Dr. Faustus as a Christian Play

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Dr. Faustus as a Christian Play

Dr. Faustus can be viewed as a Christian play for many reasons. Many thought of this play as a morality play. A morality play is the "conflict of the personified human soul with sin amid contending vices and virtues, and ends in one of two ways, triumph or damnation" (Sunayana, Dr. Faustus). This definition explains the story of Dr. Faustus. Throughout the entire play, one can pick out many Christian-like aspects.

One aspect is the conflict between good and evil. Throughout the play, the decision between good and evil arises again and again. For example, Dr. Faustus has a choice between remaining faithful to God or gaining power. He would have power for 4 years, but then he has to give his soul up to hell. Making choices in favor of the good side means that Dr. Faustus would have to remain normal like every other person. He already has many accomplishes, but he is not satisfied. Making choices in favor of the bad side means that Dr. Faustus would have more power for 4 years, but after that he would have nothing but torture. Dr. Faustus makes many choices between good or evil and heaven or hell.

One might relate Dr. Faustus to the story of Adam and Eve. Adam and Eve were told not to eat off of the tree. They did not listen and as a consequence their pleasures were taken away from them. Dr. Faustus had wealth and popularity. He wanted more than that and as a consequence he would have eternity for torture. Both would not accept what they already had. They both wanted more than they had and would not listen. Both Adam and Eve and Dr Faustus had a wonderful life, but they took more and were punished for their decision to do so.

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Another aspect that relates to Christianity is the setting of the play. The setting of the play is between the heaven, the hell, and the earth. Just as in the Christian religion, the heaven, the hell, and the earth are the three main places one life and morals are made up. In the Christian religion, how one acts on Earth determines where they will rest for eternity. In the same respect, Dr. Faustus did not believe in the heaven, the hell, or the after life. He also did not believe he could repent his sins. He was told to talk to God and repent his sins. He did not think it would work. His actions and thoughts led him to his damnation.

One of the main parts of the play is the seven deadly sins. The seven deadly sins played a big part in the play. The seven deadly sins consisted of pride, covetousness, wrath, envy, gluttony, sloth, and lust.__________ Pride is the first sin. Dr. Faustus's flaw is his pride. Although he has had a lucky successful life, his pride makes him KNOW he can do more. He is very competitive, and he is not satisfied with anything. He is a very intelligent man and has a good life, but he is not satisfied. Covetousness is the second sin. He shows covetousness by wanting a wife. Wrath is third sin. Wrath is showed by Dr. Faustus's impatience. Dr. Faustus shows his impatience through people he interacts with in the play. For example, he gives Benvolio horns and he silences them. Envy is the fourth sin. Envy is also showed throughout the play. Dr. Faustus envied people with power. Although he had power in his profession, it was not enough. He had to know more and learn more. He wanted to pass every other person in his or her knowledge and power. He had envy for people who could do more than he could. Gluttony is the fifth sin. Gluttony is also well known in this play. He shows this by wanting to use the dark arts. He was well known without moving to the dark arts, but this was the next step out of the knowledge he already attained. He was a well-educated man, but that was not good enough for him. He did not want what every other normal person on the earth had. He wanted more and better pleasures. In his eyes, he wanted power and pleasures equal to God. Sloth is the sixth sin. Especially at the end, sloth is shown in the play. He has a chance to repent his sins but he didn't. He did not think he was able to. Lust is the seventh sin. Lust is the sin of self-control and greed. In my opinion, greed is Dr. Faustus's middle name. Greed is shown throughout the entire play. Although someone would give up everything they owned to have the life Dr. Faustus had, he was not happy with all of the accomplishes he had. He wants more knowledge than any other normal person has. He wants to be equal with God's power. If he realized the wealth and accomplishes he already had in the beginning of his quest for knowledge, then he would have never been in the situation he was in. He should have accepted what he already had, but he was greedy, and he was punished for his greed. (Pink Monkey, Dr. Faustus)

Another aspect one may find in the play is the good and the bad angels. One may recognize this as the angels that sit on a person's shoulders. People are brought up to recognize these as their conscience. The good angel sits on one shoulder and tries to persuade the person to do good things. The bad angel sits on the other shoulder and tries to persuade the person to do the bad thing. Dr. Faustus has these angels with him in the play. The angels might be telling the audience was Dr. Faustus is thinking on the inside. The good angel represents heaven and God. The bad angel represents hell and eternity of torture. Dr. Faustus wants to have many more pleasures than a normal person, and he wants to have knowledge and power of a superior. The bad angel uses this to persuade him. He tells Dr. Faustus about all the wealth and power he will have. When he hears this, he ignores the good angel.

Some of the Christian aspects jump out at the reader, while others the reader must look for. There are many aspects in this play that resembles a Christian play. In my opinion, I would relate this story to a Christian play because it has mane components that a Christian play also would have.

Bibliography

Sunayana. "Dr. Faustus as a Morality Play." 001. Planet Papers. 06 Aug. 00 http//www.planetpapers.com.

Pink Monkey. 17-00. Pink Monkey Summaries.

05 Aug. 00 http//pinkmonkey.com.

Rushman, William E. 11 Feb 00. "The Seven Deadly

Sins." 05 Aug 00. httpwww.rushman.org.

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Organizational Culture

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Many different organizations and companies have many distinct cultures and climates. However, before one can begin to describe the culture or climate of an organization we must first know what culture and climate is. So, what is Culture? Edgar Schein defines organizational culture as "a pattern of basic assumptions-invented, discovered, or developed by a given group as it learns to cope with its problems of external adaptation and internal integration-that has worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems." (Miller ) To summarize a culture is simply everything that makes the organization exist. The people, the furniture, the building, the paper, the way people talk anything you can see or hear, shapes the culture of an organization. Furthermore, there are certain key elements that are present in most cultures. These elements are relevant constructs (people/ideas important to an org), practices/procedures, a vocabulary, metaphors (other names for the business), stories or legends, rites and rituals (i.e. graduation), values, heroes, and finally sub-cultures.

If I were to describe the culture of Marist College, I would begin by describing what I see and experience. Take one look at the Marist campus and you will see a unique learning environment. A tree lined campus dotted with new looking buildings over looking the Hudson River. In the middle of the campus, you see a modest round building with a large cross sprawling up the side, towering 10 feet over the top and embracing what seems to be the entire front of the building. Immediately one is under the impression that the campus embraces the catholic religion. Just beyond the church, you will see a brand new 4 floor modern library. The library is filled with brand new IBM computer workstations and shelf after shelf of books. Look in almost any of the buildings on campus and chances are you wont find and garbage, this is because the college pays for extensive "house cleaning" through out the campus. Another observation that can be made is the astonishing amount of computers on campus. Finally, one will notice the ethnicity of the students and faculty on campus. It is clear that the overwhelming majority on campus is Caucasian. If you were to look hard enough you might be able to find a few African Americans, or Hispanic students. The overall climate at Marist is a relaxed one. In general, the students and faculty appear to be in no hurry to get anywhere. The students and employees alike are seemingly friendly and egger to help a person in need. There are security patrols through out the campus to help ensure the safety of the students. I feel that Marist College in general makes a valiant effort to put on display those things they want others to feel are important to the College as a whole.

An important aspect of organizational culture is Schein's model of culture levels and their interactions within an organization. Schein divides different elements of culture into three levels. The first level is artifacts and creations. Artifacts and creations can be defined as anything visible or audible within an organization. The second level is titled values. Values are defined as those things that the organization states it hold dear to itself. The third and final level consists of basic assumptions. Basic assumptions are conclusions that can be drawn by comparing the artifacts and creations with the stated values of the organization. Just one question, what happens when an organization says it holds a value important and it really does not? There is a name for that phenomenon; we call it an espoused value. Espoused values are something Marist College has many of. Lets analyze one specific aspect of Marist College and apply Schein's model of organizational culture. Let begin with diversity, once again it is clear when you look around Marist College that there is little to no diversity amongst the student body or faculty. However, the mission statement of Marist College clearly states "The College aims to expose students to cultures other than their own and to the values that link and transcend particular cultures." Here we have an artifact, the lack of minorities on campus. We have a value, the mission statement. And we can make an assumption the assumption would be that Marist College values diversity and the exposure to other cultures. We can clearly see that this is an espoused value because the values and artifacts contradict each other. However, if Marist College was to be broken down in to many smaller pieces and each piece were to be analyzed one would realize that there are many different sub-cultures within the overall culture of Marist College. For instance if one were to walk into the Gymnasium you will see many people running, jumping, and participating in many different sports. In contrast, if you were to walk out if the gym and walk into the pool house you wont see anyone running. Yes it is because it is dangerous to run near the pool, but this is what sets the two rooms apart, this is what contributes to the different cultures within the one school we call Marist College. Similarly if a communication class were observed you would see many different people interacting and talking amongst themselves, perhaps with the teacher playing an equal role. On the other hand, if you were to observe a Mathematics class you will most likely see a teacher standing in front of an organized classroom with nobody except the professor talking. The students will most likely only speak when spoken to or after being called on by the professor. And, chances are there will be no discussion between the students.

In conclusion, we now have a clear understanding of culture and climate Within Marist College. We understand the functions of culture here on the campus. In addition, we know that not all values here on campus are held by everyone, different people have different values. It is important to point out a few key aspects of culture and values. First, organizations do not have values, individuals do. Second, individuals may say they hold a particular value but their behavior says otherwise. Finally, many of the values and basic assumptions within an organization have been taken for granted. People have been passing them off as "just the way we are" and "just the way we do things around here" people often do not realize that it is all part of their organizational culture.

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Learning Stlyes

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According to the Learning Styles Inventory my weakest modalities are visual and auditory and my strongest is kinesthetic. I strongly agree with my strongest modality being kinesthetic because throughout my years of education, I have always had my best experience of learning when I was able to participate in the learning process. The hands-on experience allows me to understand what I am learning in a more coherent manner.

As a child in elementary school I would always experience getting into trouble for not being able to sit still for long periods of time. I found that paying attention and not being able to move around was very difficult so out feelings of restlessness I would talk to people around me, I would make rude comments and fidget around with any objects. Consequently, this would lead to bad behaviour marks and detention time.

As I matured and entered high school and subsequently college, I was able to sit and pay attention for longer periods of time but I also realized that I learned best when I could physically be involved in what I was learning. In high school, when we were able to do projects that involved making charts, videos, maps etc, I found that I enjoyed my learning experience much more and it was reflective in my grades. When studying for major exams, walking around and repeating what I was reading out loud helped me remember and the information became clearer. I also experienced better grades when I was involved in extra-curricular activities, mainly sports. Being physically active assisted me in staying focused on homework and allowed me to manage my time much more efficiently.

Study strategies that I currently use that is more related to the visual modality are such things as copying information into my own words, because seeing information rephrased in my own words helps me to remember information more easily, and I also highlight certain important facts. Using colour to make certain bits of information stand out helps me to study more effectively. During this semester I would like to try using flash cards to study and when I am reading charts, graphs, or printed information, I would like to take time to visualize what I just read in my mind. Study strategies more related to the auditory modality that I currently practice include verbally explaining information to an imaginary person, and I frequently recite what I just read in my own words. Another study strategy that I would like to try include is studying with a partner so when I have questions, I have instant access to another persons point of view. As a kinesthetic I currently use strategies such as walking around when studying and I learn best by incorporating objects as a visual aid. For example when solving problems I use objects around to assist me so I can be involved in what I am learning. Other methods of learning that I would like to try during this semester include using exaggerated hand movements and expressions; this consists of using role-playing and pantomime to assist in my studies.

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According to the Dominance Inventory, I scored between a four and a seven, which puts me into the category of being able to use either side of my brain without relying too much on one specific side. I agree with this because I often times switch back and forth in my learning techniques. Initially I believed I used the right side of my brain more, making me a global learner, because during high school I faired much better in more generalized, non-specific studies such as Social Studies or English as oppose to more logical learning such as math. While I was doing the inventory, I realized that there are often times when I learn best by structural and logical boundaries. I enjoy learning from logical arguments as oppose to abstract ones where no real conclusion is ever achieved. Many times over generalizing and analyzing abstract information, for example studying poetry, can be very frustrating and I often times feel bored and see no real distinct point. Knowing that I do not rely to heavily on either side of my brain allows me to try to incorporate methods from either side. This will ensure that I can be experienced in using both sides of my brain so I am able to choose freely which side I would like to use depending on the current assignment.

I¡¦ve always believed that I learn best by myself because I am generally an independent person so I would assume that I learn best independently. I realize now that although I do still feel that I learn best independently I can also learn effectively, depending on the type of class, from interacting with different people and sharing our ideas or also from a more structural approach. Classes where the learning is more logical and the class itself is more structured by nature such as a math class, I would prefer to learn from clear and rigid instructions. Knowing exactly what the teacher expects and having step-by-step instructions keeps me on track and I find that I am able to keep up with the pace of the class more readily.

Classes such as foreign language classes and computer classes where the atmosphere is more light and relaxed, I find that I learn best by interacting with other people and sharing our ideas. When an entire class is learning a new language, having a group to learn something new with where each person is on the same level and no one person is far superior than the other is more comfortable because there is no sense of competition. People are able to laugh and learn freely. Similarly with a computer class, assignments are usually less rigid allowing you to express yourself and work cooperatively in groups.

When I am reading or writing I like to work alone and have complete silence. Having the quietness allows me to think clearly without the distractions of other people. Especially while reading, I find that I am distracted easily; as a result, I like to read alone and not be in the presence of potential distractions. Also I understand best what I am reading when I can read out loud, so out of consideration for other people, I find that it is best that I am alone. Many times I find that it is hard to study in libraries because I am not able to read out loud or pace back and forth without distracting others. I generally just fall asleep when trying to study in a library. By knowing how I learn best I am able to use that specific method depending on what classes I am currently enrolled in. For example, this semester I am enrolled in a math class and knowing that I like structure in that type of course I would approach the teacher if he were not giving out enough guidelines for me to follow. I am also enrolled in a CSS class and a English class and because English involves reading and writing I would most likely tend to work independently in that course and I would work best interactively in my CSS class.

My strengths according to Howard Gardner¡¦s Theory of Multiple Intelligences are logical/mathematical, Verbal/Linguistic, and Interpersonal. My weaknesses include Visual/Spatial and Naturalist. When listening to lectures or debates, I enjoy hearing logical explanations and arguments and being able to distinguish fact from fiction with logical evidence. Similarly, with my Verbal/Linguistic strength, I enjoy debates from a logical perspective. I like to express my views to others so they are able to understand my points coherently. When dealing with a team or just a group of friends, I like to incorporate everyone and get everyone involved. I enjoy socializing with different people and creating bonds with them. I feel a sense of responsibility towards my friends and to the general public to assist those who approach me for help. I try as much as possible to help a little more than is asked from me so others can feel less stressed. These traits help to highlight my Interpersonal strengths.

I have never done too well in classes that dealt with things that involve life entities and the environment either from a lack of interest or for other reasons so that is the reason why Naturalist is one of my weaknesses. In high school I enrolled in a biology class. The class was fairly difficult for me to follow despite the fact that I kept pace with all the homework assignments. My lack of interest for the subject was representative in my overall grade. Visual/Spatial is another of my weaknesses because I do not possess much artistic ability. Knowing how far something is from me or how fast it is coming towards me is sometimes very hard for me to determine.

Having now a comprehensible idea of what are my strengths, I would enrol in classes that emphasis these strengths and minimize my weaknesses. As of this point I am not too sure what career path I am aiming for but knowing what areas I have strength in puts into perspective what are my potential options. Until I choose a career path I could spend time on strengthening my weak areas so that I can broaden my career options and eventually choose one that is suitable to my learning style and that one in which I enjoy.

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Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading.

If you order your essay from our custom writing service you will receive a perfectly written assignment on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading.. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading. paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading., therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading. paper at affordable prices with cheap essay writing service!

The Mules Foal by Fotini Epanomitis, to me, is a normal novel because it tells a story and is about events that could be real. It is a story about three houses in a greek/turk village and about what happens inside these houses, as well as the people inside them. At the start of the story the narrator Mirella tells us that it is a story of houses, of what happens in them and between them.

In other words, this book meets the wide definition of a novel, which is an extended work of prose fiction (Abrams, 171, pg 110) and has all the elements required for a novel such as plot, setting characters and point of view. The Mules Foal is a normal novel because it fits the genre of Magic Realism. Each element of the novel is affected by its genre.

The Mules Foal is a normal novel because it fits the definition of a novel. This book is obviously not based on true events because the events that take place are fantastical. This book also meets the narrower definition of prose romance, which is a novel that uses simplified characters, a solitary protagonist who is isolated from a social context, and has anologies to dreams, myths, rituals and folklores(Abrams, 171, pg 11). Firstly a good example from the book which fits this definition for ritual is when all the deformed babies are placed near the bridge that leads into the village and the pigs eat them

And if the child were born without legs or arms, or even without a head, then the mother would leave the children at the foot of the bridge. The villagers would let out their pigs which would eat and maul and eat the child.

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Secondly, myths are included and a good example of this is the story of St Vaia and her holy water

The story says that this is St. Vaias holy water. St Vaia, who had refused to abandon her faith for the Turks. They cut of her breasts and she bled to death. That is where the holy water is supposed to come from.

Lastly, the solitary protagonist is the Gorilla Child, who lived a solitary childhood behind a wall and did not have a very good social life as an adult, because of his ugly appearance and relatively shy nature

Yiorgis the Apeface was a polite man, of a basically lomesome nature. He lived a quiet life and was betrothed to a girl from a distant town.

The Mules Foal is one such novel that fits into the genre magic realism. Magic Realism uses fabulous and fantastical events which are included in a narrative that otherwise maintains the reliable tone of objective realistic report. Realism is maintained throughout the book through the use of point of view techniques. The story is told in simple language with little dialogue. Fotini Epanomitis, through Mirella, tells the story by keeping a straight face to make the reader believe her. A good example is when Meta turns into a man

One day Meta turns into a man. Noone knows who he is. There is no name, and no record of his crime. So he is set free.

This shows that realism is maintained even when the events are ridiculous and fantastical, and so fits the definiton of Magic Realism.

Like any novel, The Mules Foal takes place in a certain location and is narrated in a particular point in time. According to a review by Susan Nicholls the story envelopes us instantly in the world of a small village, somewhere in or near greece, sometime in the not-very-distant-past, possibly the turn of th century and a little later. What we are actually told about the village is there are cobbled streets and that it is in a valley that dried up years ago, and about the bridge that leads into the village. We are told about St. Vaias holy water and that the houses are made of stone. We know that there is a kafeneio a graveyard near a church and a town square. This setting is a normal setting in terms of a novel. The Magic Realism of the story sits on top of this basic setting. By having such a normal setting it can make the reader draw comparisons between his world and the novels world.

I think I have shown that The Mules Foal is truly a normal novel. It has elements that fit the definition of a novel, and just happens also to fit the genre Magic Realism. I have shown through the plot, the setting and point of view which are the required elements of a novel, are all found inside this story.

Please note that this sample paper on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading., we are here to assist you. Your cheap research papers on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading. will be written from scratch, so you do not have to worry about its originality.

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Well-Intentioned Protagonists

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Many novels have protagonists whom are unique people. These characters often try to help others and improve humanitys state of existence is some way. They can be anybody with any attitude or status in society, but something persuades them to help. These characters will often do anything they can to help in any way, large or small. Many times, the characters will invent a totally new idea to serve others and will pursue it with greater fervor than they would a conventional method. Unfortunately, in novels, like in life, good intentions can end in bad results. Such is the case in the novels Frankenstein and One Flew Over the Cuckoos Nest. In both of these stories, the well-intentioned protagonists wanted to help others in an unconventional way but ended up failing at least partially. So how did these well-meaning people with unique goals fail? Why did their good intentions end with sour results? These characters failed for three important reasons they were inexperienced; they had minimal control over their situations; and they did not have a well thought-out plan of action. Because of these reasons, the protagonists failed to achieve their goal helping others.

The inventive and well-intentioned characters in Frankenstein and One Flew Over the Cuckoos Nest were Victor Frankenstein and McMurphy respectively. The first reason they failed in reaching their goals of philanthropy was the fact that they were inexperienced. They didnt really know what they were doing. For example, Victor Frankenstein discovered the secret of animating dead flesh. Yes, he knew how to do this, but he did not know what the ultimate result of his discovery would be. He could not foresee that the reanimated dead flesh would be flawed. Instead of experimenting further and realizing that his discovery was not very helpful, he decided to jump right ahead and create a super-human monster. He hoped that his discovery would help all of mankind, but it instead became a curse to him and those he loved. If Victor had more experience, he would have known not to jump to conclusions in his excitement and to experiment more with his discovery. Similarly, McMurphy was inexperienced at what he attempted. He wanted to open the inmates eyes to the oppression of Nurse Ratched and the Hospital but he didnt know how to go about it the right way. He just went for it. Unfortunately, he ended up suffering for it in the end and the inmates learned less than he would have wanted. Because of their inexperience in their out of the box methods, Victor and McMurphy both increased their chances of failing.

The next reason why Victor and McMurphy failed was the fact that they had minimal control over their situations. Their lack of control gave them little ability to carry out their goals effectively. Many things happened, out of their power, which doomed their efforts to failure. For Victor, the lack of control was mostly caused by his first reason for failing lack of experience. This was true at first, before he created the monster. After he released his creation, however, Victor had very little control over what was happening. There were a few instances where he could have changed his fate (when the monster requests a wife, for example), but he was mostly powerless to stop the monsters tirades. McMurphy had almost no control over his situation. He was forced into the Hospital and he was ultimately subject to the authority of his enemy, Nurse Ratched. The only power he occasionally had was the fickle favor of his fellow inmates. Using this small and infrequent advantage, he tried to achieve his goal of helping the inmates. It was not enough and his efforts ended in failure.

The final and most important reason why Victor and McMurphy failed was that they lacked a thorough plan-of-action. They had no specific short term goals for meeting their long term goals. They both just did what they wanted; they leapt before they looked. Victor had no specific plan of action after he finished his creation, or even what his creations specific purpose would be. All he did was make the monster, realize his mistake, become afraid, and run away, turning his back on his creation and responsibility. If he knew what he was going to need to do before he finished, he would have not been frightened or surprised. He needed a plan. He didnt, so he panicked. McMurphy didnt have a plan either. He failed to carefully consider how he was going to fight back against Nurse Ratched, how he was going to open the minds of the inmates, and what he was going to do if something unexpected happened. Not only did McMurphy lack a conscious plan-of-action, he didnt even consciously realize his desire to help. This almost certainly doomed him. Imagine if President Bush wanted to take out Saddam and just sent a bunch of bombs his way without any real planning. His effort would almost certainly fall apart and fail. Similarly, Victor and McMurphy lacked a plan-of-action, their efforts failed, and their goals went unrealized.

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Victor and McMurphy failed in achieving their goals for three reasons they were inexperienced, they had little control, and they didnt have plans to carry out their goals. McMurphy wanted to help the inmates to fight back against Nurse Ratcheds oppression, but he didnt succeed. Victor Frankenstein wanted to help all of humanity by discovering the secret of immortality, but he failed. Well-intentioned people in real life fail because of the same reasons. For example, Robert Oppenhiemer, the creator of the atomic bomb, had no idea of the full magnitude of his work, could not have had previous experience with a similar situation, was powerless because of control by the government, and could not have had a feasible plan-of-action for a unique situation that no one could predict. Instead of helping humanity (his goal), he unintentionally contributed to the threat of its extinction. As evidenced by Victor Frankenstein and McMurphy, when trying something new the risk of failure is greatly increased, especially if you are not prepared. Unfortunately, this even applies to trying something with the intention of helping people.

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Alan and Naomi

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Alan and Naomi Summary in chapters

Chapter I - Alan plays stickball with Shaun and others

- meets Naomi for the first time while she's tearing scraps of paper on the floor of the Oak Terrace Arms

- she's terrified due to his baseball bat, screaming, runs away

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Chapter II - Parents (Sol & Ruth) talk to him because of Naomi, introduce her life story

- want him to play with her, help her

- he doesn't want to, wants to play stickball

- Naomi is first association with WW II

Chapter III - Alan's thinking about Naomi, the map, GESTAPO

- begins to be sensitive w.r.t. Naomi

- window-meeting tries to talk to her by the use of a dummy

- she's fetching Yvette, waves back, disappears

- no impact yet

Chapter IV - Alan's tells parents that he's going to help Naomi

- parents cry, weep

- chat with Shaun about being a sissy, doesn't trust him (tell him about N.)

Chapter V - first time Alan's meets Naomi in her room

- is embarrassed because of the dummy

- „monkey see monkey do", Yvette waves back

- Naomi just tears paper all the time

Chapter VI - the water fight with Shaun, started by Alan

- to get time, not to go to Naomi

- again at Naomi's

- tears paper all the time

Chapter VII - butterfly bombardement

- Alans gets to know Shaun's sensitive side

- Teacher (Mrs. Landley) not angry, guys laughing at him

- Says Shaun that he has an „errand", goes to Naomi

- Yvette talks for the first time when he wants to go, then keeps tearing paper

Chapter VIII - Naomi doesn't react anymore for days

- plays stickball, comes late to dinner, parents angry, has to go to Naomi

- „she's crazy, he's crazy"

- Yvette talks again because he is sad (am I a boy? going crazy?)

Chapter IX - Alan & Shaun at the airfield, playing with their airplanes, enjoying theirselves

- Alan can't tell Shaun about Naomi

Chapter X - Alan at Naomi's

- having fun by dancing, singing

- „now I have friend", „so have I"

- „La Marseillaise French National Anthem

- Naomi frightened, hides under bed

- But Alan can make her talk a bit again

Chapter XI - Alan gets new songbooks from the library, goes to Naomi

- Naomi wants to sing war songs

- „she was smart", thought Naomi being his sister

Chapter XII - Alan plays with Shaun at the airfield, goes back home with him

- meets Naomi in the lobby

- doesn't show his relation to Naomi, regrets that

Chapter XIII - Alan is lying in his bed, thinking about Naomi

- „she was his friend. They were each other's friends"

- thought of being „secret" friends

- father comes in

- Alan is supposed to talk to Naomi directly, without using a dummy

- Alan is going to do it

Chapter XIV - Alan at Naomi's

- tries to talk her directly, she finds ways to avoid being herself

- „it's no use"

- the next days he tries to find a way to talk to Naomi, no use

- Alan and Naomi are now „secret friends"

- Talks directly to her, she pushes herself under the bed, relapses

- Alan thinks it's his fault

Chapter XV - Alan gets a day off, goes to cinema

- imagines what it would be if Naomi was there

- „felt good to not have to be Alan S. for a while, be anyone at all"

Chapter XVI - Family Silverman at breakfast

- „could you adopt Naomi?"

- „you always decide things without me"

- Naomi comes down after breakfast

- No chance talking to the actual Naomi, she tears paper

- Then she begins to talk because of Alan's bad counting

- „hero"

Chapter XVII - Alan going to the Central Park

- feels lonely, „another grey person"

- thinking about Naomi if she's lonley, too

Chapter XVIII - Naomi at Alan's

- Alan leaves her alone, she plays with the „Spitfire"

- For the first time she says his name ('cos of present)

- „I like her. I really do ..."

Chapter XIX - during next days Naomi hardly speaks

- Alan has to go to Mrs. Landley

- Shaun thinks he's scared, „baby boy"

- Mrs. Landley praises Alan „You are strong", „you're great"

Chapter XX - Naomi learns now for two weeks for school, very clever „a genius dwarf"

- Alan is at Naomi's, she's scared because of air-raid drill, jumps under bed

- But he gets her getting normal again

Chapter XXI - can't really play stickball, thinking about going out with Naomi

- mothers wants that he does it, he suggests going to the big field

- mother first doesn't want, then calls Liebman's, then it's ok

Chapter XXII - Alan and Naomi are going to Holmes Airport,

- first Naomi doesn't want to go outside, then likes the open field

- they are having fun by playing with their planes, N. behaves like a normal child

- Naomi made sandwiches, Alan is very pleased

- Naomi mentions her „dead" friends

Chapter XXIII - The Conversation at the airport

- begin to talk slightly about the war

- she thinks she's killed her dad because of the maps

- tells Alan what has happened when her father was killed

- Alan tells her that nobody would ever hurt her anymore!

Chapter XXIV - On the way back home

- Alan believes that he has seen Naomi on TV in Warshaw

- Shaun follows them, calls him sissy, Alan is angry with him

Chapter XXV - Shaun doesn't go to school with Alan anymore

- Alan tries to explain him, Shaun „You're a liar!", „I'm not your friend"

- Alan is sorry

Chapter XXVI - Alan and Shaun are avoiding each other the next days

- Alan and Naomi are having fun in and after being in cinema

- Naomi goes to the doctor as usual, Alan bored

- Mother & later Mrs. Liebman comes in

- Is proud of him, begs him to walk with Naomi to school

- Alan does it for Naomi, his friend, not for anyone else

Chapter XXVII -Alan and Naomi are going to school, Alan says she is pretty

- Naomi new class member

- Naomi good at school

Chapter XXVIII Alan and Naomi are writing characterizations of each other

- Alan she's a bitch

- Naomi he's wonderful, „I love him"

- Alan oh, I love you, too

Chapter XXIX - Friday morning Joe Condello fights with Alan

- Naomi runs away

- Alan knocks out one of Joe's teeth

- Shaun helps him, they are friends again

- Naomi is gone, missing

Chapter XXX - Police is looking for Naomi, can't find her

- Alan tells policeman that she maybe is at the airport, she's not there

- Naomi is found by policemen in the basement of the building

- Naomi's mind is gone

Chapter XXXI - Alan goes with father to the „lunatic asylum?" where Naomi is now

- he can't help her anymore, she doesn't look up, tears the air

Please note that this sample paper on Alan and Naomi is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Alan and Naomi, we are here to assist you. Your cheap custom college paper on Alan and Naomi will be written from scratch, so you do not have to worry about its originality.

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English Coursework- How J. B Priestley uses Time in 'Time and the Conways' and 'An Inspector Calls'

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J. B Priestley was an author, novelist, playwright, essayist, broadcaster, scriptwriter, social commentator and man of letters whose career straddles the 0th century. He lived from 1th August 184 -14th August 184. He wrote many famous books and plays. The two plays I am comparing and contrasting are, 'Time and the Conways' first produced at the Duchess Theatre, London on 6th August 17. 'An Inspector Calls' first produced in London on 1st October 146 at the new Theatre. I am looking at how J.B Priestley uses time so cleverly and in a unique style.

'An Inspector Calls' is on a three-act play. All three acts, which are continuous, take place in the dining room of the Birlings' house in Brumley, an industrial city in the North Midlands. It is about a mysterious inspector visiting a family before the Second World War. The style of the play seems at first straightforward and understandable, a detective thriller. The Inspector arrives with some news of the death by suicide of Eva Smith. The Inspector tries to accuse and make each individual family member confess that they 'drove' Eva to kill herself. Until in the rd Act Mr. Birling (father, husband and owner of the house) answers the telephone and everyone crowds around him. The police officer on the other end of the line tells the family that Eva Smith has just died from swallowing some disinfectant and that an inspector is coming to the house to ask some questions. Which is the end of the play. This tells us, Priestley liked to leave his story endings a mystery, for the audience to work out a logical explanation or question whether time was repeating itself. The only explanations I can think of is that there were two Eva Smiths, time travels, it was a set up trying to make the characters feel guilty, or a hoax call, but I will never know. Maybe Priestley didn't know. Priestley tries to trick us, (we believe that Eva's death is part of the past, when in fact it was yet to happen).

'Time and the Conways' is also a three-act play. The scene throughout is set in the sitting room in Mrs. Conway's house (as her husband is dead). Act 1 and Act take place on an autumn night in 11. Act on an autumn night at the present time. Act 1 and are in the past. This tells us J. B Priestley liked to sometimes use different structures of his plays. Many plays go through time chronologically. They dont show the past or the future, either in dreams or talking about it. This is why Priestley became known as a very successful play writer, as well as having interesting plays. He had a distinctive way by giving audiences a good drama, but always making them want to come and see one of his next plays. From the unusual performances given and plays read, people would talk about his plays and why they were interesting.

When you read or watch act 1(past) in 'Time and the Conways' you see how the characters have changed in act (present). Alan, however, doesn't change as he has a very dreary personality and we get the impression that he is a drowsy type of character. Priestley gives the audience hindsight Alan's theories of time, e.g. 'I'm going to live.' Alan believes in eternal life and never having to experience bereavement as he thinks this will never happen to him, he believes that life lives on, and that if he does die something is present afterwards.As act in 'Time and the Conways' reverts to 11, the audience have the power to view the characters in a 'time capsule' with knowledge of the past, present and future; as if we have stepped outside the barriers of time.

At the end of this journey with the Conways- so theatrically alive and full of humour- we too may be wondering what life's journey is all about. The answer is best expressed by Alan in the end of act ; 'What we really are is the whole stretch of ourselves, all our time, and when we come to the end of this life, all those selves, all our time will be us- the real you, the real me.'

Priestley was always fascinated by Time and its consequences. In 'Time and the Conways' he makes some use of Dunne's theory, using a 'Time Twist' that sheds an ironical light on those aspirations of the characters, particularly those of Kay Conway.

'Time and the Conways' is a very different type of play from 'An Inspector Calls' although they are written by the same man, both having a theme of time included, each a act play that takes place in one room of a house throughout either play and using similar character roles in two wealthy families.

Priestley uses the play's to bring across his views on society, he thought that his experiences throughout his life, the way the world works all by itself and the fact that time goes through a period chronologically all made sense. So if Priestley put these ideas in mind but to change one of them, his plays would seem very appealing to all audiences. He chose to mess around with time.

I enjoyed reading both plays, and watching a video of 'An Inspector Calls', I preferred 'An Inspector Calls' because I thought the story included a more mysterious side with time as well as it being easier to understand. 'Time and the Conways' is about a typical family in the 1th century, talking about politics and every day occurrences, friends and family visiting. The structure of the play is different as time travels, returns and stays, Reading or watching the play it suddenly dawns on you that time is being tampered with. However, 'An Inspector Calls' you only begin to realise at the end of act that there is something peculiar about time.

Please note that this sample paper on English Coursework- How J. B Priestley uses Time in 'Time and the Conways' and 'An Inspector Calls' is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on English Coursework- How J. B Priestley uses Time in 'Time and the Conways' and 'An Inspector Calls', we are here to assist you. Your cheap custom college paper on English Coursework- How J. B Priestley uses Time in 'Time and the Conways' and 'An Inspector Calls' will be written from scratch, so you do not have to worry about its originality.

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