1.12 The Crucible Quotes - 774 Words

My Initial Impression of the Act: When Mrs. Putnam is introduced for the first time, she is described as â€Å"a twisted soul of forty-five, a death-ridden woman, haunted by dreams†, which is not precisely what you would call an emboldening description. Through her aperture lines, we can facilely optically discern that Mrs. Putnam is a very manipulative and assertive woman, who believes in witchcraft, as she instantly believes that Betty’s quandary has been caused by witchcraft. As far as Mr. Putnam is concerned, albeit his introductive description states â€Å"a well-to-do, hard-handed landowner, near fifty†, it does not tell us much about him. However, his description in page 22, he is called â€Å"vindictive†, instantly revealing more about his†¦show more content†¦And he’s the one that chooses whether you go to heaven or to hell. So do not falsy accuse anyone of something they didn’t do, and do not be a falso witness to a false case, because in the end it will hu rt you into to going to heaven or to hell. Danforth is pretty much threatening and scaring the people with Gods will, that no one else has, besides God â€Å"I think not, or you should surely know that Cain were an upright man, and yet he did kill Abel†. Parris says this to Proctor. This quote means that even good people can commit crimes. Proctor was questioned about his reading on the Gospel. Parris states that if Proctor does read the Gospel it doesn’t stop him from worshipping the devil. Therefore, this shows that you can’t trust anyone during this time. Act

An Analysis of the Play Medea by Euripides - 1410 Words

The notion of the ideal man presented in the play Medea, by Euripides, is an exceptionally important one in the context of 5th Century Athens, a culture based very much upon the importance of the man both in his household and the general society. In Greece during the time of the play, the ideal man showed strong attributes of physical skill and aesthetics, intelligence and wisdom, and courage and bravery, especially in the face of adversity. This representation is shown in many ways throughout the play, and in some aspects, it is greatly challenged, causing the audience to question his or her own morals and societal views. Although these representations are still important to today’s society, the effect they would have had on the Athenian†¦show more content†¦Medea essentially fools Aigeus into swearing an oath to her, telling him only her side of the story of the situation between her and Jason, saying that he ‘Betrayed the wife and sons he used to love.â€℠¢ Aigeus know that what he is doing is wrong, shown when he states ‘Find your own way to Athens. These people are allies. I won’t offend them.’ Aigeus’ motivations behind doing this are purely for his self benefit, not adhering to the honourable way at all, as Medea promised him sons if he aided in her escape. Euripides uses the tone of conversation to undercut Aigeus’s authority, showing him siding with Medea after only the most pitiful of explanations, as he states, â€Å"With Jasons full consent? I find that disgraceful†, expressing his feelings for Medea’s punishments. Euripides uses these strong words, such as disgraceful, to emphasize the change in the man’s manner so intensely. An Athenian society would see this as a betrayal of his people’s honour, and especially as he is an Athenian king, the audience would be even further shocked at Euripides’ open challenge to the credibility of Athens. Aspects of bravery and courage are shown strongly in this play, both in a positive and a negative light. The audience would view Jason as an obvious hero, defeating countless enemies in his quest to retrieve the Golden Fleece, and returning to CorinthShow MoreRelatedAnalysis Of Euripides The Play Medea 1202 Words   |  5 PagesThe Greek playwright Euripides, who lived from 480 BC to 406 BC, had four victories as a Tragedian. A third of the â€Å"Big Three† of tragedians, Euripides was, in his time, less successful than both Aeschylus and Sophocles, who had 13 and 20 victories. Euripides’ writing was drastically different from that of the others. While playwrights like Sophocles wrote characters the way they should be ideally, Euripides wrote his characters truthfully and portrayed people as compassionate and cruel and complicatedRead More Representation of Society in Euripides Medea Essay522 Words   |  3 PagesRepresentation of Society in Euripides Medea During the time of Euripides, approximately the second half of the fifth century B.C., it was a period of immense cultural crisis and political convulsion (Arrowsmith 350). Euripides, like many other of his contemporaries, used the whole machinery of the theater as a way of thinking about their world (Arrowsmith 349). His interest in particular was the analysis of culture and relationship between culture and the individual. Euripides used his characters asRead MoreMedea Plot Analysis1392 Words   |  6 PagesMedea is an ancient Greek tragedy play written by Euripides. The play bases itself on the ancient myth of Jason and Medea. The plays plot centers itself on the actions of Medea who was the Barbarians former prince who seeks revenge against Jason who betrayed her with another woman. Considered as one the best work produced by Euripides, the play has earned the writer several awards including the Dionysian festival awards in 431BCE (Williamson 1) Therefore, the purpose of this pap er is to discussRead MoreMedeo is a Play Based on the Myth of Jason and Medea Written by Euripides1248 Words   |  5 PagesMedea is a play based on the myth of Jason and Medea written by Euripides. The play involves the love between two mythical characters: Jason and Medea. The play reaches its climax when Medea is betrayed by Jason when he choses another woman for her youthful beauty. Euripides is able to involve the audience by using dramatic scenery on how Medea choses to respond to this theatrical situation according to the patriarchal culture she lives in. Furthermore, the analysis focuses upon the system of masculinityRead MoreSatire in the Tragedies of Euripides1443 Words   |  6 PagesThe world of Euripides tragedies was one that espoused ancient ideas of religion. The belief in ancient legends that formed subject material for the tragic drama had passed. The crowd that attended the theater at this time did so as a sort of religious celebration. It was under these circumstances that Euripides had to bury what might have been his true beliefs, and instead replace them with ideas that would relate to his audience. This did not mean that Euripides had to forgo his beliefs entirelyRead More Contrasting Gender Differences in in Medea versus Wide Sargasso Sea1722 Words   |  7 PagesGender Differences in in Medea versus Wide Sargasso Sea Stereotypical attributes traditionally associated with women, such as having a propensity to madness, or being irrational, frivolous, dependent, decorative, subordinate, scheming, manipulative, weak, jealous, gossiping, vulnerable and deceitful were common in the times relevant to both works, i.e. Ancient Greece and in the 19th and early 20th Century. Masculine attributes in Euripides time were more along the lines of being valiant, heroicRead MorePsychoanalysis of Medea2843 Words   |  12 PagesTitle: Libido: Medea’s Real Force ABSTRACT In this study, Medea by â€Å"Euripides† is approached from a psychoanalytic perspective. It focuses on the theory of Freud that Libido plays an important role in the character building of an individual and that actions of individuals are motivated and controlled by it. The motivation of Medea’s actions does not come from the outside circumstances but arise from her libido. All her actions are analyzed to bring a somewhat clear picture of her psychology. SheRead MoreTheme Of Revenge In Medea901 Words   |  4 PagesShannel Frith Dr. Warren Kelly LIT 2040-010 October 23, 2017 Analysis Paper 2 The Price One Must Pay According to Samuel Johnson, â€Å"Revenge is an act of passion; vengeance of justice. Injuries are revenged; crimes are avenged.† Medea is an ancient Greek tragedy written by Euripides. It was first produced in 431 BC and it is based on the myth of Jason and Medea. The themes prevalent throughout the play is revenge and loss of innocence. It symbolizes how the act of revenge can cause you to betray yourRead More Euripedes Medea versus Aristotlean Poetics Essay1570 Words   |  7 Pageswriting of tragic works, while he influenced the structure of theatre, with his analysis of human nature. Euripides Medea, a Greek tragedy written with partial adherence to the Aristotelian rules, explores the continuation of the ancient Greek tales surrounding the mythology of Medea, Princess of Colchis, and granddaughter of Helios, the sun god, with heartlessness to rival the infamous Circe. While the structure of this play undoubtedly perpetuates many of the Aristotelian rules, there are so me dramaticRead MoreThe Tragedy Of Euripides Medea1593 Words   |  7 PagesEuripides’ Medea is considered, according to Aristotle’s Poetics, a tragedy. The play centers on Medea, an outsider and wife to Jason, who seeks to punish Jason for taking another wife. The play is considered a tragedy because it contains the three unities as well as the six elements of drama mentioned by Aristotle. Despite the fact that the does the play fits the criteria of what Aristotle considers tragedy, however, Medea is actually not a tragedy but tells the story about a successful revenge

Ib Math Ia Free Essays

string(23) " the Type II Criteria\." MATME/PF/M12/N12/M13/N13 MATHEMATICS Standard Level The portfolio – tasks For use in 2012 and 2013 Â © International Baccalaureate Organization 2010 7 pages For final assessment in 2012 and 2013 2 MATME/PF/M12/N12/M13/N13 C O N T E N TS T y p e I t as k s Circles T y p e I I t as k s Fish Production Gold Medal Heights INTRODUC TI ON W h a t is t h e p u r p ose of t h is d oc u m e n t ? This document contains new tasks for the portfolio in mathematics SL. These tasks have been produced by the IB, for teachers to use in the examination sessions in 2012 and 2013. It should be noted that most tasks previously produced and published by the IB will no longer be valid for assessment after the November 2010 examination session. We will write a custom essay sample on Ib Math Ia or any similar topic only for you Order Now These include all the tasks in any teacher support material (TSM), and the tasks in the document tfolio tasks 2009 The tasks in the in the 2012 examinations but N O T in 2013. Copies of all TSM tasks published by the IB are available on the Online Curriculum Centre (OCC), under Internal Assessme not be used, even in slightly modified form. W h a t h a p p e n s i f t e a c h e r s u s e t h e s e o l d t a s k s? The inclusion of these old tasks in the portfolio will make the portfolio non -compliant, and such portfolios will therefore attract a 10-mark penalty. Teachers may continue to use the old tasks as practice tasks, but they should not be included in the portfolio for final assessment. W h a t o t h e r d oc u m e n t s s h o u l d I u se? All teachers should have copies of the mathematics SL subject guide (second edition, September 2006), including the teaching notes appendix, and the TSM (September 2005). Further information, ncluding additional notes on applying the criteria, is available on the Online Curriculum Centre (OCC). Important news items are also available on the OCC, as are the diploma programme coordinator notes, which contain updated information on a variety of issues. W h i c h t as k s c a n I u se i n 2012? The only tasks produced by the IB that may be submitted for assessment in 2012 are the ones contained in this document, and those in the document Portfolio tasks 2011 2012 . There is no requirement to use tasks produced by the IB, and there is no date restriction on tasks written by teachers. For final assessment in 2012 and 2013 3 MATME/PF/M12/N12/M13/N13 C a n I u se t h ese t as k s b e f o r e M a y 2012? These tasks should only be submitted for final assessment from May 2012 to November 2013. Students should not include them in portfolios before May 2012. If they are included, they will be subject to a 10-mark penalty. Please note that these dates refer to examination sessions, not when the work is completed. W h i c h t as k s c a n I u se i n 2013? The only tasks produced by the IB that may be submitted for assessment in 2013 are the ones contained in this document. T e c h n ology There is a wide range of technological tools available to support mathematical work. These include graphic display calculators, Excel spreadsheets, Geogebra, Autograph, Geometer sketch pad and Wolframalpha. Many are free downloads from the Internet. Students (and teachers) should be encouraged to explore which ones best support the tasks that are assigned. Teachers are reminded that good technology use should enhance the development of the task. E x t r a c ts f r o m d i p lom a p r og r a m coo r d i n a to r n ot es Important information is included in the DPCN, available on the OCC. Teachers should ensure they are familiar with these, and in particular with the ones noted below. Please note that the reference to the 2009/2010 document is outdated. C op i es of t as k s a n d m a r k i n g/sol u t ion k e ys Teachers are advised to write their own tasks to fit in with their own teaching plans, to select from the 2009/2010 document, or to use tasks written by other teachers. In each case, teachers should work the task themselves to make sure it is suitable, and provide a copy of the task, and an answer, solution or marking key for any task submitted. This will help the moderators confirm the levels awarded by the teacher. It is particularly important if teachers modify an IB published task to include a copy of the modified task. While this is permitted, teachers should think carefully about making any changes, as the tasks have been written with all the criteria in mind, to allow students to achieve the higher levels. N on -co m p l i a n t po r t f ol ios f r om M a y 2012 Please note the following information on how to deal with portfolios that do not contain one task of each type. This will be applied in the May 2012 and subsequent examination sessions. If two pieces of work are submitted, but they do not represent a Type I and a Type II task (for example, they are both Type I or both Type II tasks), mark both tasks, one against each Type. For example, if a candidate has submitted two Type I tasks, mark one using the Type I c riteria, and the other using the Type II Criteria. You read "Ib Math Ia" in category "Essay examples" Do not apply any further penalty This means that the current system of marking both tasks against the same criteria and then applying a penalty of 10 marks will no longer be used. For final assessment in 2012 and 2013 4 MATME/PF/M12/N12/M13/N13 SL T YPE I A im : In this t ask you wi l l conside r a se t of numbe rs tha t a r e pr esent ed in a symme t r i c a l pa t t e rn. Consider the five rows of numbers shown below. Describe how to find the numerator of the sixth row. Using technology, plot the relation between the row number, n, and the numerator in each row. Describe what you notice from your plot and write a general statement to represent this. Find the sixth and seventh rows. Describe any patterns you used. Let E n ( r ) be the ( r 1) th element in the nth row, starting with r 15 Example: E5 (2) . 9 0. Find the general statement for E n ( r ) . Test the validity of the general statement by finding additional rows. Discuss the scope and/or limitations of the general statement. Explain how you arrived at your general statement. For final assessment in 2012 and 2013 5 MATME/PF/M12/N12/M13/N13 C IR C L ES SL T YPE I A im : The a im of this t ask is to invest i ga t e posi t ions of points in i nt e rse c t ing c i r c l es. The following diagram shows a circle C 1 with centre O and radius r, and any point P. r P O C1 The circle C 2 has centre P and radius OP. Let A be one of the points of intersection of C 1 and C 2 . Circle C 3 has centre A, and radius r. The point P is the intersection of C 3 with (OP). This is shown in the diagram below. C3 A O P’ P C2 C1 Let r 1 . Use an analytic approach to find OP , when OP 2 , OP 3 and OP 4 . Describe what you notice and write a general statement to represent this. Let OP 2 . Find OP , when r 2 , r 3 and r 4 . Describe what you notice and write a general statement to represent this. Comment whether or not this statement is consistent with your earlier statement. Use technology to investigate other values of r and OP. Find the general statement for OP . Test the validity of your general statement by using different values of OP and r. Discuss the scope and/or limitations of the general statement. Explain how you arrived at the general statement. For final assessment in 2012 and 2013 6 MATME/PF/M12/N12/M13/N13 F IS H PR O D U C T I O N SL T YPE II A im: This t ask conside rs comme r c i a l f ishing in a pa r t i cul a r count ry in two di ff e r ent envi ronments the se a and f ish f a rms (aqua cul tur e). The da t a is t a k en f rom the U N St a t ist i cs D ivisi on C ommon D a t a b a se . The following table gives the total mass of fish caught in the sea, in thousands of tonnes (1 tonne = 1000 kilograms). Y ea r T ot a l M ass 1980 426. 8 1981 470. 2 1982 503. 4 1983 557. 3 1984 564. 7 1985 575. 4 1986 579. 8 1987 624. 7 1988 669. 9 Y ea r T ot a l M ass 1989 450. 5 1990 379. 0 1991 356. 9 1992 447. 5 1993 548. 8 1994 589. 8 1995 634. 0 1996 527. 8 1997 459. 1 Y ea r T ot a l M ass 1998 487. 2 1999 573. 8 2000 503. 3 2001 527. 7 2002 566. 7 2003 507. 8 2004 550. 5 2005 426. 5 2006 533. 0 Define suitable variables and discuss any parameters/constraints. Using technology, plot the data points from the table on a graph. Comment on any apparent trends in your graph and suggest suitable models. Analytically develop a model that fits the data points. (You may find it useful to consider a combination of functions. ) On a new set of axes, draw your model function and the original data points. Comment on any differences. Revise your model if necessary. The table below gives the total mass of fish, in thousands of tonnes, from fish farms. Y ea r T ot a l M ass 1980 1. 4 1981 1. 5 1982 1. 7 1983 2. 0 1984 2. 2 1985 2. 7 1986 3. 1 1987 3. 3 1988 4. 1 Y ea r T ot a l M ass 1989 4. 4 1990 5. 8 1991 7. 8 1992 9. 1 1993 12. 4 1994 16. 0 1995 21. 6 1996 33. 2 1997 5. 5 Y ea r T ot a l M ass 1998 56. 7 1999 63. 0 2000 79. 0 2001 67. 2 2002 61. 2 2003 79. 9 2004 94. 7 2005 119. 8 2006 129. 0 Plot the data points from this table on a graph, and discuss whether your analytical model for the original data fits the new data. Use technology to find a suitable model for the new data. On a new set of axes, draw both models. Discuss how trends in the first model could be explained by trends in t he second model. By considering both models, discuss possible future trends in both types of fishing. For final assessment in 2012 and 2013 7 MATME/PF/M12/N12/M13/N13 G O L D M E D A L H E I G H TS SL T YPE II A i m : T he a i m of th i s t a sk i s to O lympi c G ames. high jump in the The table below gives the height (in centimeters) achieved by the gold medalists at various Olympic Games. 1932 Y ea r H e igh t (c m) 197 1936 203 1948 198 1952 204 1956 212 1960 216 1964 218 1968 224 1972 223 1976 225 1980 236 Note: The Olympic Games were not held in 1940 and 1944. Using technology, plot the data points on a graph. Define all variables used and state any parameters clearly. Discuss any possible constraints of the task. What type of function models the behaviour of the graph? Explain why you chose this function. Analytically create an equation to model the data in the above table. On a new set of axes, draw your model function and the original graph. Comment on any differences. Discuss the limitations of your model. Refine your model if necessary. Use technology to find another function that models the data. On a new set of axes, draw both your model functions. Comment on any differences. Had the Games been held in 1940 and 1944, estimate what the winning heights would have been and justify your answers. Use your model to predict the winning height in 1984 and in 2016. Comment on your answers. The following table gives the winning heights for all the other Olympic Games since 1896. 1896 1904 1908 1912 1920 1928 1984 1988 1992 1996 2000 2004 2008 Y ea r H eigh t (c m) 190 180 191 193 193 194 235 238 234 239 235 236 236 How well does your model fit the additional data? Discuss the overall trend from 1896 to 2008, with specific references to significant fluctuations. What modifications, if any, need to be made to your model to fit the new data? For final assessment in 2012 and 2013 How to cite Ib Math Ia, Essay examples

Assistive Technology for the Deaf free essay sample

This paper introduces assistive technology devices for persons with hearing disorders. This paper emphasizes that developments in assistive technology are expanding the communication options for the hearing disabled thus enabling them to work more independently and to increase their growth potential. The author presents fully various Assistive Listening Devices (ALDs), any type of device that helps the user function more efficiently and effectively in daily communication. The Assistive Listening Devices or ALDs are referred to any type of device that helps the user in functioning efficiently and effectively in daily communication circumstances. The people with hearing disabilities can use ALDs to overcome their inability to hear clearly. Thus assistive listening devices offer greater ease in hearing, to the person using, it and hence reduces stress and exhaustion. The use of these devices increases the hearing ability of the user as they increase intensity of sound by bringing sound directly into the ear. We will write a custom essay sample on Assistive Technology for the Deaf or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One of the major functions of ALDs is that it reduces the background noise, which causes difficulty in hearing; it reduces the negative effects of distance between the source of sound and the hard of hearing people using the device and finally it revokes poor acoustics.