream that Became the Demise EssayI remembered in the beginning, there was a girl sitting on her knee with head down. That represented how depressing and painful the play is, I think it was really effective and it was catchy. Another image was the soldiers dancing with their gun, I thought that was the weird moment to show us we are watching a play. I think the last image was the funeral at the end; they all covered their face walking slowly down the hall with a miserable face. That creates tension. We can feel the unpleasant and distressing inside them. The story, emotions and the dance are my favorites in this production. It was really convincing and compelling, especially the girl kneed down with head down and the funeral at the end. This play made me thought about reality in the past, Are the stories my grandparents told me believable? and it told me that nothing is impossible. It did work really well as a piece of theater and I would love to recommend it to my friends. I didnt understand why did the soldiers kidnap Mother Courages daughter; why did the prostitute was trying to attract Mother Courages daughter. I think the play was great but some improvements could be done for example the video and some talking part had bored the audiences so hope that I can see a superb play soon.

Essay on Factors Affecting Nurses Confidence Levels Essay Example For Students

Essay on Factors Affecting Nurses Confidence Levels Essay Factors Affecting Nurses’ Confidence Levels Experience and Education. Nurses in acute care settings have isolated two key factors as found to having a direct impact on confidence levels. These factors that have been credited for directly impacting self confidence levels are the years of experience and levels of education within nursing ( Chan Matter, 2013 ; Cashin, Stasa, Dunn, Pont, Buckley, 2014; Cockerham, Figueroa-Altmann, Eyster, Ross, Salamy, 2011; Yang Thompson, 2010). Specifically, acute care nurses have isolated hands on training as a factor that improves their confidence levels (Dowson, Russ, Sevdalis, Cooper, De Munter 2013; Mitchell, 2015). In a recent study published in the British Journal of Nursing by Dowson et al. (2013), a population of acute care nurses was utilized with the goal of studying whether or not simulation lab training increased confidence levels. A clinical confidence rating scale was utilized where nurses rated themselves on a 1-4 scale, where one was â€Å"completely lacking confidence† and four was â€Å"very confident†. In this study, it was found that the control group’s confidence levels remained the same over the four month span of the study, and the intervention group who received the sim-lab training reportedly increased in confidence after the study (Dowson et al., 2013). In another recent study by Chan et al. (2013), a population of Registered Nurses working in acute care settings was utilized to test the relationship between years of experience, confidence levels, and accuracy in utilizing the Glascow Coma Scale. In this study, participants were asked a series of questions that collectively tested their accuracy in usage of the Glascow Coma Scale. Alongside this, participants were asked. .erham et al. 2011; Fackler et al., 2015). Implications to Nursing Practice Nurse educators play a vital role in shaping the nurses within their staff. It is the responsibility of the nurse educator to provide the proper education, to provide affirmation and validation, as well as creating an environment that is safe where all staff feels comfortable asking questions (Cockerham et al., 2011). Furthermore, in providing affirmation and education, nurse educators hold the delicate balance of ensuring the nurses in their staff are confident, yet that the confidence is well-deserved, is backed by a plethora of knowledge, and that the nurses are consistently reminded that over-confidence and carelessness yields poor patient outcomes. This can allow for confident nurses to work in a safe environment where they feel powerful, and where self actualization can be achieved.

The Next Mrs. Jacob Anderson Monologue Essay Example For Students

The Next Mrs. Jacob Anderson Monologue Essay A monologue from the play by Ann Wuehler MRS. ANDERSON: Adults are never honest. Let’s be children. Let’s throw rocks, let’s weep and say everything we actually think. Why do you love him? He says you can’t find a job right now. He says you’re so pretty and so nice. Nice you’re what every man wants a woman to be. Nice. Here we areboth picking out vegetables for the same man. We will write a custom essay on The Next Mrs. Jacob Anderson Monologue specifically for you for only $16.38 $13.9/page Order now WellLisa, is it? What a cheerleader sort of name. Do you cheerlead for him now? Tell him he’s the best, the brightest, the bravest? I can see you doing it. With pompoms in your hands. With that little flippy skirt. You’d look nice in navy. I once had a name. But now it’s bitch and second-best. It’s Mrs. Andersen. Why would you give up your name? Why would you let him erase it from your head with his acid? His sweetnumbing acidI’ll take care of you, I’ll take care of everything. All I want is a confession. Is that so hard? Can you face me and confessconfess how you love my husband? It’s hard, isn’t it. Sleeping with him is easy. Telling me about itdifficult. The second Mrs. Jacob Andersen. There are many nameless women behind youmany before you. You are not the only one. And what a beautiful love story. We met, we fought it, we fucked. Spare, succinct, to the point. Nothing flowery or pretty. Just bodies and selfishness. I looked in the mirror one day. I looked and I could not see myself. I had no face, no features. There was onlyMrs. Jacob Andersena wife, a woman with no children, a woman who helps out in her church. Shhlisten. You seeI had a sort of vision. A presentimenta feeling of doom. Not for mefor you. For all women like you. Women who give up their identities.their soulsthe secret sweetness of their hearts. I saw in my mirror many womenof all sizes, all shapes. With kinky hair, with straight, with curly and short. With wide dark faces, narrow pale ones, and every sort of face in between All these different, glorious women. And then came this mist, this fog. It covered them, every one. And it took their faces and made them all the same. And I was so afraidso afraid. Because they were dead. They had given up their faces, their namesand now they were dead in that mist. And they were lost. As I was lost since I was fourteen. Some day, it\s going to be you here in my place, a name with nothing to it, looking at a young, stupid woman. Because it won\t end with you. Jacob always tires of his new toys.

Spanish-American War Essays - SpanishAmerican War,

Spanish-American War The weeks that have elapsed since that fatal event of February 15th have been making history in a manner highly creditable to the American government and to our citizenship. Captain Sigsbee, the commander of the Maine, had promptly telegraphed his desire that judgment should be suspended until investigation had been made. The investigation was started at once, and 75 million Americans have accordingly suspended judgment in the face of a great provocation. For it must be remembered that to suppose the destruction of the Maine an ordinary accident and not due to any external agency or hostile intent was, under all the circumstances, to set completely at defiance the law of probabilities. It is not true that battleships are in the habit of blowing themselves up. When all the environing facts were taken into consideration, it was just about as probable that the Maine had been blown up by some accident where no hostile motive was involved, as that the reported assassination of President Barrios of Guatemala, a few days previously, had really been a suicide. . . . It has been known perfectly well that Spanish hatred might at any time manifest itself by attempts upon the life of the American representative at Havana, Consul General Fitzhugh Lee. This danger was felt especially at the time of the Havana riots in January, and it seems to have had something to do with the sending of the Maine to Havana Harbor. The Spaniards themselves, however, looked upon the sending of the Maine as a further aggravation of the long series of their just grievances against the United States. They regarded the presence of the Maine at Havana as a menace to Spanish sovereignty in the island and as an encouragement to the insurgents. A powerful American fleet lay at Key West and the Dry Tortugas, with steam up ready to follow the Maine to the harbor of Havana at a few hours' notice. All this was intensely hateful to the Spaniards, and particularly to the Army officers at Havana who had sympathized with General Weyler's policy and who justly regarded General Weyler's recall to Spain as due to the demand of President McKinley. The American pretense that the Maine was making a visit of courtesy seemed to these Spaniards a further example of Anglo-Saxon hypocrisy. That this intense bitterness against the presence of the Maine was felt among the military and official class in Havana was perfectly well known to Captain Sigsbee, his staff, and all his crew; and they were not unaware of the rumors and threats that means would be found to destroy the American ship. It was, furthermore, very generally supposed that the Spanish preparation for the defense of Havana had included mines and torpedoes in the harbor. At the time when the Maine went to Havana, it was a notorious fact that the relations between the Spain and the United States were so strained that that war was regarded as inevitable. If war had actually been declared while the Maine was at Havana, it is not likely that the Spanish would have permitted the ship's departure without an effort to do her harm. The Spanish harbor is now and it has been for a good while past under military control; and the American warship, believed by the Spanish authorities to be at Havana with only half-cloaked hostile designs, was obliged to accept the anchorage that was assigned by those very authorities. In view of the strained situation and of the Spanish feeling that no magnanimity is due on Spain's part toward the United States, it is not in the least difficult to believe that the harbor authorities would have anchored the Maine at a spot where, in case of the outbreak of war, the submarine harbor defenses might be effectively be used against so formidable an enemy. To understand the situation completely, it must not be forgotten that the Spanish government at first made objection against the Maine's intended visit to Havana and, in consenting, merely yielded to a necessity that was forced upon it. All Spaniards regarded the sending of the Maine to Havana as really a treacherous act on the part of the United

Sample of Informative Essay Outline

Sample of Informative Essay OutlineA sample of informative essay outline is a great way to generate ideas and brainstorming among your group or students. Writing is a process, which involves various stages and steps which need to be followed in order to develop the quality of content. Having a sample of informative essay outline helps to keep track of the various stages while writing.The first stage is the Survey Mode. The topic should be decided at this stage. You can use either of the two survey mode mentioned earlier. You can use the conventional questionnaire or opt for online survey. Survey mode is an ideal mode to generate ideas and get feedback on the topic of the paper.In order to do this you can use a real example, which has been given in the previous paragraph. Then a quick outline of the part of the topic that is very relevant to the survey will be generated. This part should include points regarding the person, group, project, object or concept being discussed. In other w ords it is good to include facts or data which have been given in the context of the discussion.It is also advisable to do this exercise while discussing the different points or discussion which are related to the discussion about the topic. If you follow this procedure you will automatically generate different ideas for writing the paper. This will be useful during the brainstorming stage, which comes after the completion of the essay. This is the time when ideas are shared and considered by the group.The next stage is the Survey Mode. This step includes all the ideas that you have generated through the Survey Mode. This is done by writing down everything on paper which has been generated during the discussion.After this step is completed you can generate more ideas during the generation stages. At this stage of writing you can discuss about the whole topic and generate ideas for new ideas.After writing a descriptive and suggestive essay outline, you can now start writing. There ar e a number of ways to write the paper. Most of the writers nowadays have developed their own writing style, which depends on the person writing the paper.

Chicago Referencing †Citing a Conference Paper (Footnotes)

Chicago Referencing – Citing a Conference Paper (Footnotes) Chicago Referencing – Citing a Conference Paper (Footnotes) Conference proceedings are a great resource for students. And since academics attend conferences to discuss cutting-edge research, proceedings often include exciting new ideas. But how do you cite a conference paper? In this post, we explain this using Chicago footnote referencing. Footnote Citations In Chicago referencing, always give full publication information in the first footnote citation. For a published conference paper, this includes: n. Author’s Name, â€Å"Paper Title,† in Title of Proceedings, ed. Editor Name(s) (Place of Publication: Publisher, Year), page number(s) for cited section. In practice, then, the first citation of a conference paper would look like this: 1. Bill Riker, â€Å"Innovations in Seating,† in Proceedings of the Third Annual Behavioral Adaptations for Interstellar Travel Conference, ed. Jonathan Frakes (Santa Monica, CA: TNG Inc., 1987), 184. The format differs slightly for an unpublished paper (e.g., one that you saw presented in person). This is quite rare, but if you need to cite one, you need to include the following information in the first footnote: n. Author’s Name, â€Å"Paper Title† (paper presented at Name, Location and Date of Conference), page numbers (if relevant). An unpublished paper would therefore be presented like this: 2. Deanna Troi, â€Å"Feeling Change: Design Guided by Empathy† (paper presented at The International Conference of Feeling, UCLA, Los Angeles, California, June 20-22 1992, 21. For repeat citations of a paper, you can use a shortened footnote format. Bibliography The information to include in your bibliography for a conference paper is roughly the same as in the first footnote. However, there are a few differences. For a published paper, the format is: Surname, First Name. â€Å"Paper Title.† In Title of Proceedings, edited by Editor Name(s), page range. Place of Publication: Publisher, Year. For an unpublished conference paper, meanwhile, the format is: Surname, First Name. â€Å"Paper Title.† Paper presented at Name, Location and Date of Conference. In practice, then, we would list a published and an unpublished conference paper as follows: Riker, Bill. â€Å"Innovations in Seating.† In Proceedings of the Third Annual Behavioral Adaptations for Interstellar Travel Conference, edited by Jonathan Frakes, 180-201. Santa Monica, CA: TNG Inc., 1987. Troi, Deanna. â€Å"Feeling Change: Design Guided by Empathy.† Paper presented at The International Conference of Feeling, UCLA, Los Angeles, California, June 20-22 1992.

COMPARRE AND CONTRAST Example

COMPARRE AND CONTRAST Example COMPARRE AND CONTRAST – Term Paper Example When trying to compare and contrast my story of the cheerleading experience and my mates academic experience, I see many similarities and differences between the two situations.Both groups were working on a specific and clear subject, were aiming to achieve something primarily, were hoping to succeed and accomplish their goal or mission, if you will. For the cheerleading team, it was (originally) attaining and maintaining a new cheerleading group in my high-school and making it a success. In the academic experience my classmate describes, he was working on a 35 page project with other students during his first semester as a graduate student.The forming stage in the two situations can be deemed as quite similar. Both my cheerleading group and his student group received an explanation as to what is expected of them and were explained the details they needed to know.Then, as both these situations evolve, their distinct differences are becoming apparent. While my classmates student group got along and continued the project well and their instructor was wonderful, gave them all the details and made sure no one had any questions, my cheerleading group was facing great difficulties due to the clash between the head-cheerleader and another one who were fighting over control of the group. Our storming stage was full of conflict and disarray whereas the other groups was quite peaceful. They cooperated in order to solve the problem they had and worked in order to achieve their mutual goal, and were successful of it. Our team also worked together in order to solve its problem but it was more difficult and prolonged.Eventually, both my classmate and myself have learned and gained a lot out of our group experience, and the things weve learned stay with us today and help us cope with our difficulties or challenges much better, in a more relaxed and efficient way.