Our Day Out, Willy Russell Essays

Our Day Out, Willy Russell Essays Our Day Out, Willy Russell Paper Our Day Out, Willy Russell Paper Essay Topic: Literature Willy Russell wrote our Day out in 1977. The story is set in a working class area in Liverpool. The theme of this story is about a group of academically challenged children who go on a trip. The school is an inner city comprehensive school and many of the children come from poor or single parent families. The story tells us the troubles that the children and teachers come across. We also see changes in peoples characters, we see how the trip has helped them to change. The aim of the trip is for the to have fun as the children are academically challenged with little chance of passing exams or getting a good job. There are two main teachers in the play; Mrs Kay and Mr Briggs. Both of them have different teaching methods and both of them work in their own way. Mrs Kay has a more sympathetic, caring and lenient attitude to the children, which would explain why the children like her so much. Mr Briggs has a harsh, stern and disciplined attitude to the children again which would explain why the children hate him so much yet fear him also. It is very clear from the beginning that Mrs Kay supports the children. She supports them in the way that she does because she knows that these children have no real chance in life and therefore feels sorry for them so she tries to support them as much as she can. These children will probably end up on the dole or stuck in a dead end job so Mrs Kay tries to make sure that there is at least one happy time in their lives (the trip), as their lives will probably be filled with misery. The driver Ronny Sutcliffe first shouts at the children for getting onto the bus without his permission and then about the possibility of them having lemonade and chocolate on them. Ronny refuses to let the children onto the bus until Mrs Kay searches the children for the forbidden items (chocolate and lemonade). When Mrs Kay takes Ronny away to have a private word with him she signals the children to get onto the bus without him knowing. When Mrs Kay talks to Ronny she greatly exaggerates the truth so that Ronny will go easy on the kids. Mrs Kay says The kids do not know what it is to look at a chocolate bar. Lemonade never touches their lips This is greatly exaggerating the truth as when Mrs Kay enters the coach the kids are stuffing themselves with chocolate and lemonade. Mrs Kay also says At Christmas time when the kids from your better schools are opening presents and singing carols, these kids are left to wander the cold cruel streets This is also probably an exaggeration (a hyperbole). Mrs Kay says these heart-warming things so that Ronny does not ruin the purpose of the trip, which is to have fun. The effect of Mrs Kays speech is that Ronny ends up feeling sorry for the kids and then ends up giving money to a boy so that he can go and buy sweets with that money. This makes the audience feel that Mrs Kay truly does care and love these children to the extent that she lies for them. At the beginning of Scene Five when Susan (a young teacher) asks Mrs Kay what she did, Mrs Kay replies with Lied like hell of course this shows that Mrs Kay acknowledges the fact that she lied for the children. Again we learn that Mrs Kays character would lie on the childrens behalf. This is not how most teachers respond but Mrs Kay is the exception. When Mrs Kay speaks on the coach we learn that besides having fun Mrs Kay is also concerned that the children should keep safe and not harm themselves or others. So Mrs Kay worries about their safety also we can see this from the following quote No silly squabbling or doing anything dangerous to yourselves or to others. Thats the only rule for today When Mr Briggs gets onto the coach everyone falls silent. Before Mr Briggs came on board the kids were shouting and mucking about but as soon as Mr Briggs came aboard everyone fell silent and their eyes looked towards Briggs. He is a cloud on the blue horizon This means that the sky is perfect apart from the big cloud that is obscuring the perfect sky. In other words the trip is going to be perfect apart from the big cloud (Mr Briggs) who is ruining the trip. Willy Russell is using a metaphor as he is comparing Mr Briggs to a big cloud in the sky. Mr Briggs starts shouting at the children the moment he arrives on the coach, he does not even given the children a chance to show him that they can behave. The moment Mr Briggs starts shouting at the children we can see how he really feels about the children. It is as if he is talking at the children not to them. We can also see that Mr Briggs has a bad attitude. He is arrogant, impatient and does not understand the childrens situations. He also does not understand why the children behave like they do. The language that is used in the play is a common Liverpool dialect. The children do not speak properly. They speak very common and do not use proper speech. I think the writer has included a Liverpool accent because in the 1970s Liverpool was a poor industrial area. As the story is about poor school children a perfect setting would have been Liverpool. Also they have a Liverpool accent to show that they are not properly educated which ties in with the character of Mrs Kay. As Mrs Kay and Mr Briggss professional relationship is sour they do not agree with each other on how these kids should be taught. When Mr Briggs is sitting with a student (Reilly), Mr Briggs points out of the window to the South Docks. Mr Briggs talks about the architecture and the beauty of the buildings. You can tell that Mr Briggs has had a good education. When Mr Briggs looks at buildings he sees the architecture and history of the buildings. When the children look at buildings all they see is a building built from bricks and cement they do not see the architecture and history like Mr Briggs does. Mr Briggs sees the buildings for what they really are, from this alone you can see that he has had a good education. When Reilly sees the Docks all he can see is the workplace of his father. When questioned about what his father thinks about the Docks Reilly replies with He hates it you can tell that Mr Briggs is disappointed with this answer as he thinks a lot of the Docks. In reply to Reillys answer Mr Briggs tells Reilly to tell his father Tell him to stop and have a look at whats around him. Yes, he might see things a bit differently then So when Mr Briggs talks to the children he has intellectual things to say while Mrs Kay mostly talks to the children to explain things such as the location in which they live in. Some of these conversations provide comedy. Others help us to see how deprived the children are. One conversation that Mrs Kay has with Carol shows us how deprived some of the pupils really are When Ive started to work hard now an learned how to read, d y think Id be able t live in one of them nice places (places with gardens and trees outside) Mrs Kays response to this is Well you could try, couldnt you love, eh? which shows that Mrs Kay doesnt think that Carol could achieve this dream yet she doesnt tell Carol her true thoughts. Instead she gives Carol hope that this dream could be achieved one day. This is the exact opposite of what Mr Briggs would do, Mr Briggs would tell Carol that she would never be able to achieve this dream. When Mr Briggs talks to Andrews about his smoking we can see the type of background that Andrews has come from. When asked about what his parents think about his smoking Andrews replies with Me mum says nottn about it but when me dad comes home sir, he belts me Mr Briggs replies with Because you smoke? The Andrews says Sir no, its because I dont give him one Mr Briggs is taken aback with Andrews reply. Mr Briggs assumed that his father belts him because he smokes not because he wont give him a cigarette. From this we can see that Andrews comes from a home where his parents dont care about what he gets up to. They obviously do not care about Andrewss health, as they do not say anything to him about his smoking. His father encourages the smoking by asking Andrews for cigarettes himself. Mr Briggs asks Andrews whether his father goes out to sea Andrews replies with a no and says He just comes round every now an then an has a barney with me mam. Then he goes off again. She hates him. We all do Again we learn that Andrewss parents obviously do not care about him or his health. It also seems that he has grown up in a house where his parents constantly argue which cannot be good for him. He says that his mam hates his Dad which is also not a good thing as hell never learn how to love someone, if his parents do not love each other then he will not be able to either. His parents are supposed to be his role models. So by arguing they have already set him up for a life of failed relationships, as he will probably treat his girlfriends/wives just like his Dad treats his Mum. His parents have harmed Andrews psychologically. Earlier on in Scene six during a conversation between Digga, Andrews and Reilly, Digga and Reilly say that Andrews Mum picks up black men on Parly. They also say that his Mum must be loaded as blacks pay a lot of money for a bit of white. In other ways they are saying that his Mum is a prostitute. Scene six is very long compared to the other in the play. I think that this scene is longer than the others are because Willy Russell wants to show us some of the characters backgrounds. He wanted us to familiarise ourselves with the characters like we have known them for a long time. At the beginning of the play we never got to find out what makes the characters tick what their lives are like, why they behave like they do. In this scene we find out a little about Mr Briggss background and why he cannot understand and sympathise with the children. In Scene twenty-one there is a conversation between Mr Briggs and Colin (a young teacher). In the conversation Mr Briggs talks about Mrs Kays teaching style. In fact he actually criticises her teaching style. The conversation actually causes friction and tension between Mr Briggs and Colin. Mr Briggs thinks that Mrs Kay is being nice and soft to the children just so everyone likes her. Once the audience has heard the conversation they just feel more hatred towards Mr Briggs. This is because Mrs Kay is on the childrens side and wants to help them as much as she can unlike Mr Briggs who just wants to shout at them and discipline them. The audience has sympathy with Mrs Kay as she does actually want to help them but they also have a little bit of sympathy for Mr Briggs as he cannot see why Mrs Kay talks to the children like she does. They also have sympathy for him, as he cannot see why the children behave like they do. The characters and language used does contribute to the play, as it is the characters that make the play. The play is about the troubles that the children face while going on the trip. Most of these troubles are caused due to their bad behaviour and their bad behaviour is due to the fact that they are not disciplined or educated enough to realise that one day they could get into serious trouble if they keep on behaving like they do. This story portrays the actual life that many young poor children in Liverpool faced.

Definition and Examples of Commoratio in Rhetoric

Definition and Examples of Commoratio in Rhetoric Definition Commoratio is a  rhetorical term for dwelling on a point by repeating it several times in different words. Also known as  synonymia and communio.In Shakespeares Use of the Arts of Language (1947),   Sister Miriam Joseph describes commoratio as a figure whereby one seeks to win an argument by continually coming back to ones strongest point, as Shylock does when he keeps insisting that Antonio pay the penalty and forfeit of the bond (The Merchant of Venice, 4.1.36-242). See Examples and Observations  below. Also see: EpimoneTautologyTwelve Types of Questions in Casablanca EtymologyFrom the Latin, dwelling Examples and Observations Hes passed on! This parrot is no more! He has ceased to be! Hes expired and gone to meet his maker! Hes a stiff! Bereft of life, he rests in peace! If you hadnt nailed him to the perch hed be pushing up the daisies! His metabolic processes are now history! Hes off the twig! Hes kicked the bucket, hes shuffled off his mortal coil, run down the curtain and joined the bleedin choir invisible! THIS IS AN EX-PARROT!!(John Cleese in The Dead Parrot Sketch, Monty Pythons Flying Circus)With bad grace, [Shahid] had eventually conceded that [Iqbal] had to go. And then, yesterday, most amazing thing of allhe had gone! Moved out! Vamoosed! Iqbal was out of there! Elvis had left the building! The fat lady had sung! Mandela had been freed! Shahid had has life back!(John Lanchester, Capital. W.W. Norton, 2012)He’s gone off his rocker! shouted one of the fathers, aghast, and the other parents joined in the chorus of frightened shouting.He’s crazy! they shouted.He’s balmy!He†™s nutty!He’s screwy!He’s batty!He’s dippy!He’s dotty!He’s daffy!He’s goofy!He’s beany!He’s buggy!He’s wacky!He’s loony!No, he is not! said Grandpa Joe.(Roald Dahl, Charlie and the Chocolate Factory) Brave Sir Robin ran awayBravely ran away, awayWhen danger reared its ugly headHe bravely turned his tail and fledYes, Brave Sir Robin turned aboutUndoubtedly he chickened outBravely taking to his feet,He beat a very brave retreat . . ..(Monty Python and the Holy Grail)Space is big. You just wont believe how vastly, hugely, mind- bogglingly big it is. I mean, you may think its a long way down the road to the chemists, but thats just peanuts to space.(Douglas Adams, The Hitchhikers Guide to the Galaxy)At this moment of her diving, as she is suspended in mid-jackknife, nothing happens on the East End of Long Island. Not a single nail is nailed. Not a single hedge is trimmed. Not a single bottle of Chà ¢teau Whatanamazingwine is sold. Not one compliment is paid to a tomato or an ear of corn or a peach. No one asks where the potato fields have gone. Likewise the duck farms. No Filipino housekeeper is yelled at for failing to position the fruit forks correctly. No year-round resident is p ushed aside at a farmers market. No one asks anyone else to a small dinner just for close friends or wishes there were more time to spend reading quietly on the beach away from all the big parties. No one gives kudos. Or draws raves. No one embarks on an exciting new phase of his life, or enters a third act of his life, or comments that life is a journey. No one plans a benefit dance for a fatal disease. No one lowers his voice to say Jew.Nothing moves. Nothing makes a sound. The universe lies in respectful silence as sex and commerce find their and apogee in Kathy Polite and her morning swim. For one brief moment in this day for what certainly will be the only such moment, I am at peaceall bitterness relieved, all burdens lifted from me. The wind kicks up. I bless her unaware.(Roger Rosenblatt, Lapham Rising. HarperCollins, 2006) Commoratio occurs when one remains rather long upon, and often returns to the strongest topic on which the whole case rests. . . . I have been unable to subjoin a quite appropriate example of the figure, because the topic is not isolated from the whole cause like some limb, but like blood is spread throughout the whole body of the discourse.(Rhetorica Ad Herennium, c. 90 BC) Pronunciation: ko mo RAHT see oh

Media law Essay Example | Topics and Well Written Essays - 1000 words

Media law - Essay Example In spite, cyber law tries to integrate the problems caused by individual actions in the cyber space with better set of laws prevailing in the societies. This illustration of the particular crisis can be without difficulty settled by means of numerous set of laws. The global convenience of Internet means that it has no lawful authority but has to de facto the control over these actions. The cyberspace myth admits the challenges in deciding the authority of an online agreement. A wide range of concerning issues has been applied to launch the jurisdiction of an agreement carried out by the electronic media. The general myth concerning the cyberspace is that internet has an innovative jurisdiction in which the present polices and systems apply. All the players concerned in internet operations exist in the present authority. Much of the rules and regulation is conflicting, very difficult or is not possible to obey. The worldwide outlook of the primary lawful issues emerged by the arrival of the internet as a global media of communication device. The universal tendencies in the advancement of the lawful matters are addressed and the efficiency of possible instrument for the lawful variation is related to the internet rules. Internet governance is the growth request by governments, the personal segment and the public in particular positions of the shared values, rules, regulations and managerial principles where the programmers’ form the growth and make use of the internet. One of the treasured fallacies regarding the cyberspace is that Internet is completely decentralized and naturally unmanageable. Also, there are two wide governance problems lifted by the Internet. The first one is that how the Internet handled itself in a scientifically difficult worldwide communication system. Secondly, how to lawfully manage actions carried out on the Internet. In any of the network several

''The Cadbury Report on Corporate Governance(Cadbury Code 1992) had Essay

''The Cadbury Report on Corporate Governance(Cadbury Code 1992) had serious and significant flaws that rendered it incomplete as a tool to control certain types of unscrupulous economic behaviour'' - Essay Example As a result the investing public began to lose confidence (Colley, 2005). Apart from the loss of valuable investments such business failures also gave rise to the loss of jobs, shattered public confidence and the decline of the savings invested in the company stock along with the fear of future corporate failures. It was after these failures that the media and the governments made a combined effort to stress on the importance of corporate governance, not just b y highlighting what had gone wrong but also brought the board of directors of the functioning corporate into the public eyes(Colley, 2005). The Industrial Revolution was followed by a wave of capitalism. In capitalism the wealth was restricted to a particular class which continued to get wealthier whereas the remaining segment was poor. This wealth was acquired by those with flourishing businesses at the expense of their workers, customers and the public shareholders. At this point the government began to take notice of the situation and took steps to introduce measures to protected those affected in a negative way by such business practices. As capitalism developed it gave more people the opportunities to set up their businesses. Those with capital begin o to their money together to set up and sun businesses. This made them the shareholders of these businesses. As these businesses grew in size, governance became a challenge (Colley, 2005). In order to understand what corporate governance truly is we must first understand what governance in general terms means. Once we know what governance is we can look into the history of cooperates and why the need for corporate governance was felt. Governance generally refers to the art or the process of governing. This is a concept which in one form or the other has existed throughout the ages across all civilizations. Governance and its processes have changed over time to meet the changing environment. History has seen

Effects Of Block Scheduling :: essays research papers

How Block Scheduling Effects In recent years many educators have voiced their concern about as losing our edge in the global marketplace as well as an apparent decline in American students' achievements. This has become a recurring belief for many teachers, parents, and school districts throughout the United States. As a result, many states have begun to increase the amount of units necessary to fulfill graduation requirements in hope to enhance education and make American students more globally competitive. As many districts have found, it is not feasible to add more subjects to the already demanding 6-or 7-period days. The problem in doing so is that there was little time for electives. At the same time they began to find that adding classes only took away time from other parts of the curriculum already established. While some districts fumbled with the idea of adding classes and minimizing losses in other areas, a large number of schools, more specifically 25-40 percent of U.S. high schools adopted block scheduling (American Federation of Teachers, 1999). It is apparent the block scheduling craze is thought to be a fix all solution to the problem, at least for those districts and individuals looking for anything to help increase the status quo. In a nutshell, block scheduling is the practice of breaking up school time into blocks or units of classroom time. More recently we have seen this practice redefined to stand for a restructuring movement for longer classroom periods. Typically average class periods ranged from 45-50 minutes long. Block scheduling has taken this traditional style of time management and have increases class periods anywhere from two to four times longer. As one might be amazed at the novelty of more time in the classroom, it is vital to understand that number of class periods are correspondingly decreased, thus the overall length of time is virtually the same. The majority of information gathered and the studies reviewed tend to overwhelmingly represent the results derived from the two we are describing. Hence from this point forward the term "block scheduling", as used in this paper shall consider the first two categories one and the same. It has been taken into consideration and concurred that there are many variations of block scheduling, however all research, testimonials, cases, and opinions taken into consideration are of the specific type of block scheduling mentioned above. It has also been taken into consideration that there may be many uncontrollable variables that directly and indirectly skew the results of some of the studies.

Gender Stereotypes in Military Essay

In the non traditional occupations, also called non domestic jobs, women in the work place including its attitude about women’s roles are being studied by some professionals. Gender stereotypes are prone into this kind of scenarios. In the military communities for example, there is still a widely held gender stereotypes. Men and women in the military are being approached and treated differently. Military communities in the past were often integrated with men. Women’s participation in the military and in war throughout history has been limited due to those common gender stereotypes. Women can not be good soldiers allegedly because they are innately weak physically and emotionally. Generally men were believed to possess a higher level of motivation, initiative and leadership qualities necessary for effective military performance. Whereas women, primarily considering their physiological aspects, possess more feminine attributes that hinders them to achieve an excellent military performance. But given that the â€Å"physical barriers to military participation have been gradually eroded due to the advent of highly technological weaponry and the improve fitness of women but the emotional barriers remain strong† (DeGroot 24). It is believed that women are genetically programmed for the softer and caring roles and therefore can not apply aggressive impulses necessary for effective soldiering to defend military interests in future conflicts. To recruit women therefore considering this belief means giving into the risks to lose future wars. This perceived reality hinders the military setting to recruit more women for an aggressive physical war. Many points of arguments have put forward by those against the idea of putting women into hand to hand combat. One of the obvious concerns regarding women in combat is the given fact that women do not possess as much physical strength as their male counterparts. The female body structure is not as adept and enduring at handling high g-forces activities needed for actual combats. â€Å"Female soldiers who are, on average, shorter and smaller than men, with 45-50% less upper body strength and 25-30% less aerobic capacity, which is essential for endurance† (Willens 1996). Psychologically, mixed gender accommodations in a small space can be very intimidating and can provoke sexual anxieties towards men which might affect their focus in combats. Moreover there is a greater possibility for acts of rape, sexual harassment and molestation. Romantic relationships between men and women is somehow inevitable especially that war is a depressing situation. This can disrupt a unit’s fighting capability. Many women might be forced to get pregnant as well in order to escape combat duties. Moreover pregnancy may intimidate military readiness that will greatly affect the military combats. Placing women in combat may also mean putting the fighting unit into risks. Female are truly exposed to the risk of capture, psychological and sexual abuses. The opposing parties may use women to intimidate their enemies through using them as prisoners. Meanwhile another interesting argument to keep women out of combat is the fact that female might disrupt the military cohesive unit and might undermine the soldiers’ sense of esprit de corps. The effectiveness of the military hinges on a cohesion — every member must completely trust and respect one another. Many argue men would not be able to trust women to be capable of accomplishing the physical demands of combat, which could lead to serious problems.. A standard must be maintained to make every member feel as if he/she is part of one single unit, not separated by gender (Willens 1996). These gender differences and given the reality of war, the opposing parties who want to keep women out of combat believe that it is safe to put men in actual combats because they guarantee a greater percentage of military effectiveness. In the military, each party needs to have the most capable military power. In United States during World War 1 â€Å"with the creation of U. S. Army Nurse Corps in 1901 and the U. S. Army Nurse Corps in 1908, women were relied on primarily to provide nursing care† Worell 772). Nursing the wounded soldiers was the most visible role played by women during early wars until World War 1. Marriage, pregnancy and motherhood however could be main legitimate basis for voluntary discharge. The â€Å"Army Nurse Corps in 1901 expressly prohibited nurses from marrying and being mothers† because these will hinder their social and governmental service and responsibilities (Worell 774). In World War II however â€Å"historians documented the more informal participation of women in active combat, in artillery units, as disguised enlisted men, in militia units, and in frontier warfare during the early years of U. S. history and as spies and scouts during Civil War† (Worell 776). The start of World War II apparently expanded non nursing roles of women provided their identity will not be boldly exposed so not to create public misinterpretations. War setting has been redefined however in the beginning of 1950s. Women were openly admit for military service. There is an apparent changing nature and role in the modern military. Military now not only participates in physical combats. Their role has changed â€Å"with peacemaking and disaster relief becoming the most common reason for deployment† (DeGroot 25). In this reason, military integrated a wider women’s participation these past years. Women’s gentle nature, their ability to control aggression and their conciliatory attitude are now perceived positively in the military setting. Women’s nature can make a significant contribution for peacemaking. Women are often integrated into combat support roles and services depending on their capabilities. The discrepancy between the stereotypic attributes of female apparently has variety of emotional effects on the experiences of women in the military. In terms of performance evaluation, people readily give a lower standards and expectations to women. They readily recognize and accept the fact that women has weaker physical and emotional attributes. Therefore as a result, they integrate women’s role into the domestic and traditional jobs inside the military. Work Cited Page: DeGroot, Gerard J. A Few Good Women: Gender Stereotypes, the Military and Peacemaking. Olsson, Louise. Tryggestad, Torunn. Women and International peacemaking. Great Britain: Routledge 2001 Willens, Jake. â€Å"Women in the Military†. CDI Center for Defense Information (1972). August 1996. Retrieved on 25, June 2009 from http://www. cdi. org/issues/women/combat. html Worell, Judith. Encyclopedia of women and gender: sex similarities and differences and the impact of society on gender. Elsevier, 2001

The San Antonio Art Museum - 1135 Words

The exhibition that I viewed at the San Antonio Art Museum was called â€Å"28 Chinese†. This exhibit was based on the artwork of 28 contemporary Chinese artists. Throughout the exhibit, it was discussing the fall of communism, poverty, the essence of time, resistance, rebellion and the conservation of history. Some of the artwork I saw were created by Zhu Jinshi, Qiu Zhijie, Zhang Huan, and Shang Yixin, just to name a few. The exhibit was on two floors of the museum. When I first entered the exhibit, it led me to a big white room with art being displayed on all walls. The first room was based on the Coca Cola project in which there was a tall case of Coca Cola bottles being displayed right when you walk in. To the right was a clear box that held burnt down Coca Cola bottles. These items being displayed made me want to read about the project since it was a familiar company that most people know. Some of the other rooms were structured differently. Some had sculptures, audio v isuals, interactive pieces and others had modified furniture but every piece of art had a description next to it which told who the artist was as well as the meaning of the art itself. The materials used for some of the art works included wood, bamboo, and rice paper. The second floor to the exhibit is mostly abstract art work. The overall theme of this was to express their preservation of Chinese culture being good and bad aspects through art. In order for each piece of artwork to convey their purpose,Show MoreRelatedThe San Antonio Museum Of Art1457 Words   |  6 PagesBefore going to the San Antonio Museum of Art I searched their website to get an idea of the paintings displayed. One stood out to me online however, it wasn’t until I saw it in person the magnitude of the true beauty of the painting. 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