A Raisin In The Sun English Literature Essay

A Raisin In The Sun English Literature Essay Who is Lorraine Vivian Hansberry? Lorraine was born In Chicago on May 19, 1930 She based most of her novels on her life, she was 28 years old when she wrote her first play A Raisin in the Sun which won The Drama Critics Award for best play of the year and made Hansberry the first black, youngest person, and fifth woman to win that prize. She was the youngest of four children Carl, Jr., Perry, and Mammie. Her parents were well educated successful black citizens who publicly fought discrimination against black people. Her father, Carl Augustus Hansberry, Sr., was from Gloucester, Mississippi, he moved to Chicago after attending Alcorn College, and became known as the kitchenette king after subdividing large homes that were vacated by whites who were moving to the suburbs he then sold these small apartments or kitchenettes to African American migrants from the South. Hansberrys mother, Nannie Perry, a schoolteacher and, later, ward committeewoman, was from Tennessee. At the time of Lorr aines birth, she had become an influential society matron who hosted major cultural and literary figures such as Paul Robeson, Langston Hughes, and Joe Louis. Lorraine and her siblings enjoyed privileges unknown to their schoolmates; the parents filled their children with racial pride and civic responsibility. They founded the Hansberry Foundation; an organization designed to inform African Americans of their civil rights, they also encouraged their children to challenge the segregation policies of local restaurants and stores. (Cliffnotes, James, Rosetta). When Hansberry was a child she and her family lived in a black neighborhood on Chicagos Southside. During this time segregation enforced the separation of whites and blacks which was still legal and spreaded throughout the South, Northern States. This was including Hansberrys own Hometown Illinois. Carl and Nannie Hansberry challenged defensive real estate agreements by moving into an all-white neighborhood. Hansberrys family became one of the first to move into an all white neighborhood but, a mob of whites gathered in front of the house and threw a brick through the front window, narrowly missing eight-year-old Lorraine this forced the family to move out. Her father won a narrow victory over restrictive agreements from the Supreme Court, but the decision failed to set examples on their issue. Hansberry still attended Betsy Ross Elementary and Englewood High School even though her family stayed in a all white neighborhood it didnt change her right to get a education with all the other white kids because of her skin color she still had to attend a segregated public school for blacks .Lorraine Hansberry became interested in theater in high school, and pursued this interest in college. Her familys move into a restricted white neighborhood in 1937 helped her battle with injustice; this filled her with a sense of social activism. Their struggle would become the subject of her first major play. Departing from the family tradition of attending black colleges, Hansberry enrolled at the University of Wisconsin at Madison, a predominantly white university, to study journalism, but became equally attracted to the visual arts while she was there. She also attended the University of Wisconsin and the Art Institute of Chicago and studied in Guadalajara, Mexico, from 1948 to 1950. She became more politically active after moving to New York City and writing for freedom magazine. While participating in a demonstration at New York University, she met Robert Barron Nemiroff, the son of progressive Russian Jewish immigrants, and after a short intimate relationship, she married him on June 20, 1953. After having earned his masters degree four months earlier at New York University, he had begun writing a book on Theodore Dreiser, The young couple moved to Greenwich Village and Hansberry began to write massively about the people and lifestyles that she observed around her. She was already an experienced writer and editor, having published articles, essays, and poetry in Freedom, New Challenge Magazine and other political magazines.(Shmoop, A raisin in the Sun). After leaving Freedom in 1953 to concentrate on her writing, Hansberry worked various odd jobs including tagger in the garment industry, typist, program director at Camp Unity (an interracial summer camp), recreation leader for the physically disabled, and teacher at the Marxist-oriented Jefferson School for Social Science. When her husband co-wrote Cindy Oh Cindy (1956), a ballad that became an instant hit, the profits freed Hansberry to devote her full energies to a play about a struggling, working-class black family, like the families who rented her fathers properties on Chicagos South Side A Raisin In the Sun . A Raisin In the Sun reflects the frustrations of a black family whose dreams of economic progress have been let down in 1961, it was produced as a film with most of the original cast and won a special award at the Cannes Film Festival. During this period, Hansberry was much in demand as a public speaker. She expressed her belief that art is social and that black writers m ust address all issues of humankind. As the civil rights movement climaxed, she helped to organize fund-raising activities in support of organizations such as the Student Nonviolent Coordinating Committee (SNCC), called for the abolition of the House Un-American Activities Committee, and declared that President John E. Kennedy had endangered world peace during the Cuban Missile Crisis.(Answers.com, A raisin in the Sun). During the last four years of her life, Hansberry worked hard on several plays. The Sign in Sidney Brusteins Window was produced on Broadway in 1964, but critics were less open to this play that challenged the Greenwich Village intellectuals. During its short run, Hansberry battled pancreatic cancer, diagnosed in 1963. She died on 12 January 1965, the same night that her play closed.(Grade Saver, Sherrod, Cheryl.Berkow, Jordan). Lorraine Hansberry left behind several plays some are listed below: (Answers.com, A raisin in the Sun). Nonfiction the Movement: Documentary of a Struggle for Equality, Simon Schuster, 1964. To Be Young, Gifted and Black: Lorraine Hansberry in Her Own Words, introduction by James Baldwin, Prentice-Hall, 1969. Plays A Raisin in the Sun, opened in New Haven and Philadelphia, moved to Chicago, then produced on Broadway at the Ethel Barrymore Theater, March 11, 1959; published by New American Library, 1961. Les Blancs, single scene staged at Actors Studio Workshop, New York, 1963; two-act play produced at Long acre Theater, New York City, 1970. The Sign in Sidney Brusteins Window produced on Broadway, 1964; published by Random House, 1965. Lorraine Hansberrys A Raisin in the Sun and The Sign in Sidney Brusteins Window, New American Library, 1966. To Be Young, Gifted and Black, adapted for the stage by Robert Nemiroff, first produced at the Cherry Lane Theater, January 2, 1969; acting edition published by Samuel French, 1971. Les Blancs: The Collected Last Plays of Lorraine Hansberry, edited by Robert Nemiroff, introduction by Julius Lester, Random House, 1972, reprinted, New American Library, 1983. Lorraine Hansberry: The Collected Last Plays (Les Blancs, The Drinking Gourd, What Use Are Flowers?), edited by Robert Nemiroff, New American Library, 1983. Other (Answers.com, A raisin in the Sun). A Raisin in the Sun: The Unfilmed Original Screenplay, edited by Robert Nemiroff, Plume, 1992. All the Dark and Beautiful Warriors, an unfinished novel. Author of about two dozen articles for Freedom, 1951-55, and over 25 essays for other publications, including the Village Voice, New York Times, New York Times Magazine, Freedom ways, Mademoiselle, Ebony, Playbill, Show, Theatre Arts, Black Scholar, Monthly Review, and Annals of Psychotherapy. Books (Answers.com, A raisin in the Sun). Abramson, Doris E., Negro Playwrights in the American Theatre, 1925-1959, Columbia University Press, 1969, pp. 165-266. Black Literature Criticism, Gale, 1992. Carter, Steven R., Hansberrys Drama: Commitment amid Complexity, University of Illinois Press, 1991. Cheney, Anne, Lorraine Hansberry, Twayne, 1984. Davis, Arthur P., From the Dark Tower: Afro-American Writers, 1900-1960, Howard University Press, pp. 203-07. Hansberry, Lorraine, To Be Young, Gifted and Black: Lorraine Hansberry in Her Own Words, introduction by James Baldwin, Penguin Books, 1969. Hansberry, Lorraine, A Raisin in the Sun: The Unfilmed Original Screenplay, edited by Robert Nemiroff, foreword by Jewell Handy Gresham-Nemiroff, commentary by Spike Lee, Penguin Books USA, 1992. Periodicals (Answers.com, A raisin in the Sun). Black American Literature Forum, spring 1983, pp. 8-13. Commentary, June 1959, pp. 527-30. Freedom ways (special issue), 19:4, 1979. New Yorker, May 9, 1959. New York Times, January 13, 1965; October 5, 1983, p. C24. New York Times Review of Books, March 31, 1991, p. 25. Theatre Journal, December 1986, pp. 441-52. Time, January 22, 1965. Village Voice, August 12, 1959, pp. 7-8. Washington Post, November 17, 1986, p. D1. Hansberry wrote that she always felt the tendency to record her experiences her sense of history and the confusing role of women in history are also shown in her work. She was named most promising playwright. Raisin in the Sun ran for 530 performances from 1959 to 1965; A Raisin in the Sun was a play that Lorraine based on her life while living n Chicago during segregation.(Sparknotes,A raisin in the Sun). It talked about the life of a family called the Youngers some other characters Include: Walter Lee Younger  Ã‚  The central character of the play. Walter is a dreamer. He wants to be rich and devises plans to acquire wealth with his friends, particularly Willy Harris. When the play opens, he wants to invest his fathers insurance money in a new liquor store venture. He spends the rest of the play endlessly preoccupied with discovering a quick solution to his familys various  problems. Beneatha Younger (Bennie)  Ã‚  Mamas daughter and Walters sister. Beneatha is an intellectual. Twenty years old, she attends college and is better educated than the rest of the Younger family. Some of her personal beliefs and views have distanced her from conservative Mama. She dreams of being a doctor and struggles to determine her identity as a well-educated black woman. Lena Younger (Mama)  Ã‚  Walter and Beneathas mother. The head of the family, Mama is religious, moral, and caring. She wants to use her husbands insurance money as a down payment on a house with a backyard to fulfill her dream for her family to move up in the  world. Ruth Younger  Ã‚  Walters wife and Traviss mother. Ruth takes care of the Youngers small apartment. Her marriage to Walter has problems, but she hopes to rekindle their love. She is about thirty, but her weariness makes her seem older. Constantly fighting poverty and domestic troubles, she continues to be an emotionally strong woman. Her almost unenthusiastic sarcasm helps her to survive. Travis Younger  Ã‚  Walter and Ruths sheltered young son. Travis earns some money by carrying grocery bags and likes to play outside with other neighborhood children, but he has no bedroom and sleeps on the living-room sofa. Joseph Asagai  Ã‚  A Nigerian student in love with Beneatha. Asagai, as he is often called, is very proud of his African heritage, and Beneatha hopes to learn about her African heritage from him. He eventually proposes marriage to Beneatha and hopes she will return to Nigeria with him. George Murchison  Ã‚  A wealthy, African-American man who courts Beneatha. The Youngers approve of George, but Beneatha dislikes his willingness to submit to white culture and forget his African heritage. He challenges the thoughts and feelings of other black people through his arrogance and flair for intellectual competition. Mr. Karl Lindner  Ã‚  The only white character in the play. Mr. Lindner arrives at the Youngers apartment from the Clybourne Park Improvement Association. He offers the Youngers a deal to reconsider moving into his (all-white) neighborhood. Bobo  Ã‚  One of Walters partners in the liquor store plan. Bobo appears to be as mentally slow as his name indicates. Willy Harris  Ã‚  A friend of Walter and coordinator of the liquor store plan. Willy never appears onstage, which helps keep the focus of the story on the dynamics of the Younger family. Mrs. Johnson  Ã‚  The Youngers neighbor. Mrs. Johnson takes advantage of the Youngers hospitality and warns them  about moving into an all white  neighborhood. A Raisin In the Sun portrays a few weeks in the life of the Youngers, an African-American family living on the South Side of Chicago in the 1950s. When the play opens, the Youngers are about to receive an insurance check for $10,000. This money comes from the deceased Mr. Youngers life insurance policy. Each of the adult members of the family has an idea as to what he or she would like to do with this money. The head of the family, Mama, wants to buy a house to fulfill a dream she shared with her husband. Mamas son, Walter Lee, would rather use the money to invest in a liquor store with his friends. He believes that the investment will solve the familys financial problems forever. Walters wife, Ruth, agrees with Mama, however, and hopes that she and Walter can provide more space and opportunity for their son, Travis. Finally, Beneatha, Walters sister and Mamas daughter, wants to use the money for her medical school tuition. She also wishes that her family members were not so interest ed in joining the white world. Beneatha instead tries to find her identity by looking back to the past and to Africa. As the play progresses, the Youngers clash over their competing dreams. Ruth discovers that she is pregnant but fears that if she has the child, she will put more financial pressure on her family members. When Walter says nothing to Ruths admission that she is considering abortion, Mama puts a down payment on a house for the whole family. She believes that a bigger, house will benefit them all. The Youngers future neighbors find out that they are moving to an all white neighborhood, and they send Mr. Lindner, from the Clybourne Park Improvement Association, to offer the Youngers money in return for staying away. The Youngers refuse the deal, even after Walter loses the rest of the money to his friend Willy Harris, who persuades Walter to invest in the liquor store and then runs off with his cash. In the meantime, Beneatha rejects George Murchison, who she believes to be shallow and blind to the problems of race. She receives a marriage proposal from her Nigerian boyfriend, Joseph Asagai, who wants Beneatha to get a medical degree and move to Africa with him. The Youngers eventually move out of the apartment, fulfilling the familys long-held dream. Their future seems uncertain and slightly dangerous, but they are determined to live a better life. They believe that they can succeed if they stick together as a family and resolve to defer their dreams no longer. During Act 1 Scene 1 of the play which is entitled Friday Morning it is morning at the Youngers apartment. Their small home on the South Side of Chicago has two bedrooms one for Mama and Beneatha, and one for Ruth and Walter Lee. Travis sleeps on the couch in the living room. The only window is in their small kitchen, and they share a bathroom in the hall with their neighbors. Ruth is the first one in the house to wake up so she starts to cook breakfast and this awakes Walter and Travis while Travis is getting ready Walter and Ruth talk in the kitchen they do not seem happy as they engage in some slight humor they keep mentioning a check Walter scans the front page of the newspaper and reads that another bomb was set off, and Ruth responds with anger. Travis asks them for money he is supposed to bring fifty cents to school and Ruth says that they do not have it. His constant nagging quickly irritates her. Walter, however, gives Travis an entire dollar while staring at Ruth. Travis th en leaves for school, and Walter tells Ruth that he wants to use the check to invest in a liquor store with a few of his friends. Walter and Ruth continue to argue about their unhappy lives.(Bookrags, A raisin in the Sun). Act 1 Scene 2 The Following Morning The next day, Saturday, the Youngers are cleaning their apartment and waiting for the insurance check to arrive. Walter receives a phone call from his friend Willy Harris, who is coordinating the potential liquor store investment. It appears that their plan is moving smoothly. The insurance check is all Walter needs to pursue his liquor store. He promises to bring the money to Willy when he receives it. Meanwhile, Beneatha is spraying the apartment with insecticide in an attempt to get rid of cockroaches. Beneatha and Travis start fighting, and Beneatha threatens him with the spray gun. The phone rings, and Beneatha answers. She invites the person on the phone over to the still-dirty apartment, without concerning Mama. After hanging up, Beneatha explains to Mama that the man she has spoken to on the phone is Joseph Asagai, an African intellectual whom Beneatha has met at school. She and Mama discuss Beneathas worries about her familys ignorance abo ut Africa and African people. Ruth returns from seeing a doctor, who has told her that she is two months pregnant. She reveals this information to Mama and Beneatha. Walter returns home and wants to talk about his liquor store plans. Ruth wants to discuss her pregnancy with him and becomes upset when he will not listen.(Cummings study guide, A raisin in the Sun). Act 2 Scene 1 Later that same day Later on the same Saturday, Beneatha comes out from her room dressed in the Nigerian clothes that Asagai has brought her. She dances around the apartment, claiming to be performing a tribal dance while shouting OCOMOGOSIAY and singing. Mama comes home and announces that she has put a down payment on a house with some of the insurance money. Ruth is happy to hear this news because she too dreams of moving out of their current apartment and into a more spacious home. Meanwhile, Walter is noticeably upset because he wants to put all the money into the liquor store. They all become worried when they hear that the house is in Clybourne Park, an entirely white neighborhood. Mama asks for their understanding it was the only house that they could afford. She feels she needs to buy the house to hold the family together. Ruth regains her pleasure and rejoices, but Walter feels betrayed, his dream swept under the table. Walter makes Mama feel guilty, saying tha t she has crushed his dream. He goes quickly to his bedroom, and Mama remains sitting and worrying.(enotes, Marie Rose Naiper Kowski). Act 2 Scene 2 Friday Night a few weeks later On a Friday night a few weeks later, Beneatha and George return from a date. The Youngers apartment is full of moving boxes. George wants to kiss Beneatha, but she does not want to kiss. She wants to engage George in a conversation about the life of African-Americans. It seems that George wants to marry a nice, simple, sophisticated girl. Mama comes in as Beneatha kicks him out Mrs. Johnson the Youngers neighbor visits. Mama and Ruth offer her food and drink, and she gladly accepts. She has come to visit to tell them about a black family who has been bombed out of their home in a white neighborhood. Walters boss calls, telling Ruth that Walter has not been to work in three days. Walter explains that he has been wandering all day (often way into the country) and drinking all night (at a bar with a jazz duo that he loves). He says that he feels depressed, and useless as the man of the family(Sparknotes,A raisin in the Sun). Act 2 Scene 3 Saturday moving day, one week later On Saturday, a week later, it is moving day. Ruth shows Beneatha the curtains she has bought for the new house and tells her that the first thing she is going to do in their new house is take a long bath in their very own bathroom. Ruth comments on the changed mood around the household, noting that she and Walter even went out to the movies and held hands the previous evening. Walter comes in and dances with Ruth. Beneatha teases them about acting in a stereotypical fashion but does not really mean any harm. A middle-aged white man named Karl Lindner appears at the door. He is a representative from the Clybourne Park Improvement Association, and he tells the Youngers that problems arise when different kinds of people do not sit down and talk to each other. The Youngers agree, until he reveals that he and the neighborhood coalition believe that the Youngers presence in Clybourne Park would destroy the community there. When Mama comes h ome, Walter, Ruth, and Beneatha tell her about Mr. Lindners visit. It shocks and worries her, but she supports their decision to refuse the buyout offer. Then, as she is making sure that her plant is well packed for the trip, the rest of the family surprises her with gifts of gardening tools and a huge gardening hat. Mama has never received presents other than at Christmas, and she is touched by her familys generosity. Just as the whole family begins to celebrate, Bobo, one of Walters friends, arrives. After some stumbling, he announces that Willy Harris has run off with all of the money that Walter invested in the liquor store deal. It turns out that Walter had invested not only his $3,500 but also the $3,000 intended for Beneathas education. Mama is angry and begins to beat Walter in the face. Beneatha breaks them up. Weakness overcomes Mama, and she thinks about the hard labor her husband endured in order to earn the money for them. She prays heavily for strength.(123 help me, A raisin in the Sun). Act 3 An hour later One hour later on moving day, everyone is still unhappy. Walter sits alone and thinks. Asagai comes to help them pack and finds Beneatha questioning her choice of becoming a doctor. She no longer believes that she can help people. Mama enters and announces that they are not going to move. Ruth protests. Walter returns, having called Mr. Lindner and invited him back to the apartment he intends to take his offer of money in exchange for not moving to Clybourne Park. Everyone objects to this plan, arguing that they have too much pride to accept not being able to live somewhere because of their race. Walter, very agitated, puts on an act, imitating the stereotype of a black male servant. When he finally exits, Mama declares that he has died inside. Beneatha decides that he is no longer her brother, but Mama reminds her to love him, especially when he feels hopeless.(Pink Monkey, Sauder,Dianne). The movers and Mr. Lindner arrive. Mama tells Walter to deal with Mr. Lindner, who is laying out contracts for Walter to sign. Walter starts hesitantly, but soon we see that he has changed his mind about taking Mr. Lindners money. His speech builds in power. He tells Mr. Lindner that the Youngers are proud and hardworking and intend to move into their new house. Mr. Lindner appeals to Mama, who defers to Walters statement. Ultimately, Mr. Lindner leaves with his papers unsigned. Everyone finishes packing up as the movers come to take the furniture. Mama tells Ruth that she thinks Walter has finally become a man by standing up to Mr. Lindner. Ruth agrees and is noticeably proud of her husband. Mama, who is the last to leave, looks for a moment at the empty apartment. Then she leaves, bringing her plant with her.(Cliffnotes, James Rosetta). While reading a raisin in the sun I came to a conclusion that it is essentially about dreams, as the main characters struggle to deal with the depressive circumstances that rule their lives. The title of the play refers to a line that Langston Hughes famously said in a poem he wrote about dreams that were forgotten or put off. He wonders whether those dreams shrivel up like A raisin in the Sun. Every member of the Younger family has a separate, individual dream Beneatha wants to become a doctor, for example, and Walter wants to have money so that he can afford things for his family. The Youngers struggle to attain these dreams throughout the play, and much of their happiness and depression is directly related to their achievement of, or failure to attain, these dreams. As the play progressed The Youngers eventually move out of the apartment, fulfilling the familys long-held dream. Their future seems uncertain and slightly dangerous, but they are determined to live a better life. They believe that they can succeed if they stick together as a family. By the end of the play, they learn that the dream of a house is the most important dream because it unites the family, And so did I.

Grammatical Tense And Aspect English Language Essay

Grammatical Tense And Aspect English Language Essay Tense and aspect are the most important grammatical categories for expressing time and temporal relations in English. For me, I will share my experience Now I am an English teacher at Udonthani Vocational College. I teach many English courses such as English for communication 2 , English Conversation , Business English .In each course I have taught 4 language skills such as listening skill, writing skill, speaking skill and reading skill. Students must learn every language skills because English is very important . If you want to communicate English very well you must practice 4 language skills. According to the topic 28 Tense and aspect They are very necessary in teaching grammar. Students must learn how to use tense and aspect. I will teach every English course but I dont teach them all at the same time. The aim of teaching tense and aspect is to study various linguistic approaches to the description of tense and aspect in English Moreover the course description will be the focus o f the ways of expressing present, past, future time. Now I will explain you some English course that I teach in this semester. Before start teaching I will study the course discription from the Vocational Education Commission curriculum. After that I will construc the course syllabus follow the the curriculum. I do the course outline by myself. Then I will study the content and provide the lesson which related the course description from many textbooks. I choose some content and combine to one book. For example I teach English for Conversation 2 (2000-1202) for the first year student in accounting field. I teach 18 Weeks in each semester. I must plan my teaching 9 units (1 unit per 2 week) I will choose some tense and aspect to teach in each unit . In unit one I taught about family . I will choose Present Tense of verb to be and verb to do. Students must know the structure of Tense . How or when to use it? How to make Wh-question. In unit 2 I taught about keeping a diary. Students m ust know and understand Past Simple Tense. They can tell the story in the past . The most important thing before to teach teacher must prepare their teaching and lesson plan . Teacher must improve teaching method and strategies The teachers must know the meaning of tense and aspect and also had understanding .I will show you the content as follow: What is Tense? The Definition of Tense (noun) : a form of a verb used to indicate the time . Tense is a method that we use in English to refer to time. There are three main principle of tenses . They are past tense , present tense and future tense. I will explain the meaning of each Tense. First, Present Tense verb show something is happening right now or at the present time. Second, Past tense verbs which tell about actions which happened some time ago are past tense verbs . Third, Future tense mean verbs which tell about actions which are going to happen are future tense verbs. Many languages use tenses to talk about time. Other language have no tenses, but of course they can still talk about time, using different methods. I will talk about time in English with tense. For example: Jirapon goes to temple. ( Present Tense) Udom went to school yesterday ( Past Tense) Suki will go to school tomorrow ( Future Tense) What is aspect? Aspect expresses a feature of the action related to time such as completion rod duration. Present simple and past simple tenses have no aspect. Aspect always include Perfect Tenses and Progressive or continuous Tense .For example: Perfective aspect ( be+ ing) My parents have lived in Udon Thani since last October. I have studied English since last year. Progressive aspect ( have+ past participle) They are reading newspaper in the room. David is washing his car at home. Further more there are 12 Verb Tenses in English . This is a chart of active verb tenses Tense Past Tense Present Tense Future Tense Simple I went to 7-11. She cooked dinner yesterday. We learnt French. I go to 7-11. She cooks dinner every day. We learn French I will go to 7-11. She will cook tomorrow. We will learn French Progressive be + main verb +ing I was going to Switzerland. She was cooking . We were learning French I am going to 7-11 now. She is washing dishes at the moment. We are learning French now. I will be cooking when you come. We will be going to Bangkok when the sun set. Perfect have + main verb I had cooked breakfast when the phone rang. She has cook many meals. We will have cooked breakfast by the time our mother come. Perfect progressive have + be + main verb + ing He had been cooking for 1 hour before he took lessons. He has been cooking for over and hour. He will have been cooking all day by the time she gets home. Time clues: these are words that give some information about when an action occurs. Some examples are: yesterday       every day tomorrow while now simple past simple present simple future past progressive present progressive There are many words that are time clues; some can be used to indicate a number of tenses, for instance that something happened in the past or that it will happen in the future. If you learn to recognize these time clues, you will find them very helpful. Note that some time clues can be used with more than one verb tense and also that this table is not a complete listing of all the time clues that can be used with all of the tenses Chart-Time Clues and Verb Tense Past Present Future Simple Simple Past Simple Present Simple Future yesterday last year/ month/ etc. before for five weeks/days/etc. one year/ month ago every morning / day / etc. always usually frequently sometimes tomorrow tonight next week/month/etc. soon in the future Progressive Past Progressive Present Progressive Future progressive while when now right now this week/minute/etc. when after as soon as before Perfect Past Perfect Present Perfect Future Perfect before already by the time until then/last week/etc. after until now since ever never many times/ weeks/years/etc. for three hours/ minutes/etc/ by the time you go (somewhere) by the time you do (something) already Perfect Progressive Past Perfect progressive Present Perfect Progressive Future Perfect Progressive before for one week/hour/etc. since for the past year/ month/ etc. for the last 2 months/ weeks/etc. up to now for 6 weeks/hours/etc. since by the time for ten days/weeks/etc. by From www.athabascau.cea Lesson Plan Subject: English For Communication 2 Level: Certificate 1 Instructor : Mrs. Sutida Intawai Text: English For Communication 2 Lesson: 4 Time: 2 period à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Objectives : Students will be able to: 1.to inductively review both struture and names of basic tenses Content: Vocabulary : Food, nationalities, dates and time, restaurants Structures : 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8. Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense Functions : 1. Talking about Tense and aspect Teaching procedures /Activities: Warm up / Lead in : The teacher greets students and tell them that they are going to learn about outline goals for todays class. Presentation: 1.Teacher presents the charts of structure of tense and aspect .Let them guess the kind of tense and aspect. Practice: 1.Teacher divide students into groups of 2 to 4 2. Have students take personal information quiz in groups 3. Check answers as a class, ask students to quickly speak about what they have learned about their fellow students Production: 1. Have groups identify tense names used in question 2. Give auxiliary verb exercise to students to be done individually 3. Correct auxiliary exercise in class Wrap up: Teacher and students discuss and summarize about this unit together. Teacher suggests students for further study by searching for more information from other resources for example, internet , library , newspaper and Self Access Learning Center in the college. Teaching aids/materials: Chart Authentic material; newspaper , food menu Textbook Evaluation and measurement: Observing the participation in class Correcting the exercises Personal note: à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€ š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Language Points: Affirmative Sentence: Present Simple (I do, work, like etc.) She works in the office. They talk about their project. Subject Verb I / We / You /They work talk use play watch do He / She / It works talks uses plays watches does Example: I live in Nakonnayok but my sister lives in Prachinburi. ( We use the present simple for things that are true in general, or for things that happen sometimes or all the times) I walk to school. The museum open at 09.00 a.m. and closes at 05.30 p.m. Suda goes to work in the morning. He does everything that she asks. (We use the present simple with always/ never/ often / usually / sometimes) We always travel by train. I often try to fix my computer. He washes his car every weekend. She usually carries her note book computer to work. Negative Sentences: Pattern: I dont + verb (present simple negative) Example: Santa doesnt come. The racing car doesnt slow. Subject Auxiliary Verb + not Verb I / You / We / They don t work He / She / It doesnt work I drink coffee but I dont drink tea. The children dont play in the park. Mary doesnt go to the library. She drinks tea but she doesnt drink coffee. Question Sentence: Pattern: Do you.. (Present simple question).? Example: Do they work? Does she work? Auxiliary Verb Subject Verb +? Do I /we / you / they work? Does He / she/ it work? Do you smoke? No, I dont. Do they speak English? Yes, they do. Does she work hard? Yes, she does Does your brother live in Bangkok? No, he does. Worksheet 1 Personal Information Quiz When did you last see a film? How many times have you been abroad? What type of books do you like reading? When were you born? How long have you been learning English? What will the weather be like tomorrow? What were you doing at 7 oclock yesterday evening? What are your parents doing? Where are your classes taught? What are you going to do after this course finishes? What are the names of the tenses used in the above question? 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8 Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense From http://esl.about.com Worksheet 2 Complete the table using examples from the text in activity B1 Tense Aspect Example present (no aspect = simple) continuous perfect past (no aspect = simple) continuous perfect Worksheet 3 Match the verb forms (1-6) with their main concepts (a-f) Verb form Concept 1. present simple a. past event with present relevance 2. past simple b. activity or process, in progress in the past 3. present continuous c. past state, event or habit 4.past continuous d. present state, event or habit 5. present perfect e. past event that happened prior to another past event 6. past perfect f. activity or process, in progress in the present Worksheet 4 Writing : Simple present Tense Exercise 1: Complete the text using words from the box. get up go have sleep start finish I (1) early, at quarter to six, and (2) To work at about half past six. I (3) breakfast in a cafà © near my office, and (4) .. work at half past seven. I dont (5).. a big lunch, just a sandwich and a coffee, I usually (6) . work at about six oclock. I (7) . home at seven, then I (8) dinner with husband. He loves cooking! After dinner we usually watch TV, then I (9) .. to bed early. About ten oclock and (10).. for seven or eight house. In conclusion, Tense and aspect are still problem for Thai learners. There are many error when do they speak and confuse because they speak English similar Thai speaking. They have many problems such as word order and use tense mistake. For example: I am not enjoy this film. Lets leave. What do you eating now? etc. So the teacher of English should develop their teaching and try to teach students learning by doing. Students will gain English language skill especially Tense and aspect from teacher as well. **************

Dramatic Effect in An Inspector Calls Essay -- J.B. Priestley

Inspector Goole’s plays a various amount of roles throughout the novel such as being a socialist as in others words is looking for them, a fraud as we discover he isn’t an inspector, a ghost as we discover he isn’t real and in some ways brings a sort of split in the Birling family as everyone has lost trust in one another. The following paragraph that is going to be established involves a comparison of an actual inspector contrasting with inspector Goole. This is an essential point as it helps us analyse on, how this inspector manages to make the Birling family confess about the knowing of the women who had committed suicide, Eva smith. However, if it was an ordinary inspector it could have been a different story. In other words, priestly does this to show a comparison of a fraud of an inspector in the 19th century and one who’s in the 21st century, where there is more crime and corruption. Goole is different towards an original inspector firstly; because he is more social towards them i.e. isn’t strict and has a calm approach towards him. As well as being social, he still can’t prevent arguments which commence between certain members of the families. He also isn’t very strict and is quite persuasive as well as changing the situations of characters significantly. An example of when this commences is when the inspector manages to convince Sheila that Eva smiths death wasn’t entirely her fault. We discover that she is convinced as she agrees with his opinion. â€Å"Yes. That’s true.† This shows that she has been convinced about the statement of the inspector however, as soon as she states her opinion, she becomes suspicious of the inspector as she stares towards him very closely due to the fact on what he stated, this then leads the... ... actually is. Another reason which suggests realism is the fact on how classes were treated. In The Victorian era, when Queen Victoria reined Britain, the three classes (upper, middle and working) were established through this time period. This is why Eva Smith had a difficult life as she didn’t have rights and was helpless as was working class. The audience later on know how helpless she was as she was used by Gerald and Eric for prostitution. In conclusion I would state that from my previous points that the Inspector may not have been as strict as an ordinary one however, did manage to reveal the truth by establishing tension through out the interrogation which was shown by the way priestly had used dramatic effects and figurative language. He also managed to change the attributes of the characters during the interrogation as well as a captivating cliff-hanger.

Gender of Nature: Mother Earth :: Essays Papers

Gender of Nature: Mother Earth â€Å"Forget not that the earth delights to feel your bare feet and the wind longs to play with your hair.† -The Prophet, by Kahlil Gibran There is no voice more comforting than Mama’s. In the womb we are suspended in safe warmth, hearing every noise that Mama makes. And we don’t just hear her voice. We feel its vibrations, its muffled hum, through our ears and our entire forming bodies. It’s no wonder that that is often the only voice that can comfort us in the distress of our new little lives. Yet, what of the mother who cannot speak? Can she still comfort her baby? Yes, because it is much more than vocal chords that connect a baby with its birth mother. After all, Baby eats all that Mama eats, breathes Mama’s air, knows Mama’s way of moving and laughing†¦Baby feels every surge of adrenaline that Mama feels. Bonds don’t get more intimate than that. Even after Baby is born, this bond is strengthened through long bouts of staring into each other’s eyes, through feeling the lulling rhythm of Mama’s breathing while sleeping against her chest, through time spent together saturated in touch and play. This phenomenon of intimacy is so powerful that it surpasses any blindness or handicap Mama could possibly have. Not only do we all have this precious connection with our Mama’s, we also have a strong, and similar, connection with Earth. Philosopher, Roger S. Gottlieb, tells plainly of our connection with Earth, saying, â€Å"We all live and breathe and drink the water and receive the food from the soil†¦Ã¢â‚¬  We are dependent on Earth, like infants depend on Mama, for life itself. It daily sustains us, in body, as well as in spirit. It is a tragedy that we have lost sight of our connection with Earth. In his book, Vocation: Discerning Our Callings in Life, Douglass Schuurman says, â€Å"Some dullards have no curiosity or sense of wonder at the harmony and beauty of creation; others have had it drummed out of them by suffering or deadening educational systems. But traces of the sense of wonder and the quest for meaning survive in most human beings. (65)† Perhaps it can be said that some dullardshave no curiosity or sense of wonder at the harmony and beauty of their Mama, the one in whom their life began.

Theme of Forgiveness in Nathaniel Hawthornes The Scarlet Letter :: Scarlet Letter essays

Theme of Forgiveness in The Scarlet Letter "The public is despotic in its temper; it is capable of denying common justice when too strenuously demanded as a right; but quite as frequently it awards more than justice when the appeal is made, as despots love to have it made entirely to it's generosity." The Scarlet Letter (156) One of themes that Hawthorne conveys in The Scarlet Letter is that society is more willing to forgive people who ask for forgiveness with humility and generosity than those who demanded it as a right. This theme was conveys using Hester Prynne, a young women who committed adultery. This was considered to be one of the worst crime someone could commit in the Puritan society during the eighteen hundreds, where she resides in. As punishment, Hester was required to wear a scarlet letter "A" upon her garment in order for everyone to recognize her crime. Her society had condemn her, they believed that she "has brought shame upon all of us, and ought to die..."(59) Yet, as time went by, because of the way in which Hester carried herself wearing the scarlet letter, the symbol had taken a new meaning. Although, when the scarlet letter was first place on her bosom it was a symbol of Hester's crime, burden, seclusion, and shame. However, as a result of Hester's generosit y and humility the scarlet letter had come to symbolize Hester's strength, philanthropy, and gained her very high respectability in her society. "Let her cover the mark as she will, the pang of it will be always in her heart."(59). The scarlet letter was place upon Hester Prynne bosom as a punishment for the crime she committed; the letter A to signified adulteress. The letter A on her bosom was there as a reminder the townspeople, strangers and Hester herself of the crime she committed. Likewise, it was there to ensure that such a crime would not again befell upon their Puritan community. " "Drink, then," replied he, still with the same cold composure. "Dost thou know me so little, Hester Prynne? Are my purposes wont to be so shallow? Even if I imagine a scheme of vengeance, what could I do better for my object than to let thee live-than to give thee medicines against all harm and peril of life so that this burning Shame may still blaze upon thy bosom?

The Armana Period

The art of Ancient Egypt was highly symbolic and fascinating that intended to keep the history alive. Their religion and beliefs were shown in their art and great works depict god, goddesses and Pharaohs. Each period had a distinctive and astonishing style. In the middle of the New Kingdom, the Egyptians had a new Pharaoh that made some dramatic changes not only in political but also in art styles and this is called the Amarna Period. This research paper aims to discuss the historical, religious and especially the art of Ancient Egypt during the Amarna Period.This enabled us to know the events and revolutionary works of Akhenaton to replace monotheism from polytheism of Egyptians religion and to acknowledge the essence of Amarna art in our present times. II. Egyptian Kingship About 3000 B. C. , kingship in Ancient Egypt begun when prestige and growth of wealth were at its peak indicated by the discoveries of metal tools and personal ornaments. By that time, poor tribes started revolu tion and so military protection was needed. The â€Å"cities were fortified and kings became prominent† (Chodorow 13).Kings manipulated wars and often tried to bring cities under their control, they served as war leaders and practiced religious functions viewed as guarantor of the welfare of the city which thought they had special relationship with the gods and prepared inscriptions that immortalized their royal deeds to maintain their authority. Concept/Established Priesthood. Even from the earliest times, religious ceremonies were often held by the royal family. King was considered as â€Å"the highest priest, who had sovereign right to perform rituals at any and all temples† (http://www. philae.nu/akhet/Religion3. html). â€Å"Priests had limited and specialized role of activities† and they had â€Å"to ensure the cults of god and goddesses along with the various external manifestations in the temples to maintain the integrity of divine presence on earth in the sanctuaries of the temples† (Sauneron 34). Unlike priests nowadays, they were not concern or persuading the people or trying to convert others to their religion, â€Å"they were bureaucrat of a sort delegated by the king to perform in his place certain physical rituals necessary for the general welfare† (Sauneron 35).All of their hieratic appointments were done by the kings and economically supported by receiving offerings and vast landowners. Relationship with the Gods. Egyptian monarchs already had the authority which was to impress the ancient world and depicted that they inherited from prehistoric kings who had special sanctity because of their power to assure prosperity through successful agriculture, thus they performed rituals involving irrigation, soil fertility and land reclamation.The Pharaoh were believed to manipulate the annual emergence and downfall of life itself (Roberts 84). Under the Old Kingdom, it appears that the â€Å"king is the absolute lord of the land† (Roberts 84) and venerated as descendant of the gods. Based on the theory, when the king died, he passed over to the Kingdom Wesir (Osiris) and left the kingship in the hands of his son. He becomes the Living Heru and transformed into a divine status.Until the Middle Kingdom, only king had an after-life to look forward to Egypt and â€Å"always stressed the incarnation of the god in the king even that idea was increasingly exposed by the realities of life in the New Kingdom† (Roberts 85). Influence/Control of Art. The framework for Egyptian arts and architecture was religious and magical. (Najovits 215). The glorification of gods and pharaoh-gods was the main theme of Egyptian art, primarily aim to manipulate the gods and equip for the afterlife (Najovits 218).They illustrated afterlife and mythology in a coherent manner. Creation of the images of the gods, including the pharaoh gods, illustration of religious beliefs, serving of religious concepts through the building of temples for the appeasement and worship of the gods, practice of funerary cults and the use of amulets were intended for their arts and architecture. III. Amarna Period In the late part of the 18th Dynasty, the most famous periods of Ancient Egypt was ruled by King Amenhotep IV, son of King Amenhotep III and Queen Tiye.He founded the city Amarna where his revolutionary reforms take place in a very short period. King Amenhotep IV. Succeeded his father Amenhotep III and he attempted a religious revolution called monotheism, worship of one god named Aton (Divine Sundisk). These religious ideas probably originated from the fact that â€Å"the sun could be seen rising each day and traveling across the sky, before disappearing each night only to re-appear next morning† thus â€Å"seen both incredibly strong and powerful† (Thomas 22).King Amenhotep IV changed his name to Akhenaton/Akhenaten meaning â€Å"It is well with Aton† because he wished to erase the reminiscence of the past and abandoned the old god of his fathers, Amon, whose cult had been the wealthiest and most powerful of Egypt and perhaps tried to recover power taken by the priest of Amon. He devoted his reign in religious revolution and activities and neglected his monarchy duties. Changes to Establishment. Akhenaton â€Å"tried to give a new direction to Egyptian religious thought† (Perry 48) and â€Å"established cults have been diverted to the cult of the Aten† (Shaw 277).He closed all temples in Thebes and built a new city in Amarna and â€Å"devised a new theology to support his religion† (Chodorow 21). All building activities at Thebes were ceased, traditional gods were banned completely; traditional temples were closed down and the cults of their gods came to a standstill and religious festivals with their processions and public holidays were no longer celebrated. All the income from estates and farms of the Amen temples was diverted to fu nd the construction of the new city (Thomas 52). Aten/Akhetaton. Egyptians believed that king becomes god when they die, they used to describe them as god Aten.â€Å"Akhenaton said that the god Aten had chosen a site for the new capital for him† (Thomas 48) and he established the new city called Akhetaton/Akhetaten, (Horizon of the Aten). It was â€Å"the place where the Aten manifests himself and where he acts through his son, the king, who is the â€Å"perfect child of the living Aten† (Shaw 277). Temples to Aten were built at Akhetaten and unlike â€Å"traditional temples which contain dark and mysterious inner chambers and cult statues, the Aten temples were open to the sky allowing the sun-disk to display itself in person† (Ryan 161). B. ArtUsing art as emphasis. The Egyptian artists in Amarna art wanted to enduringly fix the absolute, the symbolic, the ideal, the real meaning of what things should be where gods and divine pharaohs being portrayed in the i deal situations of stiff solemnity, power and youth. Historians noted that â€Å"the idealizing representation of kings is based on the desire to lift the ‘good gods’ (the kings), sons and likenesses of the gods† (Najovits 218). Amarna art represented detail idealization of the world and people in a system that encompassed everything from the beginning – creation to the afterlife.Akhenaton put much emphasis on the fact that he was the â€Å"mother who gives birth to everything who had created his subjects with the ka (creator-god)† (Shaw 281). New style. Akhenaton changed the traditional artistry of Egypt where architecture, sculpture and paintings focused on canonical pharaonic portraits. â€Å"The artistic style made a sudden transition from the traditional Egyptian style of portraying people with ideal, perfect physiques to a new and rather jarring style† (Lorenz).The effeminate body with curving contours, long face with full lips, heavy e yelids, misshapen body with weak arms, narrow waist, protruding belly, wide hips and fatty thighs created arguments among historians. They think that he â€Å"suffered from some kind of illness or syndrome which caused his odd appearance† (Lorenz) and that his â€Å"portrait is a deliberate artistic reaction against the established style, paralleling the suppression of traditional religion† (Kleiner 78).Akhenaton showed â€Å"himself in a warm family scenes with his wife and children, portraying himself and the rest of the royal family in a much more human and naturalistic manner† (Lorenz). The scene of the royal family, Akhenaton, Nefertiti and their three children Merytaten (being kissed by his father), Meketaten (sitting on her mother's lap) and Aknkhesenpaaten (baby on Nefertiti's shoulder). Both Nefertiti (Akhenaton's wife) and Tiye (mother of Akhenaton) figured prominently in the art and life of Amarna age. Queen Tiye regularly appeared in art beside Amenh otep III during his reign as well as during the reign of Akhenaton.Queen Nefertiti frequently appears in the decoration of the Aton temple at Karnak who looked like clones of Akhenaton and sometimes wears pharaonic headgear. Pictures showing husband and wife embracing or offering each other flowers continued until the reign of Tutankhamen. Amarna period most probably associated with the images of Aten worship scenes. The Sundisk where the Pharoah and Queen offer flowers to Aten and their two eldest daughters bask shaking sistrums, is one of the most common distinction of Amarna period.Analysis. The reign of Pharaoh Akhenaton depicted a relaxed, affectionate pharaoh and purely human emotional themes and everyday, secular subjects became usual and that was a revolution in its own right. According to historians, â€Å"the Fifth Dynasty and Amarna period must be the two finest periods in Egyptian art, it was then that the artist best managed to combine theological obligation to depict idealized essence with natural inclination to depict reality† (Najovits 233).Despite the criticism obtained, the art had never been so dramatic and meaningful that showed formalistic conventions and attempted the truth of the system they represented. Another feature of Amarna style is the â€Å"extraordinary sense of movement and speed, a general looseness and freedom of expression that was to have a lasting influence on Egyptian art for centuries after the Amarna Period had come to an end† (Shaw 282). C. Compare/Contrast With previous establishment. Egyptians artists regularly ignored the endless variations in body types of real human beings.Painters and sculptors did not sketch their subjects from life but applied a strict canon or systems of proportions that lasted for thousand of years (Kleiner 69). Before the Amarna period, pharaohs concentrated on building temples and great pyramid tombs made of mud-brick, stones and woods. They have huge statues and reliefs paint ed in minute polychrome, paintings of sensual women, hunting scenes and peoples in their everyday tasks were widespread which were intended to provide company to the deceased in the other world. Evolution of Art during Amarna.Inscriptions revealed that it was Akhenaton who instructed his artist in his own new style. â€Å"Akhenaton's new movement had given rise to a new and very realistic style of art which emphasized even the king's physical deformities† (Boadt 159) unlike the normal image of showing the kings and important people as ideal persons in good health and great looks. In the early years, human figures were depicted with specific proportions contrary to normal figures and there was a time when images were the same like clones but soon outmoded.Later, it becomes less extreme with some artwork returning almost to normal. The depiction of the king becomes more graceful evolving into a softer, more naturalistic style. IV. Opinions/Observations Observations of Art of Am arna Period. King Akhenaton's reign was too short to bring his reform to success both in political and religious through expression in Egyptian arts. It centered on the sun-disc and its life-giving rays but it practiced focused on the cult of the pharaoh himself.Yet it failed soon after Akhenaton's death, it was to have everlasting effects, the attempt to destruct the old cult, and to eliminate gods from any monuments, shows the monotheistic direction of the new faith as well as transition of Egyptian art in a well distinguished manner. Personal Opinions. I believed that King Akhenaton's unique and amazing style in expressing himself through deformed and sexless images greatly influenced the evolution of modern art. He formulated his own style of abstract images that made him popular not during his times but in our contemporary times.I think if he had worshiped his god without persecuting the cult of his fathers, may be the new religion will still be practiced and supported by the E gyptians. The fact that he was the King who can manipulate things and can even deceive the minds of his people, he ignored the voice of his people of freedom in religion that led to the end of his legacy that can be learned when his successor Tutankhamen, returned to worshiping the old gods. V. Conclusion Amarna Period was the time of King Akhenaton revolution against political and religious tradition of Ancient Egypt.He remarkably changed the conventional style of Egyptian art from building of mysterious temples and tombs to an intimate and expressionistic statues and paintings of himself and his family that demonstrate sophistication and creative freedom which was indeed revolutionary at that time. Works Cited Boadt, Lawrence (1984). Reading the Old Testament : An Introduction. New Jersey : Paulist Press. Brewer, Douglas J. and Emily Teeter (2007). Egypt and the Egyptians. United Kingdom : Cambrigde University Press. Chodorow, Stanley, et. al.(1994). The Mainstream of civilization . 6th ed. Fort Worth, Texas : The Harcourt Press. Kleiner, Fred S. , Christin J. Mamiya and Helen Gardner (2005). Gardner's Art Through the Ages. 12th ed. Belmont, California : Wadsworth/Thomson Learning. Lorenz, Megaera. January 15, 2000. The Art of the Amarna Period. http://www. heptune. com/art. html Najovitz, Simson (2004). Egypt, trunk of tree : a modern survey of an ancient land. New York : Algora Publishing. Perry, Marvin (1989). A History of the World. Boston, Massachusetts : Houghton MifflinCompany. Roberts, J. M. (1987). The Penguin History of the World. New York : Penguin Books. Ryan, Donald P. (2002). The Complete Idiot’s Guide to Ancient Egypt. New York : Alpha Books. Sauneron, Serge (2000). The Priests in Ancient Egypt. New York : Cornell University Press. Shaw, Ian (Ed. ) (2003). The Oxford History of Ancient Egypt. United Kingdom : Oxford University Press. Thomas, Susanna (2003). Akhenaten and Tutankhamen : The Religious Revolution. New York : Rosen Publishing . (http://www. philae. nu/akhet/Religion3. html

Government Responsibility for Broadcasting and Creative Industries in the UK Essay

BBC * Breakfast Television, a new venture for the BBC presented by Frank Bough and Selina Scott, began in 1983 and this was followed three years later by daytime television. * Government responsibility for broadcasting and creative industries in the UK lies with the Department for Culture, Media and Sport. The Office for Communications Act 2003 merged a number of regulatory bodies into a new regulatory structure headed by the Office of Communications or Ofcom. Ofcom took over responsibilities from the former Independent Television Commission, Radio Authority, Oftel, Radio Communications Agency and Broadcasting Standards Commission. * The BBC is run in the interests of its viewers and listeners. Twelve Governors act as trustees of the public interest and regulate the BBC. They are appointed by the Queen on advice from ministers. Day-to-day BBC operations are run by 16 divisions. The main BBC Executive Board is made up of 9 directors and is chaired by the Director-General. A Creative Board, Journalism Board and Commercial Board report to the Executive Board. The Executive Board answers to the Board of Governors. BBC Governors differ from directors of public companies, whose primary responsibilities are to shareholders and not consumers. BBC Governors represent the public interest, notably the interests of viewers and listeners. The Governors safeguard the BBC’s independence, set its objectives and monitor its performance. They are accountable to BBC licence payers and Parliament, and publish an Annual Report assessing its performance against objectives CNN * CNN.com is among the world’s leaders in online news and information delivery. Staffed 24 hours, seven days a week by a dedicated staff in CNN’s world headquarters in Atlanta, Georgia, and in bureaus worldwide, CNN.com relies heavily on CNN’s global team of almost 4,000 news professionals. CNN.com features the latest multimedia technologies, from live video streaming to audio packages to searchable archives of news features and background information.