Comparative Study: Crucible & Guilty by Suspicion

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Comparative Study Crucible & Guilty by Suspicion

ESSAY TASK While the context, lauguage and form have changed, the messages in Guilty By Suspicion are essentially the messages the Arthur Miller communicated to his audiences in the Crucible. Discuss the statement in relation to your understanding of both texts.

Guilty by Suspicion and the Crucible, both expresses the same message of how social hysteria victimises people who strongly stand by their moral beliefs. Though the context, form and language are different, their main aim in allowing audiences to realise the affects of social hysteria is achieved through various film and language techniques.

Guilty by Suspicion illustrates the similar environment in which Arthur Miller wrote the Crucible. His main purpose in writing this play was to express his disgust with the McCarthyism hysteria that was taking during that time of 150s. Although Crucible is set in a different timeframe, based upon the events of witch-hunt that occurred in Salem Massachusetts during 160s, it has strong parallel connection with the events of communist hunting that occurred in America during 150s. Guilty by Suspicion is based on these communist hunting events.

To establish the context of 160s in The Crucible on stage, various objects were used. In the opening scene, A candle still burns near the bed shows that these events were taking place before electricity came. Candlelight creates a mood of mystery and fear on the audience. At the beginning of Act Two , Proctor ...continues on to the fireplace, leans the gun against the wall as he swings a pot out of the fire and smells it. This scene with the fireplace burning and warm food being cooked as well as lullabies being sang creates a warm peaceful mood on the audience and shows the lifestyle of 160s. This is also an anti-climax in the play after the previous hysterical climatic ending of Act I.

To establish the context of 150s in Guilty by Suspicion, various objects of those times were used as well. There were 150s cars on the roads, films that were being edited had 150s icon like Marilyn Monroe in them. Jazz music of those times were being repeated in the background like Im just a lucky so and so. This music was ironical. It was played in the background when David Merrill fortunates were changing from bad to worse. Not when he was becoming a lucky so and so. It allows the audiences to realise the contrast in his life and fortunes from what he was when he was successful and what he was becoming.

Joseph McCarthy is the senate who initiated McCarthysim. He turned his own political crisis into a major social one. After playing a dirty dishonest campaign to gain his Republican seat in the Senate, it became quite obvious that he will lose the next election as the truths about him started coming out. That's when he came up with his communist hunting idea (from the Korean War happening at that time) and started accusing his opposition democratic party of being communists. Soon his communist investigation began to go beyond politics.

Arthur Miller communicates his message on McCarthyism in the form of a play. The parallel character of McCarthy in The Crucible is Reverend Parris. Like McCarthy, Rev. Parriss personal crisis of losing his position and power in the Salem society turns into a major social witch-hunt hysteria. At the beginning of Act I, when Rev. Parris was conversing with Abigail, it shows that his more worried about his reputation in the society than his daughters sickness. I pray you feel the weight of truth upon you, for now my ministrys at sake, my ministry and perhaps your cousins life. This shows the responders how power-crazied, self-centered he is like McCarthy.

Danforth is another parallel character portraying McCarthy. He is very proud of being a judge and the power that comes with it. He boosts about how seventy-two condemned to hang by that signature? which is his signature. But this proudness is his weakness and makes him ignorant to the reality of Salem that private vengenence is working through these testimony. Even when he sort of realises the truth, he chooses to ignore it because his reputation, power and position is at stake.I cannot pardon these when twelve are already hanged for the same crime. It is not just.

Guilty by Suspicion is a reality film, which shows an era of political injustice. The opening scene shows the absurdity of the whole communist hunting situation. Larry Nolan unwillingly being interrogated by HCUA officials. The whole dimly-sunlit room is full of smoke with few furniture and Larry in the middle being shot from a high angle. His confused and broken, heavily breathing and does what any scared shitless loyal American would have done. The HCUA officials are shot from a low angle showing their authority and how powerful they are. Through this scene, the director communicates her message of how ridiculous McCarthyism was. This interrogation process allows audience to sympathise for Larry and understand how helpless and mentally affected Larry is. The smoke in the room creates a sense of confusion and fruitlessness of the whole situation on the audiences mind.

In The Crucible, peoples accuse each other for private vengeance. Putnam starts accusing his neighbours so that he can get their land. This man is killing his neighbours for their land. On the other hand, Elizabeth was accused so that Abigail can take her place as Proctors wife. She thinks to take my place, John. In Guilty by Suspicion it can be seen that peoples who are thought to be weak and will give in and give more names were targeted. Thats why David Merril was accused. This was shown through juxtapostioning scenes. In one scene his wife comments Maybe everyone thought making movie means more to you than anything else while in the next scene his best buddy comments, I know how much your films mean to you. This is shown to clarify to the audience why he was targeted and that peoples who targeted in McCarthyism was for a purpose.

Both of the texts show how social hysteria victimises people who strongly stand by their moral beliefs. The languages in both texts are colloquial making it easier for responders to relate to. Puns are used in the dialoges to combine many themes of the play together. It gives more than one meaning and appeals to a variety of audiences. Example of one is said by Proctor when he is arrested by Danforth, You are pulling Heaven down and raising up a whore! This statement maybe interpretated in a variety of ways by various responders. One might think it means, you are getting rid of the true divine peoples from the world and helping faithless peoples to take over the society. Another might think, You are moving away from God and towards the Devil. This statement is important as it tells how social hysteria gives rise to faithless people and victimises people with strong moral values. David Merril and Bunny Bexter served jail for not giving in to the authority. John Proctor and Rebecca Nurse were hanged for not confessing which according to them was a lie. All of them were victims of social hysteria. Only because they had strong moral beliefs, they didnt give in and therefore had the suffer injustice of the society and concequences.

Responders receive a dose of reality from the Crucible and the Guilty by Suspision of how powerful can mindless accusations be. The message though terrifying but real, unbelievable yet possible. The Crucible was written in 150s but showed an event of 160s. Guilty by Suspision was directed in 10s but showed an event 150s. The language and form are different. But the message, the central gripping message is still the same. In the end one question remains. What is more important? Life or faith?

Nur-e-Dipha Muttaqi

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Coping with change in Businesses

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Businesses today have to operate in rapidly changing markets and conditions. They can no longer rely on a constant stream of customers, the same production process or the same product over a long period of time. They must constantly be aware of, and be prepared to respond to, changes in a number of areas.

The introduction of new technology can affect a business in many ways. There have, for example, been rapid changes in communications technology, production techniques and electronic components in recent years.

Why manage change?

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The management of change in business has grown in importance in recent years. Under pressure from competitors, higher costs and economic conditions many firms developed company-wide change programmes.

Some have argued that, historically, the problems of business in managing change and increasing productivity have resulted from the ineffectiveness of management. It has been suggested that managers in the past have not

· Scored highly in their ability to plan and organize production effectively and efficiently.

· Invested in skilled workers

· Competently execute the process of change

· Taken into consideration the possible barriers encountered during the changing process

· Maintained effective communication with their sub-ordinates

· Been concerned with long-term growth generated by major investment, but only in short term profits.

However, today it could be argued that managers are far more aware of what is required for business to achieve success. The ways in which they manage change are dealt with in the sections that follow.

The role of the personnel department

Traditionally, personnel managers enforced rules and procedures, and were less concerned with change. It has been suggested that if they became human resource managers, and more concerned with the following, then change would take place more effectively in business.

· A move away from job evaluation and fixed grades towards appraisal and performance related pay.

· Pay and conditions negotiated with individuals rather than collectively.

· An emphasis on teamwork rather than individual job design.

· Sufficient training for employees

· Encouraging employees that are empowered and self-motivating rather than needing to be "controlled"

Resistance to change

Businesses are likely to face some resistance to change from parts of the workforce. Workers and certain levels of management sometimes fear the unknown. They feel safe with work practices, conditions and relationships that they have been used to for a period of time. Employees and managers may fear that they will be unable to carry out new tasks, may become unemployed or many face a fall in earnings. Individual workers might be concerned that they will no longer work with "friends" or may be moved to a job, which they dislike. If change is to be carried out effectively, the business must make certain that these fears are taken into account. Only if employees feel that they can cope with change, will the business be operating to its potential.

Resistance may also be found in the culture of the organisation. Custom and practice are embedded in systems, which reflect the norms, values and beliefs of the organisation. While this may give stability, it presents problems of rigidity when a business needs to change. There are many theorists who suggest the need for a multi-step approach. Psychologist Kurt Lewin emphasized a three-step process.

· Introducing an innovation with innovation aimed to satisfy a need

· Overcoming resistance by group discussion and decision making

· Establishing a new practice

· Involving employees in the change process

It is also just argued that those likely to be affected by change should be informed and have a stake in the process of shaping change.

Developing an Organizational Culture for Change

An organisational culture includes the beliefs, norms and values of a business. It is a generally held view about how people should behave, the nature of working attitudes and relationships. It has been suggested that a business that creates a culture of change is likely to manage it far more effectively. Management at the top level must have a clear idea of how they expect the business to change. Structures, methods of training, management styles etc. must then alter to reflect this. Finally a culture must be established where all employed are aware of the new relationship and methods of working. One model that has been used to implement change is Total Quality Management (TQM). A feature of TQM is that everyone in the business is responsible for maintaining and improving quality, including the quality of the product, production methods, operation methods and the supply to the customer. This culture develops a culture where all employers, managers etc are trying to achieve the same goal, which should motivate, develop teamwork and improve communication, accountability and rewards in responding positively to changes implemented in the organization.

Different Approaches to Managing Change

One approach to managing change is for people at the 'top"of business to plan out major restructuring programmes with the consultation of workers or worker representatives. The main advantage of this method is that a company can have a vision of where it is going, involving all key persons affected. It can compare where it is now with where it was then. It is possible using this approach, to prepare departmental action plans, set timetables and measure how far change has been achieved.

Evaluating the Management of Change

Managers will have a clear idea of the improvements to performance that they want from change in business. They may want productivity gains as a result of the use of multi-skilled teams or improved response times to customer demands due to new communication and operational technologies. These are sometimes referred to as performance indicators. Performance indicators can be used to evaluate the management of change. Any evaluation strategy will have quantitative and qualitative methods of analysing changes in work practices.

The competence and abilities of a manager matches people, information, and technology to the purpose, vision, and strategy of the organization. Their style of management should be designed to enhance communication and information flow among people. Systems are designed to encourage individual responsibility and decision-making. Technology is used to enhance human capabilities to accomplish meaningful work. The end product is an integrated system of people and resources, tailored to the specific direction of the organization, allowing them to respond positively to changes within their organization.

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Cultural anthropology

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Ironic Developments In Oedipus Rex

In Sophocles¹ Oedipus Rex there are many themes that are evident. The audience that is watching the play notices these themes because they were told the story beforehand in the prologue. As a result they can focus their attention on the elements of the themes being foreshadowed. The theme that I believe is the most prevalent is the irony. From the very first action in the prologue to the last line of the play irony is being developed. I found it interesting to follow Oedipus¹ actions to see how irony plays a role in his tragic story and also see how the audience would respond to the changes of events.

One way that Sophocles uses irony is to surprise the audience. In order to accomplish this goal, the playwright immediately sets up the character of Oedipus with a specific intent on his mind. It is in the prologue that the first factual information about the present king of Thebes is told. The Priest speaks to Oedipus on behalf of the other citizens of the community. He confronts Oedipus and pleads for his help in curing the city from its disastrous plague. He does not come to Oedipus with demands, but instead is very careful to say the right things. ³You are not one of the immortal gods, we know; Yet we have come to you to make our prayer As to the man surest in mortal ways And wisest in the ways of God (Prologue ll. 7-40).² This quote tells the audience that Oedipus is generally respected and admired by the community because of his past actions as the king. By the priest placing Oedipus just beneath the gods further proves the point that he is a good king. His people are not cursing him for his prior actions, nor are they ashamed of how he ruled over Thebes in the past. Instead they respect him and are confident that he is capable of saving the city once again.

Oedipus¹ reaction to his people further establishes his role as a good king. He says, ³You shall see how I stand by you, as I should, Avenging this country and the god as well, And not as though it were from some distant friend, But for my own sake, to be rid of evil (Prologue ll. 145-148).² In this excerpt Oedipus is taking the problems of Thebes on his shoulders. Thus making them his own. He has heard the oracle at Delphi and will now try to solve this dilemma with all his power. All of the dialogues that exist in the opening of this play depict Oedipus as a good king. He is neither selfish nor power hungry, but instead cares about his people and the city he reigns over.

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The prologue surprises the audience when they find out that Oedipus is really the murderer of King Laios, Oedipus¹ own father. It was not to be expected that the good king from the beginning of the play would ever bring about harm to his city. He tried everything in his power to once again save his city and unrealizingly condemned himself. It is ironic and surprising to see that the King murdered his father yet does not know that it was his father. The audience, on the other hand, knows that Oedipus murdered his father and that he is destined to live the prediction of the oracle out. The audience has the upper hand and must now wait to see Oedipus play out his part.

Sophocles also uses irony to foreshadow events later in the play. The first point where irony is used as foreshadowing can be seen in the prologue. Oedipus states, ³Avenging this country and the god as well, and not as though for some distant friend, but for my own sake, to be rid of evil (Prologue ll 146-148).² In these three lines Oedipus sets goals for himself but he unknowingly foreshadows his own failures. He is successful in finding the killer yet he is a failure in life because he was blind to all the evidence that points to him as the murder.

Foreshadowing is continued later in the story. He again foreshadows his own downfall in scene two. He says

I solemnly forbid the people of the country, where power and throne are mine, ever to receive that man or speak to him, no matter who he is, or let him join in

sacrifice, lustration, or in prayer. I decree that he be driven from every house,

being, as he is, corruption itself to us the Delphic Voice of Apollo has pronounced this revelation (Scene 1 ll. 0-6).

Oedipus makes a strong proclamation and is determined to find answers that an audience member could see eventually coming back to slap him in the face. Furthermore, Oedipus is so concerned about results that he forgets to look at the events that are going to change his life. He sees that there are problems but he does not notices how they relate to him and his life. He realizes that the events are getting him closer to the answer but he ignores that he is the key to the answer.

Throughout the play the audience notices that each time that Oedipus is presented with a clue to solving the murder of Laios he ignores them and continues on. It is almost as if he realizes that he has something to do with the problems with Thebes but is not quite ready to admit them to the people. The irony is that he needs to be told outright that he is the murderer, that he has married his mother, and that he has fathered his brothers and sisters. The audience would first believe that he would come to this realization faster because he is supposed to such a wise and good king but he is ignorant and blind to all the evil that he has caused.

The oracles play an enormous role throughout the entire play. It starts with the oracle that tells Laois and Jocasta that their son will murder Laois and marry Jocasta. They inadvertently carry out the oracles prophecy by sending away their son. If they would have kept Oedipus the later events would not have happened because he would not have knowingly married his mother or purposely killed his father. But Oedipus must play out his part and is thus sent away.

Sophocles also uses irony in a more humorous light. This is evident in the conversations between Oedipus and Teiresias. It is important to keep in mind the fact that the audience is knowledgeable about the conclusion of the play and could therefore find humor in the specific dialogues exchanged between the two. Teiresias is a blind truth teller and is explaining to Oedipus his involvement in the problems that face Thebes. Teiresias says, ³You mock my blindness, do you? But I say that you, with both your eyes, are blind you can not see the wretchedness of your life, nor in whose house you live, no, nor with whom (Scene 1 ll 07-10).² I feel the average audience member would be amused at the quick witted response that Teiresias makes toward Oedipus. The scene involves a blind, old man who knows more of the truth than a young and powerful Oedipus. It must also have been amusing to the audience to see the stubborn king be so sure of a false truth.

After careful reading of a play, one starts to realize there is more than a standard plot. Major themes and their relevance to the audience or other characters within the play become apparent. In Oedipus Rex the theme of irony plays a pertinent role. Irony is used to surprise, amuse or foreshadow upcoming events for the reader.

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Hans Koning's Columbus

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Hans Koning has discarded society's traditional view of Christopher Coloumbus as a hero. In the introduction Columbus His Enterprise Exploding the Myth; Koning dismisses the conventional image of Columbus as false. He proposes to explain his rejection by detailing the circumstances which allowed Columbus to convince the King and Queen of Spain to support his idea as well as Columbus' voyages and his treatment of the aboriginals he encountered. This report will cover the mechanics, the bibliography and the themes of Hans Koning's composition, as well as investigating whether Koning was effective in his bid to dethrone Columbus as a champion.

The mechanics of a novel are very important because they help leave an overall impression with the reader. Koning has divided his book into ten chapters. The chapters follow the chronological order of Columbus' life and voyages. The end of the text contains a bibliography which is followed by an added section by Bill Bigelow. This segment is titled Columbus in the Classroom. Bigelow attempts to add to Koning's point of disgust with society's uniform view of Columbus by illustrating the misconceptions of history in school textbooks. Koning's text is directed at the high school level, most likely in hopes to replace the traditional textbooks. The vocabulary used is not complex and the ideas presented are easy to follow. Although mechanics play an important role in the overall impression of a book, the bibliography is even more significant.

The bibliography is a key element in the presentation of an author's thesis. It is the bibliography where the reader can go to question sources the author has used in preparing his argument. Koning presents his bibliography in paragraphz form instead of simply providing a list of sources. Koning not only uses a variety of secondary sources but he also used primary sources. For example he uses De Las Casas' ( the friar on the voyage ) Account of the First Voyage and Destruccion de las Indies. His use of primary sources diminishes the possibility of a bias in the text. Hans Koning's use of a variety of sources ranging from other texts, to texts primarily based on primary sources to a couple of actual primary sources, shows a wide range of material used. The bibliography helps to show the reader the sources of the author's ideas. However if those ideas are not presented in a manor with which the reader may identify, the entire text falls apart. One of the first ideas that Koning presents are the circumstances which existed in Spain to allow Columbus the oppurtunity to present his idea

Throughout history 'great' events have only been able to take place due to the conditions that permitted them to occur. Meaning, certain conditions needed to exist in Spain before Columbus would be able to present his idea and more importantly for that idea to be taken seriously. Koning goes to great lengths to ensure that the reader understands the importance of those conditions. It was not until 14 that Spain became a nation state. This newly formed state who was attempting to overcome a financial crisis spurned on by the expulsion of the Jewish community sorely lacked gold. At the time gold was the most common form of currency; it was needed to help fund wars and help build up Spain's economy.

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Spain's system of economics was very poorly established. The nobles held all the power and the remaining part of the population were starving peasants. Although wool was the national export it did not yield any profits. The mentioned events illustrate why conditions in Spain were suitable for a modern concept of economics. It was Christopher Columbus who put forth the idea of Spain moving to an international notion of commerce. He wanted to discover an alternate route to the riches of the East, thus eliminating the trade tariffs imposed by the Moslem's. In presenting his plan, Columbus guaranteed the King and Queen of Spain that they would be destined to obtain all the gold and riches they could possibly desire as well as the opportunity to convert the heathens of the east to Christianity. In presenting the conditions that existed for Columbus' concept to be taken seriously and consequently accepted, Hans Koning displays the attitudes of greed in Spain which in the later voyages of Columbus become extremely relevant.

Christopher Columbus sailed across the Atlantic on four occasions. Koning's obvious lack of respect for Columbus is clear when he hints that it was not he who sailed across the Atlantic yet it was the crew who sailed Columbus across the ocean. The king offered a reward to the first man who spotted land on the maiden voyage. According to Koning, Juan Rodriguez Bermeo, a member of the crew, was the first to spot land. Columbus countered his claim and said that it was he who was the first to spot land, thus claiming the reward for himself. By including this example, Koning portays Columbus as a greedy man who would stop at nothing to achieve his goal of money and fame. Upon arrival the land was claimed in the name of the King and queen of Spain. He did not bother to take into account that there was already an established civilization. Right from the very beginning Columbus had no intentions of developing an equal trade relation with the natives, instead he wrote in his journal that they would make good servants or slaves. On his return trip to Spain he also brought back native prisoners to show the King and Queen. Hans Koning uses the initial treatment of the aboriginals to foreshadow the destruction the natives would undergo at the hands of the Europeans.

Hans Koning goes to great lengths to describe the fashion with which the Europeans conducted their affairs in the 'new' world. The innocent natives did not stand a chance against the gold driven Europeans, because Columbus made unreasonable demands upon those he had conquered. For instance all people over the age of fourteen were required to collect gold for the Spanish. They were required by law to bring a hawk's bell full of gold to the Spaniards every three months. The punishment for failing this task was to have your was to have your hands cut off. The natives could not resist the treatment of the Spaniards. The Spanish were better equipped then they were with armor, muskets, swords, horses and dogs. The dogs were used to chase down those who attempted to resist the evil ways of the conquerors. The Spanish were successfully able to destroy the natives and their way of life just under a half century. Hans Koning spends much time on this subject in his text. He uses these many examples to show not only Christopher Columbus but all of Europe as a selfish greedy population who placed aside morals and humanity in the name of wealth and capitalism.

After the second voyage Columbus spent the remaining part of his life insisting that he had indeed found a passage to the East and that there were many riches awaiting the Spanish. Instead he died a man who played a very key role in the destruction of many civilizations. Hans Koning spends a lot of time and uses numerous examples to convince the reader that Columbus should not be hailed as a hero but rather a man who condoned the practice of genocide.

The author puts forward convincing arguments, thus making it quite obvious how he wishes his text to be interpreted. Koning questions the traditional view of Columbus and demands the reader to do the same. Subsequently the reader should question Hans Koning. In his introduction Koning says that he will present facts, yet he never defines his definition of facts. As a result the reader may be unclear if Koning's text consists of facts or if it consists of Konig's interpretation of history. Hans Koning does a good job of convincing the reader his views of Christopher Columbus.

Hans Koning uses his book Columbus His Entreprise Exploding the Myth to reject society's glorification of Christopher Columbus. In his book Koning describes the conditions that existed in Spain to allow Columbus the opportunity to have his idea heard and accepted, the voyages across the Atlantic and his treatment of the natives.

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TWELVE ANGRY MEN - Video Analysis

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"1 Angry Men" is a gripping take of jurors struggling to determine if a young man is guilty of murdering his father, its ethical emphasis are fairness, respect and citizenship.

Leadership

The foreman, a high school assistant head coach, doggedly concerned to keep proceeding formal and maintaining authority; easily frustrated and sensitive when someone objects to his control inadequate to the job as a foreman, not a natural leader and over shadowed by juror #8 natural leadership. The movie clearly depict that leaders are born not made. The foreman was a relationship-motivated leader and he really did not care about the task to be completed but concerned about the group members doing it their way. He was easily convinced and clearly gave it up when he stated at the beginning "You fellows can handle this thing anyway you want to", it doesn't sound as if its coming from a leader.

Participation

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The juror's participation was effective but limited to some of the juror's. Juror #8 proposed ideas and suggestions, he also provided the direction to "Not Guilty". Juror # was more of an aggressor and his ideas were opinion based and biased. Juror #5 was frightened and did not really say much, #7 just wanted to get it over with to leave. Juror #1 was a disruptive member at the beginning, he was drawing and writing during the session. Though most of the members had their own agenda all the group members managed to participate in the discussion and came to a final conclusion.

Climate

The communication climate at the beginning was smooth and calm. It later on became an argument after juror #8 began to convinced some of the group members that the accused is not quilty.

Conflict

There were more of affective conflicts than substantive and procedural. Juror #8 believed that the accused was not guilty and they should revise their approach; that was a substantive conflict. An example of a procedural conflict will be the fact that juror #8 wanted to discuss the situation while others wanted to get it over with. There were several affective conflicts such as juror # had a personal feeling about the behavior of kids and #5 was frightened by the group

Argumentation

Lack of information and other personal issues played a major role in the arguments that occurred, the juror's arguments were based upon their personal believes until #8 was able to prove that they are wrong. It seems most of the juror's had accepted that evidence given in court and had no further plans on investigating. The argument of each juror was really based on personal believes that are involves that way people relate to each other and their feelings. Juror #8 had to argue and prove to them that the accused is not guilty and each juror as time goes by tries to re-evaluate his decision.

The Twelve Jurors Analysis

A summary of the anonymous characters helps to flesh out their characters and backgrounds. The order in which each eventually decides to vote not guilty is given in brackets

Juror # 1 (The Foreman) (Martin Balsam) A high-school assistant head coach, doggedly concerned to keep the proceedings formal and maintain authority; easily frustrated and sensitive when someone objects to his control; inadequate for the job as foreman, not a natural leader and over-shadowed by Juror # 8s natural leadership []

Juror # (John Fiedler) A wimpy, balding bank clerk/teller, easily persuaded, meek, hesitant, goes along with the majority, eagerly offers cough drops to other men during tense times of argument; better memory than # 4 about film title [5]

Juror # (Lee J. Cobb) Runs a messenger service (the Beck and Call Company), a bullying, rude and husky man, extremely opinionated and biased, completely intolerant, forceful and loud-mouthed, temperamental and vengeful; estrangement from his own teenaged son causes him to be hateful and hostile toward all young people (and the defendant); arrogant, quick-angered, quick-to-convict, and defiant until the very end [1]

Juror #4 (E. G. Marshall) Well-educated, smug and conceited, well-dressed stockbroker, presumably wealthy; studious, methodical, possesses an incredible recall and grasp of the facts of the case; common-sensical, dispassionate, cool-headed and rational, yet stuffy and prim; often displays a stern glare; treats the case like a puzzle to be deductively solved rather than as a case that may send the defendant to death; claims that he never sweats [10 - tie]

Juror #5 (Jack Klugman) Naive, insecure, frightened, reserved; has a slum-dwelling upbringing that the case resurrects in his mind; a guilty vote would distance him from his past; nicknamed Baltimore by Juror # 7 because of his support of the Orioles; he may be Hispanic but this is only speculation []

Juror #6 (Edward Binns) A typical working man, dull-witted, experiences difficulty in making up his own mind, a follower; probably a manual laborer or painter; respectful of older juror and willing to back up his words with fists [6]

Juror #7 (Jack Warden) Clownish, impatient salesman (of marmalade the previous year), a flashy dresser, gum-chewing, obsessed baseball fan who wants to leave as soon as possible to attend evening game; throws wadded up paper balls at the fan; uses baseball metaphors and references throughout all his statements (he tells the foreman to stay in there and pitch); lacks complete human concern for the defendant and for the immigrant juror; extroverted; keeps up amusing banter and even impersonates James Cagney at one point; votes with the majority [7]

Juror #8 (Henry Fonda) An architect, instigates a thoughtful reconsideration of the case against the accused; symbolically clad in white; a liberal-minded, patient truth-and-justice seeker who uses soft-spoken, calm logical reasoning; balanced, decent, courageous, well-spoken and concerned; considered a do-gooder (who is just wasting others time) by some of the prejudiced jurors; named Davis [1]

Juror # (Joseph Sweeney) Eldest man in group, white-haired, thin, retiring and resigned to death but has a resurgence of life during deliberations; soft-spoken but perceptive, fair-minded; named McCardle []

Juror #10 (Ed Begley) A garage owner, who simmers with anger, bitterness, racist bigotry; nasty, repellent, intolerant, reactionary and accusative; segregates the world into us and them; needs the support of others to reinforce his manic rants [10 - tie]

Juror #11 (George Voskovec) A watchmaker, speaks with a heavy accent, of German-European descent, a recent refugee and immigrant; expresses reverence and respect for American democracy, its system of justice, and the infallibility of the Law [4]

Juror #1 (Robert Webber) Well-dressed, smooth-talking business ad man with thick black glasses; doodles cereal box slogan and packaging ideas for Rice Pops; superficial, easily-swayed, and easy-going; vacillating, lacks deep convictions or belief system; uses advertising talk at one point run this idea up the flagpole and see if anybody salutes it [8]

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The Present and Future Role of Technology in the Classroom

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For many people to walk into a classroom today they may not recognize it as it was when they were in school. The classroom has changed as technology has changed. It is not uncommon to see second grade students using the Internet to communicate with students across the country, or to see high school students using PowerPoint to present a research project. Technology has changed the way the classroom looks, how's it run and what is taught. Technology plays a large role in present classrooms and it will play a larger role in the future.

The current role of technology in our nation's classrooms usually depends on the teacher. Every school district seems to be allocating resources to "get wired" and improve their existing technology. The Internet, CD-ROM's, PowerPoint, VCR's and video recording devices are all common in most schools. Some of the wealthier districts even have individual classrooms wired for Internet access. However, just because the technology is in the buildings doesn't mean that it is widely used. Many teachers are not trained to use the technology that is available to them. Predictions about how long it will take to train the two million teachers in America often implicitly embrace a top-down model we must first develop curriculum, get courses approved, hire trainers, etc. If that were so, it would take decades to make discernible progress (Serim & Koch, 16). The reality is that teachers have to train themselves and many are not willing to do that, don't have the time, or simply can't. That may sound depressing, but reality is that many teachers are willing and able. Furthermore, the teachers entering the workplace over the past years all have had technological training.

The technology of the Internet is probably the most widely used by educators today. The Internet is the world's largest computer network, connecting more than 4 million computers in over 160 countries. More than thirty million people, increasing at a rate of one million per month, are estimated to have access to the Internet (Distefano & McClain, 16). The Internet allows students access to millions of documents, professional and university libraries, as well as the opportunity to take virtual tours of almost any location on the earth. Most teachers understand the opportunity that the Internet allows them and they want to utilize it. These teachers who use the Internet see themselves as the learned, guiding hand in the student's process of discovering knowledge. They are getting away from the teacher as the dispenser of knowledge. The Internet additionally allows teachers the opportunity to connect their students to students around the world.

Those teachers who are utilizing the opportunities that the Internet offers are participating in amazing projects. Science classes from Bellevue, Washington and Bridgewater, Virginia have joined forces with NASA as part of a program called, Sharing NASA with our Schools. This program allows the students to view NASA scientists at work and interact with these scientists online. The students can use the scientists as resources for their own school lab projects. Another project is going on in Juneau, Alaska. As part of Alaska Online, students from Dzantik Heeni Middle School are responsible for sharing information about Alaska's geography and its people with anyone interested online (Serim & Koch, 16). Essentially these middle school students are responsible for teaching the world about Alaska! Whether it's using professionals as resources, or taking on the responsibility of teaching the world, these classrooms are a great example of how the technology of the Internet is being used today.

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If students are exposed to such wonderful projects today, in what direction will technology take education in the future? The most important aspect to understand is that in the big picture very few students are exposed to this type of learning with technology. There are still many schools who are not wired for Internet access and many that are lack the sufficient amount of computer machines necessary to provide real access to the Internet. The future for these schools will be playing "catch up". Eventually they will have the resources ready, and hopefully by that time the teachers in these schools will be fully trained and ready to use the technology afforded to them.

When talking about the future of technology in the classroom it seems as if you can dream it, it can happen. I see technology going in many different directions. It is hard to truly grasp what is possible, but I will take a gander. I think that in the future all school children will have notebook computers. These will be their primary instruments of learning. The school districts will provide them for their students and they will be pre-programmed to the child's academic schedule. As an example, the students will have on their homepage different icons for different subjects. When clicking on that subject's icon the student will have access to a number of software programs that the student needs for that subject. The teacher will have a built in program that allows them to call up any student's screen to evaluate their progress or to assist the student.

In the upper grades students will attend virtual classrooms. Students from different schools will all be in the same virtual class. I foresee students choosing elective classes, which are not given at their school, but can be accessed and taken through another school by attending a virtual classroom. I can see teachers working together to teach each other's classes from separate schools. Using video streamed into the classrooms, teachers can teach the areas that they consider their strengths and allow their students to attend a virtual class in another school. This will allow these teachers to help them teach areas that are a weakness for them without their students suffering.

Student work will be completely different in the future. No longer will students make simple project presentations, they will be creating websites, virtual tours, and streaming videos. These projects will all be on the Internet. They will be judged not only by their content, but also by how technologically advanced the project is. As an extra motivation for students, knowing that their work could conceivably be viewed by millions of other students, the Internet will raise the bar for student work. This philosophy of using technology not to simply learn from but to create is known as constructivism. In the past technology programs were developed to with the belief that they could convey information (and hopefully understanding) more effectively than teachers. But constructivist believe that you cannot convey understanding. That can only be constructed by learners (Jonassen, Peck & Wilson, 1). I believe this philosophy will take hold throughout education and technology will allow it to happen.

Technology has brought a lot of change to the current classroom and it's future affords educators with a great deal of opportunity. It is important that educators use the resources that are currently available to them. The Internet as opened up the world to our students and its potential is limitless. Students in Juneau, Alaska and Bridgewater, Virginia have shown us how teachers and students can use the technology that we have. It is up to our imagination to see the role that technology will play in the future of education. Students will be asked to uncover and discover to gain understanding, rather than be told what to understand. Undoubtedly, technology will be the cornerstone of this type of student learning in the future.

Jonassen, D., Peck, K. & Wilson, B. (1) Learning With Technology, A Constructivist Perspective, Upper Saddle River, NJ Prentice Hall

McClain, T. & Distefano, V. (16) Educator's Internet Companion, Upper Saddle River, NJ Prentice Hall

Serim, F. & Koch, M. (16) NetLearning Why Teachers Use the Internet, Sebastopol, CA Songline Studios, Inc.

Please note that this sample paper on The Present and Future Role of Technology in the Classroom is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Present and Future Role of Technology in the Classroom, we are here to assist you. Your cheap college papers on The Present and Future Role of Technology in the Classroom will be written from scratch, so you do not have to worry about its originality.

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