Accidental Death of an Anarchist Essay Example for Free

Accidental Death of an Anarchist Essay Q) Critically analyze the Figure of Madman in Dario Fo’s play The Accidental Death of an anarchist. A) Dario Fo’s play The Accidental Death of an Anarchist (1970) lies in the category of revolutionary theatre that challenges the fascist regime of Italy. The play is a farce based on events involving a real person, Giuseppe Pinelli, who fell or was thrown from the fourth floor window of a Milan police station in 1969. He was accused of bombing a bank. The accusation is widely seen as part of the Italian Far Rights strategy of tension. Just like Fo’s other play, this play is also funny and subversive and shows a strong preference for the culture and traditions of the ordinary people and a commitment to the left wing politics. The play moves quickly through a series of farcical situations and exposes the hypocrisy and anti- people character of the bourgeois society and the so called sacred institutions- the police, the judiciary, the religion and the media. The play was originally written and performed in Italian in 1970 and first English translation was done in 1979. Central to the play is the character of The Madman, who is the prime protagonist of the play. Through the story of the madman in a police station Dario Fo has a created a classic example of exquisitely political theatre with a comedy that begins from being realistic, (the stage setting is of a realistic, ordinary police station) moves towards the frankly implausible (the madman, the inspector, the superintendent and the constable singing the song of anarchists in the police station), reaches to the level of grotesque (the constant punching and kicking of Bertozzo by the police officials, and the falling eye) until it ends with a hilarious and ludicrous climax. He (the madman) invents dialogue based on a paradoxical or on real situation and goes on from there by virtue of some kind of natural, geometric logic, inventing conflicts that find their solutions in one gag after another in correspondence with a parallel political theme, a political theme which is clear and didactic. You are moved and you laugh but above all you are made to think, realize and develop your understanding of everyday events that had escaped your attention. Franca Rame on The Character of Madman in Accidental Death of an anarchist The madman is not just a character in the play, but he acts as a literary device in the play. He provides most of the humor content of the play. The madman is whimsical and he constantly contradicts other characters as well as himself. His series of logical/illogical arguments becomes impossible to tackle and it frustrates the Police Department. Even though being termed as psychologically unfit, the madman appears to be the most intelligent character in the play. He ridicules the police officials for missing out on the basic concepts of English grammar and the use of the most important â€Å"COMMA† that changes the meaning of a sentence. He dictates the terms of law and judiciary to police officials. He is extremely sarcastic. He ridicules the superintendent for assuming the railway man planted the bomb in railway station without any substantiate evidence and sarcastically rebukes the â€Å"kindergarten logic†. The people in power appear to be inhuman and brute in their actions, and the â€Å"sacred† governmental place, the police station appears to be a madhouse or a slaughterhouse. The madman, even though he is mad appears to be the sanest character in the play. In fact, he appears to be directing the play according to his wishes. Suffering from a disease of enacting people, he sees the world as a stage and other people as his fellow characters. He warns Bertozzo that soon he is about to be punched by Pisani and warns him to duck. Bertozzo ignores the directorial warning of the madman. Later he tells the superintendent to stop playing around and â€Å"keep to the script†. The actions of the play move around as the madman says and everyone does what he asks them to. Bertozzo, who defies the madman’s instructions, keeps on getting punched and thrown out. Hence, Fo, in his play, takes the power out from the hands of the police, the judiciary, and the media and gives it to the representative of the lower section of society, the madman. By pretending to be, in turn to be various figures of authority – psychiatrist, professor, magistrate, bishop, forensic expert – the Maniac forces officials to re-create the events with the purpose of showing the inconsistencies in the official reports of Pinelli’s â€Å"leap† and to confess their responsibility in the anarchist’s death. The madman manages to create mayhem within the policeman, representatives of law and order and figures of authority are made to appear ridiculous and a target of laughter. He exposes how people in power are all in collusion to save their own. Now I am about to show some of the theatre/TV productions of the play and give brief comments on how the character of madman operates in them. Firstly, take a look at the 1983 British TV movie that was telecasted on Channel 4. In this production, the original Italian setting is mixed with contemporary references to Thatchers Britain. 1) In the beginning itself, various impersonations of the madman are shown pointing towards the crime committed by him. 2) The madman constantly points towards the audience that is standing upwards, and the crew, and chats with them. And he talks to the director about the censorship laws on television in Britain, when the inspector says The â€Å"F† word. (5 minutes 30 seconds). 3) In the play, not only the madman enacts different roles, but the same constable is used on the 2nd floor and the fifth floor and also as a liftman. The madman here is concerned with anti materialist sentiment as well. The madman remarks about the fact low budget of the show saying, â€Å"Couldn’t they get a different actor to play you? Who’s directing this thing, Ian MacGregor?† (17 minutes) and the Maniac, â€Å"This is commercial television in crisis!† Similarly, in The IIT production of the play, which is performed in India, in Hindi, the references are converted according to Indian settings and sentiments. 1) The University of Padua is converted into University of Patiala. The madman teaches the Hindi vowels to the constable and the policeman. (4:30) (A aa e ee) 2) The police inspector in the 6th minute of the play says to the madman that he’s madder than the madman. As I said above the madman appears to be the sanest of characters in the play. My fair Heathen Productions in their September 2007 production actually used a woman for the role of the madman. Hence the madman is enacting as a madman from the beginning and in fact is a mad woman. This does not bring a significant change to the play, except probably the so called marginalized figure of a madman, becomes a more marginalized figure as in this production it’s a woman, who comes to a male dominated domain and creates havoc in the lives of the men from powerful sections of the society. Hence, different theatre companies have used different types of madman to heighten the message of the play.

Cleopatra :: essays research papers

Cleopatra’s father was Ptolemy XII, who began his rule of Egypt in 80 BC but he was not respected and thought to be weak. His nickname was â€Å"Auletes†, which means flute player in Greek. Cleopatra’s mother could possibly be Cleopatra V, who either died or disappeared in 68 BC. Cleopatra had two older sisters, two younger brothers, and one younger sister.   Ã‚  Ã‚  Ã‚  Ã‚  Ptolemy XII ruled until his death in 51 BC. His will said that Cleopatra and Ptolemy XIII were heirs to the throne. The two married and jointly ruled Egypt. Ptolemy II had established these brother-sister marriages as custom, when he married his sister Arsinoe II. Cleopatra and her brother ruled jointly, though the marriage was solely in law. Cleopatra was about 18, and Ptolemy XIII was about 10. They were named King and Queen of Egypt in 51 BC. Cleopatra did most of the ruling and left her brother out it.   Ã‚  Ã‚  Ã‚  Ã‚  Ptolemy served as a puppet for power-hungry advisors and in 48 BC kicked Cleopatra out of the palace. Cleopatra retaliated by building her own army outside the city. Cleopatra knew that she had to get to Caesar and tell her side of the story. She had herself smuggled into the palace in a rug. The young Queen enchanted Caesar, and the two spent the night together. Ptolemy XIII was called to the audience and was dismayed to see that Cleopatra was at his side.   Ã‚  Ã‚  Ã‚  Ã‚  What was a war between Cleopatra and Ptolemy XIII, evolved onto a war between Ptolemy XIII and Caesar? Caesar had given Cyprus back to Egypt, and Arsinoe IV and Ptolemy XIV were named rulers. Arsinoe appeared to believe that she should also be Queen of Egypt, because of her alliance with Ptolemy XIII against Caesar.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Caesar may have had Pothinus beheaded because of what he did to Pompey, or he may have died in the fighting. Way, he was either dead or missing. Ptolemy XIII, hearing of this, threw his crown down and stormed out of the palace. He supposedly later drowned trying to leave the city. Caesar took prisoner Arsinoe IV.   Ã‚  Ã‚  Ã‚  Ã‚  Cleopatra was then restored to the throne and again married to her brother, Ptolemy XIV. It was 47 BC, and Cleopatra was 22 years old, and Ptolemy XIV was 12. Cleopatra again acted as sole ruler, and this time managed to keep Ptolemy XIV from influence. Since Arsinoe IV was considered a traitor, Cyprus was now under the direct rule of Cleopatra

THE NEED FOR MALE TEACHERS AS ROLE MODELS

There is an undeniable call for male instructors in the instruction system particularly at the primary and secondary school degree. Over the last two decennaries with the proliferation of the feminist motion and a paradigm displacement in male/female functions, work forces have appeared to dwindle out of the learning profession go forthing it a female dominated sphere. In fact, it appears that more and more work forces are non inclined to go instructors for legion grounds, some of which are rather valid ( Paton, 2010 ) . So where does that go forth the instruction system and the hereafter of our immature male childs? Well harmonizing to Gold and Reis ( 1982 ) , it is non needfully in a really bad province. It is argued that both male childs and misss can develop into lovingness, intelligent, good disciplined grownups irrespective of the gender of their instructors, and that the most of import thing is the attitude of the instructors toward the kid and overall engagement in the kid ‘s life. This statement though, is refuted strongly by Mac Donald ( 2007 ) who suggests that immature male childs have been affected by the diminution in male instructors in their developmental old ages ( considered to be preschool age 2 to 12 old ages ) . A powerful statement that male childs are able to derive more than merely academic accomplishment from male instructors is made when he suggests that male instructors act as function theoretical accounts of manhood and maleness which are really critical for immature male childs. In telling his ain experience and the looks of others he interacted with, he notes how some of the male instructors and male principals he had were able to animate masculine traits such as physical strength, vibrant wellness and a spirit of healthy competition. Mac Donald ( 2007 ) elaborates farther by indicating out how his male high school principal was able to command regard, and yet be a friend. He besides statedHeHehhhhhhh that his male instructors were able to represent maleness which engenders service and forfeit, encouragement and affableness. Male instructors by illustration Teach cardinal qualities of maleness which besides includes self- subject, THE NEED FOR MALE TEACHERS AS ROLE MODELS FOR YOUNG BOYS 3 resiliency, aspiration, leading, the bravery to face hardship, every bit good as the ability to move resolutely and forcefully when conditions warrant. Harmonizing to Collins ( 2009 ) , a individual regarded by others, particularly younger people, as a good illustration to follow is a function theoretical account. Based on feedback from instructors of other schools and what I have observed in my ain school I have inferred that adult females by and large are incapable of successfully act uponing immature males on their ain. At first glimpse this might look to be a male chauvinist or even chauvinist statement but the primary authorization figure for immature male childs that are now a threat in some of our schools are preponderantly female instructors and/or individual female parents, aunties or grandmas. This could bespeak that even with the best attempts and purposes, immature male childs are non reacting positively to the influence of these dominant adult females in their lives. Clark ( 2009 ) expresses that assorted surveies concur that the presence of male instructors at the primary and secondary school degree has significantly declined over the last 20 old ages. One ground for this is that work forces have the perceptual experience that the nurturing of immature kids is a ‘woman ‘s function ‘ . There is besides the belief that some work forces shun the instruction profession due to frights of false sexual maltreatment allegations ( paedophile craze ) and deficiency of male opposite numbers at particularly the primary school degree. Although there is division as to the exact benefits of male instructors, the research from the Training and Development Agency for Schools found that male childs are less riotous in lessons taught by work forces. Clark ( 2009 ) besides points out that a research conducted by the Training and Development Agency for Schools ( TDA ) claimed that male childs taught by adult females are more likely to interrupt lessons and neglect their surveies. Fifty-one per cent of male childs in primary schools said they would be more obedient in category if taught by a adult male and 42 per cent said they would work harder. THE NEED FOR MALE TEACHERS AS ROLE MODELS FOR YOUNG BOYS 4 An article by Staff ( 2008 ) , sum uping the consequences of a study on 800 plus work forces by the TDA revealed that they found that more than a 3rd ( 35 % ) felt that holding a male primary instructor challenged them to work harder at school. Those questioned besides said that male instructors were more accessible. Half ( 50 % ) were more likely to near a male instructor about intimidation, a similar proportion ( 49 % ) were more likely to near them about jobs with school work, 29 % went to them with jobs at place and 24 % were more likely to inquire them inquiries about pubescence. Even as this study may deduce that female instructors ‘ functions may hold besides been of import, it emphasizes the demand for male instructors in the school system which allow immature male childs to experience that it is good to make good in school. In my experience as a secondary school instructor, I have noticed that boys react more positively and inadvisably to correction given by male instructors as opposed to female instructors. One might reason that this might be strictly incidental. However, unless a female instructor exhibits masculine authorization manners or inordinate force every bit far as possible, they appear to accomplish minimum or ephemeral consequences when covering with particularly riotous and hard male childs. Because of this, boys are by and large disengaged in academic activities because most of the female instructors merely do non hold the capacity, desire or energy to cover with them. Staff ( 2008 ) quoted Dr Tanya Byron, a clinical psychologist and broadcaster, by stating: â€Å" Male primary school instructors can frequently be stable and dependable figures in the lives of the kids that they teach. They inspire kids to experience more confident, to work harder and to act better. † Simply put boys learn more when they are instructed by male instructors. Not merely do work forces hold a positive impact on academic accomplishment in male childs but besides they being indispensable in portraying and patterning maleness and manhood is critical ( MacDonald, 2007 ) . As made evident in appraisal of many of these immature male childs, they come from places where THE NEED FOR MALE TEACHERS AS ROLE MODELS FOR YOUNG BOYS 5 they have small or no male function theoretical accounts. The unfortunate tendency in this present society is one that has left many households without a male parent and hence, confusion in the heads of these immature kids as to who to pattern or look up excessively, the male instructor hence, might be that merely positive male function theoretical account in their lives ( MacDonald, 2007 ) . Thinking back on my ain experience, I remembered that I saw my male instructors in primary school as superior authorization figures. I believe that those male instructors allowed me to put a high value on my instruction and encouraged me to desire to win. Hence, by the clip I reached the secondary school degree my signifier instructor ; a male provided support and way, as I was really focussed on my school work at that point. Should we so conclude that the male presence in instruction is more of import than the female influence? Or does stating we need more male instructors mean that we do non necessitate female instructors? Decidedly non, it is non a inquiry of male versus female, but there is a demand for more positive male presence and equity in the gender fluctuation of instructors at the primary and secondary degree to shut the gender spread or gender divide ( MacDonald, 2007 ) . Pelletier ( 2004 ) through research findings noted that there was more prevalence of category repeat and academic hold in male childs than misss. This hold was largely attributed to gender fluctuations in larning the linguistic communication and direction by female instructors. This weaker academic public presentation of male childs appeared to hold great influence in their calling ends and willingness to remain in school. One of the major subscribers to bettering academic accomplishment in male child was accommodating educational attacks to the alone acquisition manners of male childs. Male instructors tend to include games and competitory activities that boys respond to more positively. Another factor cited as influential was: the male teacher-student relationship ( which requires the instructor to interact on a societal degree with the male childs ) . Holland ( 1996 ) suggests that one of the major issues environing academic failure in immature male childs THE NEED FOR MALE TEACHERS AS ROLE MODELS FOR YOUNG BOYS 6 is the fact that they are surrounded by preponderantly female instructors, therefore it is ingrained in their mind that school work is something for misss to make. They seldom see males in their environment prosecuting in academic activity and hence there is struggle with their maleness. What immature male childs need are work forces who are systematically at that place for them, who model good behaviour and values, and who are consistent in their attention for those that they love. They do n't necessitate work forces who have checked out of constructing relationships and those who are nil more than sperm givers ( Heard, 2009 ) . I believe that because immature male childs are at a critical phase in their development and non burying the deficiency of male presence in their lives the male instructor function theoretical account seems to be in the best place to represent those qualities. Toysoldier ( 2010 ) notes, that the demand for positive male function theoretical accounts for immature male childs is non a new scenario. In fact it is rather surprising that so much money is put into rectification installations that purportedly deal with riotous male behaviour when the support and societal focal point should be prior to this effusion of negative and baleful behaviours. Much of the delinquent behaviour is a consequence of non being able to suit into the academic system and therefore turning to criminal behaviour which is frequently mimicked in the bad male illustrations they have. Boys respond positively to consistent authorization and way. They need reinforcement when they exhibit good behaviours and necessitate to be invariably encouraged to seek a healthy life style and must take duty for all the picks they make. In the modern society they have been in a quandary of holding to utilize video games as their chief beginning of masculine mold and they are besides bei ng bombarded by this thrust for work forces to be ‘more feminine ‘ or ‘in touch ‘ with their muliebrity which is non the solution to the job of low academic accomplishment or being end oriented. Browne ( 2007 ) concedes that for most immature boys the demand to stand out academically is non seen as the ‘male thing ‘ . Browne suggests that at the secondary school level the most of import influence in a male child ‘s life is peer influence. If the general thought of his equals is that larning and academe is a waste of THE NEED FOR MALE TEACHERS AS ROLE MODELS FOR YOUNG BOYS 7 clip so it is most likely that he would follow the same attitude. Whilst some male childs are able to develop get bying schemes to stand out academically, most seem to be unable to make this at a immature age. The power of equal force per unit area can merely perchance be pre-empted by self-asserting male function theoretical account instructors. At the secondary school degree most male childs are holding a rush of maleness and would dispute both instructors and parents. Browne says that the instructor ‘s conflict is so against testosterone, the equal group and the street where the civilization is ne'er to endorse down to authorization no affair what. Without male instructors as an alternate function theoretical account, the influence of equals and street civilization is almighty. Boys want to be portion of a nine or pack. Browne ( 2007 ) notes the importance of instructor preparation to cover with the issues that male childs have. It is of import to associate to each male child one on one, to extinguish the strong group dynamic that exist in equals. Looking at intercession patterns to cover with aberrant behaviours is indispensable to turn toing the academic involvements of immature male childs. The first manner of operation should non be to direct male childs place ( to watch telecasting and other unthinking activities ) when they engage in riotous behaviours but a recommendation is to allow them travel into reding Sessionss with male function theoretical accounts. Having more work forces in schoolroom shows immature male childs that there is an alternate option and that it can be cool to larn instead than be aberrant. Harmonizing to Wright ( 2009 ) surveies reveal that stripling male childs need to cognize that they are of import to a adult male whom they respect in order to develop self assurance and a strong sense of individuality. â€Å" To be a adult male you must see a adult male † , immature male childs need good work forces to assist them go good work forces. Most male childs are left to calculate out manhood entirely because of the predomination of females in their adolescent old ages. Basically boys grow when they are surrounded by a strong male function theoretical account ( Manfre, 2010 ) . THE NEED FOR MALE TEACHERS AS ROLE MODELS FOR YOUNG BOYS 8 Some surveies even suggest that female instructors favor misss and really present and implement some of their prejudices with regard to what they consider ideal behavior: soundlessness and obeisance. Hence, masculine male childs are seen as violative and sometimes even treated with ill will ( Gold and Reis, 1982 ) . Gold and Reis continue by stating that in states where there are a higher proportion of male instructors, surveies reveal that the reading abilities of immature male childs are enhanced. It was besides found that boys underachievement in reading in the US is linked to the current gender instability in the instruction system ( Gorman, 2010 ) . Here we may be able to place the importance of the socio-linguistic factor, in that a male child is able to react to male communicating because it reflects similarities intrinsic to his ain linguistic communication. The engagement and engagement of work forces in the instruction profession at the primary and secondary degree is in great demand. Many pedagogues at the direction degree are assiduously working at enrolling competent males ; strong function theoretical accounts that can transform the lives of kids and more significantly immature male childs they interact with. One of the stereotypes is that work forces are n't seen as being able to foster and care for kids as adult females do, nevertheless, this is non the world. Many kids are soon turning up without positive males in their lives and holding male instructors are an chance to offer a great alteration and influence that gives a different position to the kid ( Terrell, 2009 ) . From a philosophical position, if it is desired that boys adopt behaviours that make them exceeding work forces they need to be exposed to matching doctrines from the same gender. It is undeniable that boys need work forces. Men play a critical function in the development of immature male childs and more so positive work forces. A sense of ego regard, unity, ego assurance is fostered when a immature male child has a adult male he looks up to pattern and interact with. It is impossible to supply all the bing immature male childs with a present, positive father-however ; they can hold a good male to emulate ; a male instructor function theoretical account. Presently, some adult females in our society intentionally take to raise kids without male parents while some THE NEED FOR MALE TEACHERS AS ROLE MODELS FOR YOUNG BOYS 9 do no pick in the affair. However, based on all the findings and analysis of the reading and research, it is clear that immature male childs are in despairing demand for male teacher function theoretical accounts in their lives. I would desire to propose a few recommendations that are non needfully alone, but might be able to somehow relieve some of the jobs immature male childs experience. First, most intercession plans would necessitate male instructors who are willing to volunteer their clip and commit to the procedure. Some plans that can be developed include: 1. Mentoring inaugural during or after school for which male instructors can utilize to leave positive masculine traits ( honestness, unity, finding, committedness to task etc. ) 2. Let some sporting activities which would affect male instructors playing with and against immature male child ( s ) to further strength, support and chumminess. 3. Male instructors should even eat with their male pupils which would let them chance in advancing a healthy feeding life style for immature male childs by illustration and treatment. 4. Religious direction and supplication groups conducted by male instructors would supply a resource for immature male childs pa rticularly those who are in crisis and need religious encouragement and supplication. There is a despairing demand for immature male childs in our present society to hold regard for themselves and others, to derive self assurance, to be strong morally and spiritually and to be comfy with their individuality as male. I think because there is a shortage in male function theoretical accounts at place and in the community where immature male childs live, male instructors are likely the best hope as function theoretical accounts for immature male childs â€Å" It is easier to construct strong male childs than to mend broken work forces. † – Frederick Douglass. THE NEED FOR MALE TEACHERS AS ROLE MODELS FOR YOUNG BOYS 10

Capital Punishment Death Penalty - 3050 Words

Capital Punishment: Capital Punishment also known as Death Penalty, is used as a means of executing someone that has committed a certain crime. These crimes include murder, rape, treason and terrorist attacks. This is the last resort prosecutors look at depending on the crime. There are currently 31 US states where capital punishment is currently allowed by the federal government and the U.S. military. The United States only had 28 executions in 2015. That is the lowest number since 1991. (CNN library). Lethal injection is the primary method in executions. Texas became the first state in 1982 to achieve this method. Right now, it is difficult for states to acquire this lethal drug due to manufactures refusing to sell for the only†¦show more content†¦Is it not our duty to follow through and abide by all rules? Immanuel Kant based his moral theory on humans. There should be no remorse or consequences if a person is carrying out their duty. According to Kant, â€Å"morally permissible actions are those actions that could be willed by all rational individuals in the circumstances. The important part of his conception for the moral status of animals is his reliance on the notion of willing. While both animals and human beings have desires that can compel them to action, only human beings are capable of standing back from their desires and choosing which course of action to take.† (Wilson). After reading this, it is obvious human beings that are on death row cannot step back from their desire to commit a crime. If someone is capable of this, why do we have in explosion of inmates in the United States of America? According to Kant, an individual should be put to death but only when that person murdered someone. We should not kill people for no reason. (Kant death penalty). Here are examples of where the judicial system failed individuals who were innocent on death roll: Currently there have been 158 freed from death roll since 1973. Samuel A. Poole, was convicted in North Carolina in 1973. He was sent to death row after being found guilty of first degree burglary. Due to the lack of evidence, his case was thrown out and he became a free man in 1974. (Death penalty info). The Florida ConvictionShow MoreRelatedCapital Punishment : The Death Penalty1482 Words   |  6 PagesMrs. McElmoyl 12/12/14 Capital Punishment As stated by former governor of New York, Mario M. Cuomo, Always I have concluded the death penalty is wrong because it lowers us all; it is a surrender to the worst that is in us; it uses a power- the official power to kill by execution- that has never brought back a life, need inspired anything but hate. (Cuomo 1) This is one of the main arguments against capital punishment (also known as the death sentence.) 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There are 31 states in the United States that are for the death penalty. Crimes that are punishable by the death penalty, vary from state to state. Examples of such crimes are; first degree murder or premeditated murder, murder with special circumstances, such as: intende d, multiple, and murder whichRead MoreCapital Punishment And The Death Penalty1539 Words   |  7 PagesCapital punishment, otherwise known as the death penalty, has been the center of debate for a long time. Capital punishment may be defined as the â€Å"[e]xecution of an offender sentenced to death after conviction by a court of law of a criminal offense† (Capital Punishment). Up until 1846, when Michigan became the first to abolish the death sentence, all states allowed legal practice of capital punishment by the government (States). Currently, there 32 states still supporting the death penalty and 18Read MoreThe Death Penalty Of Capital Punishment1480 Words   |  6 Pagesjustice system, such as the death penalty. 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