The Teachings Of The Bible - 983 Words

Born in church, the Bible has become a law book and a testament of salvation for all. Reading the Bible helps me to uncover God’s qualities through the human history and Christ’s life. The reason for the Bible is to have viewpoints about how to receive salvation; however, most will consider their interpretations of the Bible in their own way without crediting inspiration from God. The Bible written for each person on Earth shows the divine grace and mercy of God towards others. Paul’s writings are congregational writings sent to churches. Most considered Paul’s writings irrelevant; they considered his writings spoke to Ephesus, Colossus, and other churches during his Christian journey. Feminists have thought Paul had discriminated women overall, saying women need to cover their hair (1 Corinthians 11:4-16); in addition, Paul stated that women could not teach, keeping man’s authority on top (1 Timothy 3:11-12). The reason why I stated that the Bible is congregational was that Paul applies his messages to everyone. However, the letters he wrote applied diverse messages to different churches. For example, he wrote the letter of Romans to the church of Corinth to show how Jews and Gentiles are saved through faith and that the law kept them in sin (Romans 3:28). Another example is to show the church of Galatia that no division or group can approve that they are saved (Galatians 3:28). Paul’s letters only showed the congregational message where it speaks to all people about God’sShow MoreRelatedThe Teachings Of The Bible933 Words   |  4 Pagesto uncover to the teaching of the bible, the nature of Jesus Christ, or the purpose of his ministry. . The teachings of Jesus are seen through the bibles not directly but though different parables. In Jesus teachings, He uses parables to teach his people how to live their lives. He does this by comparing life on earth to the kingdom of God. To help people understand, he used examples of people in everyday life to base his stories on, so that the people to whom he was teaching could relate to whatRead MoreThe Teachings Of The Bible933 Words   |  4 Pageslistening to other perspectives can not only be possible, it may be advantageous to increase one’s knowledge. Rachel goes on to say, â€Å"I believe in the basic teachings of the Bible with nothing added and nothing taken away† (Abernethy, R. 2001). To have faith in the Bible one must be open to the growth of accumulated assimilations of its contents. The Bible alone holds many religious outlooks, we as Christians can learn from. By being closed off to other religious knowledge we are denying historical dataRead MoreT he Teachings Of The Bible Essay1220 Words   |  5 Pagesfollow the Bible. Islam has influences from the Quran. Judaism follows the Torah. Buddhism follows spiritual ideas based on teachings from scholars. There are countless religious figures and religious teachings that people believe in. The Bible has Christians follow the ten commandments. The ten commandments are a set of principles Christians follow in order to be a true worshiper of God. The Quran is the religious text Muslims follow as their source of faith. The Torah is the written teachings from theRead MoreThe Teachings Of The Bible894 Words   |  4 Pagespowerful bond so that we can get to know him better . The Bible is the account of God s action in the world , and his purpose with all creation .The Bible contains the message God desired . I believe that the Bible was written as a message to humankind to guide us in the right path to success. I believe the Bible is inspiration . It s inerrant and infallible meaning it s without error and unable to fail. The Holy Bible is the only accurate Bible from the word of God . It determines all the doctrinalRead MoreThe Teachings of the Bible506 Words   |  2 PagesThe presence of God in our lives is needed more than we may acknowledge. It doesn’t take reading the Bible every day or going to church every weekend for us to grow closer to God. Knowing His word and expectations of us, keeping faith in Him, and praising Him is what will bring us closer to Him. The Bible teaches us many things, the way God created man, how the world was created, how we should live, the sacrifices God gave and many more things. The book of Romans teaches us that in creation GodRead MoreThe Bible And The Teachings Of Jesus1491 Words   |  6 PagesWhat is suggested in the Bible and the teachings of Jesus? Whilst the bible does not specifically mention euthanasia, it does address closely related topics. Euthanasia is essentially killing out of mercy, hence the name ‘mercy killing’. The bible tells us that we are not to murder (Exodus 20:13) and any form of taking a life is seen as killing. It says that we die when God chooses us to, and to murder is an attempt to deny God his right of appointing death. Therefore, ‘mercy killing’ is going againstRead MoreChristian Life And The Teachings Of The Bible1243 Words   |  5 Pagespersonal beliefs. I am a Christian since birth. So all I’d like to talk about is Christian life and the teachings of the bible. Throughout my whole life, I have learned about spiritual things and what kind of spiritual things are in my ego. The spiritual values that I always have is love, hope, and trust. Love is an element that Christians value and have in their Christian mind and the bible says to love each other. I am doing my be st to understand this word throughout my whole life and it is theRead MoreThe Bible s Teachings On Sex1266 Words   |  6 Pagesexactly one way for Christians to express their sexuality — by staying abstinent until they got married to a person of the opposite gender. And then, you could have at it all you wanted. But what I wasn’t taught in Sunday School is that the Bible’s teachings on sex have been interpreted in many different ways. I didn’t know that the early Christians actually started practicing celibacy because they were convinced the end of the world was near. No one told me that marriage wasn’t always defined and controlledRead MoreEffective Bible Teaching The Authors Discuss The Merits Of A Bible1338 Words   |  6 PagesIn the book Effective Bible Teaching the authors discuss the merits of â€Å"topic and theme† and how we can use this to help prepare a bible lesson verses an essay. In this section the authors argue the universal principles of good writing, speaking and teaching and what the different handbooks say about composing a good essay. There are several different writing options such as picking a topic and then narrowing it to a specific thesis. Or doing the complete oposite and picking a broad subject and thenRead MoreTeaching The Bibl e : Interview / Book Reflections1899 Words   |  8 PagesJames Donley Teaching the Bible Interview/Book Reflections After speaking with Tarah, a Director of Children’s Ministry, I was able to glean a number of insightful critiques of today’s children’s ministry. Between the reading from class and our conversation three topics stood out; the watered down children’s gospel, the tendency to always tell children the story without letting them experience it, and the overall structure of children’s lessons and children’s Bibles. Gretchen Wolff Pritchard wrote

Business Law Cases Summary - 4293 Words

Offer ( Topic 3) Is a proposal the acceptance of which establishes the existence of an agreement. It shows a promissory intent. In other words, it is a promise to do or refrain from doing something. - Usually upon condition that the other party agrees to do or refrain from doing something else in return. - Harvey v. Facey Harvey sent to Facey a telegram to buy Bumper Hall Pen. He asks Facey to telegram the lowest price. Facey telegram the lowest cash price  £900. Harvey says agree to buy for  £900. Principle: Offer is more than a mere supply of information - Offer must show promissory intent - Australian Wooden Mills v Commonwealth in where the government †offer† did not ask anything in the return - Offer is not†¦show more content†¦Jones refused to pay. Principle: Only the person to whom the offer is directed can accept. Revocation by Offeror Revocation is not valid, unless it is communicated to the offeree. Revocation is valid before acceptance. Purported revocation after acceptance has been communicated is a breach. 1. Dickenson v. Dodds Dodds made an offer open until 9 am on the 12 June. On 11, Dodds sell the house to B, and B has told Dickinson. On 12 at 9 am, Dickinson comes bring the acceptance. Principle: The offer can be revoked indirect or via conduct. Acceptance (Topic 4) Is an absolute and unqualified assent to the terms of the offer, made in the manner specified or indicated by the offeror. 1. Master v. Cameron Masters want to buy Cameron farms. They make a document, signed by both party, indicating the future formal contract to buy the farms. Masters having financial difficulties to buy the farms and sued by Cameron. Principle: Agreement to agree later can’t be force able. (Condition 3) Conditional Acceptance is not acceptance. Condition can be precedent or subsequent 1. Parties reach agreement but want terms to be written down 2. Parties reach agreement but performance subject to formal agreement 3. Parties didn’t intend to reach agreement subject to formal contract Subject to acceptance is not acceptance at all Manner of acceptance - Stipulation of theShow MoreRelatedthis is an essay1741 Words   |  7 Pages[PDF] 11011 Business Law 100 Semester 1, 2012 - Curtin ... https://business.curtin.edu.au/downloadFile.cfm?fileId=D4471A94...‎ Feb 10, 2012 - 3 Construct a coherent and logical legal argument using the four step process approach. 4 Apply relevant legal concepts and principles to  ... 2. 4 main steps in the legal research process - Introduction to ... unimelb.libguides.com/content.php?pid=172459sid=1451390‎ Jun 11, 2013 - You might also go to an encyclopedia such as Halsburys Laws of AustraliaRead MoreWorker Classification : Interns, Employees, And Independent Contractors Essay1406 Words   |  6 PagesIndependent Contractors An important part of complying with labor regulations is accurately identifying the relationship that exists between the company and its workers. In addition to broad federal laws that apply to most companies, businesses are subject to state laws, and sometimes additional laws specific to an industry at either the federal or state level. Classification of employees determines benefits, but also how company resources must be distributed (Hunt, 2015). As litigation involvingRead MoreEssay on Trade Mark and Intellectual Property Laws in Singapore694 Words   |  3 Pagesintellectual property laws in Singapore which exists and provide a brief summary of each of these laws and their applications. Trade mark and the Trade Mark Act will be given further emphasis in the report with a more detailed explanation. 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HeRead MoreBusiness And Human Rights : The Evolving International Agenda By John Gerard Ruggie1504 Words   |  7 Pages Article Reflection and Case Summary 2 Tong, Yiran (Nina) #3480572 University of New Brunswick, Saint John MBA 7102 Deryk Stec Jan 29, 2015 â€Æ' Article Reflections Business and Human Rights: The Evolving International Agenda by John Gerard Ruggie Summary and background This paper analyzes the development of human rights and business in an international view, states the factual issues, and provides strategies to improve the existing realities. The article explains the conceptual challenges toRead MoreInformation Security Plan Survey Essay1627 Words   |  7 PagesThe application package provides you with the following information: For your application to this program you are asked to prepare a high-level summary of an information security program. Your summary should demonstrate that you are able to read, understand, apply, and write about common information security concepts at the  apprentice level. Your summary must include an analysis that addresses strategic fit (how well the information security program supports the organization’s goals and objectives)Read MoreDo Governmental CSR Policies Assist Consumers or Organizations898 Words   |  4 PagesPolicies Assist Consumers or Organizations Governmental CSR policies are beneficial for consumers and organizations. Consumers are protected from abuse when organizations adhere to policies set forth by the government. The government has passed laws and created regulations as a guide for organizations to follow for the protection of the environment. According to Masahudu (2004) â€Å"several governmental CSR policies, such as the National Environmental Protection Act, Clean Air Act, Safe DrinkingRead MoreCase Analysis Of Ritter V. Auntie Ruth s Furry Friends891 Words   |  4 PagesCase Law Analysis Case Summary In a perfect world, there would be no need for laws protecting people from employment discrimination; however, in this often-unjust world, discrimination continues. Hence, federal and state protections exist for certain groups of people sharing common characteristics. Some of these protected classes are race, religion or creed, gender, and disability (EEOC, 2015). In the legal case of Ritter v. Auntie Ruth’s Furry FriendsRead MoreApply The Relevant Express Terms Of Employment1328 Words   |  6 Pagesof employment Implied terms of employment are terms, which are not identified between an employee and employer, these are broad terms, of which there are 4 types. These are Terms implied in fact, terms implied by custom or practice, terms implied by law, and terms implied by statue. Terms implied in fact usually used to make logic of what was written down in an employment contract Which cover most of the issues or the wellbeing of one in a place of employment. For example some basic terms of employmentRead MoreThe Case Of 3300625 Canada Inc. Vs. New York Look Enter Essay1267 Words   |  6 Pageseconomy. It encourages the productivity by providing huge profits and growing revenues in the country. The business industry increases employments and offers a form of financial security for the people. As result, the US created a uniform body of laws to regulate these commercial transactions; buying and selling of goods. In 1949, the National Conference of Commissioners on Uniform State Laws developed the Uniform Commercial Code (UCC) to help govern commercial transactions of sale and lease contract

Design of a Hall Probe Pressure Transmitter Using Bellows Free Essays

Design of a Hall Probe Pressure Transmitter using Bellows as Sensor R. Sarkar, Animesh Ghosh, Lipika Ghosh and N. Mandal Asansol Engineering College Vivekananda Sarani, Kanyapur, Asansol-713305 E-mail: rajan_maa@rediffmail. We will write a custom essay sample on Design of a Hall Probe Pressure Transmitter Using Bellows or any similar topic only for you Order Now com, ghoshanimesh. ghosh63@gmail. com, nirupama_cal@rediffmail. com Abstract: Bellows, an elastic type pressure sensor is generally used as a local indicator. To transmit the signal of bellows to a remote distance some technique is needed. In the present paper a Hall probe sensor has been used to convert the bellows movement into voltage signal which can be converted into 4 – 20 mA current signal and transmitted to a remote indicator. It has been observed that the transducer and transmitter outputs against pressure have a very good linearity and repeatability. The necessary theoretical equations along with experimental results are reported in the paper. Keywords: pressure measurement, bellows, Pressure transmitter, Magnet, Hall Probe. I. INTRODUCTION Pressure is an important measuring and controlling technical parameter during industrial production process. In order to operate industrial production well, pressure should be accurately measured and controlled. Pressure can be measured in terms of absolute or gauge. The absolute pressure can be measured in terms of height of a liquid column in a manometer whereas the gauge pressure is measured by different types of sensors [1-4]. As for example bourdon tube, diaphragm, capsule, bellow element etc. operate as primary sensing elements for measuring positive or negative gauge pressure. The sensors like strain gauge, piezoresistance, LVDT, capacitive element, inductive element etc. ct as secondary sensors to measure positive or negative gauge pressure. The negative gauge pressure or vacuum pressure can also be measured by many other sensors like pirani gauge, ionization gauge, McLeod gauge etc. In industrial application it is required to transmit the measured pressure to a remote distance. Hence in a pressure transmitter, the change of sensor parameter due to the change of fluid pressure is co nverted into an electric or pneumatic signal by using a suitable transducer and that signal after amplification is transmitted to a remote receiver. Thus the pressure transducer is a vital part of any pressure transmitter and its performance determines the reliability of operation of the transmitter. Many works on development of reliable pressure transducer are still being reported by different groups of workers. B. Raveendran et al. [5] have designed and developed a MEMS based wireless modular pressure transmitter. A Bourdon tube based pressure transmitter unit using an improved inductance bridge network has been studied by S. C. Bera et al. [6]. Y. Ruan et al. 7] have developed a multipoint wireless pressure transmitting system composed of pressure sensor PTB203, A/D converter ADC0804, MCU STC89C52, wireless communication module CC1101, receiver module STC89C52, CC1101 and display module LCD1602. Zeng Mingru et al. [8] have developed a HART Protocol based intelligent pressure transmitter which is compatible with both analog and digital signals. K. Subramanian et al. [9] have developed MEMS type capacitive pressure sensor with s ensitivity of the order of few fF/ kPa. Universal frequency to digital converter (UDFC) technique has been used by S. Y. Yurish [10] to develop an intelligent digital pressure transducer. A multiplexed frequency transmitter technique has been used by R. Vrba et al. [11] to design a reliable pressure transducer using ceramic diaphragm. In the present paper, a hall probe based pressure measurement technique has been developed. In this technique a permanent magnet is placed on the tip of the bellows with the Hall probe sensor on the top of the outside fitting of bellows chamber as shown in Fig. 1. The movement of the bellows tip is measured by a hall probe sensor. With the change of pressure the distance between magnet and the hall sensor decreases and so the magnetic intensity at the sensor increases. The Hall sensor senses this increase of magnetic field intensity and accordingly its output voltage increases with the increase of pressure. This signal is nonlinearly related with the movement of float. But for very small movement of the bellows this voltage will be almost linear. The experimental results are reported in the paper. The block diagram of the proposed transducer is shown in Fig. 1. Necessary athematical equations have been derived to explain the theory of operation of the transducer as well as transmitter. A prototype unit along with the signal conditioner has been designed and fabricated. The experiments have been performed to find out the static characteristics of the sensor, transducer and transmitter. The experimental results are reported in the paper. A very good linearity and repeatability of results with adjustable sensitiv ity of the transducer has been observed. [pic] Fig. 1: Diagram of the proposed transducer along with float and hall probe sensor II. METHOD OF APPROACH In the present paper the pressure is sensed by a bellows. A magnet is placed on the top of the bellows. And the hall probe on the bellows chamber. The float movement of the bellows is converted into voltage by a hall probe sensor. Output voltage is amplified by an instrumentation amplifier INA101 and then converted into 4-20 mA current signal using signal conditioning circuit. This signal is then transmitted to remote station with negligible loss. Let the pressure is [pic] and the corresponding height of the bellows tip from reference is [pic]. In bellows the height of the tip is proportional to pressure and is written as [pic](1) where [pic] is the constant Now the distance of the hall probe from the magnet is [pic](2) where [pic] is the total length of the hall probe from reference. In the present work the magnet is selected to be a circular permanent magnet. Let the radius and width of the magnet be ‘[pic]’ and‘[pic]’ respectively. Hence magnetic field at the hall probe due to magnet is [pic](3) where [pic] is the constant depending on the pole strength of the magnet, its radius and permeability of air which are all constants. Since [pic] equation (3) is reduced to [pic] (4) [pic](5) The above equation is equally true for very low pressure also. Since at low pressure [pic], so equation (5) is reduced to [pic] (6) Now the output hall voltage [pic] of the hall sensor is proportional to [pic] if the current passing through the sensor be kept constant and hence it is given by [pic](7) where [pic] is the constant of proportionality. Hence from equations (5) (7) [pic] (8) or, [pic](9) where [pic] is another constant. Therefore from equations (1), (8) and (9), the output from hall probe is given by [pic](10) pic] (11) [pic](12) Therefore output is linearly related with pressure. III. DESIGN In the present design a cylindrical permanent magnet is selected of inner radius [pic], depth [pic], width [pic]. In our present design, [pic]. The output of hall sensor is amplified by INA101 based instrumentation amplifier. The gain of the instrumentation amplifier is set by external resistor R1. This output signal is first converted into amplified voltage signal [pic]in the range 1-5 volt D. C. and then into current signal[pic] in the range 4-20mA D. C. y a signal conditioner circuit as shown in Fig. 2. After calibration the output of the transmitter becomes 4mA when [pic]is 1 volt and pressure[pic]is zero psig and 20mA when [pic]is 5 volt and pressure[pic]is at maximum range [pic]of the bellows. Hence the transmitter voltage output[pic] in volt and current output[pic]in mA may be written as, [pic] (13) and [pic] (14) From (13) and (14), [pic] (15) where [pic]and [pic](16) [pic] Fig. 2. Block diagram of the proposed pressure transmitter using bellows element as sensing device pic] Fig. 3: Circuit diagram of hall probe based pressure indicator IV. EXPERIMENT The experiment is performed in two steps. In the first step, the proposed transducer was designed, fabricated and mounted on the outside cover of bellows chamber as shown in Fig. 1. The bellows with the above sensor was first fitted with a dead we ight tester and the dead weight of the dead weight tester was increased in steps and in each step the Hall voltage output is measured and the characteristics of the hall sensor based transducer unit is determined. The characteristic graph obtained by plotting Hall voltage against Pressure is shown in Fig. 4. Experiment was repeated both in increasing and decreasing modes for several times and the standard deviation curve for six observations is shown in Fig. 6. In the second step the output of the pressure transmitter is taken in terms of current signal and he characteristic is shown in Fig. 7. [pic] Fig. 4: Characteristic graph obtained by plotting Hall voltage against Pressure [pic] Fig. 5: Percentage deviation Curve of the Hall Probe based Pressure Transducer [pic] Fig. 6: Standard Deviation Curve of the Hall Probe based Pressure Transducer [pic] Fig. 7: Characteristic graph of hall probe based pressure transmitter V. DISCUSSION The characteristic of hall probe sensor is nonlinear in nature. But change of hall probe voltage is quite linear as shown in Fig. 4. The linear nature of the curve is due to the fact that the movement of the tip of the bellows for the entire pressure range is generally very small and hall probe voltage due to small change of distance between hall probe and magnet lies almost in the linear zone. The percentage deviation curves from linearity as shown in Fig 5 also indicate that the percentage deviation from linearity also lies within the tolerable limit. A very good repeatability of the experimental data was also observed as shown by the standard deviation curves in Figs. 6. The characteristic of the whole transmitter is almost linear as shown in Fig 7. The design of the system is very simple and the hall probe the permanent magnet are now available at a very low cost. Hence the cost of the pressure transmitter will be low. References: 1] J. P. Bentley, Principles of Measurement Systems, 3rd ed. Longman Singapore Publishers (pvt) Ltd. , Singapore, 1995. 2] E. O. Doeblin, Measurement System Application and Design, 4th ed. , McGraw-Hill, New York, 1990. 3] B. G. Liptak, Process Measurement and Analysis, 3rd ed. , U. K. Butterworth Heinman, Oxford, 1999. 4] D. M. Considine, Process Instruments and Control Hand Book, 2nd ed. , McGraw-Hill, New York, 1974. 5] Raveendran, B. ; Su bhash, K. M. â€Å"Design of modular pressure transmitter with wireless capability† IEEE Conference on Electrical, Electronics and Computer Science (SCEECS), 2012, pp 1 – 3 6] Bera, S. C. ; Mandal, N. ; Sarkar, R. â€Å"Study of a Pressure Transmitter Using an Improved Inductance Bridge Network and Bourdon Tube as Transducer† IEEE Transactions on Instrumentation and Measurement, Vol 60 , Issue 4 , Year: 2011 , pp 1453 – 1460 7] Yaocan Ruan; Minghao He; Shuran Song; Tiansheng Hong â€Å"Multipoint wireless pressure detecting system† 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC), 2011 IEEE Conference, 2011 , PP 4091 – 4094 8] Zeng Mingru; You Wentang; Qian Xin , â€Å"The development of intelligent pressure transmitter based on HART Protocol† IEEE Conference on E-Health Networking, Digital Eco systems and Technologies (EDT), Vol. , 2010 , pp 121 – 124 9] Kanakasabapat hi Subramanian, Jeffrey B. Fortin, and Kuna Kishore, â€Å"Scalable vertical diaphragm pressure sensors: device and process design, design for packaging† IEEE Sensors Journal. , vol. 6, no. 3, June 2006, pp. 618-622 10] S. Y. Yurish, â€Å"Intelligent digital pressure sensors and transducers based on universal frequency-to-digital converters† (UFDC-1), Sensors Transducers Journal. , vol. 60, no. 10, October 2005, pp. 432-438. 11] Radimir Vrba, Miroslav Sveda and Karel Marecek, â€Å"Pressure transducer with multiplexed frequency transmitter†, Slconi04 – Seoron for industry Conference, New Orleans, Louisiaiib, USA, 27th -29th January, 2004, pp. 07-10. How to cite Design of a Hall Probe Pressure Transmitter Using Bellows, Essay examples

Star Wars a New Hope Essay Example For Students

Star Wars: a New Hope Essay Star Wars: A new hope is a perfect example of entertaining melodramas that has provided the basis for the movies seen today. Lasers guns, light sabers and a damsel in distress, each Of these elements set stage for the action-packed adventure that is Star Wars: A new hope. The story begins as Dearth Evader attacks Princess Leis space ship the Tentative IV. He does this in order to attain secret transmissions sent from rebel forces which are in Princess Leis possession. Meanwhile Princess Leis friend, 23RD, takes t he transmissions and prepares to bring them to Obi Wan Kenton. We will write a custom essay on Star Wars: a New Hope specifically for you for only $16.38 $13.9/page Order now After some detainment, 23RD and CAPO find themselves under the employment of Luke Sky,Valier_ With the help of Obi Wan Kenton, Han Solo and Chewable, Luke Jaywalker is able to save Princess Leila from certain death. The danger isnt over because the rebel armies need to now destroy Dearth Evaders Death Star. Luke Sky,Valier successfully destroys the Death star, but Dearth Evader survives to fight another day. It isnt hard to picture like the way we want it to be. It is hard to accept the way actually is in reality. It is because fifths that Melodrama is so appealing to unman beings. Melodrama is the dream or fantasy that is unattainable. In a melodrama, goodness of the world will always conquer over evil. Through the use of conflicts and intense action, Melodrama captivates the audience and exemplifies hope. Music in melodrama leads the emotions Of the audience, Both good and evil characters have a theme song that helps to show the importance or relevance of a scene. Foreshadowing is also a large piece of Melodrama. Foreshadowing is especially important to the action of Star Wars: A new hope. This is because it provides clues ND even exposition relating to the other parts of the series. Melodrama makes you laugh and cry and momentarily forget that its only a movie. For the most part, this can be easy to forget, especially with all the glamour and appeal melodrama gives off. In every melodrama there is a hero and in every movie there is an impressive actor that surprises the audience with their abilities. In Star Wars: A new hope, the person is Mark Hamlin. Since Hamlin made his first movie appearance in the leading role Of Luke Jaywalker there was a great deal of skepticism as towards whether he could handle such a large role. Hamlin maintained the expected aspects of a theoretic melodrama, yet he also gave an added depth to his character, Mark Hamlin was horn in Oakland, California on September 25, 1951. His big break was in Star Wars: A new hope. In every good melodrama, there is the essential sidekick. In Star Wars, the character Han Solo, vivo is portrayed by Harrison Poor, exemplifies a classic right-hand man in a melodrama. Every sidekick needs to be charming and witty and of course always there to lend a helping hand to the hero. Han Solo is possibly the most endearing character because he is harming and witty and even more. Harrison Ford stayed true to all of Han Solos charm and shortcomings. Harrison Fords portrayal of Han Solo is a perfect addition to an already harmonious cast of characters, In a Melodrama, spectacle is essential to the action for the movie, In Star Wars: A new hope, spectacle is above and beyond the expectations of that day and age. The space ships and battle scenes include some of the elaborateness found in todays films. Star Wars: A new hope is an example of science fiction and a marvelous one based on the slim amount of genealogy that was available to them at the time. .ua07d60ee5b713382d91843554896be3e , .ua07d60ee5b713382d91843554896be3e .postImageUrl , .ua07d60ee5b713382d91843554896be3e .centered-text-area { min-height: 80px; position: relative; } .ua07d60ee5b713382d91843554896be3e , .ua07d60ee5b713382d91843554896be3e:hover , .ua07d60ee5b713382d91843554896be3e:visited , .ua07d60ee5b713382d91843554896be3e:active { border:0!important; } .ua07d60ee5b713382d91843554896be3e .clearfix:after { content: ""; display: table; clear: both; } .ua07d60ee5b713382d91843554896be3e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua07d60ee5b713382d91843554896be3e:active , .ua07d60ee5b713382d91843554896be3e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua07d60ee5b713382d91843554896be3e .centered-text-area { width: 100%; position: relative ; } .ua07d60ee5b713382d91843554896be3e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua07d60ee5b713382d91843554896be3e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua07d60ee5b713382d91843554896be3e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua07d60ee5b713382d91843554896be3e:hover .ctaButton { background-color: #34495E!important; } .ua07d60ee5b713382d91843554896be3e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua07d60ee5b713382d91843554896be3e .ua07d60ee5b713382d91843554896be3e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua07d60ee5b713382d91843554896be3e:after { content: ""; display: block; clear: both; } READ: Casablanca EssaySpecifically, the Death Star space station is impressive in all Of its aspects. Melodrama does not always receive the respect and admiration that it deserves. Melodrama is one of the strongest and most popular forms of theater. Star Wars: A new hope does not try to appear inspirational or heart-wrenchingly beautiful, yet it doesnt need to be. A good melodrama merely intensifies the already existing hopes and dreams. Star Wars: A new hope gives hope without intentionally doing it at all.

Mother courage and her children Essays

Mother courage and her children Essays Mother courage and her children Paper Mother courage and her children Paper Even more than most of Bertolt Brecht’s plays, â€Å"Mother Courage and Her Children† has irony at its centre. Its central events are heartrending: a mother loses all three of her children, and her own chances for a decent life, in violent and even sadistic ways, and continues staggering onward, surviving by her wits and her sheer will. And yet, Brecht wanted his plays to be performed in such a way that the audience would not be seduced into caring for or identifying with the characters. He wrote them so that in their very structure, they would continually remind the audience that they were just actors and that the integral part of the production is not the story, but the meaning behind it. With their rush of disconnected scenes, often framed by explicit narration, cynical violence, cruelty and suffering, Brecht’s plays tend to be the sort of challenge that any director relishes. In the essay, I should like to attempt to convey how I would prepare and direct actors for the last two scenes of â€Å"Mother Courage†. It is often understood that Brecht did not want his actors to embody and express emotions in the way that, for instance, Stanislavski would have typically ask them to. He preferred us to understand the complex realism behind a line like â€Å"Whenever there are great virtues, its a sign somethings wrong. † This poses choices: when Mother Courage has to cradle her dead daughter in her lap, she can either express her agony or she can bear it with stoicism and perhaps humour. I would choose the latter, because from a Brechtian point of view, rather than Mother Courage being an audacious character who earns the audience’s respect, it would portray that she cares more about her business and exploitation of war than her own children surely not an appropriate mindset of a mother. To prepare my actors for this challenge, I would make sure that they had all considered their â€Å"GEST†. This means that they should be prepared to express their characters’ emotion and social attitudes in a clear, stylised way. They should do this by practicing things such as their body language and their gestures. I would want my actors to demonstrate their character rather than trying to make them naturalistic. To do this, they should act as witnesses to the story rather than participants. I would tell my actors to exaggerate their parts so that if someone took a photograph at any time during the scenes, they would be able to tell what the message is that should be coming across. During these last two scenes, I would want the stage crew to be seen on stage occasionally punctuating the action with various percussion instruments, chorally announcing scenes or what is about to happen (and dying as they do so to set the scene as the aftermath of war). I think that this would attempt to break the illusion of a â€Å"fourth wall†. This means that straight away, the audience would be reminded that it is just a play, and they are just actors. I would make sure that the Lieutenant’s character is played robotically. The actor should do this by mindlessly marching onto the stage and speaking in a very monotone voice throughout, even when there is true action going on around him. I believe that this would convey that the Lieutenant has been robbed of his passion and soul because of war. He is no longer a real person just a clone, a pawn in a play about the corrupt effects of war. The three soldiers that are following him should drunkenly stagger onto the stage, pushing each other over and laughing with one another. They should now and again mimic the Lieutenant’s walk and act sarcastically towards him. This idea is to portray that the soldiers have no respect for their superiors. When the soldiers knock at the farmhouse door and the old peasant woman enters the stage, one of the soldiers should clap his hand over her mouth so to stop her screaming. The remaining soldiers should jeer at the sight of the feeble woman squirming with fear. A soldier should then throw the old peasant and his son onto the stage with aggression. A spotlight should appear at Kattrin crouching in the wagon, and as the Lieutenant says, â€Å"There’s one,† a soldier should pull her out and push her onto the stage floor. The peasants should alternate their lines with panicked expressions eyebrows raised, arms flailing, and they should speak very quickly so to convey their alarm at the goings on. This should make it very obvious to the audience what is happening and the messages behind the plot. As the frightened young peasant blurts the fact that he â€Å"don’t know any path†, the soldiers should mock him, repeating what he says in high pitched voices and mimicking his pained expression and as the second soldier bargains with the young boy, it should be evident to the audience that the actors are joking with him cruelly by the fact that the soldiers are grinning to one another. The levels in this scene, with the boy lower down and the soldiers walking around confidently with their shoulders pushed back and their wide strides should illustrate the status between the poor innocent child and the corrupt â€Å"heroes of war†. The Lieutenant and the three soldiers should continue acting their parts in arrogant, stylised ways, whilst the peasants try to bargain and finally give in. When the soldiers leave the stage, led by the terrified young peasant, the three remaining peasants should try to justify the fact that they are not helping the rest of the village. I think that to make this evident to the audience, the actors should say their lines very calmly and thoughtfully: â€Å"There’s nothing we can do, is there? † // â€Å"Nothing. † // â€Å"No, there’s nothing we can do. † The peasant woman should then force the others to kneel and pray. She should say the prayer hurriedly and stutter now and again, so to get the slight guilt that she may have out of the way. I think that this would reveal to the audience that the characters had a choice whether to help the others in the village or to keep themselves safe. They choose the latter, the more selfish choice, and it should be evident that even these supposedly innocent characters in the play, are corrupt. Kattrin should groan regularly in frustration and finally, as she creeps off to the wagon, climbs up the ladder onto the roof and starts beating the drum with such extreme determination, the peasants should abruptly stop praying and run into action. As the characters have talked themselves into thinking that they are doing the right thing, their reaction is even more frantic than before. Even this scene should be missing the kind of frantic, air-raid-siren intensity that it potentially holds, as Kattrin continues to beat the drum while the soldiers, themselves now panicked, try to stop her, to keep her from waking the village. Kattrin’s role should seem more stolid and deliberate than desperate and driven by adrenaline. This should really be the only part in the whole play where I would like the audience to feel something more than morality being thrown at them. I would like them to feel for Kattrin, whether it is frustration or admiration. The soldiers should seem to have all the time in the world to shoot her from her perch, just too late to prevent her from raising the alarm. They should be even more aggressive now, shouting at the dumb girl as she carries on drumming. I would ask the stage crew, still sitting on stage, to join in with drumming steady beat, so to again remind the audience that although this scene is full of passion, that is all it is, a scene in a play. As the soldiers start to chop wood manically, Kattrin becomes more and more upset, the actor showing this with tears in her eyes and peering around aimlessly, she carries on the steady drumming. To make it obvious that the girl is listening to the Lieutenant and his soldiers plotting something, she should put her hand to her ear and strain her expression. When she realizes that her drumming has worked, the actor should stop the beat, smile, continue drumming again and laugh manically. The actors playing the soldiers should be outraged at this, making it obvious that the roles in status have evidently been reversed. The scene should go on with quick pace, with the young peasant hitting the wagon with a board, the peasant woman screaming at Kattrin and her crying and distressed noises and expressions. Finally, the soldiers fire their guns and after a few more feeble beats, Kattrin should collapse, dead. Muffled noises of canons, gunfire and alarm bells should be heard so to remind the audience of the aftermath of war. The next morning, Mother Courage sits by the dead body of her daughter, ignoring the peasants words, denying the fact that Kattrin is dead: â€Å"Maybe she’s fallen asleep† and singing to her. As she is singing, I would like the actor to pick Kattrin up and cradle her in her arms, stroking her hair. When the fact that Kattrin is dead finally dawns on Mother Courage: â€Å"She’s not asleep†¦ she’s gone, you must get away†, with no hesitation, she should drop her dead daughter back onto the floor and cover her up with a cloth. She should speak to the peasants as though Kattrin was useless and swiftly pay the peasants for the â€Å"proper burial† without a second though. As Mother Courage harnesses herself back into her wagon, I would like for the audience to hear background noise depicting war. She glares back at her dead daughter as she complains to herself: â€Å"I hope I can pull the wagon by myself†, and with just one look back, the actor should run after a regiment screaming â€Å"Hey! Take me with you! † To end the play, the audience should hear the soldiers singing monotonously: â€Å"Dangers, surprises, devastations / The war takes hold and will not quit. / But though it lasts three generations / We shall get nothing out of it. / Starvation, filth, and cold enslave us. / The army robs us of our pay, / Only a miracle can save us / And miracles have had their day. / Christians, awake! The winter’s gone! / The snows depart. The dead sleep on. / And though you may not long survive / Get out of bed and look alive! †.

The Glass Menagerie, a Play by Tennessee Williams

The Glass Menagerie, a Play by Tennessee Williams The Glass Menagerie  play is a melancholy family drama written by Tennessee Williams. It was first performed on Broadway in 1945, meeting with astounding box-office success and a Drama Critics Circle Award. The Characters In the introduction of The Glass Menagerie, the playwright describes the personalities of the drama’s main characters. Amanda Wingfield: Mother of two adult children, Tom and Laura. â€Å"A little woman of great vitality clinging frantically to another time and place...†Ã¢â‚¬Å"Her life is paranoia†¦Ã¢â‚¬ Ã¢â‚¬Å"Her foolishness makes her unwittingly cruel†¦Ã¢â‚¬ Ã¢â‚¬Å"There is tenderness in her slight person†¦Ã¢â‚¬  Laura Wingfield: Six years out of high school. Incredibly shy and introverted. She fixates on her collection of glass figurines. She has â€Å"failed to establish contact with reality†¦Ã¢â‚¬ Ã¢â‚¬Å"A childhood illness has left her crippled, one leg slightly shorter than the other†¦Ã¢â‚¬ Ã¢â‚¬Å"She is like a piece of her own glass collection, too exquisitely fragile†¦Ã¢â‚¬  Tom Wingfield: The poetic, frustrated son who works at a mindless warehouse job, supporting his family after his father left home for good. He also serves as the play’s narrator. â€Å"His nature is not remorseless†¦Ã¢â‚¬ Ã¢â‚¬Å"To escape from a trap (his overbearing mother and crippled sister) he has to act without pity.† Jim O’Connor: The gentleman caller who has dinner with the Wingfields during the second part of the play. He is described as a â€Å"nice, ordinary young man.† Setting The entire play takes place in the Wingfield’s meager apartment, located next to an alley in St. Louis. When Tom begins narrating he draws the audience back to the 1930s. Plot Summary Mrs. Wingfield’s husband abandoned the family â€Å"a long time ago.† He sent a postcard from Mazatlan, Mexico that simply read: â€Å"Hello – and Good-bye!† With the absence of the father, their home has become emotionally and financially stagnant. Amanda clearly loves her children. However, she constantly reprimands her son about his personality, his fledgling job, and even his eating habits. Tom: I haven’t enjoyed one bite of this dinner because of your constant directions on how to eat it. It’s you that makes me rush through meals with your hawk-like attention to every bite I take. Even though Tom’s sister is painfully shy, Amanda expects Laura to be more outgoing. The mother, in contrast, is very sociable and reminisces about her days as a southern belle who once received seventeen gentlemen callers in a single day. Laura has no hopes or ambitions for her future. She quit her typing class because she was too shy to take the speed exam. Laura’s only apparent interest seems to be her old music records and her â€Å"glass menagerie,† a collection of animal figurines. Meanwhile, Tom is itching to leave the household and seek adventure in the wide-open world, instead of being held prisoner by his dependent family and a dead-end job. He often stays out late at night, claiming to go to the movies. (Whether or not he watches the movies or engages in some sort of covert activity is debatable). Amanda wants Tom to find a suitor for Laura. Tom scoffs at the idea at first, but by evening he informs his mother that a gentleman caller will be visiting the following night. Jim O’Connor, the potential suitor, went to high school with both Tom and Laura. During that time, Laura had a crush on the handsome young man. Before Jim visits, Amanda dresses in a beautiful gown, reminding herself of her once-glorious youth. When Jim arrives, Laura is petrified to see him again. She can barely answer the door. When she finally does, Jim shows no trace of remembrance. Out on the fire escape, Jim and Tom discuss their futures. Jim is taking a course on public speaking to become an executive. Tom reveals that he will soon be joining the merchant marines, thereby abandoning his mother and sister. In fact, he purposefully failed to pay the electricity bill in order to join the seaman’s union. During dinner, Laura – faint with shyness and anxiety – spends most of the time on the sofa, away from the others. Amanda, however, is having a wonderful time. The lights suddenly go out, but Tom never confesses the reason! By candlelight, Jim gently approaches the timid Laura. Gradually, she begins to open up to him. He is delighted to learn that they went to school together. He even remembers the nickname he gave to her: â€Å"Blue Roses.† Jim: Now I remember – you always came in late. Laura: Yes, it was so hard for me, getting upstairs. I had that brace on my leg – it clumped so loud! Jim: I never heard any clumping. Laura (wincing at the recollection): To me it sounded like thunder! Jim: Well, well, well. I never even noticed. Jim encourages her to be more self-confident. He even dances with her. Unfortunately, he bumps a table, knocking over a glass unicorn figurine. The horn breaks, making the figurine just like the rest of the horses. Surprisingly, Laura is able to laugh about the situation. She clearly likes Jim. Finally, he declares: Somebody needs to build your confidence up and make you proud instead of shy and turning away and- blushing- Somebody ought to- ought to- kiss you, Laura! They kiss. For a moment, the audience might be lured into thinking that everything will work out happily. For a moment, we can imagine: Jim and Laura falling in love.Amanda’s dreams for Laura’s security coming true.Tom finally escaping the â€Å"trap† of family obligations. Yet, a moment after the kiss, Jim backs away and decides, â€Å"I shouldn’t have done that.† He then reveals that he is engaged to a nice girl named Betty. When he explains that he will not be back to visit again, Laura bravely smiles. She offers him the broken figurine as a souvenir. After Jim leaves, Amanda scolds her son for bringing an already-spoken-for gentleman caller. As they fight, Tom exclaims: Tom: The more you shout about my selfishness to me the quicker I’ll go, and I won’t go to the movies! Then, Tom assumes the role of the narrator as he did in the play’s beginning. He explains to the audience how he soon left his family behind, running away just as his father did. He spent years traveling abroad, yet something still haunted him. He escaped the Wingfield household, but his dear sister Laura was always on his mind. The Final Lines Oh, Laura, Laura, I tried to leave you behind me, but I am more faithful than I intended to be! I reach for a cigarette, I cross the street, I run into the movies or a bar, I buy a drink, I speak to the nearest stranger- anything that can blow your candles out! For nowadays the world is lit by lightning! Blow out your candles, Laura – and so good-bye†¦

Menu Selection Assignment Example | Topics and Well Written Essays - 1000 words

Menu Selection - Assignment Example Menu driven interfaces refer to interfaces which enable users to make interactions with computers or technological devices through menus, leading in a series of different screens. The various commands provided by the device enable the user to navigate through the devices and perform various desired functions. The aspect of communication remains the most essential element in ensuring an individual’s capacity to operate a computer or device. In enhancing communication, a dialogue must become established between the person and the device. Within a menu-driven interface dialogue with users becomes established through the information contained within the device, which provides options to users, from which to choose from (Ong & Tan, 2000). Upon the pressing of each button the device provides a predetermined response, subsequently displaying the next screen, as desired by the user. The dialogue element provides the user with different options regarding the services being sought. The device offers guidelines towards ensuring the user performs the desired function. The screens are designed in a sequence which leads the user towards achieving the desired purpose. The modern age has seen tremendous improvement in the utilization of menu driven interfaces among many technological devices. The increased utilization of these interfaces could be attributed to the following reasons Simplicity – menu driven interfaces remain relatively easy to utilize as individuals only have to follow prompts provided by the device. This makes it possible for individuals without previous knowledge of the device become able to use these devices (Gudur, Blackler, Popovic, & Mahar, 2013). All an individual requires in knowledge of the language which the interface communicates with, and following the commands. No commands – the users do not have to enter commands into the device to produce certain information. The use of commands requires