Romeo and Juliet movie comparison Essay Example for Free

Romeo and Juliet movie comparison Essay The timeless tale of Romeo and Juliet has been told again and again; the similarities and differences between the films are endless. Two movies were made based on the classic love story, Romeo and Juliet. The first movie was made in 1968 and the second was a much more modern remake of the classic tale which was made in 1996. These movies told the romance in similar, but still in different ways. Both movies can be easily compared and differentiated because they were both alike and different at different times. Although both movies told the same story the time period was set in unlike eras, but they still had their resemblances. The older 1968 version was set in the time period when William Shakespeare actually wrote the play. The newer 1996 version was set in the modern era of the 90’s. Although the newer version was set in the 90’s the same dialogue that Shakespeare wrote was still used in the new film. In the older film the dialogue matched the time era the movie was set, unlike the newer version. Scenes like the balcony scene showed various differences and similarities. The modern version suggested a more modern time set due to the pool, elevator, and security cameras the guards were watching; in the older version the balcony scene was on an actual balcony, Juliet’s and Romeo’s clothes suggested a more renaissance time set. The balcony scene led to the same events that happened later on, and also showed Romeo and Juliet’s intense and outrageous love fo r each other. The time period is a big difference between the movies, but another scene that showed similarities and differences was the time where Romeo and Juliet spent their last moments together, the death scene. Within the death scene there are countless similarities and differences that can be revealed. In the modern version Juliet wakes up and witnesses Romeo die. In the older version Romeo drinks the poison and dies then Juliet wakes up. Both scenes show Romeo and Juliet’s love for each other and what they are willing to do to be together forever. The monument Juliet was in had her dead ancestors inside it as well as Juliet. In the new movie there are no dead bodies to be found. This scene has it’s differences but the major similarity that appears is Romeo and Juliet’s intense and extreme lengths they would go to for their love. The classic tale of Romeo and Juliet forbidden love has been told several times since it’s been written. The two movies that were made based on the story presented numerous similarities and differences. The time period revealed differences, although the dialogue revealed a similarity. Scenes such as the balcony scene and the death scene showed differences and similarities based on the time period, structure of the scenes, and order of events. Romeo and Juliet is a tragic and timeless tale that revealed numerous similarities and differences through the movies that were created.

Shylock as Villian in Shakespeares Merchant of Venice :: Free Merchant of Venice Essays

Shylock as Villian in Shakespeare's Merchant of Venice In Shakespeare's Merchant of Venice the antagonist of the play is Shylock. Shylock is a wealthy Jewish moneylender. Shylock is probably the most memorable character in the play because of Shakespeare's excellent characterization of him. Shylock is the antagonist in the play because he stands in the way of love, but this does not necessarily make him the villain of the play. Shylock can be seen as both the villain of the play and as a man who is very human. The villain that we see in Shylock is the greedy moneylender. Shylock charges high interest rates and when he is not repaid he insists on revenge. In the play Shylock loans Antonio money, and out of jest he suggests that should the loan not be repaid in time Shylock may cut off one pound of flesh from Antonio's body. Soon after Shylock's daughter runs away from home with Lorenzo, a Christian, and takes her father's ducats with her. When Antonio's ships do not come in and he is not able to repay the loan Shylock is no longer interested in getting his money back. Shylock want revenge for the loss of his daughter through the fulfillment of the bond. In court Shylock is defeated because of his selfishness. Shakespeare also shows the human qualities of Shylock throughout the play. Shakespeare brings out these human qualities by causing us to feel sympathy for him. After the loss of his daughter Shylock ran through the streets crying "My daughter! O my ducats! O my daughter!" as children followed him, mocking him. This causes us to feel sympathy for Shylock, even though we may feel him to be a villain. Besides the loss of his daughter and his ducats, after the trial Shylock also looses his property and his religion.

Free Will Essay

Vilayandur S. Ramachandran came from a distinguished family in Tamil Nadu, India, and was neuroscientist, which is a field of study encompassing the various scientific disciplines dealing with the nervous system. Ramachandran’s views on the brain and how it works are discussed in his work â€Å"The New Philosophy†. In his essay he discusses the nature of consciousness, discussing the effects of certain mental states and their influence on the body and the brain. One of his main topics, however, is the Ramachandran’s view of free will. He suggest that â€Å"†¦neuroscience intersects with philosophy because the question of free will has been a philosophical problem for hundreds of years and more† (Jacobus 569). He discusses the significance of the brain imaging that shows a â€Å"readiness potential† and what it really means to have a free will. Through his essay, though, it is interesting to point out where religion and Christianity stands on th e issue of free will and whether Christians are puppets under God’s command. Ramachandran poses this question about free will: â€Å"Is your brain the real one in charge, making your free will only a post-hoc rationalization; a delusion..?† When a special experiment was underway, it was discovered that when a person was told to move their finger within the next ten minutes at their own free will, their brain would kick in almost a second before the actual willingness to move the finger. This posed the original question stated above and brought on other questions as well. If this person is now shown the screen displaying the signal from the EEG scanner hooked up to your brain, they can then see their free will. They will then have three options: 1) They will experience a sudden lack of will, feeling as though the machine is controlling them, making them feel like a puppet. 2) They will refuse to have their belief of their free will to be altered but instead believe that the machine has some â€Å"paranormal precognition by which it is able to predict your movements accurately† (Ramachandran 559-60). 3) The person will reconfigure the experience in their mind, and cling to their sense of freedom, denying what their eyes have seen as evidence and maintain that â€Å"the sensation of will precedes the machine’s signal, not vice versa† (Ramachandran 560). The point when the brain would â€Å"kick in† before the movement is called the â€Å"readiness potential†. The â€Å"readiness potential† is what happens when there is a change in the electrical activity of the brain that occurs before the subject’s conscious decision to move a muscle (medical-dictionary.thefreedictionary.com). Ramachandran believes that â€Å"†¦there is an inevitable neural delay before the signal arising in one part of the brain makes its way through the rest of the brain to deliver the message†¦natural selection has ensured that the subjective sensation of willing to delay deliberately to coincide not with the onset of the brain commands but with the actual execution of the command by your finger† (Ramachandran 560). Ramachandran is a firm believer in evolution, believing that the events must have some sort of evolutionary purpose. â€Å"On one hand,† he says, â€Å"this experiment shows that free will is false and cannot be causing the brain events because the events kick in a second earlier. But on the other hand, the pause must have some purpose, otherwise why would the delay have evolved† (Ramachandran 560). Though these events have a purpose, evolutionary is not the answer. In Joshua 24:15 it says â€Å"Choose for yourselves this day who you will serve, as for me and my household we will serve the LORD.† God gives mankind a choice to follow Him and so free will is a gift from God as something to be accepted. Humans have the gift of God to reject or take the free gift that He offers. If humans really are descendants of apes, then when did the gift of free will come into the evolutionary chain of today’s mankind? John 7:37 says â€Å"Anyone who is thirsty may come to me.† It is an offer. Not a demanding command. ‘Anyone who is thirsty may come to me’, shows us that God does not want us to be without his living water and without him, but it is our choice whether we choose to accept God’s free gift of salvation. When studying free will in the Bible and through works of literature like Vilayandur S. Ramachandran, there will always be people on both sides of the argument. Do we have control of our own destinies or are we merely puppets in God’s giant game of the world? My personal beliefs on the subject are as I have stated in this paper: Though God has a control over the destiny of the world and each of our lives, he gives us a chance to make a decision to follow him or to ignore the free gift of his son that he has offered to us. John 3:16 it says: â€Å"For God so loved the world that he gave his only son that whoever believed in him would have eternal life in Christ Jesus our Lord.† Works Cited Jacobus, Lee A. A World Of Ideas. 8th ed. Boston: Bedford/St. Martin’s, 2008. Print. The Free Dictionary. Medical Dictionary. Online source. http://medical-dictionary.thefreedictionary.com/readiness+potential Bible. New Living Translation.

Changes in the American Federal Government from 1876 to the New Deal

On numerous occasions since the end of Reconstruction, the American political system has demonstrated its ability to adapt to changing domestic and foreign policy requirements, often by extending the reach of its power. An examination of the actions of the federal government during three periods (the Progressive Era, World War I, and the New Deal) reveals some of the new functions and responsibilities that the federal government assumed. In the years directly following Reconstruction, attention was necessarily focused on domestic matters.A shift from an agrarian economy to an industrial one created new sets of needs and expectations for the American population. Progressive era reformers, notably Presidents Theodore Roosevelt and Wilson, responded to these needs by calling for reform: breaking-up monopolies; addressing corruption; enacting laws to protect women, children, and the large immigrant population; overseeing food and drug safety; and establishing regulations for sanitation a nd hygiene.These reforms often required the establishment of new governmental institutions (for example, the Food and Drug Administration and the Department of Labor ). Many of these institutions are still in operation today. Beginning with the United States’ involvement in World War I, attention was redirected to foreign matters. Americans became increasingly involved in world affairs, not only through their involvement in the war efforts but also through the expansion of imperialist endeavors.Though these campaigns had begun earlier, they rapidly increased following the acquisition of Guam, the Philippines, and Puerto Rico in 1898. These actions extended the reach of the federal government to overseas territories. With the Great Depression, attention once again necessarily shifted to domestic matters. In order to alleviate the effects of the Depression, Franklin Roosevelt instituted massive changes referred to collectively as the New Deal.These policies included massive rel ief efforts for the employed, the establishment of a minimum wage, the creation of Social Security, and the expansion of federal regulation of agriculture, industry, finance, and labor relations. One major result of FDR’s administration was the government gained the legal power to regulate the economy. During much of his administration, FDR kept the federal government’s focus on domestic matters as he sought to enact neutrality legislation to keep America out of the war in Europe.vi It is significant that in times of economic crisis (such as those that directly preceded the Progressive era reforms and the New Deal), the federal government of this country turns its attention to combating corruption, regulating the economy, instituting public works projects, and enacting legislation that directly affects the lives of American citizens. In so doing, Wilson and F. D. Roosevelt focused their attentions primarily on domestic policy at the expensive of foreign policy.

How the Lufthansa Heist Put the Mob in the Headlines

How the Lufthansa Heist Put the Mob in the Headlines If youve seen the movie Goodfellas, you already know the basic story: On December 11, 1978, a team of thieves led by an associate of the Lucchese crime family stole $6 million in cash and jewelry from the Lufthansa Airlines vault at Kennedy Airport. At the time, it was the most ambitious robbery in American history, and it still counts as one of the largest cash hauls ever, anywhere in the world.   The Genesis of the Lufthansa Heist Theres a reason employers dont like their workers to get involved with the mob: once youre in hock, theres no telling what youll give up to save your life. In the fall of 1978, a Kennedy Airport employee named Louis Werner owed $20,000 in gambling debts to a Mafia-associated bookie named Martin Krugman; to worm his way out, he gave Krugman a tip about a huge shipment of cash about to be shipped to New York by the German airline Lufthansa. (The money derived from monetary exchanges in West Germany used by American tourists and servicemen.) Krugman, in turn, told his fellow mob associate Henry Hill, who passed along the information to master thief Jimmy Burke (the latter two were portrayed by Ray Liotta and Robert de Niro, respectively, in Goodfellas). Beyond passing along the initial tip, Louis Werner was instrumental in successfully pulling off the Lufthansa heist, since he actually worked at Kennedy Airport. He gave the Burke crew a master key, briefed them on the names of the employees who would be working the day of the heist, and even told them the best place to park their getaway car. Before they could spring into action, though, the robbers had to square things away with the Five Families of New York: the Lucchese family backed the operation, but the Gambino family insisted on placing one of its own soldiers with the crew and the Bonnano family demanded a cut of the proceeds, since Kennedy Airport was technically on its turf. The Day of the Heist Oddly enough, given its centrality to the movies plot, Martin Scorsese doesnt actually depict the Lufthansa heist in Goodfellas; all he gives audiences is a shot of Ray Liotta celebrating in the shower as the robbery is reported on the radio. In any event, the heist went off amazingly smoothly: at three oclock in the morning, Burkes crew burst into the Kennedy Airport facility, rounded up the employees (without, thankfully, actually killing anybody) and loaded 40 parcels of cash into their waiting van, and then sternly warned their hostages not to alert the authorities for 15 minutes. Why 15 minutes? Because Louis Werner made sure to tell Burke that Port Authority police could seal off Kennedy Airport (which is the size of a small city) within 90 seconds of a distress call. But heres where things began to get sloppy. The robbers drove to Jimmy Rourkes garage in Canarsie, Brooklyn, and loaded the money into another vehicle that was then driven to a safe house (no one knows exactly where) by Burke and his son. But rather than taking the original car to a junkyard in New Jersey, where it was supposed to be immediately compacted, getaway driver Parnell Stacks Edwards chose to get high instead in his girlfriends apartment, parking the van carelessly on the street outside. By morning, the police had the van in custody, and Edwards fled into the night, his fingerprints still on the steering wheel. The Bloody Aftermath of the Lufthansa Heist Not a sentimental man in the best of times, Jimmy Burke, in possession of $6 million in cash, was driven to murderous paranoia in the aftermath of the Lufthansa heist. It didnt take long for the police to put two and two together and identify the Burke crew as the likely culprits; they wired Burkes lounge, tapped the pay phones out on the street, and even followed members of the gang in black helicopters. In order to cover his tracks, Burke went on a killing spree. The first to go was Stacks Edwards (executed in his home, in a scene memorably recreated in Goodfellas with Joe Pesci and Samuel L. Jackson); the body of Martin Krugman was never found; and at least seven other people associated with the heist also wound up whacked or missing. In the end, despite its  reams of surveillance, the FBI was never able to definitively connect the Burke gang with the Lufthansa heist, and the money was never recovered. (Ironically, the only person ever convicted for the robbery was Louis Werner, the inside man who had made the entire scheme possible.) As for Jimmy Burke, he wound up jailed by the feds for his involvement in a college basketball point-shaving scam. and was then slapped with another 20 years for the murder of Richard Eaton (a low-level mob associate who was briefly depicted in Goodfellas frozen stiff and hanging off a meat hook). Burke died of cancer in 1996, and Henry Hill in 2012, meaning that we may never know how many houses, sports cars, fur coats and home theaters the cash from the Lufthansa heist wound up funding.

Case study Example | Topics and Well Written Essays - 500 words - 93

Case Study Example However, this system is not suitable to use for twenty parts since it has limitations on casting sizes; usually restricted to cylindrical geometric shapes. #13: The fuel employed in Cupola furnace is gas. Iron foundries are the metal often melted in a cupola furnace. One type of furnace serving a similar purpose as cupola furnace is induction furnace. #14: The two types of furnace used to melt non-ferrous metals include cupola furnace and induction furnace. #15: The molten metal gets to the mold cavity through jolting compaction or squeezing compaction in the mold. #16: The sand that has solidified and cold enough to handle is used in filling those casting, which has hollow sections. #17: It is commendable to wear protective clothing such as safety glasses and heat-resistant clothing due to production of high temperature during these processes. #18: The best way to prevent a cast iron that has broken at the joint is by using the hardened sand to fill the cavity. #19: Impurities and porosity in sand casting, particularly at the top edge next to the riser, is often due to low patterns. On the other hand, material costs are the primary cause of massive shrinkage cavity in this casting. Modification of the pattern and cutting the cost of the equipments are the two remedies for these problems. #20: A hot-chamber casting machine uses high temperature to melt alloys while a cold chamber uses low temperature to melt alloys. Additionally, cold chamber is efficient for low-temperature melting alloys. Chapter 8 Case 1: Machining all holes, cavities and surfaces from solid bars that come in 20 feet long bars, which are sawn off lengths for machining is the best options; options two and three take longer time while options three, four and five are costly. Chapter 8 Case 2: Resin Shell molding is the best method to use in melting small bronze gear because it has rapid production rate and does not use

School Gun Debate Research Proposal Example | Topics and Well Written Essays - 1500 words

School Gun Debate - Research Proposal Example   However, these enacted laws have laid down some very specific conditions that must be met by educators before they are given a permit to carry these weapons to school. In Georgia and the state of Missouri students and teachers can carry concealed guns to their campuses (Severson, 15). However, the condition is that these guns must be under lock, inside a car. In Massachusetts, Nevada and Louisiana, teachers can carry guns to their schools, as long as they have a gun permit from the state, and a written permission from leading administrators of the school. In Hawaii, and New Hampshire, teachers can carry guns to their school environments, on condition that they have a permit that allows them to carry these weapons (Severson, 16). ... However, the laws of these states do not allow students to carry such kind of weapons to school. Texas also allows teachers to carry guns to school, however, under very strict terms. According to their Children’s Protection Act, teachers can ac t as school marshals (Severson, 21). To obtain this position, they have to take and pass a series of mental tests. They also have to receive training on the efficient methods of handling a weapon, and the response in case of an attack. The argument advanced by these states in allowing teachers to carry these weapons is that there will be an increase in security within the school environment. Arming teachers with guns will enhance security within the school environment because they will protect students against armed attackers in case it happens. When they have guns, an armed attacker will be discouraged from attacking the school (Cook, 2021). This is because he or she will expect some resistance. In case of an attack, every minute and second counts. Calling the police and waiting for their arrival is not effective in protecting students and armed attackers from being killed or injured. This is because before the police arrive, an armed attacker would have killed many people. This wi ll only happen if the attacker does not face any resistance. For example, if the nearest police unit is 13 minutes away. This will mean that before the police arrive, an attacker will have 13 minutes to kill and injure unarmed students and teachers. This is because he or she won’t meet any resistance. However, if teachers had weapons, the attacker will face resistance, and this might lead to the protection of the students and teachers lives.