Adam And Eve s The Garden Of Eden And The Choice Of...

Genesis chapters one through three are the story of creation, Adam and Eve in the Garden of Eden and their choice to disobey God. The creation story is covered in Genesis 1-2:3 where it states God made the Earth and everything on it in seven days. Genesis chapter two verses four through twenty-five talk about God creating Adam and then Eve from one of Adam’s ribs. The third chapter of Genesis tells of Adam and Eve decision to eat the fruit God forbid them to eat. That is the short and simple summary, but there is always more to look at than just the basics, especially with the Word of God. This is where my confusion begins, I believe the Bible to be the word of God because my pastor, church family, and religious leaders have said so and I trust them. This is the root of faith, believing what cannot be â€Å"scientifically† proven. Where people who do not have faith learn and study data that work to disprove the Bible. I believe because I know, in my heart, that God is alive and He is good. That is all. I know from my life experiences this is true. When an agnostic or atheist asks how do I know, they want physical evidence; I do not have an answer for all the questions they have conjured up amongst themselves. I do not even have answers to questions I have, I just believe. In this section of Genesis I do not understand how God made the world out of nothing, and how He did it in seven days time. I know He did because the Bible says it happened that way, yet there areShow MoreRelatedThe Fantasy Of The Garden Of Eden : The Erotic Nature Of Man1282 Words   |  6 PagesName: Jenna Bachew Prof: Kristin Rajan Class: World Literature Date: December 5, 2014 The Serpent in the Garden of Eden: The Erotic Nature of Man The book of Genesis chronicles the process of Creation and highlights the story of the first man and woman who lived in God s paradise or the Garden of Eden. 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RainyDay Relationships Use of Weather in Wuthering...

RainyDay Relationships Use of Weather in Wuthering Heights In Wuthering Heights by Emily Bronte, numerous references are made to different conditions of weather. Even the title of the novel suggests the storminess present in nearly the entire book. The often-changing weather serves to signify the characters’ personalities, as well as the changes that they go through during the course of their lives. In fact, the first incidence of a reference being made to the weather occurs with a thought of Mr. Lockwood. â€Å"Wuthering being a significant provincial adjective,† he says, â€Å"descriptive of the atmospheric tumult to which its station is exposed in stormy weather† (46). Because Wuthering Heights has been built on the moors, wind†¦show more content†¦If Wuthering Heights is hopelessness and desolation, Thrushcross Grange is peace and salvation. Heathcliff leaves Lockwood at this point, telling his tenant that he will be able to make it the rest of the way on his own. Heathcliff lives at Wuthering Heights because a desolate place is where he belongs, and his not walking the rest of the way to Thrushcross Grange is symbolic of his not being able, or even wanting, to travel toward happiness. Any happiness he had ended when Catherine died. One big turning point marked by stormy weather in the book is the day Heathcliff leaves Wuthering Heights for the first time. After hearing Catherine say that she could never marry him, Heathcliff’s heart is broken and he creeps out of the house. When Catherine realizes his absence, she gets extremely agitated, pacing from the gate to the door of the house and wondering where he could be. The weather in this scene is very ominous. â€Å"It was a very dark evening for summer: the clouds appeared inclined to thunder,† Nelly tells Lockwood (124). Not much later, a horrible storm begins. â€Å"There was a violent wind,† Nelly says, â€Å"and either one or the other split a tree off at the corner of the building...but the uproar passed away in twenty minutes, leaving us all unharmed, excepting Cathy, who got thoroughly drenched† (125). Although it is the middle of summer, one of the times a

Documenting Primary school teaching in Mumbai (India) Free Essays

Introduction A century ago, when we look back at the educational situation, it can be seen that the concept of ‘primary education’ was not seeded in the minds of the people. Mist of the countries focussed on education as knowing of their religious needs rather than a preparation for one’s active life. Only in 19th century did most countries make primary education compulsory and people began regarding education as a right (Amrung Gerald, 1999). We will write a custom essay sample on Documenting Primary school teaching in Mumbai (India) or any similar topic only for you Order Now Children usually enrol in primary schools by the age of 6 and it evolves as a five-year cycle and primary education forms as a basis for all further education and schooling and it is also the foundation to cope with the changing world and society (Pollard Bourne, 1995). India’s primary education is like a glass which is two-third full and one third empty having 67 million children aged 6 to 10 years attending primary schooling but 28 to 32 million children who are not (World Bank Publication, 1997). Millions of young children hailing from lower socio-economic, comprising nearly 40% never complete their primary schooling and those who can have to face a number of problems like poor qualified teachers, very high teacher-student ratio, inadequate teaching materials (Saxena, 2005). All these factors contribute to low quality of education that imparts only little or no learning. Teachers teaching in primary schools account for the largest steadily growing profession in India, wit h nearly 2.8 million primary and upper primary teachers employed in the year 2000 (Tilak, 1995) It is rightly said ‘upon the teacher rests the school’; the ‘teacher’ becomes the prime revitalizing force and plays a pivotal role in the education system. Good teacher is the one who is T- thoughtful, E- Enthusiastic, A-Ambitious, C- Creative, H- Having high dignity, E- Executiveness and R- Reliability and it is the teacher who helps the child to build his self-concept (Devasenathipati, 2001). According to Miyan Rastogi (2005), a primary school teacher can be called as ‘competent’ only when she/he has a varied range of knowledge in all spheres and skills to achieve her/his goals. Primary schooling is very complex as teachers introduce the children to mathematics, science, language and other social studies which can be very tough and boring for the children, so the onus likes in the hand of the teacher to make all these subjects interesting by using various techniques of teaching like games, music, books etc (Richardson Stop, 1998). ‘A unique human being- the teacher’ who has to play multiple roles; of a listener, leader, psychological diagnostician etc and requires her/his total self, the personal and professional side to shape the personality of the child (Spodek, 1972). In India till the 18th century, education was confined to conventional beliefs and thoughts. It was only later when great thinkers like Raja Ram Mohan Roy felt the urgency to introduce an ‘institution for training teachers’ to help the students cope with the changing educational system around the world (Saxena, 2005). Cheng (1996) commented that â€Å"A teacher with ‘low educational efficacy’ believes that education cannot affect student’s performance, whereas a teacher with ‘high educational efficacy’ believes that education does positively affect learning outcomes. High educational efficacy has been constantly correlated with child centred (developmentally appropriate) environments and positive student outcomes†. Developmentally Appropriate Practice (DAP) is a term coined by the ‘National Association for the Education of Young Children’ which talks about the teaching techniques that identify and foster the developmen tal needs of children (Bredekamp, 1997). Documenting these practices which can be named as ‘best practices’ will help teachers to enhance their skills and help them improve for the better, at the same time documentation will also prove as a link between the teaching fraternities globally giving birth to more systematic and educational system along with this it will be a boon for the upcoming generation of teachers to adopt these protocols. Hypothesis Rationale Many a time’s teachers are criticised for not doing their best in schools. There could be many reasons; either it could be ineffectiveness of the teacher or lack of resources. Hence it will be very useful to identify the best/healthy practices carried out by teachers with or without resources. This study will help in knowing and understanding the teacher’s effectiveness in primary schools and documenting the best practices so that other teachers who work under similar circumstances with similar goals and constraints get an idea of effective teaching. The teachers will be observed, recorded and documented in 4 areas: Teacher as a Person, Teacher as a Professional, Teacher’s Interpersonal Relationship and Qualities of the Teacher. Literature Review The literature is based on past researches done on teachers and primary school teaching and it is presented on the following subtopics: Teacher’s Quality Teacher’s Interpersonal Skills Teacher’s Qualification Documentation of the best practices Primary school teachers and primary education Teacher’s Quality According to Hammond (2000) teachers preparations and teachings are the strongest correlations of the student’s achievement and teacher’s quality is the most vital educational investment. Similarly Rvikin, Hanushek and Kain (1998) reported the student’s performance outcomes to the teacher’s quality, they analysed 400,000 students in 3000 schools from New York, which concluded that school quality is the most important factor in students achievement however teacher’s quality is the most important predictor whereas size and teacher education plays a very small role. Relationship between teachers’ personality and academic and social development was analysed by Heil and Washburne (1998). They found out that children made the greatest progress under the guidance of self-controlled teacher and least under fearful teachers. They also reported that children seem to grow as friendlier under self-controlled teachers. Teacher’s Interpersonal Skills Dasgupta (2004) observed that those teachers who had a strong interest in their students as individuals and were sensitive to their needs, the students could relate themselves with such teachers in a much better way creating a level of comfort with them. On the other hand, those teachers who are friendly but make no attempt to know their students, the children feel anxious being with them and they even doubted the teacher’s ability to perform. Similarly, those teachers who did not show any interest, the students believed that the teacher had a very low ability to perform and was low self-motivated. A significant body of research reported that academic achievement and students’ behaviour is influenced by the quality of the teacher-student relationship. It also suggests that the emotional aspect of the teacher-student relationship is far more important than the conventional advice on methods and techniques of teaching (Gerald, 1999) Teacher’s Qualification Cheng (1996) conducted a study on high school students’ performance using data from the National Educational Longitudinal Studies (1998) and found that fully certified teachers have a significant positive impact on student test scores as compared to teachers who are not well qualified and certified. Heil (1998) through his study concluded that teachers who had been out from teacher education since long and were away from on-going professional development lacked familiarity with current knowledge. She also commented that there was a significant difference in strength of developmentally appropriate practice beliefs between novice teachers and veteran teachers. The more oriented teachers scored significantly high on measures of developmentally appropriate practices. Documentation of the best practices A study was conducted by Miyan in 2005 documenting the best practices on 25 children in 7 schools and it was seen that the most prominent best practices carried out were providing children with positive reinforcement, treating all children equally, spontaneity while teaching and innovativeness in teaching methods. Similar study conducted by Rastogi (2005) found out that the best teaching practices were using teaching aids and creative methods to teach like dramatizations, providing children with a stimulating environment. Primary school teachers and primary education According to Dasgupta (2004), ‘play’ should be the central activity of children even in primary schools and primary school teachers should teach children using the play way method as it helps children to relate to what is being taught. Introducing games in classroom is one of the ways of encouraging cooperation and motivating the children to study and learn the concepts. Washburne (1998) surveyed primary school children to see the kind of the teachers liked by them and those who were disliked. He found that physical characteristics such as grooming, nice voice, and pleasing personality were found to be more important along with teacher’s qualities like interest in teaching, enthusiasm, innovativeness etc. At the same time children also laid equal emphasis on the personality traits like being cheerful, fair, non-judgemental etc. Methodology Aims Objectives To identify and document the ‘best practices’ of teachers, nominated as ‘effective teachers’ by principals/supervisors To identify the practices that need improvement To observe, record and document the ‘best practices’ of primary school teachers in 4 areas: Teacher as a Person, Teacher as a Professional, Teacher’s Interpersonal Relationship and Qualities of the Teacher. To compare the teachers best practices in relation to the fee structure To compare the teachers best practices in relation to his/her years of teaching experience To compare teachers best practices in relation to the teacher child ratio. Operational Definitions Effective Teachers: These are the teachers having innovative and creative teaching practices and who will be nominated by the principals/supervisors Primary Teacher: Teacher teaching to children in 1st and 2nd grade Low Fee Structured Schools: Schools having fees ranging from Rs.15/- to Rs.350/- per month High Fee Structured Schools: Schools having fees ranging from Rs.350/- to Rs. 450/- per month Data Collection Sample Primary school teachers serving in the schools having low and high fee structure and located in Mumbai, India will be approached using an introductory letter. The schools will be selected keeping in mind the indicators like fee structure, location of schools, medium of instruction and minimum 5years of establishment. 10 schools will be approached and nearly 30 teachers will be observed and interviewed. From these 10 schools, 5 schools will represent schools having low fee structure and remaining 5 schools will represent high fee structure. Research Design The school authorities will be approached with a prior appointment and the school supervisor/principal will be given and introductory letter conveying the nature of the research (refer to appendix 2). The information and the facts about the school (profile of the school) will be obtained from the authorities including details of the school like the name, number of teaching staff, fee structure, teacher-child ratio etc. The principal/supervisor will be asked to nominate three teachers who according to them are effective in their teaching, in short who are exemplary. The teachers will be given a consent form (refer to appendix 1) which will agree their part-taking in the research. Research Tools The research tools that will be used for this study will be a fact sheet, an observation record documentation sheet along with an interview questionnaire. The sample of the research tools is provided in the appendix. The fact sheet will have two parts to it; first it will help in gathering the profile of the school and second one to gather the nomination of the teachers made by the principal/supervisor (Refer to appendix 3) The observation record sheet will be again divided in two parts. First part will focus on gathering the teacher’s profile (age, qualification, number of years of experience) whereas the second part of the sheet who help in observing the nominated teacher in four criterias namely- Teacher as a Person, Teacher’s Interpersonal Relationship, Teacher as a professional and Qualities of the Teacher (Refer appendix 4a. 4b). The documentation sheet will help in documenting the best practices of teachers along with those practices which need improvement. This will also help in understanding the teacher-child interaction and noting down the minuscule but important details of classroom teaching (Refer to appendix 5) The interview questionnaire will help in interacting with the teachers on one to one basis. The nominated teachers will be interviewed on the basis of the four criterias namely- Teacher as a Person, Teacher’s Interpersonal Relationship, Teacher as a professional and Qualities of the Teacher. The interview will consist of open end questions will be give a chance to the teachers to be more expressive, so that all the details could be captured. (Refer appendix 6) To summarise, the researcher will visit the schools during the school hours for observation. Observation will be done for each teacher for 3 days and each session would be for an hour. The observation record sheet and the documentation sheet will be carried to the classroom to record the verbal comments as well as the non-verbal gestures of the teachers along with the recording of the best practices. So the researcher will observe 3 teachers for 3 days in each school (schools having high as well as low fee structure), one hour per teacher in each school. The researcher will then interview the teachers during the school hours according to the convenience of the teachers. The interview session would approximately last for an hour. Data Analysis The observation record sheet will be analysed both quantitatively as well as qualitatively where as the documentation and interview sheet will be analysed qualitatively only. The data for the quantitative analysis will be encoded using the SPSS and co-relational analysis will be conducted for the statistical analysis. The data for the qualitative analysis will be encoded using the analysing conversation technique and the IPA (Interpretative Phenomenological Analysis) so that a rich data is collected. Reliability and Validity of the research To understand the reliability and validity of the research, a pilot study will be conducted on two schools. During the pilot study the effectiveness of the tool will be checked. A meta-analysis can also be conducted to understand the nature of previous researches done and certain improvisations in the present study can be made on the basis of the systematic review of meta-analysis. Ethical Issues Any research and the practical applications of the procedures come under the scrutiny of professional ethics (Anastasi Urbina, 2004). Even for this research certain ethical issues have to be taken care of in a systematic manner. A formal approval will be taken from the principals/supervisors of the school who decide to become a part of the study, even the nominated teachers would be asked if they would like to participate and be one of the respondents, they will also be entitled to sign a consent form. All the data collected will be confidential. No one except the researcher will be allowed to access that data. There are no foreseeable risks involved with the tools used for the research. They will be assured that all their information will be kept confidential and privacy will be maintained. While conducting the observations and interview there could be some risk involved like anxiety and questions in the respondents mind. All the participants will be explained the nature of the st udy, objectives. They will be assured that all their information will be kept confidential and privacy will be maintained. References: Amurang, C., Gerald. (1999). ‘Evaluating Primary Education’, International Developmental Research, Canada Anastasi, A., Urbina,S. (2004). ‘Psychological Testing’, Prentice Hall, USA A World Bank Publication, (1997). ‘Primary Education in India’, U.S.A: Library Cross Publication Bredekamp, S., Copple, C. (1997). ‘Developmentally Appropriate Practices in Early Childhood Programmes’, Washington D.C.: National Association for Education of Young Children. Cheng, Y.C. (1996). ‘Total Teacher Effectiveness: New conception and improvement’, International Journal of Education Management, 10 (6), 7-17. Devasenathipathi, M. (2001). ‘A Good Teacher’, Educational Review, 144 (9), 101. Hammond, L. (1999). ‘Teacher Quality and student achievement: A review of state policy evidence’, Seattle, WA : Center for the Study of Teaching and Policy, University of Washington. Kain, F., Rivikin, S. (2005). ‘Teachers, Schools, and Academic Achievement’, Econometrica, 73 (2), 417-458. Heil, Lousi., Washburne, C. (1998). ‘What characteristics affect children’s growth?’, The School Review, 68(4), 420-428. Dasgupta, D. (2004), ‘Effective teaching techniques’, Avishkar Publications. Miyan., M., Rastogi., A. (2005). ‘Manpower Planning for Elementary Teacher Education: A pre-requisite for Quality Elementary Education’, University News, 43 (18), 56-62. Pollard, A., Bourne, J. (1995). ‘Teaching and Learning in Primary Schools’, New York: Rout Ledge. Saxena, C. (2005). ‘A Historical Overview of Teacher Education in India from Rig Vedic Age till 1947’, University News, 43(18), 1-7. Spodek, B., (1972). ‘Teaching in Early Years’, New Jersey: Prentice-Hall Inc. Tilak., J.B.G. (1995) ‘How free is Free Primary Education’, Occasional Paper-21, New Delhi: NIE Richardson, J., Stopp, P. (1998). ‘Becoming a Primary Teacher’, London: Penguin Books How to cite Documenting Primary school teaching in Mumbai (India), Essay examples

Mediums and elements of drama Essay Example For Students

Mediums and elements of drama Essay Here Romeo is describing his fear of some consequence yet hanging in the stars that will expire the term of his life, which are definite references to fate and fortune.  In Blood Brothers, it became apparent part way through that the narrator was taking on the role of fate and/or destiny. He was controlling the story as well as retelling it. We saw him give the bible to Mrs Lyons in the making a pact scene between the two mothers. This showed he gave her the idea of the pact in the first place. He also appeared when Mrs Lyons was trying to pay off Mrs Johnstone, he picked up the money that had been thrown on the floor and used it to taunt her, to show her what she had come to. The narrator as a character had a very aggressive style of body language and an indifferent facial expression which he maintained throughout the play. This helped him create a feeling of foreboding whenever he came onstage. It was interesting to see that it was only ever really Mrs Lyons who saw the narrator directly. Mrs Johnstone felt him as a presence but Mrs Lyons interacted with him, at one point even asking him who he was. I believe it has been directed in this way because to each woman the narrator represents a different thing. To Mrs Lyons he represents her conscience which is heavy with guilt over the ways and means she got her baby. He also represents her paranoia which grows stronger as the play goes on. To Mrs Johnstone the narrator is a representative of the future and what is to come, which is closely linked to fate. As she is unable to look into the future she cannot see him, but only feel a sense of foreboding when he around. The director has used many methods to put the narrator above the rest of the characters. At times he appeared on a higher level looking over the action, this gave him an all powerful, godlike aura ensuring people knew he was in control. He also appeared at crucial points to help the story flow, and maintain its direction.  Many symbols were used throughout the play, one being the bible. First making its appearance in the pact being sealed between Mrs Lyons and Mrs Johnstone it was then used periodically as a reminder to the promise and how it was sealed. It was important to use a bible as Mrs Johnstone is of the catholic faith and also extremely superstitious. It was these qualities that Mrs Lyons used to her own advantage. By frightening Mrs Johnstone into believing that the boys would die if they found out the truth, she hoped to ensure that they could lead separate lives. The clasping of hands was also used symbolically. When the brothers make their blood brothers pact, they sealed their fate in the spilling of their blood. The fact they do it at the same time hints at how they are going to end. Blood Brothers was set in Liverpool in the early eighties. This meant it was affected by such things as the quality of education and unemployment. Mickey attends a local school and receives a very poor education. His school life is disrupted, and he is taught about such things as tribes in the African jungle. We see he gets frustrated about the lack of useful information that he believes he will need to get a job. This eventually affects him later in life. We see a scene in which he faces unemployment with his brother, and is collecting the dole. This also shows he is of a lower class to Eddie, who is attending a private school and also receiving a better education. .u61db33cab70f3763e896e7a6bfbd1c15 , .u61db33cab70f3763e896e7a6bfbd1c15 .postImageUrl , .u61db33cab70f3763e896e7a6bfbd1c15 .centered-text-area { min-height: 80px; position: relative; } .u61db33cab70f3763e896e7a6bfbd1c15 , .u61db33cab70f3763e896e7a6bfbd1c15:hover , .u61db33cab70f3763e896e7a6bfbd1c15:visited , .u61db33cab70f3763e896e7a6bfbd1c15:active { border:0!important; } .u61db33cab70f3763e896e7a6bfbd1c15 .clearfix:after { content: ""; display: table; clear: both; } .u61db33cab70f3763e896e7a6bfbd1c15 { 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; } .u61db33cab70f3763e896e7a6bfbd1c15:active , .u61db33cab70f3763e896e7a6bfbd1c15:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u61db33cab70f3763e896e7a6bfbd1c15 .centered-text-area { width: 100%; position: relative ; } .u61db33cab70f3763e896e7a6bfbd1c15 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u61db33cab70f3763e896e7a6bfbd1c15 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u61db33cab70f3763e896e7a6bfbd1c15 .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; } .u61db33cab70f3763e896e7a6bfbd1c15:hover .ctaButton { background-color: #34495E!important; } .u61db33cab70f3763e896e7a6bfbd1c15 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u61db33cab70f3763e896e7a6bfbd1c15 .u61db33cab70f3763e896e7a6bfbd1c15-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u61db33cab70f3763e896e7a6bfbd1c15:after { content: ""; display: block; clear: both; } READ: How the portrayal of Gertrude and Ophelia could be influenced by the sources available to Shakespeare EssayThis is the first thing that distinguishes and separates the brothers. The difference in class is shown mainly through costume and accents. Eddie is seen wearing his school uniform and Mickey in ill-fitting hand-me-downs. Eddie also talks with a very proper English accent resulting from being sheltered from Liverpool, whereas Mickey has adopted the Liverpudlian drawl used by his brothers and neighbours. You can also notice that Eddie has an extended vocabulary compared to that of Mickey. We could see that Eddie was of a higher class thanks to simple staging showing hi s posh house interior, and the fact his father had a job which could support both mother and son. Mickey however couldnt afford new clothes and his mother had to provide for his overly large family. Scenes showing children hungry and crying proved that they werent very self sufficient. Something that made the play stand out was the fact that actors remained the same. By this I mean adults played the roles of children, adolescents, teenagers, and adults. To do this, changes in voice, movement and gesture were used to separate each age as there were frequent time shifts to show the children getting older. This meant there were also changes in clothing (Mickey opting for leather jackets and poorly put together school uniforms, Eddie preferring standard trousers and sleeveless v-necked jumpers). When playing young children they had to give off an air of naivety which somehow Eddie seemed to retain even as he got older thanks to his sheltered and comfortable lifestyle. The ending of Blood Brothers was extremely effective. A definite rise in tension, apprehension, anticipation etc was successfully made. While most of the audience watched an estranged Mickey frantically waving a gun around on stage, others were surprised by the arrival of policeman from left and right stage doors. This added a whole new dimension to the story certainly making it more real and close to home, and at the same time bringing the audience into the story and making them a part of it. The build of tension began as Mickey entered onstage to confront Eddie. His body language portrayed brilliantly a man on the brink of insanity almost and constant movement showed the conflict of emotions running through the character. He was contending with what was to him a very real betrayal from his confidante, friend blood brother. The fact that he was torn was shown by his reluctance to draw the gun and point it at Eddie. When he did so it was effective in many ways. Firstly the audience knew that they were brothers and wanted to know if they would ever find out, and secondly, we had been witnessing the deterioration in Mickey and the continuance of the characters instability meaning the ending possibilities were endless. Facial expression at this time was useful, the actor playing Mickey managed to convey a look of deep pain in his eyes, whereas Eddie was just in complete shock, fear, a hint of outrage and maybe an inkling of how much Mickey actually knows. We know that Eddie is in love with Linda, but in this end scene his has no idea of what Mickey is going to accuse him of. The climax builds to a point and all tension is released when inadvertently a gun goes off. Mickey has shot Eddie and simultaneously the police shoot him. The twins have left the world in the same way as they entered it: together. In conclusion I found the play was filled from head to toe with symbolism, themes, and subtle hints to almost everything. A great use of lighting and music created the right feeling at the right moment, and most importantly the audience felt included without being addressed directly. Several social and cultural aspects were pointedly focused on as well as the radical difference between the lower and upper class in those days. Overall a successful play involving many of the mediums and elements of drama.