The winslow boy Essay Example

The winslow boy Paper It is about justice because all Ronnies father Arthur wants is justice and to save the family pride and name from looking bad. He doesnt want people thinking his family are thieves. Secondly it is about innocence, Arthur is trying so hard to prove that his son is innocent he really does believe Ronnie that he didnt steal the postal order and wont stop until the judge agrees he is innocent. The play begins in the drawing room of the Winslows house in court field gardens, south Kensington. It is a time just before the war 1914-1918 it is Sunday morning. In act 1 scene 1 the book is all about Ronnie when he first gets back from his school expelled. He has a letter from his school principal explaining why which he must give to his parents to read, but he doesnt. When he comes home from school he speaks to the maid he tells her that term has ended and then goes and hides in the garden from his parents with the letter so as they wont spot him. His parents get back from church and he is still stood in the garden it is now raining. Ronnie can see that his parents are having a conversation in the kitchen through the French windows in the garden. We will write a custom essay sample on The winslow boy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The winslow boy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The winslow boy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When he finally goes in he explains what has happened to his mother she believes he is innocent. You also find out in the first part of the book that they are a very well to do middle class family. Arthur, Ronnies father is a very proud and respectful man who likes people to think good of him and his family, hes a bit bossy and expects his wife grace to do what he pleases. Grace Winslow is Ronnies mother she is very faithful to her husband, she keeps the children educated and makes sure they are well behaved. She does what Arthur tells her. Catherine Winslow, Ronnies sister is a very independent and strong-minded girl who is in love with John and respects her family. Dickie is Ronnies older brother who likes to concentrate more on girls and music than studying for his degree, hes a very nice kind person. John Watherstone is in love with Catherine and his preparing to ask her father Arthur for her hand in marriage. Ronnie Winslow is the lead role in the play he is a clever young student of Osborne naval academy. His school has accused him of doing something very bad, but we do not know what yet, in the first scene. He however claims insistently he didnt do this to his mother and father after they read the letter that was sent home for them to read. His parents are not sure whether to believe him. Ronnies father Arthur says to Ronnie in the first scene Ronnie in this letter it says you stole a 5 shilling postal order. Now I dont want your to say a word until youve heard what Ive got to say. If you did it, you must tell me. I shant be angry with you, Ronnie-provided you tell me the truth. But if you tell me a lie, I shall know it, because a lie between you and me cant be hidden. I shall know it, Ronnie so remember that before you speak. Did you steal this postal order? No father I didnt replied Ronnie. Arthur now believes Ronnie that he is innocent and did not steal the postal order, he gets his solicitors then to take the matter up with the Lords Of Admiralty and demanded the fullest possible enquiry, but he was met with a blank refusal, and only finally got permission to view the evidence. His solicitors then decided that the evidence was unsatisfactory, and fully justified the re-opening of proceedings. They applied to the Admiralty for a court Martial. They were ignored. They applied for a civil trial and again they were ignored. But after tremendous pressure had been bought to bear-letters to the papers, questions in the house and other means open to private citizens of the country-the Admiralty eventually agreed to what they called an independent enquiry. However he was found guilty again thus branded for the second time a thief. Arthur does not give in he keeps fighting to clear Ronnies name. The court case has an impact upon the whole family especially Arthur who is now is really upset about the whole thing. The public attitude toward the case is that it is worthless, there are more important issues to be discussed than the case of a fourteen-year-old boy who had been accused of sealing a 5-shilling postal order, because looming in the background, was the growing inevitability of what would later be called The Great War, Much of the play centres on whether Arthur should carry on the fight to clear Ronnies name its is costing him a lot of money and he might not be able to continue. He tells Dickie that unfortunately he is going to have to stop going to oxford after the end of his second year Dickie understands but admits that it is a bit of a slap in the face. Much of the scene is building up to the visit by Sir Robert Morton, a very successful barrister, who is coming to interview Ronnie. He is a very expensive and well known for never having lost a case before in his career. Catherine doesnt like him and I cold towards him when he arrives at the house. The scene finishes with Sir Robert interrogating Ronnie he speaks with high authority. Robert asks question after question to which Ronnie has to justify himself. Ronnie gives long answers compared to Sir Robertss short questions. Sir Roberts talks as if he is in court using legal phrases Ronnie I would like the truth. That is the truth the whole truth and nothing but the truth. The audience doesnt know whether to feel sorry for Ronnie or not. Ronnie is feeling upset, frustrated and confused, if he did steal the postal order then he obviously deserves it but at this part of the book we are still unsure whether he did or not.

Parental Substance Abuse essays

Parental Substance Abuse essays The Social influence that is most significant was when growing up as a child; I was exposed to parental substance abuse. By the time I turned ten, my mother was addicted to crack. Before I turned twelve, my mother had a little brother that I had to take care of. As a result, I had to grow up at an early age. I was deprived of my childhood because I had to raise myself as well as my brother. For example, instead of playing hop scotch and double-dutch, I became the responsible child for the environment that I was in. I would direct my brother in the room and close the door because my mother was under the influence, and I did not want my brother to have to endure that. I would ensure that my brother completed his homework. I fed him, instructed him to take a bath, put his night clothes on and then go to bed. This routine became the norms (Myers 2013) for this twelve year old little girl who had a flow chart across her bed room wall marking down what she needed to do. I assumed a lot of responsibility because I needed some type of structure. In addition, I was very frightened for me and my brothers well being, because of the concern that I had pertaining to my mother dying as a result of her addiction to crack. In my eyes, my mother wanted to be drug addict and not a mother to her children. As a result, I adopted dual attitude system.(Myers 2013) The conflict of my attitudes was I disliked my mother because of her addiction, but because she is my mother, I had to respected her enough not to tell her how I really felt. As a result, my social life was limited because I conjured up a low self esteem. (Myers 2013) I avoided bringing home friends or going out in public with my mother. I avoided making friends out of the profound fear of what other parents would say about troubled families. Consequently, learned helplessness (Myers 2013) kicked in because I did not understand my mothers mood and behavior was determined by th...

Information Extraction(Remote Sensing and Image Analysis) Essay

Information Extraction(Remote Sensing and Image Analysis) - Essay Example rget, in which the spatial arrangement is preserved); techniques involve amassing knowledge pertinent to the sensed scene (target) by utilizing electromagnetic radiation, force fields, or acoustic energy sensed by recording cameras, radiometers and scanners, lasers, radio frequency receivers, radar systems, sonar, thermal devices, sound detectors, seismographs, magnetometers, gravimeters, scintilla meters, and other instruments(The Concept of Remote Sensing) Remote sensing is mostly used to study objects or a particular area on earth using the photographs taken by the remote satellites stationed above the earth. Microwave signals are using in such process because of these wave’s ability to penetrate clouds fog and rain. ‘The atmosphere has a big influence in satellite and high altitude aerial remote sensing.’ (Robert A. Schowengerdt p.48) Because of the scattering property of light by atmosphere the image obtained through remote sensing may not be clear. ‘Variations in platform altitude, velocity, and attitude variations in the elevation or altitude of a remote sensing platform lead to a scale change and field of view’. (John A. Richards, Xiuping Jia –p. 43.) Remote sensing image data normally require two or more scenes of the same geographical region acquire at different dates to be processed together for many applications. This is because of the complexity in analyzing the image because of the too many obscured pixels in it. Most of the remote sensing image data is too low in brightness and poor in contrast. In order to improve the quality of the image automatic contrast enhancement technology is used. Remote sensing images are usually two dimensional. The images obtained through remote sensing analyzed through the study of the number and location of spectral measurements or spectral bands. The spectral measurement in each band depend on the interactions between the incident radiation and the atomic and molecular structures of the material (pure

Good Writing Essay Example | Topics and Well Written Essays - 750 words

Good Writing - Essay Example I discovered that writing this semester raised my confidence in high school educational writing. My style of writing at the beginning of the semester was not the same as the one I used recently. I was able to master a collegiate style of writing on a high school project individually. In spite of this mastery, lasted three assists couples for this class truly challenge me to maintain my choice of words a high school level while maintaining an intriguing flow, content, and structure. In retrospect, the first essay that I composed this semester was a rough guide to the new style of academic writing that I was to integrate into my writing soon and master it. After reading the first three papers I composed this semester, I discovered that my focus was not enforcing other writers’ ideas. Instead, my focus was grasping new ways of articulating my ideas successfully. The introduction and ending of my first essays this semester were sections for me to demonstrate this new skill properly. More precisely, I posed questions for the reader to ponder on reading the rest of the essay or simply reflecting on its message. The only way to peek into the interest of the reader was to address him or her directly. This style of writing was a strong suit at the beginning of the semester. However, I cannot continue this writing style in the future since much of the work may not involve addressing readers directly or posing questions. The second strong suit that I discovered in my writing was taking into account the significance of using drafts during the onset of the writing process. I was not familiar with ways to exploit the revision practice before learning the skill of clarifying and polishing my ideas for writing. I became more accustomed to using drafts for revision purposes after writing six more research papers and before completing the final paper.  

Stat Project Essay Example for Free

Stat Project Essay In order to figure out how variables relates to each other and the connections among the variables, or one can predict the other. I will choose three quantitative variables or two quantitative variables and one categorical variable on each pairs. I will also use graphs of scatter plots; regression and correlation to understand that how one variable affect other two variables. There are six groups below: Group one: High School Percentile (HSP), Cumulative GPA (GPA), and ACT Composition Score (COMP) a) HSP vs GPA b) HSP vs COMP c) COMP vs GPA From graph a, we can find out that there is moderate positive liner relationship between HSP and GPA; the correlation is 0. 552; the equation of regression is GPA=0. 0163928*HSP+1. 84804; the slope is 0. 0163928 which is positive; when the predictor variable HSP increase, the response variable GPA also moderately increase; for instance, when HSP increase by 1, GPA will increase 0. 0163928. From graph b, there is also weak positive liner relationship between HSP and COMP scores; the correlation is 0. 357; the equation of regression is COMP=0. 069129*HSP+18. 3131; the slope is 0. 069129 which is positive; when the predictor variable HSP increase, the response variable COMP scores also weakly increase; for example, when HSP increase by 1, the COMP scores will increase 0. 069129. From graph c, there is another weak positive liner relationship between COMP scores and GPA; the correlation is 0. 342; the equation of regression is GPA=0. 0524047*COMP+1. 243; the slope is 0. 0524047 which is positive; when the predictor variable COMP increase, the response variable GPA also weakly increase; for example, COMP scores increase by 1, the GPA will increase 0. 0524047. Based on the graphs and data which I got, I think there are only a little relation among HSP, COMP scores and GPA. I can find out a student with high HSP, has high GPA and high COMP scores; the student with high COMP scores has high GPA. Group Two: ACT math score (MATH), ACT English score (ENGLISH) and Cumulative GPA (GPA) a) MATH vs GPA ) ENGLISH vs GPA c) ENGLISH vs MATH From graph a, we can see that there is weak positive liner relationship between MATH scores and GPA; the correlation is 0. 307; the equation of regression is GPA=0. 0395427*MATH+2. 12892; the slope is 0. 0395427 which is positive; when the predictor variable MATH scores increase, the response variable GPA also weakly increase; for instance, when MATH increase by 1, GPA will increase 0. 0395427. From graph b, there is also weak positive liner relationship between ENGLISH scores and GPA; the correlation is 0. 45; the equation of regression is GPA=0. 0411408*ENGLISH+2. 11295; the slope is 0. 0411408 which is positive; when the predictor variable ENGLISH scores increase, the response variable GPA also weakly increase; for example, when ENGLISH scores increase by 1, the GPA will increase 0. 0411408. From graph c, there is moderate positive liner relationship between ENGLISH scores and MATH scores; the correlation is 0. 475; the equation of regression is MATH=0. 440334*ENGLISH+13. 2567; the slope is 0. 40334 which is positive; when the predictor variable ENGLISH scores increase, the response variable MATH scores also weakly increase; for instance, when ENGLISH scores increase by 1, the MATH scores will increase 0. 440334. According to the graphs and data, I can find out a student who has high English score and Math score also has high GPA and the student with high English score has high Math score. Group Three: Cumulative GPA (GPA), age (AGE) and Total Credits Earned (CREDITS) a) AGE vs GPA b) CREDITS vs GPA c) AGE vs CREDITS From graph a, we can see that there is a weak negative liner relationship between AGE and GPA; the correlation is -0. 103; the equation of regression is GPA=-0. 0240245*AGE+3. 55195; the slope is -0. 0240245 which is negative; when the predictor variable AGE increase, the response variable GPA will weakly decrease; for instance, when AGE increase by 1, GPA will decrease 0. 0240245. From graph b, there is weak positive liner relationship between CREDITS and GPA; the correlation is 0. 106; the equation of regression is GPA=0. 00141886*CREDITS+2. 94831; the slope is 0. 0141886 which is positive; when the predictor variable CREDITS increase, the response variable GPA also weakly increase; for example, when CREDITS increase by 1, the GPA will increase 0. 00141886. From graph c, there is a strong positive liner association between AGE and CREDITS; the correlation is 0. 668; the equation of regression is CREDITS=11. 7475*AGE-174. 356; the slope is 11. 7475 which is positive; when the predic tor variable AGE increase, the response variable CREDITS also strongly increase; for instance, when AGE increase by 1, the CREDITS will increase 11. 7475. There are some outliers may affect the correlation. Based on the graphs and data above, we can find out a student who is older with a litter lower GPA, but has very higher credits; the student with higher credits also has high GPA. Group Four: ACT English Score (ENGLISH), ACT Composition Score (COMP) and Age (AGE) a) AGE vs ENGLISH b) AGE vs COMP c) ENGLISH vs COMP From graph a, we can see that there is a weak negative liner relationship between AGE and English scores; the correlation is -0. 042; the equation of regression is ENGLISH=-0. 0814809*AGE+24. 469; the slope is -0. 814809 which is negative; when the predictor variable AGE increase, the response variable English scores will weakly decrease; for instance, when AGE increase by 1, GPA will decrease 0. 0814809. From graph b, there is weak negative liner relationship between ENGLISH scores and COMP scores; the correlation is-0. 038; the equation of regression is COMP=-0. 0584814*AGE+24. 6029; the slope is -0. 0584814 which is neg ative; when the predictor variable CREDITS increase, the response variable GPA also weakly increase; for example, when AGE increase by 1, the COMP scores will decrease 0. 0584814. From graph c, there is a strong positive liner association between ENGLISH scores and COMP scores; the correlation is 0. 843; the equation of regression is COMP=0. 65656*ENGLISH+8. 43327; the slope is 0. 65656 which is positive; when the predictor variable ENGLISH scores increase, the response variable COMP scores also strongly increase; for instance, when ENGLISH scores increase by 1, the COMP scores will increase 0. 65656. According to the graphs and data above, we can find out a student who is older with a litter lower English and Comp scores; the student with higher English score has very high Comp score. Group Five: Quantitative variables High School Percentile (HSP), Age (AGE) and a categorical variable Sex (SEX) a) HSP vs GPA (both sex) b) HSP vs GPA (males) c) HSP vs GPA (females) From graph a, we can see that there is a moderate positive liner relationship between HSP and GPA; the correlation is 0. 552; the equation of regression is GPA=0. 0163928*HSP+1. 8408; the slope is 0. 0163928 which is positive; when the predictor variable HSP increase, the response variable GPA will moderate increase.

Comparing Social Classes in Toni Morrisons Recitatif and Guy de Maupas

Comparing Social Classes in Toni Morrison's Recitatif and Guy de Maupassant's The Necklace  Ã‚   Toni Morrison's "Recitatif" and Guy de Maupassant's "The Necklace" portray social classes according to the influence of the narrator. Therefore, the overview of the presented classes is biased. Although "Recitatif" and "The Necklace" provide images of several different classes, the class level of the narrator conveys generalizations about each of the respective class levels relative to the story. While the society level of the narrator of "The Necklace" is fairly obvious through careful reading, the social status of Twyla, the narrator of "Recitatif" is directly stated. Twyla's husband, Josh, is a firefighter. Therefore, he is a member of the working, middle class society. Their extended household lives in an average neighborhood and the family members lead common lives. Although the main character of "The Necklace" is also a member of the middle class, the narrator belongs to a wealthier society. This is evident through the narrator's description of Mathilde. For example, the very first sentence of "The Necklace," "She was one of those pretty and charming girls who are sometimes, as if by a mistake of destiny, born in a family of clerks" (67), indicates that Mme. Loisel is shallow and self-centered. Although the narrators of "Recitatif" and "The Necklace" are from different classes, each employs similar methods to create sympathy for their respective society and malevolence toward the class of the story's antagonist. Although Twyla and Roberta both display several character flaws in "Recitatif," Roberta is the ultimate wrongdoer. Twyla and Roberta begin having problems with their friendship followin... ... of fiction. Though frequently overlooked, this factor often affects a story's plot with as much of an impact, if not more, as the setting and point of view. Generalizations regarding the different levels of society are subtly intertwined with other important facts. The society of a short story's narrator, whether the narrator is an active character or outside the story, is an influential factor concerning the presentation of the different classes in the story, therefore directly affecting the plot. Works Cited de Maupassant, Guy. "The Necklace." Understanding Fiction. 3rd ed. Eds. Cleanth Brooks and Robert Penn Warren. Englewood Cliffs, NJ: Prentice Hall, 1979. 67-74 Morrison, Toni. "Recitatif." New Worlds of Literature: Writings from America's Many Cultures. 2nd ed. Eds. Jerome Beaty and J. Paul Hunter. New York: Norton, 1994. 210-225   

Explore the impact of social, cultural and historical on your play

The historical, social and cultural influenced our play immensely because in order to create an understanding of our stimulus gender we needed to explore different sides to gender. We decided that in order for the audience to work out the meaning behind our play they needed to fully understand the idea of gender both past and present. During the creation of our play we thought it was important to bring up certain topical issues, we decided the main issues would be how women were treated in the past and present, domestic violence, love and relationships, stereotypes and social roles. We chose the idea of ‘lion tamers' because it was based on a circus however we twisted it so the scene was ‘lady tamers' to show how women were treated in the past. We started off with the ladies as wild animals with the men in the middle shouting out the orders such as ‘wash the floor'. Then we went onto more advanced techniques were we stood in a ‘Stepford wife pose' and spoke lines such as ‘have dinner ready, plan even the night before so he can have a warm meal on time. In order to create a realistic impression of what women's roles were in the past we looked at The Good housewife's guide this was a booklet of instruction from the 50s telling young women how to be a good housewife and because some of the instruction were incredibly †¦Ã¢â‚¬ ¦ and unrealistic which we thought the audience would find humorous. We then decided to do go the other extreme with the scene where the ladies take over, we wanted the women to be powerful both mentally and physical this was to show how times have changed and in particular how women in society have changed. A very important issue we wanted to concentrate on was domestic violence because this was a hard hitting issue involving gender. We researched different aspects of domestic violence and found that it is equally common nowadays as it was in the past and although it isn't necessarily true for every case men seem to be the†¦Ã¢â‚¬ ¦ of the problem. We had a real problem incorporating this issue into the initial idea of the circus because we didn't know how to make a serious topic humorous. Eventually we came up with a Punch and Judy sketch and this was Perfect because it showed the issue of domestic violence and stuck to the idea of the circus. As a group we decided that it would be nice to look at the positive side of gender because up till then it had all been negative. We used the idea of a tight rope act to show the ups n downs of relationships and love, we had a boy at one end of the tight rope and a girl at the other and they would walk along and take turns saying what they didn't like about each other and the other person would begin to wobble on the tight rope however after each little speech they would end it with ‘but I love him/her. ‘ We wanted to embrace the opposite sexes differences and make the audience view gender in a positive light.