Exploring Amanda of The Glass Menagerie Essay -- Glass Menagerie essay

Exploring Amanda of The Glass Menagerie      Ã‚  Ã‚   Tennessee Williams has a gift for character. Not many playwrights do, and even fewer possess the unique ability to craft a character as paradoxical and complex as Amanda Wingfield. In The Glass Menagerie, Amanda is a very difficult character to understand because of her psychological disposition. Williams realizes this and provides the reader with a character description in hopes of making the character more accessible to meticulous analysis.    AMANDA WINGFIELD the mother. A little woman of great but confused vitality clinging frantically to another time and place. Her characterization must be carefully created, not copied from type. She is not paranoiac, but her life is paranoia. There is much to admire in Amanda, and as much to love and pity as there is to laugh at. Certainly she has endurance and a kind of heroism, and though her foolishness makes her unwittingly cruel at times, there is tenderness in her slight person. (Williams 781)    â€Å"Before the first lines are spoken Amanda's complexity is established†(Falk 126) by the nuances a... ...4. Falk, Signi. "The Southern Gentlewoman." Modern Critical Interpretations Tennessee Williams The Glass Menagerie. ed. Harold Bloom. NY: Chelsea House Publishers, 1988. Jackson, Esther Merle. The Broken World of Tennessee Williams. Madison: & of Wisconsin P, 1965. Parker, R.B., ed. Twentieth Century Interpretations of The Glass Menagerie. Englewood Cliffs: Prentice, 1983. Williams, Tennessee. The Glass Menagerie. Masterpieces of the Drama. Ed. Alexander W. Allison, Arthus J. Carr, Arthur M. Eastman. 5th ed. NY: Macmillan, 1986. 779- 814.

Ap World History 2010 Q3

WORLD HISTORY 2010 SCORING GUIDELINES Question 3 — Comparative BASIC CORE (competence) 0–7 Points 1. Has acceptable thesis. 1 Point †¢ The thesis must include both a valid similarity and a valid difference in methods of political control in two of the empires. †¢ The thesis must be relevant to the time period, but the dates need not be explicit. †¢ The thesis must be explicitly stated in the introduction or the specified conclusion of the essay. †¢ The thesis may appear as one sentence or as multiple sentences. †¢ A thesis that is split among multiple paragraphs or merely restates the prompt is unacceptable. The thesis CANNOT count for any other point. 2. Addresses all parts of the question, though not necessarily evenly or thoroughly. 2 Points For 2 points: †¢ Identifies at least one valid similarity and one valid difference in methods of political control. †¢ Discusses two empires but not necessarily evenly. For 1 point:†¢ Ident ifies at least one valid similarity or at least one valid difference in methods of political control. †¢ Discusses two empires but not necessarily evenly. 3. Substantiates thesis with appropriate historical evidence. 2 Points For 2 points: Must provide at least five specific pieces of evidence (at least two from each empire). †¢ Evidence must be within the designated time periods (e. g. , evidence from the Roman Republic or Qin dynasty is not acceptable). For 1 point: †¢ Must provide at least three specific pieces of evidence (at least one from each empire). †¢ Evidence must be within the designated time periods. 4. Makes at least one direct, relevant comparison between/among societies. 1 Point (The direct comparison may discuss either similarities or differences. ) †¢ To earn this point, the comparison must be made somewhere other than in the thesis. . Analyzes at least one reason for a similarity or a difference identified in a direct comparison. †¢ A nalysis (reason why) must be related to a similarity or a difference in methods of political control between the two empires. Subtotal 1 Point 7 Points  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. AP ® WORLD HISTORY 2010 SCORING GUIDELINES Question 3 — Comparative (continued) EXPANDED CORE (excellence) Expands beyond basic core of 1–7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. 0–2 PointsExamples: †¢ Has a clear, analytical and comprehensive thesis. †¢ Addresses all parts of the question thoroughly (as relevant): comparisons, chronology, causation, connections, themes, interactions, content. †¢ Provides ample historical evidence to substantiate thesis. †¢ Relates comparisons to larger global context. †¢ Makes several direct, relevant comparisons between or among societies. †¢ Consistently analyzes the causes and effects of relevant similarities and differences. †¢ Applies relevant knowledge of other regions or world historical processes. †¢ Discusses change over time (e. g. changing methods of political control as the empires began to decline). †¢ Recognizes nuances within empires. Subtotal 2 Points TOTAL 9 Points  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board.Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. ollegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. AP ® WORLD HISTORY 2010 SCORING COMMENTARY Question 3 Overview The intent of the question was for students to pick two of the stipulated empires — Han China (206 B. C. E. to 220 C. E. ), Mauryan/Gupta India (320 B. C. E. to 550 C. E. ), Imperial Rome (31 B. C. E. to 476 C. E. ) — and compare the ways those empires exerted political control over their populaces.Students were explicitly told to discuss both similarities and differences in methods of political control. Sample: 3A Score: 8 The essay contains a valid thesis in the second and third sentences of the first paragraph (1 point). In the fourth paragraph, the essay addresses a similarity (â€Å"Both empires had unstable borders†) and several differences, including â€Å"However, Han China dealt with the Turkic Huns through the tribute systems, thus placating them with gifts and avoiding costl y & expensive warfare, which Rome preferred when dealing with their enemies† (2 points).Although there is ample evidence for the Han, Roman evidence is limited by discussion of the Republic, which could not be counted. There is, however, enough evidence for 2 evidence points. In addition to the direct comparison listed above, there is another difference at the bottom of the second paragraph — â€Å"However, because there was less emphasis as a collective group in Rome, the political organization was a lot less structured than China’s† — which earned 1 point for the comparison and 1 point because the statement also involves an analysis.This essay contained a complex thesis, sufficient depth of comparison, and supporting evidence to earn 1 Expanded Core point. Sample: 3B Score: 6 This essay contains a valid thesis in the first paragraph (1 point) and addresses both similarities and differences (2 points). There is sufficient evidence for both the Maur yan/Gupta and the Han empires (2 points). The direct comparison is found in the second paragraph: â€Å"Han China and Maurya Gupta [sic] both consolidated their power through military buildup† (1 point).The essay attempts analysis in the next to the last paragraph but only analyzes the Han: â€Å"Due to their lack of a devout religion, China was able to assimilate the Huns when they began to invade China. † There is no analysis of a comparison of Han and Mauryan/Gupta methods of political control. Sample: 3C Score: 3 There is no valid thesis because the essay attempts to show a difference between Han and Rome in terms of the Roman Republic, which is outside the time period. The essay only addresses similarities, not valid differences (1 point).The evidence is sufficient for the Han, but the only valid piece of evidence for Rome is the statement that â€Å"He [Augustus] defeated Cleopatra and Mark Anthony making sure that Rome is politically secured† (1 point). M ost of the Roman evidence is prior to 31 B. C. E. and therefore did not earn credit. The essay has a valid direct comparison in the fourth paragraph: â€Å"The size of both empires was an issue that led to leaders ultimately losing political control of both empires† (1 point).  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.

Hassan’s Story Essay

A. Baru is using surface markings to identify the gender of a skull. What two major types of surface markings do bones have? a. The depressions and openings. B. Why are Liu and Hassan surprised to find a metopic suture on an adult skull? In which skull bone do metopic sutures occur? b. Because right after birth the left side and right side of the frontal bone are united by the metopic suture. They were surprised because this suture should have disappeared between the ages of six to eight years of age. C. What delicate skeletal structures are found inside the nasal cavity that might be missing from an excavated skull? c. The perpendicular plate D. How would Hassan and his team be able to tell the ages of the skeletal remains of the woman and baby? d. By the four main sutures such as coronal suture, sagittal suture, lambdoid suture and squamous sutures. E. What features of the vertebral column would the larger skeleton in the sarcophagus show to indicate it was female? e. The vertebral column of a male in about 71 cm (28 in.) for a female the vertebral column of a female would be about 61 cm (24 in.) F. What bone in the neck region other than cervical vertebrae may be damaged during strangulation or neck trauma? f. The hyoid bone. G. If the bones of a person found at the excavation site were mixed up and out of sequence, how could the anthropologists determine which vertebrae were cervical, lumbar or thoracic? g. Because the cervical bones are the smallest, the thoracic bones are larger than the cervical bones, and the lumbar bones are the largest. H. Why would bones with their hard structure, be subject to and show signs of the disease that destroyed this community? h. Because bones will show signs of wear and tear and can also be also be tested. I. What structure passes through the transverse foramina of cervical vertebrae that would cause death if damaged as in the child’s skeleton? i. Arteries

Free Essays on John Edwards

John Edward’s John Edwards was born in Seneca Carolina and raised in Robbins North Carolina in a small town there he had learned how to do hard work from his father Wallace Edward’s who worked in toxic mills and his mother who ran her own shop and worked in the post office to. And this is how John came to believe that all Americans deserve a equal chance to succeed. John was a good student and got good grades and he was the first of his family to attend collage. He went through North Carolina State University were he graduated in 1974. Than he went on to earn a Law degree from the University of north Carolina at Chapel Hill. John went on to join political positions and in congress he emerged quickly as a champion for the issues that make a difference to America. While John was a member of the Select Committee on Intelligence he has worked hard to make a strong national defense and to make are security homeland much stronger. John Edward be leaves that we should stop the creation of new concentrated animal feeding operations. And he also be leaves that we should ban packer ownership to help family farms and that we should fully fund the conservation security program, And Reduce air and water pollution from large live stock operations. John be leaves that the students should vote for him because he will have collage for everyone will provide tuition to public universities and community collages. He will also have collage affordability he will pay for education cost for students who make a 5 year commitment to teach where top-flight teachers who are short in supply. And other reasons why you should vote for John Edward’s is that he wants to enforce the trade agreements. An Example is that we have a 100 billion dollar trade deficit with China the largest in history between any 2 nations in part of lax Chinese trade law enforcement he say’s it’s time to hold other countries to their commitments. He also w... Free Essays on John Edwards Free Essays on John Edwards John Edward’s John Edwards was born in Seneca Carolina and raised in Robbins North Carolina in a small town there he had learned how to do hard work from his father Wallace Edward’s who worked in toxic mills and his mother who ran her own shop and worked in the post office to. And this is how John came to believe that all Americans deserve a equal chance to succeed. John was a good student and got good grades and he was the first of his family to attend collage. He went through North Carolina State University were he graduated in 1974. Than he went on to earn a Law degree from the University of north Carolina at Chapel Hill. John went on to join political positions and in congress he emerged quickly as a champion for the issues that make a difference to America. While John was a member of the Select Committee on Intelligence he has worked hard to make a strong national defense and to make are security homeland much stronger. John Edward be leaves that we should stop the creation of new concentrated animal feeding operations. And he also be leaves that we should ban packer ownership to help family farms and that we should fully fund the conservation security program, And Reduce air and water pollution from large live stock operations. John be leaves that the students should vote for him because he will have collage for everyone will provide tuition to public universities and community collages. He will also have collage affordability he will pay for education cost for students who make a 5 year commitment to teach where top-flight teachers who are short in supply. And other reasons why you should vote for John Edward’s is that he wants to enforce the trade agreements. An Example is that we have a 100 billion dollar trade deficit with China the largest in history between any 2 nations in part of lax Chinese trade law enforcement he say’s it’s time to hold other countries to their commitments. He also w...

People Bingo Game for Adults in the Classroom - List No. 2

People Bingo Game for Adults in the Classroom - List No. 2 People Bingo is especially fun when you make your own cards, whether youre playing in the classroom or at a party. Choose characteristics for your cards that match the people playing, if you know them. If you dont know your participants, choosing ideas for your cards can be even more fun. Go wild! You just never know what youll find! Here are some ideas to get you started: Makes snow goddesses (or snowmen!)Shops with couponsStill has their childhood baby dollHas liver spotsListens to Twisted SisterHas a child who still believes in SantaWears ornaments as earringsRefuses to make New Years resolutionsCan remember Mrs. BeasleyDoesnt like chocolateDoesnt wear a watchPlays the pianoDoesnt like pizzaKnows what Weebles are, and that they dont fall downLikes breakfast for dinnerSecretly loves mathOwns a Madonna CDLives on a riverDoes their own taxesHas eaten mud piesCan tell the difference between Coke and PepsiHas won a pie-eating contestReads a book a weekLoves walking in the rainCan stand on their handsHas never flown in an airplaneHas worn a lampshade at a partyLoves to bakeEats chocolate when stressedCarries bugs outsideCant tell jokesWatches I Love Lucy  rerunsBelieves Elvis Presley is aliveHas fuzzy dice hanging from the rear view mirrorLoves getting a pedicureCuts their own hairHas eyes of different colorsUsed to wear leisure suitsFights for the unde rdog Loves being in the woodsLikes masquerade partiesLikes caviarHates technologyAlways wears sunblockGets freckles instead of a tanLoves cocktails with little umbrellasLikes wearing a tiePrefers cowboy bootsPlays with Play-Doh These are the printable instructions for People Bingo.  Youll find everything People Bingo related in our collection: People Bingo Idea List No. 1People Bingo Idea List No. 3People Bingo Idea List No. 4People Bingo Idea List No. 5​

Legalisation of Sex Work Outline Example | Topics and Well Written Essays - 750 words

Legalisation of Sex Work - Outline Example The Policing and Crime Act 2009 delineates stringent liability offence criminalising customers of sex workers that are subjected to mistreatment. These provisions were intended to decrease demand for sex workers, hence associated human trafficking. The Policing and Crime Act 2009 further introduced soliciting offences in Northern Ireland, Wales, and England. The legislation, therefore, prohibits imploring a person in public places like streets and parks to get sexual services from the individual as a sex worker. Law in Netherlands Criminal Code 8, a legislative piece that banned brothels, was lifted in the year 2000. The lift made way for regulation of sex work under both labour and administrative laws. This ban lift also made it possible for the government to treat sex work as ordinary labour. The Dutch Penal Code also ceased to treat prostitution by adult males or females as a crime following the landmark 2000 change. This applies provided the sex worker consents to the transaction . This implies that it is legal for a person to operate a prostitution business, as long as it involves consenting adults aged 18 and above. The current legislative piece 273f CC9 deems certain elements of sex work criminal. These include violence or threat of aggression, coercion, deception, and abuse of power regarding both recruitment and working conditions. These elements, combined with undesirable forms of sex work like involuntary sexual exploitation of minors, are more strictly penalised under the current law in Netherlands.

Should the English language be the international language Essay

Should the English language be the international language - Essay Example English has now become the language of international communication† (Kirkpatrick 1). Today English is the official language of many international organizations like the United Nations and the International Olympic Committee. For a language to be given the status of an international language, it needs to meet certain criteria. For example, neutrality, it is important for the language to be neutral. It should be able to express many concepts as a natural language; English is considered one of the most expressive languages as it has more words than any other language. It should have flexibility, where speakers have the flexibility even to coin a new word. English as a language meets these criteria to a certain extent. English also has continuity. It is one of the only languages that come closest to meeting al the criteria, therefore closest to be an international language. Many people believe that learning to read, write, and speak English would give them a better future, with many more opportunities open to them. At a global level, knowing to communicate in English gives people more access to higher levels of the labor market, and enables people to interact at a global level. Knowing English also gives people greater access to growing technologies and therefore, provides wider access to knowledge. It is considered a necessity to know English to survive in a global community where competition is high and so is the survival rate. It is easier for a person who knows to communicate in English to survive in today’s world than for a person who does not know English. It does not matter what the accent of that person is, or whether that person is a native speaker or not. Today, it is important to know English if you wish to benefit from technological and scientific research and benefit from business contacts. English is the primary ‘lingua franca’ language today, which means it is one of the