Ray Bradbury Compare And Contrast Essay - 903 Words

Comparing and Contrasting Characteristics Ray Bradbury’s creation of character Montag in Fahrenheit 451 mirrors his own personal fears, social expectations, and importance of relations. Fahrenheit 451 is split up into 3 characteristics that the author, Ray Bradbury and the main character, Guy Montag share, bringing them to show their most common interests†¦ their love for book. They are willing to go to the fullest extinct for their passion without letting anything get in their way and taking all risks that is needed to succeed. As well as Ray Bradbury had some wild thoughts he also had some personal fears , afraid to take off his career and other reasons. Based off his past, it made the person and writer he is today , giving him the†¦show more content†¦Ã¢â‚¬Å" I knew Ray Bradbury for the last thirty years of his life, and i was so lucky. He was so funny and gentle and always enthusiastic. He cared, completely and utterly about things. He cared about toys and childhood, and films. He cared about books. He cared about stories.† Even though Bradbury had issues at home with his family he never let it stop him from writing and chasing his dreams. He kept pushing forward as well as Montag, facing problems with his wife finding out he was no longer in love with his wife he still tried to make it work and focus on his main focus. â€Å"Despite economic problems that took his family twice to Arizona in search of work, and despite the deaths of two siblings, Bradbury’s memory of his early year s is positive.† Writing this novel Bradbury has let other readers feel close to him allowing them to feel like they can relate to him through his stories as well as Montag. Bradbury and Montag relate because they know what is expected of them to succeed and satisfy themselves. Montag holds the responsibility as being a fireman and burning books instead he keeps them other characters in the story can relate who have escaped the society and they will also help him to do the same. 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Last Sacrifice Chapter Twenty-seven Free Essays

string(31) " and chastise a naughty child\." I WOULD HAVE GAPED IF I were there, both from the shock of seeing Sydney and at the sight of a human on Court grounds. Humans, actually, because there were two others with her, a man and a woman. The man was young, only a little older than Sydney, with deep brown hair and eyes. We will write a custom essay sample on Last Sacrifice Chapter Twenty-seven or any similar topic only for you Order Now The woman was older and wore the tough, seasoned look I associated with Alberta. This woman was dark-skinned, but I could still see the golden tattoo she and the other humans had. All Alchemists. And it was obvious these Alchemists were not happy. That older woman was putting on a good show, but her darting eyes made it clear she wanted to be somewhere– anywhere–else. Sydney and the guy didn’t hide their fear at all. Sydney might have gotten used to me and Dimitri, but she and her associates had just walked into a den of evil, as far as they were probably concerned. The Alchemists weren’t alone in their discomfort. As soon as they’d entered, the guardians no longer regarded Eddie as the room’s threat. Their eyes were all on the humans, scrutinizing them as though they were Strigoi. My friends seemed more curious than afraid. Lissa and I had lived among humans, but Christian and Adrian had had very little exposure, other than feeders. Seeing the Alchemists on â€Å"our turf’ added an extra element of intrigue. I was certainly astonished to see Sydney there so quickly. Or was it quickly? Hours had passed since we’d escaped Jill’s house. Not enough time to drive to Court but certainly enough to fly. Sydney hadn’t changed clothes since I’d last seen her, and there were shadows under her eyes. I had a feeling she’d been grilled to no end since her capture. The mystery was, why bring the Alchemists here to the meeting about Eddie killing the unknown Moroi? There were two completely different issues at stake. Lissa was thinking the same thing. â€Å"Who are these guys?’ she asked, although she had a pretty good idea who Sydney was. She’d heard enough description from me. Sydney gave Lissa a once-over, and I suspected she had guessed Lissa’s identity as well. â€Å"Alchemists,’ said Hans gruffly. â€Å"You know what that means?’ Lissa and my friends nodded. â€Å"What do they have to do with Eddie and that guy who attacked me?’ she asked. â€Å"Maybe something. Maybe nothing.’ Hans shrugged. â€Å"But I know there’s something strange going on, something you’re all involved in, and I need to figure out what. She’– Hans pointed at Sydney–‘was with Hathaway in Detroit, and I still have trouble believing none of you know anything about it.’ Adrian crossed his arms and leaned against the wall, the perfect picture of indifference. â€Å"Keep believing that, but I don’t know any of these people. Don’t Alchemists hate us? Why are they here?’ Adrian, ironically, was the only one of my friends who knew I hadn’t been in West Virginia, but you’d never tell from his demeanor. â€Å"Because we have an escaped murderess to deal with and needed to question her accomplice in person,’ was Hans’s crisp response. A denial of my guilt was on Lissa’s lips, but the older Alchemist jumped in first. â€Å"You have no proof that Miss Sage was an â€Å"accomplice’ to your criminal. And I still think it’s ridiculous that you wouldn’t let us do our own questioning and leave it at that.’ â€Å"In any other situation, we would, Miss Stanton,’ replied Hans. Ice was forming between the two of them. â€Å"But this one, as you can imagine, is a bit more serious than most. Our queen was murdered.’ Tension ramped up even more between the guardians and the Alchemists. Their working relationship was not a happy one, I realized. It also occurred to me that even if Sydney’s superiors thought she’d committed some crime, they would never admit as much to my people–which meant Hans’s paranoia wasn’t entirely unfounded. When none of the Alchemists responded, Hans seemed to read this as approval to begin interrogating Sydney. â€Å"Do you know these three?’ He gestured to my friends, and Sydney shook her head. â€Å"Ever communicated with them?’ â€Å"No.’ He paused, as though hoping she’d change her answer. She didn’t. â€Å"Then how did you get involved with Hathaway?’ She studied him intently, fear in her brown eyes. I wasn’t sure if it was because of him exactly. Really, she had a lot of things to be nervous about right now, like being here at all and the eventual punishment the Alchemists would dole out. Then, of course, there was Abe. Technically, he was the reason she had gotten ensnared in this mess. All she had to do was tell on him, say he’d blackmailed her. It’d get her off the hook–but incur his wrath. Sydney swallowed and forced a defiant look. â€Å"I met Rose in Siberia.’ â€Å"Yes, yes,’ said Hans. â€Å"But how did you end up helping her escape here?’ â€Å"I had nothing to do with her escaping this place!’ said Sydney. It was a half-truth, I supposed. â€Å"She contacted me a few days ago and asked for help to get to a house near Detroit. She claimed she was innocent and that this would help prove it.’ â€Å"The Alchemists knew by then she was a fugitive,’ pointed out Hans. â€Å"Everyone had orders to look out for her. You could have turned her in.’ â€Å"When I first met Rose, she didn’t seem like the murdering type–I mean, aside from killing Strigoi. Which isn’t murder at all, really.’ Sydney threw in a little Alchemist disdain. It was a nice touch. â€Å"So, when she said she was innocent and could prove it, I decided to help her. I gave her a ride.’ â€Å"We already asked her about this,’ Stanton said irritably. â€Å"And we already told you that we did. What she did was foolish–a naive lapse in judgment. It’s something for us to deal with, not you. You worry about your murdering fiend.’ Her words were light, like they were going to take Sydney home and chastise a naughty child. You read "Last Sacrifice Chapter Twenty-seven" in category "Essay examples" I doubted it would be that simple. â€Å"Who were the people with her?’ asked Hans, ignoring Stanton. Sydney’s contempt grew. â€Å"One was that guy †¦ Dimitri Belikov. The one you think was â€Å"cured.’ I don’t know who the others were. Two guys and a woman. They never introduced us.’ It was a well-done lie, her faked disgust about Dimitri masking her knowledge of the rest of our associates. Lissa leaned forward eagerly, speaking just before Hans could. â€Å"What was in Detroit? How was Rose going to clear herself? Especially with Jill?’ Hans didn’t look happy about the interruption, but I knew he had to be curious about Jill and Detroit as well. He said nothing, perhaps hoping someone might slip and reveal a key piece of knowledge. Sydney, however, continued playing distant and cold. â€Å"I have no idea. That Jill girl didn’t seem to know either. Rose just said we had to get to her, so I helped her.’ â€Å"Blindly?’ asked Hans. â€Å"You really expect me to believe that you just trusted her like that?’ â€Å"She’s my–‘ Sydney bit her lip on what I suspected was â€Å"friend.’ She turned her professional mode back on. â€Å"There was something believable about her, and I figured it’d be a waste of resources if the Alchemists had been helping you hunt the wrong murderer. If I decided she was guilty, I could always turn her in. And I thought †¦ I thought if I was the one who solved this, I’d get the credit and a promotion.’ That was a good, good lie. An ambitious girl trying to improve her career on the sly? Very good. Well, not to everyone. Hans shook his head. â€Å"I don’t believe any of you.’ The guy Alchemist took a step forward that made every guardian tense to jump him. â€Å"If she says that’s the way it happened, then that’s the way it happened.’ He had the same fierceness and mistrust that Stanton had, but there seemed to be more. A sort of protectiveness toward Sydney that was as personal as professional. Lissa picked up on it too. â€Å"Easy, Ian,’ said Stanton, still keeping her eyes on Hans. Her composure reminded me more and more of Alberta. She couldn’t be at ease with a roomful of guardians but wasn’t showing it. â€Å"It doesn’t matter if you believe her or not. The point remains: Miss Sage answered your questions. We’re finished.’ â€Å"Do Jill’s parents know anything?’ asked Lissa. She was still in shock at all of these developments–not to mention worried about me being out of my safe mountain town– but this mysterious shot at clearing my name was powerful. She couldn’t let it go. Sydney turned to Lissa, and I could practically read the Alchemist’s thoughts. She knew how close Lissa and I were and would have liked to give Lissa some sort of comfort. There was no way, though, that Sydney could do that with these people in the room. She also had to be aware of the fact that I myself hadn’t told Lissa anything about Jill. â€Å"No,’ said Sydney. â€Å"We just went there, and Rose said Jill had to come with her. The Mastranos don’t know why. And then–and then Rose did take her. Or Jill went with her. I’m not sure what happened. It all turned to chaos.’ Neither the Alchemists nor guardians disputed me taking Jill, which made me think it was a story they’d gotten–and accepted–from both Jill’s parents and Sydney. It had just enough truth to be plausible–and explain Jill’s disappearance. It didn’t mention the Dragomir secret, however, which Emily was probably more than happy to keep quiet for now. â€Å"There,’ said Stanton. â€Å"This is exactly what we told you before. We need to leave now.’ She turned toward the door, but guardians blocked the way. â€Å"Impossible,’ said Hans. â€Å"This is a serious matter, and Miss Sage is the only link we have to a murder–a royal murder. And a kidnapping.’ Stanton scoffed, and I remembered Sydney once saying the Alchemists thought the Moroi royalty system was silly. â€Å"She doesn’t seem to be of much more use to you. But don’t worry–we’ll be holding her. Contact us if you have more questions.’ â€Å"Unacceptable,’ said Hans. â€Å"She stays here.’ Ian, the other Alchemist, joined the argument, moving protectively in front of Sydney. â€Å"We’re not leaving one of our own here!’ Again, I had that funny feeling about him. A crush, that was it. He had a crush on her and was treating this as more than just business. Stanton gave him a look that said she would handle this matter. He fell silent. â€Å"You can all stay here, then,’ said Hans. â€Å"Makes no difference to me. We’ll get you rooms.’ â€Å"That is unacceptable.’ From there, she and Hans got into a raging argument. I didn’t think it would come to blows, but the other guardians had closed in slightly as a precaution. Ian’s eyes darted between Stanton and Sydney, but he didn’t get into the fray. Once, his gaze passed over the table Hans leaned against, and Ian suddenly did a double take at the photograph. It was only a brief pause, a slight widening of the eyes †¦ but Lissa caught it. She took a step toward Ian and Sydney. One of the guardians glanced at the movement, deemed Lissa safe, and returned to watching Stanton. â€Å"You know him,’ Lissa murmured, keeping her voice below the shouts. In fact, it was a little too low because she got blank looks from Sydney and Ian. Their ears couldn’t hear what a Moroi or dhampir could have. Lissa glanced uneasily around, not wanting to attract attention. She raised her volume slightly. â€Å"You know him. The guy in the picture.’ Ian stared at Lissa, a bit of wonder and wariness on his face. He undoubtedly bore that same standoffish attitude toward vampires, but her words had caught him off guard. And, even if she was an evil creature of the night, she was a very pretty one. â€Å"Ian,’ said Sydney softly. â€Å"What is it?’ There was a note of urging in her voice, one that inadvertently played upon his crush, I think. He opened his mouth to speak, but then, the â€Å"conversation’ among the others wrapped up. Sydney again became the center of attention, and Ian turned away from Lissa. The compromise Stanton and Hans had reached was exactly that–a compromise. Neither was happy with it. There was a small town less than forty-five minutes away from Court, and the Alchemists would stay there–with several guardians on hand. It sounded like a house arrest to me, and Stanton’s expression seemed to agree. I think she only consented because it was a human town. Before he’d let everyone go, Hans questioned my friends a final time, his eyes studying every face carefully. â€Å"And none of you–none of you–know this Alchemist girl or have been in contact with her? Or know about her involvement with Hathaway?’ Again, Lissa and the others denied it, and again, Hans had no choice but to grudgingly accept the responses. Everyone moved toward the door, but Hans wouldn’t let Eddie leave. â€Å"Not you, Castile. You’re staying here until other matters are settled.’ Lissa gasped. â€Å"What? But he–‘ â€Å"Don’t worry about it,’ said Eddie with a small smile. â€Å"Everything’ll be okay. Just look after yourself.’ Lissa hesitated, despite Christian tugging her arm to go. Although all accounts said Eddie had defended Lissa’s life, he’d still killed a Moroi. That wouldn’t be taken lightly. The guardians had to be 100 percent convinced he’d had no other choice before they’d release him. Seeing the strong, calm look on his face, Lissa knew he was prepared to handle whatever came. â€Å"Thank you,’ she said, walking past him. â€Å"Thank you for saving me.’ His answer was a slight nod, and Lissa stepped into the hallway–to find herself in more chaos. â€Å"Where are they? I insist on–ah.’ My friends and the Alchemists had been heading toward the exit while a group of guardians escorted them. Meanwhile, someone had entered the hall and was now being stopped and challenged by the guardians. It was Abe. He took in every piece of the bizarre scenario in less than a heartbeat, his eyes passing over Sydney and the Alchemists as though he’d never seen them before. Through Lissa’s eyes, I saw Sydney blanch, but nobody else noticed. Abe smiled at Lissa and sidled up to walk out with her. â€Å"There you are. They want you for the last monarch test.’ â€Å"And they sent you?’ asked Christian skeptically. â€Å"Well, I volunteered,’ replied Abe. â€Å"I’d heard there was some, er, excitement. Murder, fanatical religious humans, interrogations. All things I’m interested in, you know.’ Lissa rolled her eyes but said nothing until the whole group emerged from the building. The Alchemists and their unwelcome escort went one way while Lissa and our friends went the other. Lissa longed to glance at Sydney and Ian–I did too–but knew it was best to keep moving forward and follow Abe’s lead, particularly since some of those guardians were watching more than just the Alchemists. As soon as Lissa’s group was far enough away from the authorities, Abe’s amiable smile vanished, and he turned on my friends. â€Å"What the hell happened? I’ve heard all sorts of crazy stories. Someone said you were dead.’ â€Å"Nearly,’ said Lissa. She told him about the attack, expressing her fear over Eddie. â€Å"He’ll be fine,’ said Abe dismissively. â€Å"They have nothing to hold him on. The worst he’ll get is a mark on his record.’ Lissa was relieved by Abe’s easy assurance, but I still felt guilty. Thanks to me, Eddie’s record was already marred. His sterling reputation was declining on a daily basis. â€Å"That was Sydney Sage,’ said Lissa. â€Å"I thought they were all in West Virginia. Why isn’t she with Rose?’ â€Å"That,’ said Abe darkly, â€Å"is an excellent question.’ â€Å"Because they were apparently kidnapping Jill Mastrano in Detroit,’ said Christian. â€Å"Which is weird. But not the craziest thing I can think of Rose doing.’ I appreciated the support. Abe got a recap of this new development too, at least as much as my friends knew of it–which was only a fraction of the whole story. Abe picked up immediately that he’d been played, and it was obvious from his angry expression that he didn’t like being kept in the dark. Welcome to the club, old man, I thought with small satisfaction. I hadn’t forgotten how no one had filled me in on the escape plan. My smugness was short-lived because I was worried about what would happen to Sydney, now that Abe was on to her. â€Å"That girl was lying to me,’ he growled. â€Å"Every day, all these reports about how quiet and boring it was in West Virginia. I wonder if they even made it to that town. I have to go talk to her.’ â€Å"Good luck,’ said Adrian, pulling a cigarette out and lighting it. Apparently, in my absence, the dating contract he’d jokingly made up that said he would â€Å"cut back’ on his vices didn’t apply. â€Å"I don’t think her cronies or the guardians are going to let you near her.’ â€Å"Oh, I’ll get to her,’ said Abe. â€Å"She’s got a lot of answers. If she hid them from those other idiots, then good for her. But she’s going to tell me.’ A sudden thought sparked into Lissa’s mind. â€Å"You have to talk to Ian. That guy with the Alchemists. He knows the man in the picture–er, I mean, the guy Eddie killed.’ â€Å"You’re certain?’ asked Abe. â€Å"Yes,’ said Adrian, surprising them all. â€Å"Ian definitely had a reaction. He’s also got a crush on that Sydney girl.’ â€Å"I saw that too,’ said Lissa. â€Å"She seems kind of uptight.’ Adrian frowned. â€Å"But maybe their kind go for that.’ â€Å"That crush might actually be useful,’ mused Abe. â€Å"You women don’t know the power you wield. Have you seen that guardian your aunt’s dating? Ethan Moore?’ â€Å"Yes,’ groaned Christian. â€Å"Don’t remind me.’ â€Å"Tasha is pretty hot, though,’ noted Adrian. â€Å"That is not cool,’ said Christian. â€Å"Don’t get so huffy,’ said Abe. â€Å"Ethan’s a palace guard. He was there the night of the murder–which could be very useful to us if she can keep him interested.’ Christian shook his head. â€Å"Those guards already testified. It won’t matter. Ethan’s told what he knows.’ â€Å"I’m not so sure,’ said Abe. â€Å"There are always things that occur off the official record, and I’m positive the guards were all debriefed with strict orders on what to reveal and not to reveal. Your aunt might be charming enough to find out something for us.’ Abe sighed, still looking very unhappy at the sudden upsetting of his orderly plans. â€Å"If only Sydney had been charming enough to talk her way out of that interrogation so that I could go interrogate her. Now I’ve got to break through those Alchemists and the guardians to get to her and figure out where Rose is. Oh, and you do actually have to go to your test, princess.’ â€Å"I thought that was just a line you used to find me,’ Lissa said. â€Å"No, they want you.’ He gave her directions to the test. It was in the building she’d had the second test in. â€Å"All of you go together and then get a guardian to walk you back. Don’t leave your room until Janine or Tad come by.’ Tad was one of Abe’s henchmen. â€Å"No more surprise attacks.’ Lissa wanted to argue that she most certainly wasn’t going to put herself under house arrest but decided it was best to just let Abe go for now. He hurried off, still radiating agitation, and she and the guys turned toward the testing site. â€Å"Boy, is he pissed,’ said Adrian. â€Å"Do you blame him?’ asked Christian. â€Å"He just lost membership in the evil mastermind club. His brilliant plan fell apart, and now his daughter’s missing when he thought she was somewhere safe.’ Adrian stayed pointedly silent. â€Å"I hope she’s okay,’ sighed Lissa, a knot forming in her stomach. â€Å"And what in the world does Jill have to do with any of this?’ Nobody had an answer for that one. When they reached the testing site, Lissa found a situation almost identical to before. Lots of spectators lining the hall. Guardians blocking the door. More people than ever were cheering her name as she approached, some who were â€Å"common’ Moroi and others who were royals whose candidates were out of the running. A number of nominees hadn’t passed the fear test, so those families had switched their loyalties. Again, Lissa was ushered into the room alone. Her heart began to pound when she saw the same old woman. Were more terrible images to come? Lissa couldn’t see the chalice, but that was no guarantee of safety. There was no extra chair, so Lissa simply stood in front of the old woman. â€Å"Hello,’ Lissa said respectfully. â€Å"It’s nice to see you again.’ The woman grinned, showing those missing teeth. â€Å"I doubt that, but you say it very convincingly. You have politics in your blood.’ â€Å"Thank †¦ you †¦Ã¢â‚¬â„¢ said Lissa, unsure if she’d been complimented or not. â€Å"What would you like me to do for this test?’ â€Å"Just listen. That’s all. It’s an easy one.’ A twinkle in the woman’s eye made Lissa think this would not be easy. â€Å"All you have to do is answer a question for me. Answer correctly, and you’re through to the vote. And won’t that be entertaining.’ The old woman seemed to say those last words more to herself than Lissa. â€Å"Okay,’ said Lissa uneasily. â€Å"I’m ready.’ The woman sized Lissa up and seemed to like what she saw. â€Å"Here it is then: What must a queen possess in order to truly rule her people?’ Lissa’s mind went blank for a moment, and then a jumble of words popped into her head. Integrity? Wisdom? Sanity? â€Å"No, no, don’t answer,’ said the old woman, watching Lissa carefully. â€Å"Not yet. You have until tomorrow, at this same time, to think about it. Come back with the right answer, and you’ll have passed the trials. And †¦Ã¢â‚¬â„¢ She winked. â€Å"It goes without saying you won’t talk to anyone about this.’ Lissa nodded, rubbing the small tattooed spot on her arm. She’d get no help with the answer from anyone else. Lissa left the room, turning the question over and over in her mind. There were too many answers to a question like that, she thought. Any of them could– Movement in my reality instantly snapped me out of her head. I half expected Sonya to come bursting into our tent, but no, that wasn’t what had caught my attention. It was a much smaller motion †¦ and something infinitely more powerful. Dimitri was in my arms. How to cite Last Sacrifice Chapter Twenty-seven, Essay examples

Malaysian National Snack Essay Example For Students

Malaysian National Snack Essay I went to a Malaysian restaurant with my family last weekend to try some new Asian dishes we never tasted before. The name of the restaurant is Yazmin Malaysian Restaurant. That restaurant is located on Las Tunas Drive, San Gabriel. We ordered the curry noodles, the spicy chicken wings, the curry squids, and the satay. Among the foods we ordered, I would like to describe a dish that is called Satay. It is so delicious, and it is a new Asian dish that I never tasted before. There are many interesting Malaysian traditional things in that Malaysia restaurant. The restaurant was decorated by hanging the Malaysian traditional kites and posters with Malaysia famous places. Besides the kites and the posters, there also has some traditional clothes on the walls. The boss called that is the Batik clothes. Thus, I felt that I was like that I was eating in Malaysia in that time. We ordered some Malaysia traditional foods, and one of those dishes that I like it very much. That is Satay. Satay is a barbecued meat on a skewer. There are five skewers on a plate accompany with some bite-size cubes of cold, cook rice and the cool slices of cucumber, and uncook red onion. Along with it, there is a smaller plate filled with spicy peanut gravy. By using the same skewer, I dipped the meat into the spicy peanut gravy before I tasted it. Then, I speared a cube of cold, cook rice, and dipped into the gravy. Besides the bite-size of rice, I also speared a slice of cucumber and a slice of red onion, and dipped them into the gravy. It is so delicious until I had eaten up all the satay. Satays meat is marinated and threaded through thin bamboo skewers before grilled. When it is grilled, it is basted with margarine by using a lemon grass as brush. I believe this made the smell better. However, the satay gravy has more complicated ingredients. It contains of peanuts, onion, garlic, chilies, lemon juices, coconut milk, ground cumin, ground turmeric, and chopped lemon grass. The cucumber and onion are prepared uncook and cut into slices. The rice cubes are made of plain rice which cook with coconut milk instead of water. I like to eat the gravy because it contains peanuts in it. The peanuts made the gravy so crunchy and I like it very much. The satays meat is also good. However, when the satay became cold, I felt hard to chew. I like the rice cubes and the cucumber very much, but not the uncook onion because it was smelled bad after eating. Satay is a traditional food of Malaysia. It is so special compared to the other Asians food I had tried. Of course, I would like to eat the satay again if I have a chance to go back to that Malaysian restaurant.

Realm of Elements free essay sample

REALM OF ELEMENTS: A MULTI-USER EDUCATIONAL GAME BASED ON THE PERIODIC TABLE OF ELEMENTS USING MULTIPOINT MOUSE SDK FOR YOUNG FILIPINO LEARNERS By Ephraim John B. We will write a custom essay sample on Realm of Elements or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Estrada Cornelio M. Yap Jr. SCHOOL OF ARTS AND SCIENCES ATENEO DE DAVAO UNIVERSITY OCTOBER 2013 REALM OF ELEMENTS: A MULTI-USER EDUCATIONAL GAME BASED ON THE PERIODIC TABLE OF ELEMENTS USING MULTIPOINT MOUSE SDK FOR YOUNG FILIPINO LEARNERS A Thesis / Research Project presented to The Faculty of the Computer Studies Cluster Ateneo de Davao University In Partial Fulfillment of the Requirements for the Degree Bachelor of Science in Information Technology By Ephraim John B. Estrada Cornelio M. Yap Jr. SCHOOL OF ARTS AND SCIENCES ATENEO DE DAVAO UNIVERSITY OCTOBER 2013 Ateneo de Davao University COMPUTER STUDIES CLUSTER SCHOOL OF ARTS AND SCIENCES P. O. Box 8016 Davao City Philippines Recommendation for Final Defense In partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY, this UNDERGRADUATE THESIS / RESEARCH PROJECT entitled: REALM OF ELEMENTS: A MULTI-USER EDUCATIONAL GAME BASED ON THE PERIODIC TABLE OF ELEMENTS USING MULTIPOINT MOUSE SDK FOR YOUNG FILIPINO LEARNERS has been prepared and submitted by Ephraim John B. Estrada, and Cornelio M. Yap Jr. , and is recommended for FINAL DEFENSE. Christopher Aris O. Alviola Adviser Ateneo de Davao University COMPUTER STUDIES CLUSTER SCHOOL OF ARTS AND SCIENCES P. O. Box 8016 Davao City Philippines Recommendation for Acceptance The faculty of Computer Studies Cluster of the Ateneo de Davao University accepts the Undergraduate Thesis entitled: REALM OF ELEMENTS: A MULTI-USER EDUCATIONAL GAME BASED ON THE PERIODIC TABLE OF ELEMENTS USING MULTIPOINT MOUSE SDK FOR YOUNG FILIPINO LEARNERS which has been prepared and submitted by Ephraim John B. Estrada and Cornelio M. Yap Jr. in partial fulfillment of the requirements for the degree Bachelor Science in Information Technology. Jose Mari V. Freires Chair Panelist Oneil B. Victoriano Panelist Christopher Aris O. Alviola Adviser ACKNOWLEDGEMENT The accomplishment of this research project would not have been possible without the support and assistance of these wonderful people around us. Firstly, we would like to express our sincerest gratitude to our ever supportive and inspiring IT320 – Senior Project II professor, Ms. Michelle P. Banawan for always been there mentoring and guiding us and our section in every step of the success of our respective research projects. We would also like to express our gratitude to Mr. Christopher O. Alviola, our thesis adviser, for constantly being there for us in times of consultations and for willingly helping us out with his best knowledge and abilities for the betterment of this project. Our acknowledgment to this research project’s panelists, Mr. Jose Mari V. Freires and Mr. Oneil B. Victoriano, for they were the ones who critiqued and at the same time mentored and guided us for the enhancement of this thesis. We would like to thank selected teachers and students of the Holy Child College of DavaoJacinto Campus who have actively participated in the evaluation and testing of our project and for accommodating us each time we visit the school. We would also not forget to thank our friends and IT4A classmates who have served as motivators and as an active support group to us in finishing our thesis despite all odds and obstacles we have faced. Furthermore, we like to proudly acknowledge and express our appreciation to our beloved parents who helped us out in many aspects—financially, emotionally, and other gratifying adverbs. For without them, we would certainly not accomplish our thesis successfully. Their encouragement and continuous support truly served as an inspiration to us. Ad majorem Dei gloriam! TABLE OF CONTENTS ABSTRACT 1 Chapter 1 Background of the Study 1 Chapter 2 Technology Application Context 2 Chapter 3 Objectives of the Study 3 Chapter 4 Significance of the Study 3 Chapter 5 Scope and Limitations of the Study 4 Chapter 6 Review of Related Literature and Technology Applications 5 Chapter 7 Project Methodology 7 7. 1 Review and Selection of Tool and Platform 7 7. 2 Conceptualization and Design 8 7. 3 Development 9 7. 4 Evaluation and Testing 15 Chapter 8 Technology Background 16 Chapter 9 Results and Discussions 17 9. 1 Student Pre-test Results and Observations 17 9. 2 Student Pre-test Results and Observations 20 9. 3 Teacher Evaluation Results 22 9. 4 Deployment and Implementation 24 Chapter 10 Conclusion 25 Chapter 11 Recommendation and Future Work 25 Chapter 12 Definition of Terms 26 Chapter 13 References 26 APPENDIX i Pre-test Survey Questionnaire i Post-test Survey Questionnaire ii LIST OF FIGURES Figure 1: Research Design Diagram 7 Figure 2: Research Project Development Framework 9 Figure 3. 1: OnLoaded Method (Source Code Snippet) 10 Figure 3. 2: AssignCursor Class (Source Code Snippet) 11 Figure 3. 3: Assignment List (Source Code Snippet) 11 Figure 3. 4: AssignIcon Method (Source Code Snippet) 12 Figure 3. 5: AssignName Method (Source Code Snippet) 13 Figure 3. 6: AssignName Method (Source Code Snippet) 14 Figure 4. 1: Pre-test Survey Results 17 Figure 4. 2: Pre-test Results for the Game’s Features, Usability, and Interactivity 18 Figure 4. 3 (Photo) Students using the educational game with a single mouse 19 Figure 5. 1 Post-test Results for the Game’s Features, Usability, and Interactivity 20 Figure 5. 2 (Photo) Students using the educational game with multiple mice 21 Figure 5. 3: Post-test Survey Results (User Acceptance Test) 22 Figure 6. 1: Teacher Evaluation Results for the Game’s Features, Usability, Interactivity 22 Figure 6. 2: Teacher Evaluation Survey Results 23 Figure 6. 3: Teacher’s Evaluation Results on Topic and Content Materials 23 Figure 7: Deployment and Implementation Diagram 24 LIST OF TABLES Table 1: Descriptive Statistics Formulas 15 Table 2: Descriptive Statistics for Pre-test Results 18 Table 3: Descriptive Statistics for Post-test Results 20 Realm of Elements: A Multi-user Educational Game based on the Periodic Table of Elements using Multipoint Mouse SDK for Young Filipino Learners EPHRAIM JOHN B. ESTRADA AND CORNELIO M. YAP JR. , Ateneo de Davao University ABSTRACT Research relating to pedagogical practices indicated a positive impact of collaborative learning among students involved. However, current personal computer applications for collaborative learning are limited and poor. In most cases, these applications installed on personal computers can only serve one participating user at a time. In another way around, only few can participate and the rest are just mere onlookers—which means such learning applications lessens interactivity amongst its users, considering limited number of units available in the environment. Certainly, there are different kinds of game frameworks and technologies used for educational applications and games. The proponents shall utilize the Multipoint Mouse SDK offered by Microsoft to create a multi-user educational game, in Windows Presentation Foundation (WPF) format, which allows many students to interact with the same computer at the same time, to promote student engagement and participation as well as interactivity in learning the periodic table of elements. Evaluation and testing for the educational game’s features, applicability, interactivity and usefulness factors were conducted with selected 20 student respondents and 3 teacher respondents. By comparing and analyzing test results when used in a single mouse versus in multiple mice, it showed significant difference in classroom engagement, student participation and collaboration. These results show a positive and encouraging impact by the multi-user educational game to the respondents’ classroom environment. Keywords: Multipoint Mouse SDK, Educational Game, Collaborative Learning 1. BACKGROUND OF THE STUDY In the recent years, technology continues to evolve and improves its capability, affecting every individual’s daily routines. Technology has wedged the different faces of life and redefined the way we live. One of the most common technologies used by people is the computer. The users of computers vastly increased and prospered since it was invented. Nowadays, computers in any form become an integral part of our lives due to its functionality. The purpose of computers has engaged into complexity which made everything possible beyond our thoughts. Now, the use of information and communications technology (ICT) for education is transforming the traditional classroom and encourages learners to progress outside of the 1 Estrada and Yap †¢ Page |2 four walls of classroom, is more personalized and has become a powerful motivational tool. The use of ICT in education is significantly helping developing countries to catch up with the education race—becoming a great equalizer and providing more access. The introduction of technology in the educational field has made the process of learning and knowledge sharing, an interactive and fun-filled activity. A positive and effective combination of education for children and technology could be a good impact on the advancement and preparation on young Filipino learner’s learning process. In advanced pedagogical practices, using Computer supported collaborative learning (CSCL) has become an essential part of the whole learning environment and the culture of learning. Children can find it fun to play with others and become engaged when they have the opportunity to share experiences with peers. Microsoft’s Multipoint Mouse SDK is one tool that we can utilize and leverage in developing an educational game based on the periodic table of elements that caters a collaborative experience to young Filipino learners. Multipoint Mouse SDK also greatly offers more interactivity on educational and e-learning tools, for it allows many learners to interact with the same computer at the same time. 2. TECHNOLOGY APPLICATION CONTEXT There are a lot of educational games for young learners that exist in the market, but most of these games cater only one person per computer, and if multiplayer option is offered and allowed, it requires some special hardware and software requirements to achieve such. Educational games consist of various rules, complexity, and for some, storylines. Of course, all of these elements must be collaborated seamlessly to the desired area of learning to make the idea and concept of the game easy to learn and understand. To attract users and learners, multimedia elements should also be embedded in the game such as graphics, text, and some animations. According to Microsoft, in a classroom of 30 children with only 3 PCs among them, 10 students’ crowd around each machine, while one student takes center position and controls the mouse. Other students point, gesture and compete for the control of the mouse, but they really have no direct control of the PC and often lose interest and shift their attention elsewhere. The proponents will try to solve this problem, by helping students to use a single PC to learn together versus having a â€Å"solo computer experience†. Additionally, educational applications, integrated with Multipoint Mouse SDK, offer a practical way to decrease student-to-PC ratios, and provide a platform for Windows education software developers to create collaborative learning applications. Our study seeks to create a multi-user educational game based on the periodic table of elements—without the hassle of intricate hardware and software requirements—that uses Microsoft’s Multipoint Mouse SDK. The Multipoint SDK is mostly written to be programmed in Visual C#, an object-oriented programming language developed as part of the . NET platform. For that reason, most applications are written in that language. Using the Visual Studio that has an extension which supports the Windows Presentation Estrada and Yap †¢ Page |3 Foundation (WPF), it is possible to develop applications with Multipoint capability in other languages, like C++ with Visual C++ or Basic, or Visual Basic. In this research project, the graphical user interface and other graphical elements will be designed using Adobe Photoshop, which offers various useful applications in generating rich and appealing visuals suitable for the multi-user educational game. 3. OBJECTIVES OF THE STUDY The general objective of the study is to develop multi-user educational game based in the periodic table of elements in integration with Microsoft Multipoint Mouse SDK. The specific objectives are: ? ? ? ? ? ? To develop a multi-user educational game with integration of Microsoft Multipoint Mouse SDK to support multi-user mouse handling To develop the multi-user game in Windows Presentation Foundation (WPF) format with suitable and appropriate graphical elements To create controls in assigning teacher and student roles in using one’s individual mouse To include content materials for the educational game applicable and conform to the lessons in periodic table of elements in the local context To determine the significance of the multi-user educational game when used in single mouse versus multiple mice by evaluation and testing (pre-test, post-test, UAT) To promote student participation, engagement, and interactivity using the developed multi-user educational game in a classroom setting 4. SIGNIFICANCE OF THE STUDY The development of Multipoint Mouse SDK-integrated multi-user educational game based on the periodic table of elements will be beneficial to the students—particularly those in high school, as well as to their science teachers. This study is significant for all young Filipino Learners who wish to learn the periodic table of elements in a much fun and interactive manner using our Multipoint Mouse SDK— integrated multi-user educational game. This study may help them enjoy the change in active peer learning, welcome the opportunity to work cooperatively in small cohesive groups, and be most enthusiastic about using computers in the classroom. Their participation in the classroom activities will enable them to increase their interest in the subject. This study is also significant to teachers who wish to aid e-learning, specifically in the fundamentals of chemistry, in a fun, collaborating, and practical manner. The result of this Estrada and Yap †¢ Page |4 study may likewise challenge teachers to present a more engaging classroom experience that help pupils to work together and make the overcrowded classrooms feel smaller. This study is also contributable in the information technology area, specifically to developers of educational tools and games. This research project would also encourage education publishers to build interactive applications that allow multi-mouse handling to simultaneously engage on a single computer with integration of Multipoint Mouse SDK. Further improvements for the SDK in terms of functionalities and features can also, one way or another, be determined and analyzed via this study. Through collaborating Multipoint Mouse SDK with the educational game for basic chemistry, it enables one computer to serve many users simultaneously. Multipoint Mouse SDK does not only offer a more affordable and practical solution in the classroom environment, it also creates an active, collaborative learning experience that engages each and every learner. Furthermore, this research project is geared towards the better utilization of the abovementioned technology. 5. SCOPE AND LIMITATIONS OF THE STUDY The study will generally focus on developing a multi-user educational game that offers and promotes an effective and interactive way of learning the basics of chemistry, particularly about the periodic table of elements. Topics beyond the periodic table of elements such as about matter, atoms, solving chemical equations, stoichiometry, and others are not included as content materials in the multi-user educational game. Realm of Elements is an educational game suitable for classroom setting and is not offered as a tool for assessing individual learning of each pupil, e. g. for grading purposes. Instead, the game will serve as a tool, as derived from one of the research objectives, to promote significant interactivity, peer-collaboration, participation, and learning engagement (not assessment) amongst students using the multi-user educational game towards the study of periodic table of elements. There will be five (5) modules in the educational game which targets different areas of learning on the periodic table of elements. Since this is game application to be used on PCs, currently, this research project will only work in Windows Platform. All parts of this educational game are in English language. Other possible sensor techniques, market deployment, economic viability, and other privacy matters are not included in the scope of the study. There are several functionality limitations of Multipoint Mouse SDK. Multipoint Mouse cursors cannot interact with standard Windows controls such as the windows message box, the minimize button, maximize button, close button, and composite controls such as in scroll bars and combo boxes. Multipoint Mouse can only be activated in one Window and cannot be disabled after it has been instantiated. Using the SDK in a multiWindow application will cause the mouse pointer to freeze or to be hidden. On the proponent’s current Multipoint Mouse SDK version used, the functionality of getting mouse wheel scrolling state event was inadvertently disabled. Lastly, the SDK cannot return the same Device ID for the mouse when a mouse is unplugged or re-plugged. Estrada and Yap †¢ Page |5 6. REVIEW OF RELATED LITERATURE AND TECHNOLOGY APPLICATIONS There have been set of applications developed using multiple devices within a collaborative context. The work of Villanueva et al. explains a development of a system in improving the collaboration possibilities among participants in face-to-face meetings and working groups. Participating users can collaborate through a shared zone using their own mobile devices, such as mobile phones, laptops, Personal Digital Assistant (PDA) devices, and the like. To be able to utilize the shared zone, the users have their own cursors so that they can identify themselves [Villanueva et al. 2010]. Shekhar et al. report their observations from an exercise conducted in India to help grades 9th and 10th teachers design games which promote collaborative learning. The authors have described a strategy for designing collaborative learning games, which is through active teacher participation. They present four key elements that are essential for teachers to successfully design games for learning: the affordances of the technology for which they are designing; a concept of how games will be incorporated in the teacher’s daily lessons; the concept of games and its interactivity; and an understanding of the pedagogical goal [Shekhar et al. 2011]. In another work by Gohlke et al. , the authors have built a set of wireless, mouse-like devices enhanced with rotating controllers that aims to integrate the flexibility and transparency of mouse interaction with the benefits of physical controllers. With the use of Microsoft Multipoint, their goal is to use such controllers for audio and video editing in a different environment, but with better flexibility [Gohlke et al. 2010]. Infante et al. present an application called Exchange—a collaborative learning application developed for wirelessly interconnected Pocket PCs. This application is devoted to engage students and their teacher in a face-to-face Computer Supported Collaborative Learning (CSCL) activity, in a Single Display Groupware mode. That is, three users interact on the same display using three different mouse devices being mediated by the technological network, while preserving the original collaborative interaction. When children work collaboratively together, they show increased participation in group discussions, demonstrate a more sophisticated level of discourse, and provide more intellectually valuable contributions to those discussions [Infante et al. 2009]. A study was conducted by Gupta R. et al. that evaluate single-mouse and multiplemice configurations for computer-aided learning in schools wherein access to PCs is inadequate because of financial constraints. The proponents of this related work developed a single display groupware solution that allows multiple computer mice to be used on a single PC simultaneously. They compared the groupware with single-user-and-singlemouse and multiple-user-single-mouse scenarios. Experiments were conducted with 238 students in rural India. They found out that multiple mouse configurations were observed to be at par with the single-user scenarios which suggests that the value of a PC can be practically multiplied by employing a multiple input, shared use design. Lastly, addition, a comparison of the two multiple mouse scenarios—collaborative and competitive—showed a striking difference in learning outcomes and user behaviors that is possible due to slight variations in interaction designs for multiple-mice. [Gupta R. et al. 2007]. Estrada and Yap †¢ Page |6 A study was done by Inkpen, et al. to address collaboration preference among children, via involving pairs of children through playing a puzzle-solving game using three various experimental set-ups: (1) a paper-based style of the game; (2) a computer-based style of the game using one mouse, and (3) a computer-based version of the game using two mice. The authors developed an application using C++ and Microsoft DirectX and utilized input from one or more USB mouse. The results of this study have shown that providing children with support for their collaborative interactions can enhance their performance of activity, engagement, and motivation [Inkpen et al. 1999]. Collazos, et al. presented a paper that proposes a model describing how to design socio-technical environments that will promote collaboration in group activities. A game was developed by the proponents of this paper based on this model. The tool was used to conduct experiments for studying the collaborative learning process. Testing with this system revealed some strength and weaknesses both in sociological and technological factors. Based on their obtained results, they have seen that it is not only important to design a tool supporting the collaboration process, but also to consider other aspects such as teacher’s participation and learning goals, in order to have an effective collaborative learning environment (CLE). The use of the proposed indicators allowed the authors to identify strengths and weaknesses of the CLE they have designed [Collazos et al. 2007]. Bederson, et al. has looked at experiments using collaborative storytelling software with an aim to encourage and teach collaboration [Bederson et al. 1999]. The same software was used by Stanton and Neale, who studied the social interaction of the collaborations. These studies had children working together with independent cursor on a visual drawing and storytelling tool, but then the scenarios were limited to two children per PC. The applications studied were meant to enhance collaboration in classroom settings, and in most cases the educational goal was to teach collaboration itself among students [Neale et al. 2003]. Gupta A. et al. proposed a strategy for designing collaborative learning games with due consultations with pedagogical experts. In their paper, they specifically described a strategy for designing collaborative learning games through and with active teacher participation. Together with the teachers, they have developed a unique design methodology that helped the authors and the teachers to design and create collaborative learning games that supplement classroom teaching. After the final exercise of the workshop conducted, together with the participating chemistry teachers, they had formulated a game for students to construct a compound using the list of elements and balancing the equation—opening an opportunity of inciting discussions among students on which elements to be used. A game for secondary level chemistry was also then implemented to serve as a prototype for large scale development. With all these presented, the authors also composed four key elements that are essential to successfully design collaborative games for learning: (1) the affordances of the technology for which they are designing; (2) a vision of how the games will be incorporated in the teacher’s daily lessons; (3) the concept of games and interactivity; and (4) an effective understanding of the pedagogical goal [Gupta A. et al. 2011]. Estrada and Yap †¢ Page |7 7. PROJECT METHODOLOGY Figure 1: Research Design Diagram This this study is divided into four (4) main parts namely: (1) Review and Selection of Tool and Platform, (2) Conceptualization and Design, (3) Development, and (4) Evaluation and Testing of the multi-user educational game (quantitative assessment on its features and functionalities) by selected student and teacher respondents. 7. 1 Review and Selection of Tool and Platform In this phase, the proponents shall review, evaluate, and select the tools and platforms necessary to develop the multi-user educational game with, of course, integration of Multipoint Mouse SDK. During this stage, the proponents considered a number of development environment to be utilized for the project such as using Adobe Flash Professional, Microsoft Visual Studio, and Microsoft Expression Blend. As we evaluated and reviewed each development applications, we decided to use Microsoft Visual Studio and Microsoft Expression Blend over other tools for the reason these development apps had more substantial documentations, are comparatively stable, and had more standardized processes in making Windows-based apps in light with the Multipoint Mouse SDK, for which we will ingrate in the course of developing our multi-user educational game. Graphics design and graphical interface and elements shall be made using Adobe Photoshop, a powerful multimedia application in creating rich visuals and graphics, suitable for our multi-user educational game. Estrada and Yap †¢ Page |8 7. 2 Conceptualization and Design This is the phase where the proponents gather topics and content materials (conducive and in line with the lessons about the periodic table of elements), design game activities and game types, and design the user interface and graphical components of the multi-user game. For the content materials, the proponents shall carefully pick the topics from various chemistry books and online resources and these shall be validated by science coordinators and teachers via the Department of Education and some academic institutions if the collected materials are suitable for the educational game based on the periodic table of elements. Regarding the number of questions, it shall be numbered ranging from 75 to 100 questions (or even more), depending on the module and shall be presented in a randomly manner. Next, the proponents shall design various game types and activities to cater student’s interest and entertainment in a way it can be utilized simultaneously, using multiple mice. Game types and activities may be based from games such as flash card games and memory games—the proponents shall develop these game types in a manner it can cater multiple users. In designing, the flash card games for the first three (3) modules, the proponents will have it base from Jefferson Lab’s Elements Flash Cards (http://education. jlab. org/elementflashcards/). Here, the goal of the game is to score as high as possible by answering correctly. Their version of the game is limited only in naming element names and symbols wherein no choices or options are given as the individual player must type the answer using a keyboard. Also, the questions or â€Å"flash cards† are given randomly and the player can set how many flash cards are to be drawn. As this version uses keyboard for answering, spelling and capitalization are also checked. However, our version of the flash card games shall be modified. This modification shall support multiple mouse handling, using the Multipoint Mouse SDK. The number of mouse connected (excluding teacher’s mouse) is the also the number of individual flash card that will appear at the main gameplay. The proponents will also consider hardware requirements of the game by designing the flash card game with choices (via clickable buttons) as the students will be only using a computer mouse. To avoid confusion in the single display game, each player has their own question box (user control) wherein they are restricted to go out beyond its premises. The questions are randomly presented and no questions will appear more than once if it is given to a player. The goal of our version of this game is to answer as many flash cards as the players can. According to Microsoft Multipoint Mouse SDK website, by leveraging multiple mice in educational tools helps students to be more participative and engaged with their lessons in a classroom setting, as reflected on case studies conducted. One of the modules designed and included in this research project is about mixing elements. This game module shall be primarily based on Aakar Gupta’s research (found in the related works part of this paper) in using multipoint devices for inducing collaborative learning. The proponents shall design a game module that enables multiple students to solve a problem by working together in a whole shared screen (unlike the flash card games where they are restricted to their own user control). In this module, the players will be Estrada and Yap †¢ Page |9 asked what elements are needed to solve the problem. They will need to click the necessary elements in order to solve the problem. They must work collaboratively in order to solve the problem as time given shall be limited. After picking the elements needed, all of the players must click the ‘Check’ button to verify their answer, of course before the time ends. The goal of this module is to help students familiarize common mixtures and compounds by working together in mixing various elements with limited time. Lastly, the graphical user interface and graphical elements of the game shall be designed by the proponents considering a number of factors such as colors, font types, shapes, forms, and even placements of elements. Colors to be used shall be complimentary to each other, and avoid mixing colors in the interface that is distracting for the users. The same thing goes with the font types, where the proponents will only use two (2) to three (3) fonts for the consistency of the design interface. Other graphical element, such as buttons and containers, shall be subjected to be complimentary and in harmony with each other in order create an appealing user interface suitable for the collaborative use of the educational game. 7. 3 Development Figure 2: Research Project Development Framework The figure shown above is the detailed version of third phase of the study’s research design. During this phase, the proponents shall be using Microsoft Visual Studio as Integrated Developer Environment (IDE). Microsoft Expression Blend and Adobe Photoshop will be used for most of the UI design, from buttons to containers. Multipoint Mouse SDK will be integrated by installing it initially, then make it as reference to the Visual Studio Project. Multipoint Mouse SDK’s instances shall be initialized in the main window. From this, the proponents shall try to tweak over very few default functions and Estrada and Yap †¢ P a g e | 10 methods offered by the SDK to support some features for the game not available by default such as modifying dictionary files to improve aesthetic button states. In loading the sets of questions, it shall be presented randomly. Questions are stored in XML files. Mouse actions and information are stored in a class together with the user’s name. These shall be altogether integrated using Microsoft Vis

No-No Boys & Japanese Internment essays

No-No Boys & Japanese Internment essays In 1943 all Japanese American over the age of seventeen held in interment camps were forced to respond to a questionnaire (except those who had already requested repatriation to Japan) intended to separate those loyal from those disloyal to the United States. Two of the most significant and well known questions that appear on this would be the two loyalty questions number 27 and 28. They read: No. 27: Are you willing to serve in the armed forces of the United States on combat duty wherever ordered? No. 28: Will you swear unqualified allegiance to the United States of America and faithfully defend the United States from any or all attack by foreign or domestic forces, and forswear any form of allegiance or obedience to the Japanese emperor, to any other foreign government, power or organization? (Note: For female citizens, question 27 was reworded, asking if they were willing to volunteer for the Army Nurse Corps or the Women's Army Corp.) (Iritani) Internees were broken up based on there response to these questions. Japanese Internees who answered no to both questions were nick named as No-No Boys, and were sent to Tule Lake Relocation Camp (A much harsher camp). These two loyalty questions were extremely hard for internees to answer both yes too, and many soon found themselves being sent to the worse camp of all Tule Lake. For instance, question 27 which asks if you would join the U.S. Army seemed ridiculous to many Japanese Americans, because almost none of these internees wanted to fight for a country which had stripped them of their rights and dignity. Additionally, question 28 posed the issue of abandoning your allegiance to the Japanese Emperor. Many Japanese internees felt if they were to do that they would be unwelcome back into Japan, and because they are already unwelcome in America, would consequently have absolutely no place to go ...

Athens vs Han China Dbq

Athens was known for it’s talent; like we know today, Pericles, Plato, Socrates and more. While Athens Greece was prospering, China was suffering. During this period, Confucius lived and taught. His teachings had a rather big influence on Han China and China’s Golden Age. Chinese achievements rivaled the achievements of the Athenians. In spite of Han China and Athens Greece, they were two major empires that both ruled around the same time frame. They had differences such as population, government, and religion/culture. One of the differences Athens and Han China shared were there forms of government. Document 4 shares the characteristic of government with documents 5, 6 7. In â€Å"the oration of Pericles†(4) â€Å"Our form of government is called a democracy because it’s administration is in the hands of the peoples† while â€Å"Mandate of Heaven† (6) In this document Mencius tells the story of Yao and Shun. The Mandate of Heaven is China’s belief that emperors where chose by Heaven. In the document Wan Chang asked â€Å"in that case who gave the Empire to Shun? † and Mencius said, â€Å" Heaven gave it to him. † Wang Chang believed that Heaven gave Shun the Empire. He had that point of view because of what Mencius had told him about the Mandate of Heaven. In â€Å"Government in Athens† (5) It discusses how the Athenian Golden Age was inspired by the development of democracy by the Athenians. â€Å"In the most precise and literal sense Athenians governed themselves† there wasn’t a King or an almighty ruler. Generals were elected from the Assembly and served for a year’s term† On the contrary, â€Å"A remarkably Successful Kind of Government†(7) discusses how the Emperor appoints governors to each district. This type of government was effective because the central government was further enhanced by delegation of different areas . â€Å"The Chinese empire was indeed the largest political system in the classical world. † A document that would have been nice to read about would be a document with citizens from both Athens and Han, and their perspective and outlook on their form of government . Another difference Athens and Han China both had were population. Document 1 shares the characteristic of population with documents 2 3. In document one it shows two maps, one of Athens, and one of the Han Empire. These maps are a biased point of view though because it has the Han Empire map enlarged so it makes the map of Athens look smaller, but also on the map of Athens in the bottom corner it has an enlarged box of Attica. This document is not resourceful if you wanted to compare the size of Athens and Han because the maps are two different sides. It would have been helpful to have the maps the same size, also they could have showed the populations in the areas and where most people lived and where they traveled. â€Å"Athens population distribution† (2) This document shows the total population of Attica which is 315,000 . It also shows how many people were in each class, the class that had the most people were the slaves with 115,00. â€Å"Han China : population distribution†(3) This document shows the total population in Han China, 65,000,000 . Clearly Athens and Han differed in there size and population. Also in this document it shows how many people were in each class. The class with the most people is, Peasant farmers/urban workers with 58,500,000 people. Culture/ Religion is another difference Athens and Han China had. Document 8 shares the characteristic of Culture/Religion just like documents 9,10,11 12. â€Å"what is a good citizen†(8) This shows Athenian culture and what they had believed is a good citizen. This document discusses how each individual isn’t just interested in his own problems or his own self, but he’s also interested in the state and it’s affairs. While in document 10 â€Å"Confucius on the Individual and the State† This document is showing culture because the people of the Han China culture believed what Confucius taught and said. In this document Confucius said that fathers are to cover up for their sons and sons to cover up for their fathers. What would have made this document more relevant to Han China’s culture would be facts on how Confucius culturally and religiously influenced Han China and it’s peoples to believe his teachings. â€Å"Dialogue of Socrates and Crito in Prison†(9) This document is about Crito trying to get Socrates to escape from prison. Socrates was thrown into prison because he was charged for not believing in the gods that everyone believed, introducing other gods, and corrupting the youth. This shows culture because that’s what people did if you did not believe in the same Gods they believed in. Socrates did not believe or listen to Crito, he had that point of view because nothing would convince him other wise of what he thought, â€Å" I know that anything more, which you may say, will not convince me† – Socrates. Document 11†Discus Thrower† is a painting of an Athenian man throwing a discuss, the cultural style of art differed from Han China’s style of art. Ch’ iu Ying Landscape (12) differed from document 11. This is a painting of a landscape, while document 11 was a portrait. What would have been better to help further contrast these different cultures styles of art would be more documents of Han Athens’s artworks. In closing, Han China and Athens Greece had there differences in three categories, but there are more differences then just those three. For example, everyday life for the citizens. Although Han China and Athens Greece were two major empires that both ruled around the same time frame. They had there differences such as population, government, and religion/culture. Athens vs Han China Dbq Athens was known for it’s talent; like we know today, Pericles, Plato, Socrates and more. While Athens Greece was prospering, China was suffering. During this period, Confucius lived and taught. His teachings had a rather big influence on Han China and China’s Golden Age. Chinese achievements rivaled the achievements of the Athenians. In spite of Han China and Athens Greece, they were two major empires that both ruled around the same time frame. They had differences such as population, government, and religion/culture. One of the differences Athens and Han China shared were there forms of government. Document 4 shares the characteristic of government with documents 5, 6 7. In â€Å"the oration of Pericles†(4) â€Å"Our form of government is called a democracy because it’s administration is in the hands of the peoples† while â€Å"Mandate of Heaven† (6) In this document Mencius tells the story of Yao and Shun. The Mandate of Heaven is China’s belief that emperors where chose by Heaven. In the document Wan Chang asked â€Å"in that case who gave the Empire to Shun? † and Mencius said, â€Å" Heaven gave it to him. † Wang Chang believed that Heaven gave Shun the Empire. He had that point of view because of what Mencius had told him about the Mandate of Heaven. In â€Å"Government in Athens† (5) It discusses how the Athenian Golden Age was inspired by the development of democracy by the Athenians. â€Å"In the most precise and literal sense Athenians governed themselves† there wasn’t a King or an almighty ruler. Generals were elected from the Assembly and served for a year’s term† On the contrary, â€Å"A remarkably Successful Kind of Government†(7) discusses how the Emperor appoints governors to each district. This type of government was effective because the central government was further enhanced by delegation of different areas . â€Å"The Chinese empire was indeed the largest political system in the classical world. † A document that would have been nice to read about would be a document with citizens from both Athens and Han, and their perspective and outlook on their form of government . Another difference Athens and Han China both had were population. Document 1 shares the characteristic of population with documents 2 3. In document one it shows two maps, one of Athens, and one of the Han Empire. These maps are a biased point of view though because it has the Han Empire map enlarged so it makes the map of Athens look smaller, but also on the map of Athens in the bottom corner it has an enlarged box of Attica. This document is not resourceful if you wanted to compare the size of Athens and Han because the maps are two different sides. It would have been helpful to have the maps the same size, also they could have showed the populations in the areas and where most people lived and where they traveled. â€Å"Athens population distribution† (2) This document shows the total population of Attica which is 315,000 . It also shows how many people were in each class, the class that had the most people were the slaves with 115,00. â€Å"Han China : population distribution†(3) This document shows the total population in Han China, 65,000,000 . Clearly Athens and Han differed in there size and population. Also in this document it shows how many people were in each class. The class with the most people is, Peasant farmers/urban workers with 58,500,000 people. Culture/ Religion is another difference Athens and Han China had. Document 8 shares the characteristic of Culture/Religion just like documents 9,10,11 12. â€Å"what is a good citizen†(8) This shows Athenian culture and what they had believed is a good citizen. This document discusses how each individual isn’t just interested in his own problems or his own self, but he’s also interested in the state and it’s affairs. While in document 10 â€Å"Confucius on the Individual and the State† This document is showing culture because the people of the Han China culture believed what Confucius taught and said. In this document Confucius said that fathers are to cover up for their sons and sons to cover up for their fathers. What would have made this document more relevant to Han China’s culture would be facts on how Confucius culturally and religiously influenced Han China and it’s peoples to believe his teachings. â€Å"Dialogue of Socrates and Crito in Prison†(9) This document is about Crito trying to get Socrates to escape from prison. Socrates was thrown into prison because he was charged for not believing in the gods that everyone believed, introducing other gods, and corrupting the youth. This shows culture because that’s what people did if you did not believe in the same Gods they believed in. Socrates did not believe or listen to Crito, he had that point of view because nothing would convince him other wise of what he thought, â€Å" I know that anything more, which you may say, will not convince me† – Socrates. Document 11†Discus Thrower† is a painting of an Athenian man throwing a discuss, the cultural style of art differed from Han China’s style of art. Ch’ iu Ying Landscape (12) differed from document 11. This is a painting of a landscape, while document 11 was a portrait. What would have been better to help further contrast these different cultures styles of art would be more documents of Han Athens’s artworks. In closing, Han China and Athens Greece had there differences in three categories, but there are more differences then just those three. For example, everyday life for the citizens. Although Han China and Athens Greece were two major empires that both ruled around the same time frame. They had there differences such as population, government, and religion/culture.

Jurisdiction In The Case Of a Bank About To Enter Into a Loan Essay

Jurisdiction In The Case Of a Bank About To Enter Into a Loan Agreement with A Foreign Company - Essay Example This paper illustrates that the agreement as to which country shall have jurisdiction of the contract should be clearly stated therein to avoid the ambiguity of the provisions. Under the recent ruling of Marconi Communications International Limited v PT Pan Indonesia Bank Limited TBK (2005) AER (D) 389, the Court of Appeals dealt with the jurisdiction of the letter of credit. Under this contract, it was specifically stated that the governing law would be English law. However, there was a provision in the contract itself, which gave an indication for confirmation of the letters of credit. The conflict now in this case is in the interpretation of the contract as to whether or not Article 4(2)3 of the Convention would apply since although the forum specifically chose by the parties in England, the perfection of the contract is more closely connected with the other country which is Indonesia as the confirming bank is located in that country. Another argument presented in this case is the application of Article 4(5)4. Now, therefore, the court has to resolve whether or not to use Article 4(5) and disregard Article 4(2). In its resolution, the Court ruled that Article 4(5) should apply therefore the law of England should be the governing law as provided for in the contract. Most interesting in this case is the Court’s recommendations that â€Å"the same system of law should govern the co-existing contracts between (a) the issuing bank and the beneficiary, (b) the confirming bank and the beneficiary and (c) the issuing bank and the confirming bank.

Interest Group Politics Essay Example | Topics and Well Written Essays - 250 words

Interest Group Politics - Essay Example Something must have really happened but the truth could only be revealed by those considered not useful in the industry but they indeed have a lot of underground information. Blaming the failure to effectively control the smoking of cigarettes in the US on politics as suggested by Sapolsky is entirely wrong and short sighted. Even though there is huge political influence from the politicians that is not entirely the reason cigarette smoking is still persistent in the US (Sapolsky 8). The author of this article would have explored the profits the companies make and how the market is widely providing taxes and hence the protection and control is coming from people with much more influence and more money than the politicians. There are many people with vested interest in continuation of cigarette smoking. In as much as large organizations can move directly and not through lobbyist, their success rate compared to that of organizations (no matter how minor) that use lobby groups to advocate for changes in congress is way higher (Hojnacki and David 778). The article by Hojnacki and Kimball would have been more convincing if they had indicated figures on the success rate of such major organizations because research about lobbyists suggest

East is East Essay Example for Free

East is East Essay East is East is a play about family life set in Salford at the start of the 1970s. It focuses on the Khan family, specifically the children, who are coming to terms with their identity in a mixed race household dominated by an abusive father. In this assignment, I will explore how the conflicts and tension in the play are dramatically revealed through the use of humor. I will explore Act 1, Scene 1, and Act 2 Scenes 2, 4, and 5. Throughout these scenes I will look at the separate conflicts and tension concerning Abdul, George and Sajit. It is necessary to observe Georges behavior closely as his actions directly impact upon his family, especially his children. His character shows the crossing over of the two cultures. Abduls character shows the clash of the two cultures and how they both try to overcome the other. He is the voice which speaks for the views of the children. Of all the children, Sajits character most strongly embodies the conflicts and struggles of being trapped between two extremely different cultures. His trademark parka appears to symbolize his hidden inner feelings, since it is worn all throughout the play until his emotional breakthrough in Act 2, Scene 5 (further discussed later in this essay). The children of the family are aged between 12 23. Act 1, Scene 1, has an everyday family life theme to it, with the family in a typical atmosphere which they are nearly always in. This act is useful as it helps set the play and introduces the lifestyles of the characters: â€Å"The contrast of cultures should come out in the set dressing, wall paper, oil cloth, Islamic prayer stickers, a coffee table with a picture of the Taj Mahal, a Lazy Susan which is always full of washing. † (Act 1, Scene 1) we are aware of the atmosphere and theme from this which helps set the play. We can see the contrast by having a picture of the Taj Mahal and then a Lazy Susan. A Lazy Susan is heavy slang which can help elucidate the situation. However, when the dialogue starts, we are taken of the description of the set and are faced with a humorous situation which involves George chasing Sajit because he has not been circumcised: â€Å"GEORGE: I tell you stupy, why you no listen. Your son bloody got it (He indicates his crotch. ) here tickle-tackle. † (Act 1, Scene 1) It is quite important that George is raising an issue that his son has not been circumcised. This reflects his views and is the first sign that he is a very religious Muslim. George uses Pidgin English which is very funny and shows that he has taken parts of the Pakistani dialect and merged it with English. Also George uses euphemisms instead of explicit terms which make it amusing like stupy. There is almost a sense of Schadenfreude for the audience as George, who is usually violent in his control of the family, is struggling to speak fluently. This is funny as it makes it seem as if he is hanging somewhere in between the two cultures. Another stage direction shows Georges relationship with his wife: â€Å"George grins slightly, these arguments happen all the time, and this one has reached its point. † (Act 1, Scene 1) In this quotation, we can see the relationship George has with his wife and that he is a playful character. This is another image of George that the audience gets and they assume that this is Georges normal behaviour. In this scene there are not any visible conflicts between the characters. This scene does not appear to be particularly loaded, but then again it is only the beginning of the play. This changes as we begin to slowly find out. In Act 2, Scene 2, the cross-cultural conflicts created by the tension slowly built throughout the play up to this point is finally resolved. Sajit is opening up to his older brother, Abdul, and Abdul is seeing Sajit in a new light. Sajit to him was always the dotty child who never took off his coat. The symbolism of Sajits coat is like his protection and sanctuary to get away from all of the harsh treatment and bad feelings that he receives. In Act 2, Scene 5, more is revealed about the symbolism of Sajits coat. After their talk Abdul wishes he had a parka to get away from all the conflicts, living up to his fathers expectations and his complicated life: â€Å"I wish I had a parka. † (Act 2, Scene 2) This quotation has importance as it shows that Abdul has accepted Sajit and his ways. It also shows that he would like to seek refuge just like Sajit and shows that he also is vulnerable like his brother. This is the first time that Abdul has shown any sort of understanding towards Sajits feelings. Another family conflict is shown when Abdul tries to explain to Tariq, his younger and rebellious brother, why he has never defied his father and let his father overpower him: â€Å"I want him to treat me like a proper son, I want him to trust me. I dont want him to feel as if Im some investment for his future. † (Act 2, Scene 2) Abdul is trying to explain to Tariq why he listens to his father and tries to respect him. This shows that Abdul is very reasonable and can see both points of views, from his and his siblings and his view and from his fathers. The world conflict in this scene forms a backdrop in the play. George feels strongly about Pakistan and the war as he has family near the borderline. Ella (his wife) on the other hand, does not really care about the war and is more concerned about life back home and her family: They only come around here when they want money, or when money wants sending to Pakistan, to buy more bleeding land that were not gonna live on. And do you think any of my kids are gonna get a look in, if owt happened to you? (Act 2, Scene 2) Ella is finally unleashing her feelings which she has bottled up for the course of her marriage with George. George is dumbfounded as he knows that it is truth, then when Ella says: â€Å"Im not gonna stand by and let you crush them one by one because of your pig bloody ignorance. † (Act 2, Scene 2) George upon hearing Ella apparently call him pig becomes angry. He is a volatile character and Ellas words trigger off his already heated temperament (Pork is forbidden in Islam, so he feels gravely insulted): â€Å"George grabs Ella violently by her hair and pulls her to the ground. We see Sajit crying in the yard. † (Act 2, Scene 2) The scene has come to a dramatic conclusion which has a lot of tension within it, from both the domestic violence and Abdul and Tariqs encounter. A lot of tension has developed in this scene and is building up to the climax. In Act 2, Scene 4 we see Abdul in another light. We see him confessing and repenting his actions from earlier. The atmosphere becomes very tense as Abdul delivers a very powerful speech which releases a lot of tension: â€Å"I just sat there and watched them, and I didnt belong, I was crying,  crying so hard I couldnt catch my breath. † (Act 2, Scene 4) After this strong comment, the stage directions amplify the atmosphere: â€Å"Pause. We can just hear the music playing in the background. † (Act 2, Scene 4) This is a dramatic part of the scene as Abdul has vented his feelings about his behavior all in one powerful release. The relevance of the music is important as it is background music which can clearly be heard as both Abdul and Tariq are silent, showing that it is a reminder of their culture and the rising tensions. This scene is important as it helps us understand the character of Abdul. We can see that he can understand the young and childish views of his youngest brother, and the serious views of Tariq. Throughout the play, tension and humor have entwined which has built up to the climax of the play in the final scene. In Act 2, Scene 5, the tension of the play has risen to the climax and everyone is rushing around for the arrival of the guests. There is tension in the air as they are waiting for the arrival of Mr. Shah (the father of Abdul and Tariqs brides to-be): â€Å"Ella is plaiting Meenahs hair. Sajit sits oblivious to all the confusion around him, reading a comic. † (Act 2, Scene 5) We can see that there is tension as everyone is scurrying about doing their own thing. Ella seems to be in control of the situation and is ordering everyone about: â€Å"ELLA: Keep it bloody still then. Sajit go upstairs and ask your Dad to give you the nit comb. † (Act 2, Scene 5) â€Å"ELLA: Hang on, I havent got two pairs of hands. Abdul! Fix Tariqs tie. (Pause. ) Wheres Saleem? † (Act 2, Scene 5) â€Å"ELLA: Sajit go upstairs and ask your dad to get me jeweler out of the safe. (As Sajit goes. ) And take that bleeding parka off! Abdul, get the posh cups out of the cabinet in the kitchen. † (Act 2, Scene 5) In all of these quotations, we see Ella sending the children off around the whole house to prepare before Mr. Shah arrives. Upon the arrival of the guest the tone changes and the family adopt a posh approach, which is an immediate contrast with their usual eccentric behavior: â€Å"Mr. Shah enters greeted by Ella. Ella leads him into the parlor, followed by the others, Sajit bringing up the rear trying to see. Ella has now got her slightly posh voice on. † (Act 2, Scene 5) Then Mr. Shah is introduced. We can tell that he holds very high standards as everyone greets him as he is introduced. Ella who is normally very informal has now become very posh as she is aware of the respect that Mr. Shah deserves. We can see that Ella does not seem to know what to say and when to say it: â€Å"Oh theyre quite heftya ¦the frames I mean! Look George, arent they lovely? † (Act 2, Scene 5) In this quotation we can see that Ella has spoken aloud her true opinion about the girls pictures, but hastily manages to recover. This is quite an obvious sign that Ella is not used to meeting those who are from the Pakistani background and is embedded in the English culture. There is tension in the air because; if one character makes a mistake then there will be serious consequences like Mr. Shah refusing to allow his daughters to marry into the family: â€Å"Enter Meenah with the tea, she sees the photos, she can barely control her laughter, this could be dangerous. She scuttles out of the room quick. † â€Å"MEENAH: Ill just go and get the biscuits. (She almost snorts this. )† (Act 2, Scene 5) The children also notice that the pictures are unsightly and can hardly control their laughter, just like their mother. This is funny but serious as we can understand the comedy of the circumstances but the seriousness of the situation. In this scene there are cross-cuts between the two actions at the same time. There is the formal type atmosphere in the parlor and the informal light hearted tone in the living room where the children are gathered. This is quite good as tension is increased as the two actions happen. When one scene occurs, the other pauses thus building tension between the two. There is comedy present as the children are joking about with Saleems model and on the other hand we have such a serious atmosphere: â€Å"Ella goes to grab the model, but Saleem gets there first. She begins to chase him round the room. † (Act 2, Scene 5) As the model is of something so explicit, it is entertaining to see the situation change to such an amusing one. Then it says: â€Å"We are aware of the commotion outside the parlor door. † SALEEM: (from outside). Mam let go, youre pulling all the hair out! (Act 2, Scene 5) These quotations show the situation from the other room and we can imagine what the guest and the family are thinking. The family is all seated and then suddenly: â€Å"Saleem falls through the door clutching the model. He lands in front of Mr. Shah. † (Act 2, Scene 5) The sudden entrance of Saleem has surprised the guest, and George too has finally lost patience with his own family. Even though something so embarrassing and detrimental has happened Ella uses humor which induces the tension building to the climax: â€Å"ELLA: Im very sorry Mr. Shah, it was an accident, the hair came off in me hands. † (Act 2, Scene 5) Mr. Shah has been a patient guest for the family, but he too finally loses it. He cannot believe he was about to wed his daughters into this crazy family: â€Å"This is an insult to me, and to my family! How can you allow your son to behave like this! I will never let my daughters marry into this jungly family of half-breeds! † (Act 2, Scene 5) This too is an insult to Ella who as explained before loves her own children. She cannot let this pass her so easily: â€Å"Well your daughters arent good enough for my sons or your house. And if I hear you say another word about my family, Ill put that fanny over your bastard head. † (Act 2, Scene 5) Once again Ella has defended her family and used humor to add more tension to the atmosphere. This speech is tough as Ella overrules George to shout at Mr. Shah. Mr. Shah exits feeling personally insulted, and then George loses it: â€Å"You baster bitch, you insulting guest, bring bloody shame on family. † (Act 2, Scene 5) He is more concerned about what others think of his family and is annoyed that Ella has insulted not just an ordinary guest, but a Pakistani respectable man. George is too irrational and cannot see any other side to it so: â€Å"George grabs Ella, and pushes her to the floor, he starts to hit her. † (Act 2, Scene 5) Now George is hitting Ella for the second time and the children, all except Sajit, have not seen this brutal attack before. They are stunned: â€Å"Saleem and Tariq run over to try and stop him, Manner grabs Ella and tries to pull her away. Sajit takes off his coat, runs over, and starts to hit George with it. † (Act 2, Scene 5) Abdul has taken control of the situation and is grabbing his father and holding him against the wall. He is acting on behalf of all of the children: â€Å"ABDUL: Dad! (He grabs George and pushes him against the wall. ) Get off her stop it. † (Act 2, Scene 5) Abdul has just done a very manly action by sizing up to his father and then pushing him away. His conflicts have arisen as he has previously had to atone and be a religious Muslim and then had to face this situation. Sajit has been silent throughout the previous action but suddenly has whipped off his parka and started whacking his dad with it. This is such a major change as the metaphor of his parka has changed i. e. the parka represented bottled up feelings and now it is being released. The action of reliving the scene of his father attacking his mother must have removed his fears. The following quotation has a strong message in it: â€Å"Sajit runs off to the shed crying. Pause. Theres just the sound of Ella crying. The others help her into a chair. † â€Å"George starts to cry. † â€Å"GEORGE: I only try to help you son, I no want to bloody hurt you, I love my family. I have to bloody stick up for family when people calling. † (Act 2, Scene 5) The pause in the stage directions is used to build suspense and create more tension. Then when George begins to cry we realize that he is not all bad. The previous examples of George that we have seen are those which show him in either a humorous or bad light, not in a sympathetic light. The fact that he is crying shows that he too is human and feels sad about his actions. His  speech states that he cares for his family, and has their best interests at heart. This is quite moving and is almost like a healing to all of the violence. It proves that he does care for his family after all. Then George leaves and Abdul goes to speak to Sajit, who has retired to the coal shed. Sajit too has released his anger and even tells Abdul it: â€Å"I was only hitting him cause he hit me mam. He always does it. He said he was gonna burn the house down. † (Act 2, Scene 5) Sajit has said something which echoes his inner feelings all along. He thought that his dad was going to burn his house down. Sajit has foolishly taken Georges previous threat from when he previously beat up Ella to heart. This shows that he may be dotty, but he does care. Once again, he opens up to Abdul: â€Å"I didnt half give him a belt didnt I? † (Act 2, Scene 5) Then Abdul asks if Sajit wants to keep his coat, but surprisingly Sajit doesnt. In the following quotation, we can see Sajit giving all his fears up and relieving all his stress. â€Å"Sajit takes the coat, goes over to the bin, lifts up the lid, takes one last look at his coat, and throws it in. † (Act 2, Scene 5). The fact that Sajit has taken a final look at the coat may mean that he is reflecting on all of the times that his coat was a haven for him away from all of the troubles that plagued him. After such a moving ending and tension humor is once again introduced, as Sajit says: â€Å"Can I have another look at our Saleems model? † (Act 2, Scene 5) This shows the final example where humor is used to reveal tensions and conflicts. The resolution of the play is one that the audience may not have expected and is quite fulfilling as it successfully concludes the conflicts between the characters. From my assignment, I can conclude that conflicts and tension are dramatically revealed through the use of humor. In many scenes, we can see this like Act 1, Scene1 and Act 2, Scene 5. The purpose of this play is portraying life as an Anglo-Pakistani in the 1970s. It highlights the difficulties and good times of being Asian. The reason that Ayub-Khan-Din wrote the play was because the play was a way to show others how his life was for a typical Pakistani family growing up, in his circumstances. The playwright has based the play around his life which made it more real and understandable. This play is very autobiographical as it shows certain aspects of his life and shows the struggles for Anglo-Pakistani families. The play seems humorous, and since I didn’t really know how bad problems can really be in an English-Pakistani family living in England, I thought they had exaggerated a lot. But later finding out that the play is autobiographical; it made me understand the theme a bit better. It made me look at the play very differently, and it was easier to value the atmosphere as it was based upon a true lifestyle.