Power in Construction of Law Essay -- Politics Political Science

How does power contribute to the construction of law, both on the books and in action? Power, the ability to influence others and the course of events, affects laws and shapes cultural beliefs in society. In our society, power is said to be equally distributed throughout the people, and there is a democratic belief that collective action is able to create change. However, collective power is heavily influenced by the wealthy. Those with power have the resources to influence the creation and termination of law, both on the books and in action. Power, ultimately controlled by the wealthy and elite, shapes the construction of laws to benefit them and their values, in order to maintain the dichotomy between themselves and the less powerful. While some of the more obvious, tangible foundations of power include money, capital and property, Galanter discusses additional aspects of power in its definition and its benefits. Galanter explains the differences between the â€Å"haves†, or the repeat players, and the â€Å"have-nots†, or the one-shotters. In this analogy, the former is equivalent to the powerful, and the latter to the powerless. The repeat players, according to Galanter, have the advantage because they know the rules, have previous experience, have both legal and financial resources, and have much less to lose than the one-shotters. All of these assets together demonstrate the â€Å"superior opportunities† (Galanter 82) of the powerful repeat players over the powerless. Galanter explains, â€Å"To the extent that rules are evenhanded or favor the ‘have-nots’, the limited resources for their implementation will be allocated, I have argued, so as to give greater effect to those rules which protect and promote the tangible inte... ...John J. Bonsignore, Ethan Katsh, D'errico Peter, Ronald M. Pipkin, Stephen Arons, and Janet Rifkin. Ed. Katherine Meisenheimer. Boston: Houghton Mifflin Company, 2006. 81-89. Hilbink, Thomas. â€Å"Who makes the law? The people? Which people?† Legal Studies 250: Introduction to Legal Studies. Herter Hall, Amherst. 6 Feb. 2007. Hilbink, Thomas. â€Å"Who makes the law? To what extent is law shaped by those in power?† Legal Studies 250: Introduction to Legal Studies. Herter Hall, Amherst. 8 Feb. 2007. MacKinnon, Catherine. â€Å"A Rally against Rape.† Introduction to Legal Studies. Ed. Thomas Hilbink. 2007. 81-84. "Proposition 215: the Compassionate Use Act of 1996." Before the Law. Comp. John J. Bonsignore, Ethan Katsh, D'errico Peter, Ronald M. Pipkin, Stephen Arons, and Janet Rifkin. Ed. Katherine Meisenheimer. Boston: Houghton Mifflin Company, 2006. 172-173. Power in Construction of Law Essay -- Politics Political Science How does power contribute to the construction of law, both on the books and in action? Power, the ability to influence others and the course of events, affects laws and shapes cultural beliefs in society. In our society, power is said to be equally distributed throughout the people, and there is a democratic belief that collective action is able to create change. However, collective power is heavily influenced by the wealthy. Those with power have the resources to influence the creation and termination of law, both on the books and in action. Power, ultimately controlled by the wealthy and elite, shapes the construction of laws to benefit them and their values, in order to maintain the dichotomy between themselves and the less powerful. While some of the more obvious, tangible foundations of power include money, capital and property, Galanter discusses additional aspects of power in its definition and its benefits. Galanter explains the differences between the â€Å"haves†, or the repeat players, and the â€Å"have-nots†, or the one-shotters. In this analogy, the former is equivalent to the powerful, and the latter to the powerless. The repeat players, according to Galanter, have the advantage because they know the rules, have previous experience, have both legal and financial resources, and have much less to lose than the one-shotters. All of these assets together demonstrate the â€Å"superior opportunities† (Galanter 82) of the powerful repeat players over the powerless. Galanter explains, â€Å"To the extent that rules are evenhanded or favor the ‘have-nots’, the limited resources for their implementation will be allocated, I have argued, so as to give greater effect to those rules which protect and promote the tangible inte... ...John J. Bonsignore, Ethan Katsh, D'errico Peter, Ronald M. Pipkin, Stephen Arons, and Janet Rifkin. Ed. Katherine Meisenheimer. Boston: Houghton Mifflin Company, 2006. 81-89. Hilbink, Thomas. â€Å"Who makes the law? The people? Which people?† Legal Studies 250: Introduction to Legal Studies. Herter Hall, Amherst. 6 Feb. 2007. Hilbink, Thomas. â€Å"Who makes the law? To what extent is law shaped by those in power?† Legal Studies 250: Introduction to Legal Studies. Herter Hall, Amherst. 8 Feb. 2007. MacKinnon, Catherine. â€Å"A Rally against Rape.† Introduction to Legal Studies. Ed. Thomas Hilbink. 2007. 81-84. "Proposition 215: the Compassionate Use Act of 1996." Before the Law. Comp. John J. Bonsignore, Ethan Katsh, D'errico Peter, Ronald M. Pipkin, Stephen Arons, and Janet Rifkin. Ed. Katherine Meisenheimer. Boston: Houghton Mifflin Company, 2006. 172-173.

Standard & Poor’s

The course is appropriate for business and Nan-business majors. The course objectives are: To provide a basic understanding of core management tasks such as planning, controlling, leading and organizing, and to develop a similar understanding of organizational behavior at the individual, group and organizational levels. To develop a working vocabulary regarding these subjects and to become familiar with theories and concepts regarding them. To understand the application of course concepts to real world management and organizational behavior problems. LEARNING TOMES: The learning outcomes Of this course are as follows:You'll understand management and organizational behavior terminology and of the foundational concepts of thereof. You'll learn to diagnose and solve management problems, including but not limited to change management, leadership, and motivation. You'll gain knowledge of ethical issues often associated with organizational situations. You'll gain knowledge of global & cult ural differences in management and organizational behavior processes. TEXT & REQUIRED MATERIALS: 1 . Required Textbook: Jones & George, Contemporary Management Be with â€Å"Connect† access, University of Illinois BADLAND Edition, McGraw Hill.ISBN 9781259167645. Available at local bookstores. 2. Required Access to McGraw-Hill â€Å"Connect† software. This is bundled with new textbooks but can be purchased separately (if you have other access to a textbook). The internet site gives you the opportunity to purchase it directly from McGraw-Hill (this was about $60 in 2014) the first time you click on a Connect assignment. Details will be announced in the first class and on the course Compass site. 3. Required clicker. Available at ITS and the LLC of I bookstore. Either the original clicker or the clicker 2 will work for this class.NOTE: CLICKER REGISTRATION IS REQUIRED by Feb. 4, 2015. In order to credit you with points for clicker participation, we have to know your click er's Register by clicking the appropriate icon on the main page of the course Compass site. You must register your clicker on our Compass site even if you also registered it elsewhere. 4. Required Harvard Business School Change Management Simulation. Purchasing and registration instructions will be posted on Compass in mid-semester. Cost -? approve. $12. 5. Lecture notes can be downloaded from Compass site.They will be available before lecture in mime for printing if you wish. COURSE SCHEDULE: The planned schedule will be posted on Compass. Changes may be made to reflect the needs of the class. Any changes will be announced in class and/or on the course web site (Compass). It is the students' responsibility to stay aware of any changes made. Key dates: Exam 1: Tees Feb. 17, in class Exam 2: Thru Mar 19, in class ; Exam 31 Tees May 5, in class LEARNING APPROACH & HOMEWORK For this BAD 31 0 class, the activities (other than exams) are organized by weeks.In a typical week we will cover two chapters in class, and students will omelet different types of (typically online) homework related to the chapters. This can be done before or shortly after class. Each week readings will be assigned from the text. Read each chapter and use the Learners exercises to learn the material well. Then, do the interactive exercises for the chapter to gain additional familiarity with the chapter concepts. Homework activities will typically be due at 9:30 AM on Tuesday of the week after we cover the material. There is an extended deadline for assignments in the first week.Assignment due dates are on the Compass web site. 2 GRADING Your final grade in this class will be determined by your performance on: Max. Points Grading Component 1 . Learners Activities 18 chapters @ 9 points each, 2 lowest chapters grades dropped.. 2. Interactive Activities 18 chapters @ -16 points each, 2 lowest chapters grades dropped 3. Change Management Simulation AAA. Exam 1 (50 questions, mostly m/c & t/f but some fill-in) b. Exam 2 C. Exam 3 (M) Total Extra Credit Opportunities A. Optional Research Participation, up to 8 more studies @ 10 points each B. Clickers, participation in up to 20 classes @ 2 points per class. % afoot 144 7% 256 13% 100 500 25% 00% 2000 80 Final grades will be assigned based on the following point scale. A 1940+ 1860-1939=A 1800-1859 -A. 1740-1799 B+ 1660-1739=8 1600-1659 c 1540-1599 = C+ 1460-1539 -c 1400-1459 = c- D 1340-1399= D+ 1260-1339 -D 1200-1259 = D 1200 = F Grades will be accessible by password on IL Compass g. There are two exceptions: Grades for extra credit research studies will be maintained on the SONS system and will only be transferred to Compass after the last of the three exams.Grades for the Connect activities (interactive activities and Learners) transfer to Compass graybeard about 1 week after you turn in the assignment. For your security, grades will not be provided by phone or email. Because of the size of the class, grade breakpoints are fixed to maintain equity. Students with extenuating circumstances which require them to receive a certain grade or maintain a particular GAP (e. G. , graduation, loss of a scholarship, University probation or suspension, loss of a job offer, revocation of student Visa, etc. ) need to realize that they are responsible for working hard to achieve the needed class grade.Please ask for help if you see that you are falling short of the grade that you expect or need. We want students to succeed but you must know that we cannot make exceptions for individual students. Grades can be changed only if we have made an input or calculation error. It is important that you check your class grades and immediately notify us of any discrepancies. 3 Grading Components Learners Learners homework assignments are part of Connect, McGraw Hill's online learning platform. Learners is basically an â€Å"intelligent electronic flash card system. The system asks multiple choice, fill-in, and other quick ques tions.The â€Å"intelligence† is that if there is a topic you have difficulty with, the system ends to increase the number of questions so as to help you bring your knowledge up to par. The pedagogical purpose of these exercises is primarily to review the chapter concepts from lecture and your reading. We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. Learners is treated as â€Å"mastery' exercises. The more cards you do, the higher your score gets until it says you have completed the exercise, whereupon you get full credit.The exercises are set so that McGraw-Hill estimates the average student can gain full credit with 30 minutes of work (and call us biased, but we are confident every IS of I student is above the average student in McGraw Hill's book). But, you can work on the activities for as long as needed to achieve the score you want. It should be possible for all student s who are willing to spend the time, to achieve scores near 100% on these exercises. Additionally, we drop your lowest two chapters' scores at the end of the semester. Learners gives no credit for late submissions. To start working with Learners, check the Compass site.If you have trouble gaining access, please contact McGraw-Hill first (phone # and web address on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the Mcgraw Hill service ticket # in the email in case we need to coordinate with them. The Learners exercises are normally due at 9:AMA on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have done on them.Con next† Interactive Activities â€Å"Connect† homework assignments comprise one to three modest interactive exercises for each of the 18 chapters in the text Some of these are â€Å"drag and drop† exercises which amount to a matching game where you connect a specific situation with a chapter concept. Others are video exercises in which you answer several multiple choice questions that emphasize chapter concepts as you view the video, and then answer some concept check questions at the end. The pedagogical purpose of these exercises is to help you become familiar with applying the chapter concepts from lecture and our reading.We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. These exercises are treated as â€Å"mastery/' exercises. That is, they are set up so all students can master the material. This is done by allowing you three tries at each exercise and taking only the highest score. You are also allowed to reference the textbook and notes as you work through the exercises. Students who are willing to spend the time should achieve scores near 100% on these exercises.Additionally, we drop your sweets two chapters' scores at the end of the semester. Each day you are late in submitting results in a 20% penalty. 4 To start working with the interactive activities, check the Compass site for an introduction. Tutorials are available. If you have trouble gaining access or working with the interactive exercises, please contact McGraw-Hill first (link on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the McGraw-Hill service ticket # in the email in case we need to coordinate with them.The interactive exercises re normally due at 9:30 AM on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have scored. IMPORTANT: In order to be as fair as possible to everyone in the class, deadlines for interactive activities and Learners have to be enforced. Please DO NOT wait until the last minute. If you wait until the deadline, issues such as illness or problems with the University server might make it impossible for you to complete the assignments.Change Management Simulation (SMS) Near the end of the semester, all students will participate in a simulation of an organizational change initiative published through Harvard Business School publishing. The simulation challenges you to acquire support among your company's management for an innovative idea. The simulation plays like a game, and students have found it very engaging. We hope that you find that simulation not only interesting, but a powerful learning experience where you see the results of effective and ineffective application of course concepts.IMPORTANT: You will need to register and purchase the change management simulation through the Harvard web site before we start the simulation. Instruc tions will be posted on Compass, probably in early to mid April. Announcements about this will be made in class. Exams There are three exams in the course. Each exam covers the material from one of the three parts of the course and consists of approximately 50 questions. Most are multiple choice and true/false questions, but some are short fill-in (e. G. , definitions, identification of concepts). Material on the exam is drawn room the textbook, class lecture and other assigned materials.The exams are closed-book and are given in class at the regularly scheduled class time. Specific Exam Policies: ; Indicate your exam answers on both your exam copy and on your answer (bubble) sheet. Both are collected when you leave. Your bubble sheet answers are what we must use, but if for some reason it is lost or illegible we may refer to the exam copy. If you do not turn in an answer sheet or a marked exam copy, you normally cannot receive any credit for the exam. Plan on remaining in the class room for at least minutes during exam days.Bring a #2 pencil to class and use it to fill out the exam. Bring a photo ID to all exams as the size of the class requires that we check IDs. 5 Dictionaries and electronic devices (calculators, dictionaries and translators) are not permitted during exams, on the recommendation of the college deans. We will answer questions about word meanings that are not related to class concepts. Additional exam policies and procedures may be discussed in class. Conflict Exams ; Exams are taken only at the regularly scheduled time except when events beyond your control prevent you from doing so.The most common exceptions are for excused absences (e. G. , illness or injury, family emergency, university sanctioned events) and out of-town job interviews. Please ask if you have an unusual situation. With approved exceptions you are able to take the conflict exam which has the same format as the regular exam. You MUST notify us IN ADVANCE if you need to take the makeup/ conflict exam. Email to the course email (see Compass). Failure to do so (unless you are physically unable to email) will result in an automatic zero for the exam. Documentation is required to take the makeup/conflict exam.For illness, injury, or family emergency, please obtain an official excused absence letter from the Dean of Students Office. The Dean of Students office is at 300 Student Services Building, 61 0 East John, 333-0050. For other situations check with the professor regarding required documentation. Extra Credit There are two primary sources of extra credit: Participation points through using the clickers and participation in research studies that brings exposure to the research process. â€Å"Clicker† Participation Points We use â€Å"clickers† to make lectures more participative and engaging.

I Have A Passion For Customer Service - 1584 Words

I have a passion for customer service I have been in customer service for over 20 years. I deliver superior customer service to external and internal customers. I am very tentative, and believe in modeling southern style behaviors and attributes while assisting customers and my peers. I have over 5 years’ experience in Customer Service with Georgia Power fluctuating from the Customer Care Center, the Local Office and New Service. Currently, I Provide superior customer service to external and internal customers to include builders, BCC, CCC, RSC, Inspector s, Engineers and Corporate Personnel, etc. I follow-up with my commitments to ensure customers are satisfied. I work closely with my team to guarantee we are meeting the needs and demands of our customers, by assisting each other in various work areas. Previously, I assisted customers in the local office with face to face interactions processing cash payments, billing questions, energy saving tips, enhanced services all whil e adding extra value with a smile to our customers. This made my relationship with my customers personal and I would have customers waiting in line just for me to assist them. I processed service orders (new service, connects, disconnects, and transfers. I also handled general bill inquiries (high bills, meter investigations, payment arrangements), In addition, offered products and services to enhance customer value - Budget Billing, Flat Bill, E-Bill, EFT and Paperless Billing. I have a greatShow MoreRelatedIt Is Just A Business With A Mission809 Words   |  4 Pageswhen companies’ hires a food service worker their new employers go over the rules, regulations, along with reviewing the company’s handbook. Within that handbook, there is a paragraph or two that explains the mission statement. 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Essay about The Cold War and Reagan - 1378 Words

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Public Speaking Midterm - 1449 Words

Public Speaking Midterm Study Guide This exam covers all material covered in readings and class lectures/activities. The chapters from the Lucas text covered on this exam are: 1, 2, 4, 6, 8, 9, 10, 12, 13, and 14. Remember items may be included on the exam even if they were not specifically identified on this study guide. The exam is worth 100 points and will consist of both multiple choice, true/false, and short answer questions. The aim is to test your comprehension of the material covered in class more than your memorization of terms. The exam will begin promptly at the beginning of class on THURSDAY, FEBRURARY 23rd Chapter 1 What are the similarities and differences between public speaking and conversation? †¢ Similarities†¦show more content†¦Ã¢â‚¬ ¢ Support versus overarching What are the four types of connectives and how are each used throughout a speech? Be able to recognize them in a speech. †¢ Transitions †¢ Internal previews †¢ Internal summaries †¢ Signposts – first second third Additional Key Terms: Balance - Strategic organization - Main points – the major points developed in the body of a speech most speeches contain from two to five Supporting material – the material which supports the main points Connective – how to connect the main points Transition – a word of phrase that indicates when a speaker has finished one thought and is moving on to another Internal preview – statement in the body of the speech that lets the audience know what the speaker is going to discuss next Internal summary – a statement in the body of the speech that summarizes the speaker’s preceding point or points Signpost – first, second, third Chapter 9 What are the four elements of an effective introduction? Be able to recognize them in a speech. †¢ Get attention and interest †¢ Reveal topic †¢ Establish credibility and goodwill †¢ Preview body of speech What are different styles/examples of attention getters in an introduction? †¢ Relate topic to audience †¢ State importance of topic †¢ Startle audience †¢ Arouse curiosity of audience †¢ QuestionShow MoreRelatedBecoming A First Generation College Student1016 Words   |  5 Pagesconstant battle of not being good enough defeated me. My parents only spoke Spanish, and were unable to help me with my school assignments. As I struggled with my academics silently, my self-consciousness and insecurities grew. The fear of speaking out in public was a lingering shadow that developed more, as I grew older. Being that English was my second language, I had always felt inferior to those who spoke English as their primary language. 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A Modest Proposal Cannibalism Free Essays

I feel that Jonathan Swift’s piece of work could be used and interpreted different with each and all audiences alike. There is a whole bunch of information to interpret. How Swift, looks at children not as individuals, but as animals used to be sold to the rich as food. We will write a custom essay sample on A Modest Proposal: Cannibalism or any similar topic only for you Order Now Swift’s work is very dark in this piece, with regard to selling of children for food. And with regards to Ireland’s economic advancements actually depend on it. He urges all other people to think that children could be sold in different styles and makes mention of how they could be prepared as a fine food dish. Swift’s states, â€Å"A young healthy child well nursed, is, at a year old, a most delicious nourishing and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricassee, or a ragoust. † Now normally if I can’t pronounce it I don’t use it or order it to eat, but these last two ways of preparing the children as food sounds as if a dish the rich would order. To me it sounds like Swift has rather expensive taste for lavish habits and tendencies. I think we can almost compare life in Ireland back then to today. All though there aren’t people selling their children to have the rich feast on their bones, or do I think it will come to that but it is close to our nation’s economic struggle. Our economy wouldn’t allow the selling of children of children to feed the rich. I do believe Ireland was in a lot worse shape than we currently are. They had no renewable resources such as fruits and vegetables to fall back on the way we do. They also didn’t have the amount of import and export trade that we have on our side. Swift constantly throughout his story states that selling the children to the rich is the only solution to the countries hard economic times. He even talks that all the families should consider fattening up the smaller children. Also Swift also makes mention of overpopulation and well makes a suggested solution to this crisis. He proclaims that children at the age of one can be sold to meat markets, thus helping the crisis of over population and in turn saving the parents of the children the cost of raising and providing for that child. Parents, who participated in this crazy idea, would pull the nation out of its current economic struggle. And that’s not all he then talks about how parents who helped out with his proposal how it would affect home life. Husbands would grow to respect wives better. What? I don’t know at all how this could possibly be something that could have a positive impact on a family what so ever. I think that Swift tries to persuade his readers that this is the only option for Ireland and its survival, in a dog eat dog world. He then starts stating statistics, he mentions of 120,000 some Irish children born in a year, that 20,000 should be kept for breeding and the continuance of the Irish legacy. And what’s even better is that a quarter of these choosing few, are to be males, are you serious 5,000 boys and the rest girls. This brings a question to my mind, what was the deciding factor that kept the child to be raised or sold. What tops the cake once more is that he says one boy for a total of four girls. I believe this contradicts his husband respecting the whole wife thing early in the paper. Swift goes on later to explain the idea of cannibalism should not stop at children, but instead its countries enemies, or even political figures. The idea of a nation such as Ireland cannibalizing its own population and natural resources sickens me. I would bat an eye at the thought of eating my son, or selling him off to the butcher to be slaughtered and sold. Swift goes on in this story to talk of common practices and courtesies. He talks that if Irish poor are to be married, and have a family, the family should refrain from domestic violence in and throughout the family, and love and cherish family. I serious think that this guy had dual personalities, he so many different stories to each situation. Possibly he was bi-polar or maybe he used some opium or something of that nature. I don’t think Swift had financial problems what so ever. Swift goes on in his work and states that he admits that this will drastically reduce the Irish population, but other nations should not practice this idea in their cultures. He considers it a â€Å"healthy patriotism†, and goes on to say that the children that are to be butchered should stay domestically and not be exported. This would keep other nations from wanting to overtake the Irish population and decimate the whole society and Irish culture. In Jonathan Swift’s work you can tell he is rather upset with Ireland’s politicians and the wealthy. You can also see that he is upset at the general population of the poor. He is angry at the poor population because they have made no plans or have no intentions to get out of the downward spiral their country is in. I wonder if he wrote this piece as a way of making the general population consider in participating in cannibalization, as an act to blow the whistle in a sense to make the politicians act on the current situation at hand in their times. How to cite A Modest Proposal: Cannibalism, Essay examples

Ancient Greece The story of Medea Essay Example For Students

Ancient Greece The story of Medea Essay In Ancient Greece, the name of the monstrous murdering mother Medea was well- known. The story of Medea, the mysterious sorcerer-princess who helped Jason steal the famous Golden Fleece from her father, is a mythical romance with a terrible, terrible ending. Splendids new creative adaptation puts the audience at the heart of the performance, as a twenty-first century chorus presents a timeless tale of passion, betrayal and revenge. The performance took the audience through all sorts of emotions, as the story of a mother and wife took revenge on her hero husband that betrayed her by cheating with a princess. Medea takes revenge so far and even though she is banished from her city, she takes the ultimate revenge on Jason killing her own children. Although the play had many characters and a chorus, there was only 3 actors in whole performance. These 3 actors managed to multi-role play perfectly by using such simple ideas that made the audience recognise the characters they were playing easily. One of the most recognised and in my opinion, effective way they managed to change characters was by using scarves. It wasnt a complicated fiddling about changing clothing, it was a simple scarf and a belt. When the actors were being narrators or not performing, they wore these scarves in a different way each time to represent the character that they were playing. All of the costume changes were to the audience and sometimes they would tuck the scarf in their belt, to represent a strong character, like a hero. Other times they would be storytelling and wrapped the scarf around their heads to represent an old granny telling a old story. I thought this was highly effective and a creative way of adding to a character. It made the transitions between characters simple and it only took minimal seconds to change the way they wore the scarves. As soon as they placed the scarf differently, the actors switched instantly and stepped into the shoes of the characters. It was clear that they didnt need a big costume change for you to imagine the character because using the scarf was just effective enough. For me, it seemed like one of those ideas that you would think why didnt I think of that because it was an unique way of changing character. Another way the actors used multi-role play was by how they used their voice and positioned their stance and posture. Each actors voice or stance was never the same. The pitch, tone, volume and accent changed every time to represent the different character. No character was similar in voice which made it clear to the audience who they were playing. For example, the male performer (Jimmy Whiteaker) played a narrator while wearing his scarf around his head. His posture was bent over like he was old and frail and his movement was slow and soft. His voice was in a welsh accent, which is a great story telling accent. His tone was soft but happy and uplifting and his facial expression was always in a smile with his eyes bright. Compared to his other character, Jason, this is a dramatic change. Jasons posture was always strong and upright with his head held high and his nose in the air. His movement and gestures were sharp and without regret or thought. And he spoke confidently, in a serious, bold tone and the pitch low and manly. Each actor changed all these qualities in their own way, to create a personality and traits for the character they were playing. Another way they used multi-role play was by using personal props. These props were very minimalistic but once again they were personal to the character they were playing. I thought all of the 3 actors did an amazing job of multi-role play and they have given me many ideas and inspired me to think more about my roles. .u882c60451fd3958f63bba455bbd0e39b , .u882c60451fd3958f63bba455bbd0e39b .postImageUrl , .u882c60451fd3958f63bba455bbd0e39b .centered-text-area { min-height: 80px; position: relative; } .u882c60451fd3958f63bba455bbd0e39b , .u882c60451fd3958f63bba455bbd0e39b:hover , .u882c60451fd3958f63bba455bbd0e39b:visited , .u882c60451fd3958f63bba455bbd0e39b:active { border:0!important; } .u882c60451fd3958f63bba455bbd0e39b .clearfix:after { content: ""; display: table; clear: both; } .u882c60451fd3958f63bba455bbd0e39b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u882c60451fd3958f63bba455bbd0e39b:active , .u882c60451fd3958f63bba455bbd0e39b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u882c60451fd3958f63bba455bbd0e39b .centered-text-area { width: 100%; position: relative ; } .u882c60451fd3958f63bba455bbd0e39b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u882c60451fd3958f63bba455bbd0e39b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u882c60451fd3958f63bba455bbd0e39b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u882c60451fd3958f63bba455bbd0e39b:hover .ctaButton { background-color: #34495E!important; } .u882c60451fd3958f63bba455bbd0e39b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u882c60451fd3958f63bba455bbd0e39b .u882c60451fd3958f63bba455bbd0e39b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u882c60451fd3958f63bba455bbd0e39b:after { content: ""; display: block; clear: both; } READ: Harriet Tubman EssayThe set on the stage was very simple and minimalistic. This was definitely more of a quality to the performance than negative. It didnt look over the top and it didnt need to be. Splendid productions state on their website that Splendids powerful cast of three will show how an ancient story can resonate through time, and how the simplest of theatrical ideas can have a devastating impact. And this is exactly what they did, especially with the set. It was so simple yet creative at the same time and even though a rope was just placed in a square on the stage, once the actors stepped into that rope the whole atmosphere changed and thats what created such a devastating impact. The set represented Greek Theatre. It represented the Unities that the play was all in one day, one place and one story. It made the audience concentrate on the actors and appreciate what they were doing and how much of creative thinking had been put into the performance. What I thought was most effective about the set was that the audience was used as part of the set. Multiple times the actors came into where the audience was watching, and they were still in character. Other times they would interact with the audience. But the fact was, they knew the audience was always going to be part of the set however, we didnt. And thats what I thought was so interesting and using the audience really involved them and kept them interacted but also added a lot of symbolism to the story. The main piece of set was a thick rope shaped in a large square centre stage. The rope was the most used part of the set because inside of it the were playing a character and playing the scene. Yet outside of the rope, they were telling the story and being narrators. The minimal set was most effective and was more effective then it wouldve been with complicated set because it forced the actors to be creative and imaginative by miming etc. As they didnt rely on the set to do the job for them. The actors used choral speaking which is when actors speak at the same time. They did this when they introduced Ancient Greece. This was very effective as they changed their voice style a lot throughout and added a lot of humor to it and gestures which gave the audience a break from the seriousness and intensity of the storyline, broke up the story and kept them interested in the performance. It was in unison perfectly and in my opinion it was important that they added humor as it brightened up the performance. The actors performed this very clearly and loud. The actions during the song made it more effective as it added character to the performance and made it more interesting. Also, it involved the audience through laughter. Another reason it was effective was that it focused on the tragic elements of the story but these negative themes were not as harsh as they spoke boldly and humorously about it. The choral speaking had an interesting contrast between conversations and the formal narrative and without it I dont think the performance would have been as enjoyable because it was clear the choral speaking had a great lasting impact on the audience.