Ethics and Morality in Philosophy Essay - 908 Words

Morality has always been an unacknowledged and crucial role in defining ethics. Principles tend to be a virtue that applies only within society and can be distinguished from law, religion, or ethics. Morality in its defining sense can be different from each other, depending on the foundations of the society that claim their morality. Different societies have a different sense of what their moral priority would be like. Their morality can be based on purity and honesty when others concerned with practices. Many philosophers encourage morality, because generally it prevents and avoids harm to any society that is formed into certain groups. The most interesting notion of the morality comes out in a question whether it is informed through†¦show more content†¦We have certain moral obligations, because of the nature of our human being – experience of pain or pleasure, our family bounds and or approvals or disapprovals of these. In his Enquiry concerning the Principles of Morals, Hume says that â€Å"the end of all moral speculations is to teach us our duty; and, by proper representations of the deformity of vice and beauty of virtue, beget correspondent habits, and engage us to avoid the one, and embrace the other† (Hume, pg.172). Philosopher is not trying to draw rational and scientific actions of human being, as Descartes, but rather to explain some observational facts of human nature. He reduces these facts to small and very general principles. By doing so he founds a reason for which man actually approves or disapproves morally certain kinds of behavior. The whole Hume’s philosophy is bas ed on examination of human nature. As well as his theory of knowledge that comes from the sense experience and examination. Hume believes that knowledge even within a physical or mathematical contest comes through experience and observation. However, moral judgments depend on passions and sentiments that define approval and disapproval. Hume has a fairly positive and natural perception on moral judgments in Hume’s theory – moral sentiments. Approvals and disapprovals are necessarily connected with each other by feelings and emotions. If morality comes from sentiment,Show MoreRelatedPersonal Philosophy : An Organization Level Leader1734 Words   |  7 PagesMorality and ethics are two distinctive developments of a human being, whereby formation begins from childhood and is conveyed and honed throughout an individual’s lifetime. Morality and ethics shape an individual as they develop various understandings of how to relate to situations and dilemmas through their personal life experiences based on inputs from parents, family, experiences and organizations. 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Effects Of The Atlantic Slave Trade On Africa - 1516 Words

Effects of the Atlantic Slave Trade on Africa The Atlantic slave trade existed from the 16th to the early 19th century and stimulated trade between Europe, Africa, and the Americas. Over 12 million Africans were captured and sold into chattel slavery off the coast of West Africa, and more than 2 million of them died crossing the Atlantic. These outcomes of the slave trade are rarely disputed among historians; the effect of the Atlantic slave trade in Africa, however, is often a topic of debate. Some academics, such as Walter Rodney, insist that Africans were forced to take part in the slave trade, resulting in demographic disruption and underdevelopment in all sectors of Africa. Historian John Thornton acknowledges the negative consequences of the Trans-Atlantic slave trade, yet contends that it was merely an expansion of the existing internal slave trade which African rulers engaged in willingly. A final case made by Hugh Thomas completely contradicts Rodney’s thesis, asserting that the slave trade was not solely respons ible for decreasing Africa’s population, and furthermore, that it was primarily beneficial to Africa’s economy and politics. The true outcome of the slave trade in Africa lies not entirely in any one of these arguments, but rests rather in a combination of all three. Although the Atlantic slave trade was detrimental to the economic and social development of Africa, the trade benefited a small portion of Africans, who willingly aligned themselves withShow MoreRelatedEssay on The Atlantic Slave Trade921 Words   |  4 PagesThe Atlantic Slave Trade The changes in African life during the slave trade era form an important element in the economic and technological development of Africa. Although the Atlantic slave trade had a negative effect on both the economy and technology, it is important to understand that slavery was not a new concept to Africa. 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This mass, forced migration had many consequences for Africa, in many aspects of its history. In World History classes—both high school and college— these consequences for Africa are usually omitted, and a more Eurocentric view of the Atlantic Slave Trade dominates. Because of this, many are not aware of

Claudius Ptolemy free essay sample

Born: approximately 85 in Egypt Died: approximately 165 in Alexandria, Egypt One of the most influential Grecian uranologists and geographers of his clip, Ptolemy propounded the geocentric theory in a signifier that prevailed for 1400 old ages. However, of all the ancient Grecian mathematicians, it is just to state that his work has generated more treatment and statement than any other. We shall discourse the statements below for, depending on which are right, they portray Ptolemy in really different visible radiations. The statements of some historiographers show that Ptolemy was a mathematician of the really top rank, statements of others show that he was no more than a brilliant expounder, but far worse, some even claim that he committed a offense against his fellow scientists by bewraying the moralss and unity of his profession. We know really small of Ptolemy s life. He made astronomical observations from Alexandria in Egypt during the old ages AD 127-41. In fact the first observation which we can day of the month precisely was made by Ptolemy on 26 March 127 while the last was made on 2 February 141. It was claimed by Theodore Meliteniotes in around 1360 that Ptolemy was born in Hermiou ( which is in Upper Egypt instead than Lower Egypt where Alexandria is situated ) but since this claim foremost appears more than one thousand old ages after Ptolemy lived, it must be treated as comparatively improbable to be true. In fact there is no grounds that Ptolemy was of all time anyplace other than Alexandria. His name, Claudius Ptolemy, is of class a mixture of the Grecian Egyptian Ptolemy and the Roman Claudius . This would bespeak that he was descended from a Grecian household life in Egypt and that he was a citizen of Rome, which would be as a consequence of a Roman emperor giving that reward to one of Ptolemy s ascendants. We do cognize that Ptolemy used observations made by Theon the mathematician , and this was about surely Theon of Smyrna who about surely was his instructor. Surely this would do sense since Theon of Smyrna was both an perceiver and a mathematician who had written on astronomical subjects such as concurrences, occultations, eclipses and theodolites. Most of Ptolemy s early plants are dedicated to Syrus who may hold besides been one of his instructors in Alexandria, but nil is known of Syrus. If these facts about Ptolemy s instructors are right so surely in Theon of Smyrna he did non hold a great bookman, for Theon of Smyrna seems non to hold understood in any deepness the astronomical work he describes. On the other manus Alexandria had a tradition for scholarship which would intend that even if Ptolemy did non hold entree to the best instructors, he would hold entree to the libraries where he would hold found the valuable mention stuff of which he made good usage. Ptolemy s major plants have survived and we shall discourse them in this article. The most of import, nevertheless, is the Almagest which is a treatise in 13 books. We should state straight off that, although the work is now about ever known as the Almagest that was non its original name. Its original Grecian rubric translates as The Mathematical Compilation but this rubric was shortly replaced by another Greek rubric which means The Greatest Compilation. This was translated into Arabic as al-majisti and from this the rubric Almagest was given to the work when it was translated from Arabic to Latin. The Almagest is the earliest of Ptolemy s plants and gives in item the mathematical theory of the gestures of the Sun, Moon, and planets. Ptolemy made his most original part by showing inside informations for the gestures of each of the planets. The Almagest was non superseded until a century after Copernicus presented his heliocentric theory in the De revolutionibus of 1543. Grasshoff writes in: Ptolemy s Almagest portions with Euclid s Elementss the glorification of being the scientific text longest in usage. From its construct in the 2nd century up to the late Renaissance, this work determined astronomy as a scientific discipline. During this clip the Almagest was non merely a work on uranology ; the topic was defined as what is described in the Almagest . Ptolemy describes himself really clearly what he is trying to make in composing the work ( see for illustration ) : We shall seek to observe down everything which we think we have discovered up to the present clip ; we shall make this every bit briefly as possible and in a mode which can be followed by those who have already made some advancement in the field. For the interest of completeness in our intervention we shall put out everything utile for the theory of the celestial spheres in the proper order, but to avoid undue length we shall simply tell what has been adequately established by the ancients. However, those subjects which have non been dealt with by our predecessors at all, or non every bit usefully as they might hold been, will be discussed at length to the best of our ability. Ptolemy foremost of all justifies his description of the existence based on the earth-centred system described by Aristotle. It is a position of the universe based on a fixed Earth around which the domain of the fixed stars rotates every twenty-four hours, this transporting with it the domains of the Sun, Moon, and planets. Ptolemy used geometric theoretical accounts to foretell the places of the Sun, Moon, and planets, utilizing combinations of round gesture known as epicycles. Having set up this theoretical account, Ptolemy so goes on to depict the mathematics which he needs in the remainder of the work. In peculiar he introduces trigonometrical methods based on the chord map Crd ( which is related to the sine map by wickedness a = ( Crd 2a ) /120 ) . Ptolemy devised new geometrical cogent evidence and theorems. He obtained, utilizing chords of a circle and an inscribed 360-gon, the estimate # 61552 ; = 3 17/120= 3.14166 and, utilizing 3 = chord 60, 3 = 1.73205. He used expression for the Crd map which are correspondent to our expressions for wickedness ( a + B ) , wickedness ( a B ) and sin a/2 to make a tabular array of the Crd map at intervals of 1/2 a grade. This occupies the first two of the 13 books of the Almagest and so, citing once more from the debut, we give Ptolemy s ain description of how he intended to develop the remainder of the mathematical uranology in the work ( see for illustration ) : [ After presenting the mathematical constructs ] we have to travel through the gestures of the Sun and of the Moon, and the phenomena attach toing these gestures ; for it would be impossible to analyze the theory of the stars exhaustively without first holding a appreciation of these affairs. Our concluding undertaking in this manner of attack is the theory of the stars. Here excessively it would be appropriate to cover foremost with the domain of the alleged fixed stars , and follow that by handling the five planets , as they are called. In analyzing the theory of the Sun, Ptolemy compares his ain observations of equinoxes with those of Hipparchus and the earlier observations Meton in 432 BC. He confirmed the length of the tropical twelvemonth as 1/300 of a twenty-four hours less than 365 1/4yearss, the precise value obtained by Hipparchus. Since, as Ptolemy himself knew, the truth of the remainder of his informations depended to a great extent on this value, the fact that the true value is 1/128of a twenty-four hours less than 365 1/4yearss did produce mistakes in the remainder of the work. We shall discourse below in more item the accusals which have been made against Ptolemy, but this illustrates clearly the evidences for these accusals since Ptolemy had to hold an mistake of 28 hours in his observation of the equinox to bring forth this mistake, and even given the truth that could be expected with ancient instruments and methods, it is basically incredible that he could hold made an mistake of this magnitude. A g ood treatment of this unusual mistake is contained in the first-class article. Based on his observations of solstices and equinoxes, Ptolemy found the lengths of the seasons and, based on these, he proposed a simple theoretical account for the Sun which was a round gesture of unvarying angular speed, but the Earth was non at the Centre of the circle but at a distance called the eccentricity from this Centre. This theory of the Sun forms the topic of Book 3 of the Almagest. In Books 4 and 5 Ptolemy gives his theory of the Moon. Here he follows Hipparchus who had studied three different periods which one could tie in with the gesture of the Moon. There is the clip taken for the Moon to return to the same longitude, the clip taken for it to return to the same speed ( the anomalousness ) and the clip taken for it to return to the same latitude. Ptolemy besides discusses, as Hipparchus had done, the synodic month, that is the clip between consecutive resistances of the Sun and Moon. In Book 4 Ptolemy gives Hipparchus s epicycle theoretical account for the gesture of the Moon but he notes, as in fact Hipparchus had done himself, that there are little disagreements between the theoretical account and the ascertained parametric quantities. Although observing the disagreements, Hipparchus seems non to hold worked out a better theoretical account, but Ptolemy does this in Book 5 where the theoretical account he gives improves markedly on the one proposed by Hipp archus. An interesting treatment of Ptolemy s theory of the Moon is given in. Having given a theory for the gesture of the Sun and of the Moon, Ptolemy was in a place to use these to obtain a theory of occultations which he does in Book 6. The following two books cover with the fixed stars and in Book 7 Ptolemy uses his ain observations together with those of Hipparchus to warrant his belief that the fixed stars ever maintain the same places relative to each other. He wrote ( see for illustration ) : If one were to fit the above alliances against the diagrams organizing the configurations on Hipparchus s heavenly Earth, he would happen that the places of the relevant stars on the Earth ensuing from the observations made at the clip of Hipparchus, harmonizing to what he recorded, are really about the same as at nowadays. In these two book Ptolemy besides discusses precession, the find of which he attributes to Hipparchus, but his figure is slightly in mistake chiefly because of the mistake in the length of the tropical twelvemonth which he used. Much of Books 7 and 8 are taken up with Ptolemy s star catalogue incorporating over one thousand stars. The concluding five books of the Almagest discuss planetal theory. This must be Ptolemy s greatest accomplishment in footings of an original part, since at that place does non look to hold been any satisfactory theoretical theoretical account to explicate the instead complicated gestures of the five planets before the Almagest. Ptolemy combined the epicycle and bizarre methods to give his theoretical account for the gestures of the planets. The way of a planet P hence consisted of round gesture on an epicycle, the centre C of the epicycle traveling round a circle whose Centre was offset from the Earth. Ptolemy s truly cagey invention here was to do the gesture of C unvarying non about the Centre of the circle around which it moves, but around a point called the equant which is symmetrically placed on the opposite side of the Centre from the Earth. The planetary theory which Ptolemy developed here is a chef-doeuvre. He created a sophisticated mathematical theoretical account to suit experimental informations which before Ptolemy s clip was scarce, and the theoretical account he produced, although complicated, represents the gestures of the planets reasonably good. Toomer amounts up the Almagest in every bit follows: As a didactic work the Almagest is a chef-doeuvre of lucidity and method, superior to any ancient scientific text edition and with few equals from any period. But it is much more than that. Army for the liberation of rwanda from being a mere systemisation of earlier Grecian uranology, as it is sometimes described, it is in many respects an original work. We will return to discourse some of the accusals made against Ptolemy after noticing briefly on his other plants. He published the tabular arraies which are scattered throughout the Almagest individually under the rubric Handy Tables. These were non simply lifted from the Almagest nevertheless but Ptolemy made legion betterments in their presentation, easiness of usage and he even made betterments in the basic parametric quantities to give greater truth. We merely know inside informations of the Handy Tables through the commentary by Theon of Alexandria but in the writer shows that attention is required since Theon was non to the full cognizant of Ptolemy s processs. Ptolemy besides did what many authors of deep scientific plants have done, and still make, in composing a popular history of his consequences under the rubric Planetary Hypothesis. This work, in two books, once more follows the familiar path of cut downing the mathematical accomplishments needed by a reader. Claudius ptolemaeus does this instead cleverly by replacing the abstract geometrical theories by mechanical 1s. Ptolemy besides wrote a work on star divination. It may look strange to the modern reader that person who wrote such first-class scientific books should compose on star divination. However, Ptolemy sees it instead otherwise for he claims that the Almagest allows one to happen the places of the celestial organic structures, while his star divination book he sees as a comrade work depicting the effects of the celestial organic structures on people s lives. In a book entitled Analemma he discussed methods of happening the angles need to build a sundial which involves the projection of points on the celestial domain. In Planisphaerium he is concerned with stereographic projection of the celestial sphere onto a plane. This is discussed in where it is stated: In the stereographic projection treated by Ptolemy in the Planisphaerium the celestial domain is mapped onto the plane of the equator by projection from the south pole. Ptolemy does non turn out the of import belongings that circles on the sphere become circles on the plane. Ptolemy s major work Geography, in eight books, efforts to map the known universe giving co-ordinates of the major topographic points in footings of latitude and longitude. It is non surprising that the maps given by Ptolemy were rather inaccurate in many topographic points for he could non be expected to make more than utilize the available informations and this was of really hapless quality for anything outside the Roman Empire, and even parts of the Roman Empire are badly distorted. In Ptolemy is described as: a adult male working [ on map-construct without the support of a developed theory but within a mathematical tradition and guided by his sense of what is appropriate to the job. Another work on Optics is in five books and in it Ptolemy surveies colour, contemplation, refraction, and mirrors of assorted forms. Toomer remarks in: The constitution of theory by experiment, often by building particular setup, is the most dramatic characteristic of Ptolemy s Optics . Whether the capable affair is mostly derived or original, The Optics is an impressive illustration of the development of a mathematical scientific discipline with due respect to physical informations, and is worthy of the writer of the Almagest . An English interlingual rendition, trying to take the inaccuracies introduced in the hapless Arabic interlingual rendition which is our lone beginning of the Optics is given in. The first to do accusals against Ptolemy was Tycho Brahe. He discovered that there was a systematic mistake of one grade in the longitudes of the stars in the star catalogue, and he claimed that, despite Ptolemy stating that it represented his ain observations, it was simply a transition of a catalogue due to Hipparchus corrected for precession to Ptolemy s day of the month. There is of class definite jobs comparing two star catalogues, one of which we have a transcript of while the other is lost. After remarks by Laplace and Lalande, the following to assail Ptolemy smartly was Delambre. He suggested that possibly the mistakes came from Hipparchus and that Ptolemy might hold done nil more serious than to hold failed to rectify Hipparchus s information for the clip between the equinoxes and solstices. However Delambre so goes on to state ( see ) : One could explicate everything in a less favorable but all the simpler mode by denying Ptolemy the observation of the stars and equinoxes, and by claiming that he assimilated everything from Hipparchus, utilizing the minimum value of the latter for the precession gesture. However, Ptolemy was non without his protagonists by any agencies and farther analysis led to a belief that the accusals made against Ptolemy by Delambre were false. Boll composing in 1894 says: To all visual aspects, one will hold to recognition Ptolemy with giving an basically richer image of the Greek celestial sphere after his high predecessors. Vogt showed clearly in his of import paper that by sing Hipparchus s Commentary on Aratus and Eudoxus and doing the sensible premise that the informations given there agreed with Hipparchus s star catalogue, so Ptolemy s star catalogue can non hold been produced from the places of the stars as given by Hipparchus, except for a little figure of stars where Ptolemy does look to hold taken the information from Hipparchus. Vogt writes: This allows us to see the fixed star catalogue as of his ain devising, merely as Ptolemy himself smartly provinces. The most recent accusals of counterfeit made against Ptolemy came from Newton in. He begins this book by saying clearly his positions: This is the narrative of a scientific offense. I mean a offense committed by a scientist against fellow scientists and bookmans, a treachery of the moralss and unity of his profession that has everlastingly deprived world of cardinal information about an of import country of uranology and history. Towards the terminal Newton, holding claimed to turn out every observation claimed by Ptolemy in the Almagest was fabricated, writes: [ Ptolemy ] developed certain astronomical theories and discovered that they were non consistent with observation. Alternatively of abandoning the theories, he intentionally fabricated observations from the theories so that he could claim that the observations prove the cogency of his theories. In every scientific or scholarly scene known, this pattern is called fraud, and it is a offense against scientific discipline and scholarship. Although the grounds produced by Brahe, Delambre, Newton and others surely do demo that Ptolemy s mistakes are non random, this last quotation mark from is, I [ EFR ] believe, a offense against Ptolemy ( to utilize Newton s ain words ) . The book [ 8 ] is written to analyze cogency of these accusals and it is a work which I strongly believe gives the right reading. Grasshoff writes: 1 has to presume that a significant proportion of the Ptolemaic star catalogue is grounded on those Hipparchan observations which Hipparchus already used for the digest of the 2nd portion of his Commentary on Aratus . Although it can non be ruled out that co-ordinates ensuing from echt Ptolemaic observations are included in the catalogue, they could non amount to more than half the catalogue. the assimilation of Hipparchan observations can no longer be discussed under the facet of plagiarism. Ptolemy, whose purpose was to develop a comprehensive theory of heavenly phenomena, had no entree to the methods of informations rating utilizing arithmetical agencies with which modern uranologists can deduce from a set of changing measurement consequences, the one representative value needed to prove a hypothesis. For methodological ground, so, Ptolemy was forced to take from a set of measurings the one value matching best to what he had to see as the most dependable informations. When an intuitive choice among the information was no longer possible Ptolemy had to see those values as observed which could be confirmed by theoretical anticipations. As a concluding remark we quote the quip which is accepted by many bookmans to hold been written by Ptolemy himself, and it appears in Book 1 of the Almagest, following the list of contents ( see for illustration [ 11 ] ) : Well do I know that I am mortal, a animal of one twenty-four hours. But if my head follows the weaving waies of the stars Then my pess no longer rest on Earth, but standing by Zeus himself I take my fill of beebread, the godly dish. J J OConnor and E F Robertson

The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out Essay Example

The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out Paper A class from a school in Liverpool set off for a school trip to a castle in Wales. Four teachers and a class seems normal and this play is basically about an every day school trip kids getting told off on the bus all seems normal. But when they arrive in Wales (after stopping off at a service station) it all turns wired, the kids. revolt and the teachers take sides with them. The only sane one left is Mr. Briggs who decided to go. The class and the teachers go to the castle as planned, but Mrs. Kay decides to alter the plan, and instead of going back to school, she pitys them and lets them have a day out. Mr. Briggs is furious as he learns that that the children and the teachers join forces to have Our Day Out. Summary of the main characters Mr. Briggs Mr. Briggs is negative about his colleagues the students dont like him and he is very abrupt. Mr. Briggs thinks that you have to risk not being like by the children to teach them anything. Mr. Briggs jumps to conclusions a lot and confronts Mrs. Kay about the way she does things and he thinks all things like trips must be planned and executed. Mrs. Kay Mrs. Kay is quite the opposite of Mr. Briggs, she is laid back and lets the children do what they want. We will write a custom essay sample on The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The importance of scene 35 (the cliff scene) in Willy Russells Our Day Out specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Mrs. Kay is caring and trusts her students. Mrs. Kay worries about her pupils and pitys the students when she feels sorry for them. Carol Chandler Carol is a student from the progress class and she is very forgetful and isnt that clever. She doesnt know if Wales is in England. Will we have to get a boat? She is not afraid to express her opinions and she wants to better herself and live in a nice place. Carol is from a lower working class background and has never seen the sea before therefore when she goes to Wales she doesnt want to go back. Analysis of the Stage Directions conveyed through the 3 characters Mr. Briggs is one of the key characters in the play. Conveyed through the stage directions we get the impression that Mr. Briggs is a much more organised man. We see this in the stage direction of the kids are tumbling off the coach, Mrs. Kay pulls out a flask, and Briggs is frantic. The use of the word tumbling shows that there is no order in how the children exit the vehicle and no organisation or administration in the day trip. Briggs obviously cannot stand to see this as he as frantic. Mrs. Kay pulling out her flask does not help the situation; this point shows that she is calm, tranquil and relaxed in what the children do. You can clearly see Briggs admires his orderliness and being in control. This is stated in the stage direction Briggs with ordered children. This shows that he is in control, in charge and the children respect him. As well as being a control freak, Mr. Briggs is extremely boring when this side is show. The use of the stage direction at the back, the kids are stifled with boredom by Briggs presence. The fact that by Briggs being there and that the children are stifled with boredom shows that he is a monotonous, mind-numbing person to be around. Even though Briggs has a dreary, unenthusiastic side to him as shown in the points above, we also see a change throughout the trip. We see him change to a man who cares about and for the childrens welfare and education. This is portrayed in the stage direction he wraps his arm around her. This is where we see the caring side of Briggs, he is affectionate towards Carol when he realises she could be in danger and could be hurt. Another quote that shows his new emotion is Briggs slowly holds out his hand the use of the word slowly shoes his affectionate side. He obviously means no harm to Carol. Mrs. Kay is a very important character in the play as well as Mr. Briggs. In the play Willy Russell portrays her as being a relaxed, pleasant and careless person, which isnt a good approach for a teacher. These points are shown in the stage direction Mrs. Kay sits on a bench. This action suggests that she has immense trust in the children, or is just not concerned. By Mrs. Kay sitting on the bench shows her lack of concern for the children. This also links in with the stage direction pouring out another cup of coffee. The use of the word another shows that she has done this numerous times on several occasions when the children need supervision the most, especially in the shop scene and the zoo scene where the children get up to no good and steal sweets and chocolate from the shop and attempt to kidnap small zoo animals such as rabbits and even a baby goat. Mrs. Kay also has the motherly touch. This is shown in the stage directions they look more like mother and daughter this implies the fact that Mrs. Kay is more of a friend to the students than a common, strict teacher. This is also shown in the complimentary stage direction, she quickly lifts him so she is carrying him cradle fashion out of the water, this implies that she is an entertaining and compelling person to be around. The use of the phrase carrying him cradle fashion shows that she is not only an exciting person but secures the situation at the same time. This point also is associated with the previous point of being tranquil and unperturbed. As well as being a motherly figure, all the children like her and prefer her to all the other teachers. This is shown in the stage direction she moves a short distance and all the kids follow her. The use if the expression short distance implies the fact that no matter how far she goes, the children definitely want to be around her that the other teachers. Our first impressions of Carol are shown at the beginning of the play. The first paragraph tells us that she is a child from a misfortunate background. This is shown when the stage direction reads wearing a school uniform which doubles as a street out fit and her Sunday best implying that she cannot other clothes apart from her necessary school uniform. Carol also cannot afford essential items such as a school bag; in the play it quotes that she is clutching a supermarket carrier bag. She is eating a half eating sandwich on her way to school, which indicates that she has not had breakfast but yesterdays left over. Carol represents deprivation and the idea that she is poor because of the points made above. All this compares to the end of the play because at the end, Carol is still the same person that she was before the trip. The only difference is that she knows about a different place and life rather that Liverpool and has a goldfish grasped in her hand that she won at the carnival. Dramatic Tension Dramatic tension shows the mood of the scenes. Also, creates a cliff-hanger. In the cliff scene there is a lot of tension. This is reflected in the line: Briggs begins to tell her off and she moves to the edge of the cliff threatening to jump. This is tense because you wonder if she is going to jump or not. It leaves the audience on a cliff-hanger, on the edge of their seats. Another line to show the tension is: Carol slips on the edge of the cliff. This is tense because it makes the audience jump from their seats. The audience also wonder if she is going to survive or not. I think that dramatic tension is important in a play like this because without it the play would be rubbish, for example Carol says in scene 35, Dont you come near me! If Carol had just said, Dont come near me please it would have no enthusiasm to it and therefore there would be no tension to it but because she shouted at Mr. Briggs it brought tension to that specific part in the scene of the play. The audience was left thinking what will be Mr. Briggs reaction and how will Carol react back to it. When she shouts at Mr. Briggs she is out of character its not like Carol acts in the rest of the play this also creates tension. The cliff-top scene is one of the most dramatic parts of the play. It is also the scene where both Briggs and Carol have a change in their personality. Carol becomes rude and rebellious (like Linda) and starts calling him Briggsy. She begins to use unfamiliar words and phrases friggin and also has a change in attitude, from being well-mannered to being cheeky in a cocky sort of way. She also begins to ignore him at times, which she wouldnt have done previously. Briggs however, becomes somewhat more considerate and develops empathy for Carol and her classmates. To begin with, he expects to be obeyed, but later realises that he is not getting the desired response from the children. After Carol tells him how selfish he is, he takes it into consideration and tries a different approach by smiling at the children. The constant camera changes from Briggs to Carol and vice versa, create tension, as does the scene where Carol steps towards the edge of the cliff. The use of tension in this scene, creates questions in the readers mind will she jump? will Briggs fall? Analysis I think the tension level is quite high in the beginning of scene 35 due to the teachers worrying about Carols whereabouts as she has wondered off on her own. The stage directions state that Mrs. Kay is shouting, Carol, Carol it also states that, Colin is searching the far end of the beach. As the audience we feel all the teachers anxiety and concern to find Carol therefore this heightens the tension that extra bit more. I also think that the setting in this scene is important when creating dramatic tension. It describes in the first line, Below the cliff-top the sea is breaking on rocks in a cave mouth. It also states that, Carol is standing on top of the cliff watching the wave below. This states that Carol is dangerously stood close to the edge on the cliff because she can see the waves below her. The audience wonder why she has put herself in this position. What has possessed her to do it? At the beach, another one of Mrs Kays bonus stops, Carol Chandler flees to the cliff without anyone knowing. This is the most important scene in the play this is because all the disagreement has built up so high and comes to a head, that Mr Briggs has a turning point and becomes someone different. Someone who he thought he would never be. Carol wanders off to the cliff, as she does not want to go back to her deprived home life. Mr Briggs finds her he is the wrong person to have found her. As he sees her he approaches her whilst shouting at her, he asks her who gave her permission to go to the cliff. This is the wrong approach and Mrs Kay would have handled the situation much more calmly, being able to relate to Carol. The tension is building up and up. Carol threatens to jump if Briggs comes near her and she really means it. You can tell how hazardous the situation is that she is in, she really would jump if it saved her from going back to her home life. The friction is really building up between Briggs and Carol. The pressure is on Mr Briggs to talk her out of not jumping. He is very confrontational and does not really understand the problem and what is going on. Carol tells Mr Briggs Dont you come near me! which is extremely out of character for Carol. Throughout this scene Russell pauses several times causing tension to build up and up. Briggs thinks that he cant take anymore stress and that the incident with Carol has just pushed him to his limits. He has had to put up with an awful lot during the day. First it was the theft of sweets at the roadside cafi etc. Then he had trust in the children at the zoo, but they betray him by taking many of the zoo animals aboard the coach. Giving a bad name to the school and the school been banned to go there on future trips to that zoo. Ive had just about enough, and Im not putting up with a pile of silliness from the likes of you, this also shows that he does not regard her as an important person. Her disobedience is really getting to him and he is starting to take it personally just what are you trying to do to me. You can tell that she is really despondent at home at home and that it really means a lot to her if she stays I wana stay her. Where its nice. Even though she is in the progress class, she is acting quite intelligent. She can see through Mr Briggs Thats why briggsy! So stop going on you hate me. Carol is clever enough to know that she will never have the chance for her aspiration to come true Dont be friggin stupid. Then Mr Briggs starts to talk to Carol as his new self and it makes her realise that it wouldnt be any good staying. She also knows it would be hopeless plan, down to her specific disabilities getting in the way. If I stayed though, it wouldnt be no good. Even though she has realised she cant stay she still feels really desperate Im not goin back though. Then Briggs says something that is really out of character for him to say to a student please. Then all of sudden he started to sound like Mrs Kay and that is the beginning of the turning point for Mr Briggs when he turns into a new him. Youre as though you given up on life already. You sound as for you life is just ending. Carol then moves very close to the edge. Mr Briggs very aware of the danger holds out his hand to her, which is showing that he is not threatening her but showing a peace gesture. This makes her feel reassured and she starts to see the funny side of what is going on. Carol looks at him and a smile breaks across her face Sir, you should smile more often y look great when y smile. She still wonders what will happen to her when she gets back to school for causing trouble, but what about when we get back tschool? . She has almost given in but is still holding strongly onto her worries and wonders. Just as she gives in she slips. Briggs outstretched arm grabs out quickly and manages to pull her to him. He holds on to her with all his strength. Fortunately he manages to pull her up and she is secure. When Mr Briggs seems to turn into someone new, the children love it, but unfortunately for them its not a permanent fixture. When the coach comes back to Liverpool, it hits Mr Briggs. Briggs with Andrews asleep next to him sees the familiar surroundings and the kids hanging about the streets. He sits up puts his tie back to normal goes to straighten his hair and feels the cowboy hat. Its home to Mr Briggs when the coach arrives into Liverpool and makes him realise the responsibility and concern of his reputation. In the film the camera shot of the school behind Mr Briggs emphasises his feelings of responsibility, his concern and reputation. Also when the camera snaps Mr Briggs singing on the back of the coach with all the children. There is a sudden fade out and echo of the music and noise, which could symbolise that Briggs changed attitude, is just a snap shot and will fade just as the film exposed to the light. The film contained many pictures of Mr Briggs enjoying himself. Thats why he exposes it to the light, as he wants it all forgotten with no memories left remaining. It seems as if he is disappointed with himself, as he has relax with the children. The Play Our Day Out is not really relevant today. Special need classes are not all about fun for the pupils. The pupils are educated just the same as other pupils their age just with more help. The teachers are not like Mrs Kay and believe there is no point teaching them. As teachers today usually believe in trying to educate everyone. Although, there is still run down areas in some places so the story could be half-relevant to today. My view on the play is that it is very good and extremely well written, it makes you feel as if you are theyre watching every scene happen. This is a good thing and means that Russell has done very well at describing the scenes. The play keeps you gripped and hooked right until the end. It makes you feel as though you cant put it down and every scene is left at a cliff hanger, making you want to read on and find out what bizarre thing happens next.

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