buy custom Act without Words essay

buy custom Act without Words essay Act without Words I is a mime by Samuel Beckett. The setting of the play is in a desert lightened up by astounding light. The play revolves around a man who fights to get in touch with certain objects that are persistently out of his reach. Despite of repeated frustrations, he still persists to reach for the next item to show up. This essay will focus on the analysis of the play. As the play starts, a man is tossed backwards on the arena. He is the only character in the whole play. A whistle is blown from the right direction and after reflecting for a while, the man proceeds in that direction as if to answer a call. He is tossed back again. This time around, the whistle originates from the left side and he faces that direction (Beckett, 2006, para. 3). This action is repeated several times. The man seems trapped and has no where to run to. Thereafter, a number of items are lowered into the stage starting with a palm tree. Before an object is lowered, a whistle is heard to indicate its arrival. When a pair of scissors is lowered, the man does not realize until the whistle is blown (Beckett, 2006, para. 5). Other objects are lowered in the course of the play such as cubes of varying sizes, and a knotted rope which are always ut of reach. Finally, he seems to have given up as he sits on the big cube. After some time, the cube is pulled from below leaving him on the ground. This makes him decline to reach for the objects any more. Even when the tree opens to give shade, he declines to move to the shade (Beckett, 2006, para. 7). Also, when the flask of water is swayed before him, he declines to have it, but sits staring at his hands. The mime is apparently a psychological experiment within the structure of a conventional fable. The character in the play is tossed by external superior forces which limits him within a hostile setting, that of a desert. He is made to deal with the aggressive forces. The man is equipped with two natural tools, his mind and hands, which elevates him more than other animals (Gontarski, 2003, para. 3). He uses them for survival and secures some water in the desert. It is found that the mind helps him learn how to place small cubes on the large ones. He is also led to invention through the help of the objects lowered to him. However, when he masters the use of the tools, they are taken away from him. He learns that he can use the scissors to cut the blocks and rope in addition to trimming his nails (Gontarski, 2003, para. 3). At the end, he is basiically crushed and remains beaten as he lies on the desert. It can also be argued that the deliberate decline of the man to obey at the end pr esents the rebellious nature of man. The inferior force is found to be subjective to the superior one. The climax is presented as a traditional ending. Sarcastically, the characters life gains significance at the end. In this decline, the cutting of the rope signifies a second birth, that of a man. He in fact gets a name, a man. He refuses to obey the summons by the external force and through his refusal to fight for the most basic of his needs, he is born (Gontarski, 2003, para. 5). At the beginning of the play, the man is formed, however, at the end; he is the one creating himself. By refusing to accept pleasure from the shade and other offers, he is a free man. The play is thus not wholly on the issue of rebellion to some domineering forces. It focuses on a man who tries to deliver himself from outer forces such as tradition, nature and mythology among others (Gontarski, 2003, para. 7). At the end, the man is free of his intuition for survival and delivered from the inadequacy of acting according to his personality. The end is an artistic achievement for the man and his significant in the play. Buy custom Act without Words essay

Typical Course of Study for 10th Graders

Typical Course of Study for 10th Graders By 10th grade, most students have acclimated to life as a high school student. That means they should be primarily independent learners with good time management skills and a sense of personal responsibility for completing their assignments. The goal of  high school coursework for 10th-grade students is to prepare them for life after high school, either as a college student or a member of the workforce. Coursework should also ensure that students are equipped to perform at their best for college entrance exams if secondary education is their goal. Language Arts Most colleges expect a high school graduate to have completed four years of language arts. A typical course of study for 10th-grade language arts will include literature, composition, grammar, and vocabulary. Students will continue to apply the techniques theyve learned from analyzing texts. Tenth-grade literature will likely include American, British, or world literature. The choice may be determined by the homeschool curriculum a student is using.   Some families may also choose to incorporate the literature component with social studies. So a student studying world history in 10th grade would choose titles associated with world or British literature. A student studying U.S. history would choose American literature titles. Students may also analyze short stories, poems, dramas, and myths.  Greek and Roman mythology are popular topics for 10th-graders. Continue to provide students with a variety of writing practice across all subject areas, including science, history, and social studies. Math Most colleges expect four years of high school math credit. A typical course of study for 10th-grade math will have students completing geometry or Algebra II to fulfill their math credit for the year. Students who completed prealgebra in ninth grade will usually take Algebra I in 10th, while students who are strong in math may take an advanced algebra course, trigonometry, or precalculus. For teens who are weak in math or who have special needs, courses such as basic mathematics or consumer or business math can fulfill math credit requirements. 10th Grade Science Options If your student is college-bound, he will likely need three lab science credits. Common 10th-grade science courses include biology, physics, or chemistry. Most students complete chemistry after successfully completing Algebra II. Interest-led science courses may include astronomy, marine biology, zoology, geology, or anatomy and physiology.   Other common topics for 10th-grade science include the characteristics of life, classification, simple organisms (algae, bacteria, and  fungi), vertebrates and invertebrates,  mammals and birds, photosynthesis, cells, protein synthesis,  DNA-RNA, reproduction and growth, and nutrition and digestion. Social Studies Many 10th-grade college-bound students will study United States history during their sophomore year. World history is another option. Homeschool students following a traditional curriculum will explore the Middle Ages. Other alternatives include a U.S. civics and economics course, psychology, world geography, or sociology. Specialized history studies based on a students interests are usually acceptable as well, such as a focus on World War II, European history, or modern wars. A typical course of study may also include prehistoric peoples and the earliest civilizations, ancient civilizations (such as Greece, India, China, or Africa), the  Islamic world, the Renaissance, the rise and fall of monarchies, the French Revolution,  and the Industrial Revolution. Modern history studies should include science and industry, the world wars, the Cold War, the  Vietnam War, the rise and fall of Communism,  the collapse of the Soviet Union, and world interdependence. Electives Electives can include topics such as art, technology, and foreign language, but students can earn elective credit for almost any area of interest. Most 10th graders will begin the study of a foreign language since it is common for colleges to require two years credit for the same language. French and Spanish are standard choices, but almost any language can count toward the two credits. Some colleges even accept American Sign Language.   Drivers education is another excellent option for a high school sophomore since most are 15 or 16 years old and ready to begin driving. The requirements for a drivers education course may vary by state. A defensive driving course can be helpful and may result in an insurance discount.