The crucible - oral assignment Essay Example for Free

The crucible oral assignment Essay 1. There are many strengths and weaknesses of both these people. The way they act to other people and their reaction in certain situations both give you information about what has happened in the past, but also adds drama to the play. Elizabeth Proctor has loyalty to people she loves, you can see her love for John when she says oh! I forgot! I will tomorrow. She said this after John asked her about putting some flowers in the house to brighten it up. This shows that she wants to please him, because she believes that it is slightly her fault for what John did with Abigail. This loyalty could be seen as strength and a weakness, its a strength to their relationship because John Proctor will always know he has somebody to help him and believe in him. It could also be a weakness because if she believes in him too much, and he does start to have feelings for Abigail again. Then she would never trust in him again and feel ignorant for believing in John in the first place. If she stands by John for too long and he starts to fall under the pressure she will go down with him and be seen as outcasts from Salem. Some of her other strengths are that she is very honest, and even though she is portrayed as a cold woman, she has strong feelings for John and her children. When she says things like I mean to please you, John, you can tell that she is really a tender loving person, but their marriage has been facing a few problems over the years. One of her weaknesses is that she tries to take charge of some of the situations which is good, but when it is involving her husband and her trials then she can begin to become more forceful. This side of her is shown when she says and what of tomorrow? She will cry me out until they take me! John on the other hand has different strengths because his character is very strong and forceful in some ways but in other ways he becomes very weak. These are normally to do with his affair with Abigail; he still loves her although he does not want to love her. This relationship between John Proctor and Abigail causes Proctor many times in the play to hesitate taking action in clearing the good names of the many townspeople that Abigail has accused as being linked with the Devil . These weaknesses will show when he is trying to get Elizabeth out of prison and must admit to the court about his secret relationship with Abigail, this in itself will make him an outcast and would signal his downfall as well as Elizabeths. He has many strengths though because of he is the only person in the play who can see that the girls are just making this up. He can tell that what the people are saying is for their personal satisfaction, such as the Putnams with their children being supposedly killed. Even though he is the only character that acts this way he doesnt testify until the end of the play because he does not want to disgrace his name. These are the main strengths and weaknesses of the two characters. 2. The relationship between John and Elizabeth Proctor is very distant; this is mainly because of the affair with Abigail and John Proctors lechery. In there relationship you have a distinct feeling that they are both trying to praise each other and give all they can to the other one. Elizabeth Proctor is a very honest woman and stays by John even in the midst of his adulterous affair. Although Elizabeth is portrayed as cold and aloof at times, she is a dedicated and devoted wife and mother. The fact that she loves her husband becomes obvious when she is brought into the court to verify John Proctors affair with Abigail. She wants to protect him from being punished for adultery and for that reason lies. You can also see this loving relationship in John when he tells Elizabeth I mean to please you Elizabeth, and she replies I know it John. This shows that they really do love each other, but because of the affair Elizabeth feels as if she cannot trust John yet. This is why they do not share their love physically but more verbally in the play. There is love between the two and even after all that has happened they still live with each other, although you have to question whether John is doing this so no to lose his reputation in the village which he cares so deeply about. Also the laws about marriage and divorce in Salem, Massachusetts were very strict and if these two wanted to separate they would have to explain why because the puritans believed that marriage was binding and should last as long as they lived. Their marriage is real although they are going through some rough times and a separation would have seemed easier to deal with. These two people have stayed together to help each other but they are also helping their own image in the town by keeping this quiet. Although it doesnt stay this way throughout the play and near the end when the secret comes out they stand by each other and try to help each other as much as they can. 3. In Act two there are many parts were you feel sympathetic for both John and Elizabeth Proctor. This is because you learn more about their past and find out what has happened in their lives. This is a technique that Arthur Miller uses a lot in the play to describe the characters and to give the reader or actor more information about the person in general. Elizabeth is normally given more sympathy because she is the victim in her husbands affair. John is seen as a hero and given admiration but this is only because he is trying to save his husband and wants the rest of the people to be released. Some would sympathise for him because of the way he has to risk his reputation in saving all these people. Even though it is his fault for getting into the situation in the first place by having the affair, but if the affair was never found out then the consequences would be very different. Miller has tried to make people sympathise for John more by changing Johns age from 60 to 30 and Abigails age from 11 to 17 as to not make people think he is somewhat a paedophile. There is some admiration for Elizabeth as well because she takes control of the scene and stands up to John about Abigail and how she has been talked about in the court. John loses some of his control and his is not really sympathised because he could stop all these people going to prison and being hung. He is somewhat cowardice and vain because he only cares about his reputation if the town finds out what happened between him and Abigail. I think that the reader would be more sympathetic towards Elizabeth because she is being targeted by Abigail and even though she has support from John he is not going to tarnish his name by telling the people of Salem about his actions with Abigail. This is mainly why I think Elizabeth is sympathised more.

Patriotic Act Essay Example for Free

Patriotic Act Essay The Patriotic Act stands for Provide Appropriate Tools Required to intercept and Obstruct Terrorism. This act followed the terrorist attacks of september11 on New York and Pentagon, which prompted the congress to start working on a number of anti-terrorism bills.[1] This bill became a law on October 2001 after United States of America president George Bush assent. The Patriotic Act added the scope of authority of US law enforcement agencies in their effort to combat terrorism in United States as well as other parts of the world. The various provisions of the Act’s enabled law enforcement agencies to search records, e-mail and telephone messages in addition to enhanced discretions in detaining foreigners who are suspected to be involved in terrorism acts.[2] The Patriotic Act also resulted into a lot of changes to other U.S Acts which includes Acts such as Immigration and Nationality Act, Foreign Intelligence Surveillance act (FISA) of 1978, Bank Secrecy act (BSA), Electronic Communications Privacy Act (ECPA) of 1968 and Money Laundering Control act of 1986.[3] However due to its controversial nature, several bills to amend the Patriotic law were later passed. These include bills like: Security and Freedom Ensured act, protecting the rights of the individual act, which failed to be passed.[4] It is important to have a brief overview of the titles if the act. Title 1 and title X The first title is meant to facilitate the domestic security agencies ability to fight terrorism. Under this title, a special fund to combat terrorism was established in addition to increased funding for FBI military support center. Title 1 also authorized the military to intervene in cases in which weapon of mass destruction are involved if they are so requested by the Attorney Generals of United States.[5]   In addition, the National Crime Task Force was expanded together with increasing president’s authority in making decisions related to terrorism like confiscating that properties belongs to foreign person or corporation or country. This title of the Act also condemned discrimination against Muslims and Arab Americans that many Native Americans held against them after the September 11 terrorist attack.[6] On the other hand Title X created and changed several miscellaneous laws that could not fit under other sections of Patriotic Act. In this title of the Patriotic Act, the Inspector General was required to appoint a person to be in charge of monitoring, reviewing, and reporting the congress about any allegation raised against the department of justice. The definition of electronic surveillance was also amended to exclude federal agents interception of communication through protected computers where the owner permits it.[7] In addition to these provisions, aliens who committed money laundering cases could be reported in the district that money laundering originated from. Under this title, $5000000 was allocated to Drug Enforcement Agencies (DEA) to be used for military training in South and East Asia. A new Act called Crime against charitable organizations was created which required telemarketer s calling on behalf of charities to reveal the names and mailing address of the charity the telemarketer is representing.[8] â€Å"Title II Surveillance Procedures† This is the act that has faced a lot of controversy due investigative authority given to federal officer that allows them to disregard procedures that ensure privacy of individuals. This title made amendments to FISA and ECPA and it covers various aspects of surveillance of suspected terrorist, computer frauds and individuals who are suspected to be foreign agents involved in clandestine operations in United States.[9] Under title 2 also the purpose of FISA was reviewed whereby gathering Foreign Intelligence Information was made the significant purpose in contrast to before when it was the primary purpose. This change was initiated in an attempt to remove legal barriers between what is regarded as Criminal investigation and surveillance with the aim of gathering foreign intelligence from immigrants. The government was no longer required to proof that a suspect under surveillance is a non-US or a foreign agent.[10] The scope of wiretap and surveillance order was also increased under this section. The act gave authority to the district court judge to issue search warrants and surveillance orders in terrorism related investigation. Several provisions under this title permitted access to electronic communication including surveillance of protected computers where the owner is required to allow federal officers to intercept communications through the computer. The law enforcement agencies were further given powers to demand from cable companies’ disclosure of customer communication.[11] The most controversial provision of title 2 is: â€Å"roving wiretap†, â€Å"sneak and peak† searches and Federal Bureau of Intelligence’s authority to access records that reveal the behavior patterns of US citizens. The sneak and peak provision for instance allowed FBI officers to notify the suspect about their execution of search warrants after they have already conducted the search.[12] Roving wiretaps are wiretaps orders by a court that do not require to mention all common carriers and third parties in a Survillance order. The department of justice appreciates the importance of roving wiretaps since they realize that terrorists can take advantage of wiretap orders by constantly changing cell phones and locations.[13] The other highly controversial provision is the one that authorizes the FBI to demand the production of tangible things like records, books and documents that can aid in investigation involving terrorism or clandestine intelligence operations as long as such investigations are not carried out against provision of first amendment to the constitution.[14] â€Å"Title III Anti-Money Laundering† This section of the act is aimed at combating money laundering and financing of terrorist by putting measures to detect, prevent and prosecuting the suspects. The act is divided into three subtitles.[15] The first subtitle focuses on strengthening rules of financial institutions by requiring them to monitor transaction from areas prone to money laundering g and put measures to identify the true owners of bank accounts on payable through accounts. The second subtitle dealt with co-operation of the bank and other financial institutions with agencies that fight money laundering and terrorism while the third subtitle dealt with currency crimes.[16] Title IV Title 4 of Patriotic act deals with boarder security. Under this title, additional funds were avai1ed to Immigration and Naturalization Service and necessary provisions enacted to facilitate all government agencies operation to prevent the entry of unauthorized person into US or the movement of people with currency, technology or other illegal commodities out of the country.[17] Title IV This title was created to remove barriers to investigate terrorism. The attorney general together with some specified government officials were authorized to pay rewards to people who could disclose important information that could lead to arrest of terrorist suspects.[18] Education provision act was amended, whereby the US attorney general can collect and retain relevant educational records that can aid in investigation. The most controversial provision of this title 5 concerns National security letters to an organization requiring it to submit relevant data and records of its employees. This act was later challenged and declared unconstitutional since it went against first and fourth amendment.[19] Title VI-amendment victim of crime act of 1984 to ensure that victim of crime fund was managed more efficiently and enough funds were at their disposal. [20] Title VII enhances the US law enforcement agency to combat terrorist. Under this act bureau of justice assistance arranges for contracts with state, on governmental organization and local criminal authorities whereby grants are awarded in exchange for valuable intelligence information. [21] Title VIII:  Ã‚   To Strengthen criminal laws against terrorism Under title of the Act new criminal offences are added against passenger transport vehicles and ferries. The provision of this title also prohibits harboring suspected. terrorist. [22] Title IX: To improve intelligence This title is meant to facilitate intelligence operations whereby the director of CIA is required to give priorities to foreign intelligence gathered under FISA as well as ensuring that information collected search and electronic surveillance is shared with other intelligence agencies.[23] Critique of Patriotic Act The critiques of USA patriotic theory argue that the Act sacrifices the rights and freedoms of US citizens in the name of national security. New inflated powers are given to executive branch of government under this act.[24] However, these executives have misused powers vested on them by detaining innocent suspects especially the immigrants. The act also poses a threat to civil liberties of individuals. The act comprises the provision of fourth amendment relating to privacy of US citizens. The non-citizens are also subjected to unfair treatment whereby they are put in mandatory detention camp and removed from US in some cases.[25] The act also threatens the rights of political activists and critiques of government whereby some of their vigorous acts comments may be wrongly regarded as illegal under the act. Due to vagueness of definition of domestic terrorism Environmental activist are at a sensitive area under this act since the nature of their work involves direct actions. This might be regarded as domestic terrorism leading to their prosecution. The enhanced surveillance powers coupled within the increased sharing of information between criminal and intelligence operations open way for CIA to spy on the members of public.   [26] Moreover sneak and peak searches, which have been authorized under the act, may have negative effects. Under sneak and peak the execution search warrant takes place before notifying the owner of the building. This is purely against the provisions of fourth amendment and federal rules of criminal procedure.[27] According to critiques the FBI, can obtain sensitive files of a person even without suspecting the person of any illegal acts. The act further allows the FBI to access Internet usage and telephone communication. However the act does not specify what content should be accessed by the federal officers. Due to this private information’s and messages falls into the hand as of these officers.[28] Law enforcement agencies are allowed by patriotic act evades the fourth amendment provision. Wiretaps and physical searches can be contented in the name of collecting foreign intelligence information. This can result to spying in the persons claimed as enemy of the government.[29] Another section that has been subjected to critism is section 203.Under patriotic, the FBI, the CIA and NIS are allowed to freely share information. While this sharing may n help to fight terror to some extent, the political freedom of individuals are jeopardized. The immigrants are also vulnerable since their political association to organizations that have violated the law can be labeled terrorists. The immigrants cannot protect themselves by limiting their membership to organizations or curtailing their activities since the act does not have a clear definition of terrorist organization or activities.[30] Supporter However supporters of the patriotic act argue that the act empowers federal agents to combat terror-using court approved tools that have proved to be useful for a long time. They argue that the patriotic act has not been abused since 2001 when it was passed to become the law. /other people feel that patriotic act will equip the federal agents to prevent further catastrophe.[31] According to attorney general, Mr. john Ashcroft, the patriotic act is the key to success of the fight against terrorism. He further argues that the act facilitates the government ability to fight terrorism by expanding its surveillance capabilities.[32] He argued that through the increased powers of federal officers the government has been able to crackdown terrorist cells and disrupted their financing and weapon procurement efforts. [33] Conclusion Even though some amendments were necessary to equip then federal agents not fight terrorism abd other crimes more efficiently, some provisions introduced by patriotic act undermines the basic human rights and freedom that the law seeks to uphold. Some provisions of patriotic act may not be very detrimental to human rights but the extent of power they give to federal officers is a bit exaggerated and when such officers decide to abuse this powers, then democracy is the price to pay in the name of fighting terrorism. However a leeway can be found whereby the federal officers are provided with the necessary tools to fight terrorism at the same time upholding the fundamental rights and freedoms of citizens of United States. [1] www.jurist.law.pitt.edu/forum/forumnew40.htm [2] www.jurist.law.pitt.edu/forum/forumnew40.htm [3] American Library Association [4] American Library Association [5] American Library Association [6] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [7] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [8] http://www.eff.org/Privacy/Surveillance/Terrorism//20011031_eff_usa_patriot_analysis.php [9] http://www.eff.org/Privacy/Surveillance/Terrorism//20011031_eff_usa_patriot_analysis.php [10] American Library Association P26-27 [11] American Library Association, P27-29 [12] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [13] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [14] www.jurist.law.pitt.edu/forum/forumnew40.htm [15] www.jurist.law.pitt.edu/forum/forumnew40.htm [16] American Library Association, P 28-30 [17] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [18] American Library Association, P 31-33 [19] American Library Association, P 32-34 [20] www.jurist.law.pitt.edu/forum/forumnew40.htm [21] www.jurist.law.pitt.edu/forum/forumnew40.htm [22]http://www.eff.org/Privacy/Surveillance/Terrorism//20011031_eff_usa_patriot_analysis.php [23]http://www.eff.org/Privacy/Surveillance/Terrorism//20011031_eff_usa_patriot_analysis.php [24] Dana K P [25] John W. [26] Dana K P43 [27] John W. P52 [28] John W.P 44 [29] John W.P 56 [30] Dana K P 46 [31] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [32] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [33] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml

Time Management Benefits: University Students

Time Management Benefits: University Students Time management refers to a range of skills, tools, and techniques used to manage time when accomplishing specific tasks, projects and goals. This set encompasses a wide scope of activities, and these include planning, allocating, setting goals, delegation, analysis of time spent, monitoring, organizing, scheduling, and prioritizing. Many people sometimes forget about that successful people all manage time well. They value every second of their time, and always make sure that none of it is wasted. In order to be successful, time management is important because students must balance their time wisely among many commitments such as classes, study time, family, friends, and possibly employment. If time is not managed properly, it is easy for students to put off the important tasks or project and concern only on favour activities. Procrastination most likely to happen when there is the least of time management. From an article in Wikipedia, titled Procrastination, procrastination refers to the deferment of actions or tasks to a later time. Psychologists often cite such behavior as a mechanism for coping with the anxiety associated with starting and/or completing any task or decision. It affects most students at some stage of their studies. They attempt to escape doing a specific task that full with boredom. However, the task which is not getting started can make you feeling stress and ultimately panic in which it will influence students academic performance. The way to overcome this is to break down each task into small sub tasks. A schedule can help you dedicate appropriate time to each sub task. Students have to maintain productivity and concentration by scheduling difficult tasks during the most productive work time. Students can use their study time wisely and balance other commitments by having a proper designed and organized schedule. How to design and put on a task into a schedule are the key terms. Consider investing some time into learning how to go about doing this. Students can invest the time upfront and get back the dividend by getting setup a weekly schedule. Thus, students will find the goals and objectives that they have set are achievable. 1.2 Statement of Problem University life is full of challenges. Most of the FPPSM students find it hard to balance their studies, campus activities, work and sport. Furthermore, students always complaint that they are unable to study and do assignment till last minutes. This will lead to poor academic performance. Sometimes, they spend too much time for leisure activities and left their assignments behind their mind. All these problems arise because most of the students do not manage their time properly. So, it is important to know how FPPSM students manage their time to keep a balanced perspective on all areas associated with university life. Most of the FPPSM students have low level of personal discipline. So, they seldom follow the time schedule that they had made themselves. In addition, they also seldom follow the time that plan by lecturer in the course outline. They fail to notice the several important weeks that cause late submission. Furthermore, most of the FPPSM students feel stress and cannot concentrate in the lecture room. They suffer stress because they do not manage their time properly. The students may not have skill to manage theirs. So, they will feel stress when they cannot finish their assignments or study on time. As a result, they will sacrifice their sleeping time to finish all their work. These are all the reasons why the research emphasizes on time management among FPPSM students. 1.3 Purpose of the Study The purpose of research is to investigate the awareness of FPPSM students about the importance of time management. This study will lead students to understand more about time management and inquire into the importance of time management to their academic performance. From the research, relationship among the effectiveness of time management and academic performance can be identified. Besides that, the research will survey the method used by successful students and explain how the successful students manage time in order to balance their studying time and extra-curricular activities. By conducting this research, FPPSM students may get more detailed information about how the successful students use their time wisely among school activities and their personal life or social life. The research may identify the ways of FPPSM students used to release their stress by using leisure time. Usually, an effectiveness time management through leisure activities can help to overcome the academic stress. Stress is indirectly affected to the academic performance. The research will analyze the life style of FPPSM students and students may learn the importance of balance their study life with leisure time. It helps to release stress and make the study become more effectiveness. The research expected bring awareness toward students to maximize their time and make them used the time more wisely. 1.4 Objectives of the Study The objectives of this study are: To investigate the effectiveness of time management on the academic performance of FPPSM student. To investigate the difference between the successful students and other students in time management. To determine the number of students with proper schedule planning. 1.5 Research Questions How effective is the time management against FPPSM student academic performance? What are the differences between successful students and other students on time management? How many of FPPSM students have proper schedule planning? 1.6 Significance of the study The finding of this research will help FPPSM students to manage their time wisely by knowing which items they need to pay attention to. Assignments that are due or revision for an upcoming test will be important. In addition, the finding will enable the students to lead a more balanced life by helping them find the time and energy to devote to all the important areas of their life. Besides, students who are under stress caused by work load pressure can be easily avoided with the help of time management. Work will complete on time and their stress level will stay at a normal range and leave a positive effect on their health. 1.7 Scope This research will be conducted in Faculty of Management Human Resource Development(FPPSM) the respondents are the first, second and third year of Human Resource Development, Management Technology, Marketing, Accounting, and Industrial Psychology students. The respondents are 50 students from FPPSM between the ages of 19-25 years old and they were selected randomly. The questionnaires were distributed on the 3rd and 4th February 2010. CHAPTER 2 LITERATURE REVIEW 2.1 Definition of Time Management First of all, this part of research will start by introducing the definition of time management. Clarke stated that time management is a system, set of tools and skills that when combined will help you to gain more out of your allocated time and also let you be able to use your time to accomplish what you want and what you need to accomplish. In addition, time management is the control and focus of a persons actions to making everything do fit into specific durations and schedules, and try hard to make that fit happen, whether or not our tasks can actually be accomplished at that time. As we know time management is life management. It is the core skill around which everything that you do revolves around. It can be said that the quality of your life will be determined by the quality of your time management. Time management is really the external demonstration of self-discipline in your life. The most valuable thing human beings have are time. We can always get more money but once we spend our time it is gone forever. Firstly, to be a successful student they need to realize how valuable time is and then they need to understand the principles if they are going to manage it effectively. (Time Management) In addition, time management includes your day-to-day activities as well as your long term future wants and goals you have set for yourself. Some skills included in time management are planning, goal setting, managing your task or scheduling things you need to get done or would like to do. A diary is a very useful tool to help student manage their time wisely. In a diary they can schedule their planned things to do ahead of time by knowing what they need to pay attention to such as assignment and revision for an upcoming test. However, improve of time management skills is essential for student to reduce their stress and anxiety which comes from their university life. 2.2 Effectiveness of Time Management on the Academic Performance of FPPSM Student. According to Dozier (2008), with appropriate time management, students will be able to have more accomplishment. He also stated that the benefits of time management. College students will be able to live an ordered life with more extra time. Besides, college students will be able to reduce physical stress and avoid procrastination. According to the study of Ohio University from Karpinski (as cited in Kok and Teo, 2009) result of academic will be influenced if someone spent too much time online. Two hundred and nineteen of Facebook users were investigated by a research and find that undergraduates had grade point averages around 3 to 3.5 is a Facebook users On the other hand, students can get the higher GPAs if their less involve in Facebook. The same situation will occur if student addicted in playing game. If students can manage their free time or leisure time well, maybe it can avoid their result from getting bad. Someone will forget to do revision if he or she playing game without control. Student who addicted in game even be talk to study but he or she maybe always thinking about their game. It will totally jeopardize their performance in school and social relationship. The research paper by Ranjitamisra and McKean (2009) investigated the inter relationship among academic stress, anxiety, time management and leisure satisfaction among 249 university undergraduates by age and gender. The results have shown that females experienced higher self-imposed stress and more physiological reactions to stressors than males. They are managing their time more efficiently than males. From the results, we can find that time management has strongly correlated to academic stress. In addition, state anxiety had a greater association with reactions to stressors than trait anxiety. Besides, we also find that leisure activities will typically reduce academic stress. In the research titled Total time and efficient time management, Study, Study combine to Test, and Rest programming are the factor inherent that will affected to learning and retention (Izawa, 1999). From the research, time management may affect the effectiveness of learning process. Besides, according to Weissberg et al. (as cited in Schumm, 1992), time management is important to most of the undergraduate students and it becomes their primary personal need to make the learning process be more effective. College students are burdened by coursework, assignment, part-time jobs, and extracurricular activities. The time management skill is a method to improve undergraduate students self-control. Briton Tesser (as cited in Schumm, 1992) found that there is a relationship among student self-report and their grade point averages. 2.3 Difference between the Successful Students and Other Students in Time Management. There was several view point from expert about become a successful students by managing time wisely. Apps (1990) stated that methods of successful students are used to manage their time. The students are blocked to learning mainly cause by time-stealers. Time stealers means that we do not have awareness when time flying. Time stealers include procrastination, unclear priorities, daydreaming, frustration and anxiety. On the other hand, successful students are time savers and time makers. Time savers means that save other time by eliminating the time-stealers. Time-savers include time inventory, weekly time plan, monthly calendar, to-do list and saying no. Then, time-makers refer to gain more time in life. Time makers include working more efficiently, using spare moments effectively and storing time. (Apps, 1990) According to Rochita (2009), many college students find it hard to balance their time with study and other social activities. Most of them are distracted by social activities and unable to cope with the study. So, college students need to manage or organize their time to maintain their CGPA. Firstly, they can go to a quite place to study instead of study in the dorm. It is because students may be distracted by their roommate. Then, college students should stay organized by writing down all the planning in a planner or notebook. In addition, college students should keep a to-do list above their desks to know what they are supposed to do every day. Lastly, college students should get rid of the clutter. Furthermore, Grabmeier (2009) discussed about the effects of procrastination. Lack of quality of work is one of the effects. It will also lead to students academic performance and the most important is students work does not accomplish before due date. Besides, Grabmeier also suggested some ways on how to become a successful student. From the research conducted by Britton Glynn (as cited in Schumm, 1992), ninety freshmen were surveyed using an instrument that included items related to choosing goals and sub goals, prioritizing goals, generating tasks and subtasks from the goals, listing the tasks on a to-do list, scheduling them, and then carrying them out. In the article, it stated that short-range planning, time attitudes and long-range planning are playing roles in college students academic performance. In order to become a successful college student, short-range planning and time attitudes are important to the cumulative grade point average. From this article, an effectiveness time management may be one of the factor affect to their academic performance. 2.4 Number of Students with Proper Schedule Planning. Ex-Ramapo students return for panel discussion with Class of 2010 which report by Loffredo (2010) discussed about, students need manage their time well. For example, balance study time, socializing, entertainment and sport to keep healthy life. Maybe students can finish their work in right time without do until night or finish last minutes. If students finish their work in early time, maybe mistake can be reducing. It can help student get the good mark in assignment. Besides, from the article Students learn to manage time from University Counselling Centre sponsors programme to help students succeed and learn to manage time. The author of this article is Jackson, (2004) claimed that student need to manage their time in study and socializing. This is because students can improve their relationship between friends. Daily schedule is needed to manage their time more effectiveness. Stress maybe can be reduced if students have good time management. The more important thing will be done first before it is too late. According to Barnes (1992), an effective learning depends on self-awareness. The awareness of students may affect the effectiveness of study and directly give effect to the academic performance of students. A research conducted by Maddox (as cited in Barnes, 1992) explained that studying in the afternoon is more efficient than studying at midnight. A proper time management may reduce students hour of studying. Besides that, a good time management could hinder the unnecessary things from consuming more time. The unnecessary things may cause time being wasted. Time management should be measurable. Students may manage their study by including appropriate time for leisure. Students should learn to indentify and list the priority things. Based on Barness opinion, time planning is useful and should be a guideline but should also be flexible. The flexibility of time management allows us to deal with the unexpected things. Then, Hirsch (2001) stated that life is what happens when you are making other plans (p.102). It means life is full of unexpected events that can interfere with carefully planned schedules. While some interruptions can be avoided by planning activities to make sure each activity are done properly, other things could come up unpredictably. However, no schedule will work all the time. 2.5 Past Research This research choose the researches of A comparison between the Time-management Skills and Academic Performance of Mature and Traditional-entry University Students conducted by Trueman and Hartley (1996) and How Business Students Spend Their Time Do They Really Know? conducted by Tanner and Maples et.al as the references to conduct this research. The respondents of the research of Trueman were all the first-year students of psychology at Keele that were 293 students (Trueman, 1996). On the other hand, the respondents of the research conducted by Tanner were 212 business major students (Tanner Maples et.al). For our research, there will be 50 respondents from the Faculty of Management and Human Resource Development (FPPSM), UTM. The research conducted by Trueman (1996) focused on the relationship between time management skill and the first year students with different ages while the research conducted by Tanner Maples et. al focused on the awareness of business students spending their time. However, our research focuses on how FPPSM students manage their time and it includes first, second and third year students. The research instrument used by Tanner (1996) was logbook. The students were asked to record the time they spent for each activity for a period of one week. However, the research instrument that our group used is questionnaire and interview. From the research conducted by Trueman (1996), he found that the older mature students (aged more than 25 years) had a better time management skills than traditional-entry students (aged less than 21 years) and borderline mature students (aged 21-25 years). In addition, female students have a better time management skill than male students. However, our research does not study these aspects. Furthermore, the research showed no differences between time management skills and academic performance. However, our research will to study the relationship between time management and students performance. From the research conducted by Tanner and Maple et.al, he found that technological distraction caused business students scarified their study time without realizing it. So, our research will determine the number of students who have proper schedule planning. The past research helped our group to have an idea of how to conduct our research and as a guideline for our research. CHAPTER 3 3.0 RESEARCH METHODOLOGY 3.1 Introduction This section discusses the methodology of the research. The main purpose of the research is to investigate the awareness of FPPSM students about the importance of time management. The respondents are 50 students from FPPSM. Data for the research will be extracted from the questionnaires and also through an interview session. 3.2 Research Instruments In this research, two methods of research instruments had been chosen to gather the primary data. These instruments are questionnaire for quantitative research methodology and interview for qualitative research methodology. A set of 50 sheets of questionnaire containing 18 questions where all of the questions are closed-ended or open-ended questions (Appendix A). There are different types of questions to be asked such as likert-scale questions, listing/choice questions, ranking questions in the questionnaire. In this study, the questionnaires were distributed to 50 respondents who are students from FPPSM. Students from FPPSM were selected to answer sets of questionnaire. The qualitative data for this research comes from interview. We are going to interview two students from FPPSM. One of the interviewee who is a member of Majlis Perwakilan Pelajar (MPP), and another interviewee is a student from FPPSM who CGPA below 3.5. In addition, we prepare a set of questions before the interview (Appendix B). The reason of choosing this method is a lot of important ideas or opinions that cannot be collected through questionnaires. 3.3 Respondents of the Study The respondents are from first, second and third year of Human Resource Development, Management Technology, Marketing, Accounting, and Industrial Psychology students from FPPSM. A total of 50 questionnaires were distributed to students at different courses and years in February 2010. A total of 50 students from FPPSM returned the questionnaires. The interviewees chosen were Ms Lai Yit Sien and another student who CGPA below 3.5.The reasons for chosen Ms Lai Yit Sien as interviewee are she can manage their study and extra-curricular well, and maintain her CGPA by obtained Dean List in past semester. Ms Lai Yit Sien is a third year student of Human Resource Development. She is a member of Majlis Perwakilan Pelajar (MPP). On the other hand, another interviewee is a second year student of Human Resource Development. Her CGPA is below 3.5. 3.4 Research Procedure A pilot study was conducted on 1st February 2010 to access the validity of the research instrument. This pilot study was done before we distribute the questionnaires. Each group prepared five sets of questionnaire and distributed them to other group randomly for pilot test purpose. During the actual study, the questionnaires were distributed to the FPPSM students who are first, second and third year of Human Resource Development, Management Technology, Marketing, Accounting, and Industrial Psychology students. Respondents were approached with an initial question of whether they have scheduling or planning activities for their daily life. All the questionnaires collected after the respondents answer the questionnaires. 3.5 Data Analysis To analyse the data, the data from questionnaire were calculated and entered into computer manually. Results were presented through frequency counts and other descriptive statistics. Graphs, tables, charts and etc. were used to provide a clear picture on the data analysis. Interview data were used to validate the data from the questionnaire. The data were transferred into writing form. CHAPTER 4 4.0 FINDING AND DISCUSSION 4.1 Introduction This section discusses the finding and analysis of the research. The finding and analysis in this past will answer the research question of the research. Time management among FPPSM students can be identified through the section below. 4.2 Demographic 4.2.1 Number of Students from Each Course Figure A Distribution of Respondents Based on Courses Figure A shows the distribution of respondents involved in this research based on courses offered at FPPSM. There were 11 students from Bachelor of Science (Human Resource Development), 12 students from Bachelor of Management (Technology), Bachelor of Management (Marketing), and Bachelor of Psychology (Industrial and Organizational Psychology) each other. There were three students from Bachelor of Accountancy. Therefore, the total number of respondents was 50 students. 4.2.2 Year of Students Figure B Distribution of Respondents Based on Year of Students Figure B shows distribution of respondents involved in this research based on year of students. There were 34% of students from first year (17 students), 32% students from second year (16 students), and 34% students from third year (17 students). 4.2.3 Gender Figure C Distribution of Respondents Based on Gender Figure C shows the gender of FPPSM students involved in this research. There were 38 (76%) female respondents and the other 12 (24%) respondents were male. 4.2.4 CGPA Figure D CGPA of FPPSM students Involved in This Research Figure D shows that the CGPA of respondents in this research. 29 out of 50 students achieved the CGPA 3.5 to 4.0. Twenty students have achieved 3.0-3.49, and only one student achieved the CGPA 2.5 to 2.99. Furthermore, there were no students CGPA were below 2.5. 4.3 Relationship between Time Management and Academic Performance 4.3.1 Effective Time Management Figure E Frequency of Distribution in Surfing the Internet of Effective Time Management (extra-activities). Figure E shows the time spent by respondent surfing the Internet in a day. There were around 50 percent of the respondents spent less than three hours surfing the Internet daily and 30 percent of the respondents spent more than six hours surfing internet in a day. Surfing internet may be a way to help students to get the information about study and assignment. On the other hand, some of FPPSM students are addicted in surfing internet. Figure F Frequency of Distribution on the Elements of Effective Time Management (extra-activities). Figure F shows the frequency of distribution on the elements in effective time management. There are 25 out of 50 respondents agree that they have the habit of exercise at least once a week. Besides that, there are around 21 respondents agree that they go for shopping, watch movie and other entertainment at least once a month. There are a number of respondents that are about 35 percent of the respondents having entertainment at least once in 2 weeks. Entertainment like shopping and watching movie are the ways to help students to release stress. However, students should avoid having too much entertainment in their life because it may affect their academic performance. Figure G Frequency Distribution of Elements in Effectiveness Time Management (study). Figure G shows the time of revision that most preferred by FPPSM students. Majority of the respondents start their revision a week before examination. There were not more than ten percent of the respondents start their revision a day before examination. Elements Strongly agree Agree Disagree Strong disagree Do not procrastinate 25 22 2 1 Study time plan 13 23 11 3 Balance in social and study 15 22 12 1 Table A Frequency of Distribution on the Elements (study) of Effective Time Management. According to Table A, majority of the respondents that are more than 50 percents of the respondents agree that they do not procrastinate, having study plan, and able to balance both their social activities and study. 4.3.2 Non-Effective Time Management Elements Strongly agree Agree Disagree Strongly disagree Participate in social activities and neglect study 4 17 18 11 Time full of unnecessary socializing 8 10 21 11Table B Frequency of Distribution on the Elements of Non-Effective Time Management. From Table B, it shows the frequency distribution of elements in non-effectiveness time management among FPPSM students. There are 11 out of 50 respondents disagree strongly that they will participate in social activities even they know they should be studying, and their time full of unnecessary socializing. Generally, more than half of the respondents disagree that they will participate in social activities even they know they should be studying, and unnecessary socializing takes up too much of their days. The finding able to answer the research objective that effective time management affects academic performance. Based on the findings, there are around 60 percent of FPPSM students getting CGPA more than 3.5 and having effectiveness time management. This proves that there are a relationship between effective time management and academic performance. According to Figure E, F, and G, they show the frequency of distribution on the elements of effective time management in extra-activities and also study. There are more than 50 percent of the respondents able to balance their extra-activities and study. There is not much difference between the numbers of respondents that surf the Internet less than three hours per day and exceed six hours per day. Internet is the most important tool in students life. Students may surf the Internet for entertainment, social networking, or information searching. Besides that, most of the respondents have a habit in exercise at least once a week. Exercise is a way to release stress. Thus, they are able to perform well with healthy body and mind. It is because exercise can facilitate blood circulation. So, they are easy to memorize the note if fresh in mind. Self discipline is one of the elements of effective time management. According to the findings, most of the respondents do not procrastination to complete assignments. It is because they have good discipline in managing their time. Most of them can follow their study schedule. Therefore, they can do their tasks systematically to prevent last minute work. As a result, they can produce more perfect and less mistake assignments in order to get the higher marks for their assignments. Indirectly, it will improve their academic performance. According to Barnes (1992), an effective learning depends on self-awareness. The awareness of students may affect the effectiveness of study and directly give effect to the academic performance. Based on the findings, majority of the respondents have self-awareness. Therefore, they aware their own responsibilities as a student are to accomplish their assignments and get the good results. In order to fulfill their responsibilities, they always have time schedule to finish assignments on time. Therefore, marks will not be deducted by lecturer. The effectiveness of time management will improve the academic performance. From the findings, most of the respondents have study time plan and do revision a week before examination. It shows the respondents feel that organizing and planning their time to study and do revision is important to their academic performance. A proper time planning may reduce students hour of studying at midnight. A research conducted by Maddox (as cited in Barnes, 1992) explained that studying in the afternoon is more efficient than studying at midnight. Besides that, the students can choose the more suitable time for them to study. By having an effective time plan, respondents have sufficient time to study and understand the content of study. As a result, they can score better in the examination. 4.4 Difference between Successful Students and Other Students in Time Management Successful student(more than CGPA3.5) Other student (lower than CGPA3.5) 1. What is your opinion about time management? Way to manage time in daily activities Way to distribute time and complete daily task 2. Do you think time management is important to the

Influential Composers Of The Late 20th Century Essay -- Music Musical

Influential Composers Of The Late 20th Century Composers’ techniques matured throughout the 20th century, as did listeners’ ears.Thus, it becomes progressively harder to pinpoint influential musicians.One must distinguish between those simply continuing the modern tradition, and those truly breaking barriers. Robert Dick, dubbed â€Å"Hendrix of the flute† is one obvious boundary-breaker. (Dick)Born in New York City, Dick’s studies at the School for Music and Art were supplemented by lessons with acclaimed flutists Henry Zlotnik and Julius Baker.He attended Yale, receiving a B.A. in 1971 and a composition Master’s in 1973. Dick’s most notable contribution to music is his revolution of the flute.He realized the flute’s limited color palette and one-note-at-a-time capability was incompatible with â€Å"an environment where the pace of change is accelerating†¦The flute sound of the future will be yet more powerful and colorful†¦Ã¢â‚¬  (Dick).Inspired by world music, jazz, rock, and electronic music, Dick made accessible the colorful extended technique spectrum: jet whistles, harmonics, throat tuning, multiphonics, whisper tones, circular breathing.Dick did not INVENT all these techniques.(Circular breathing has been a long-established tradition—especially for Bulgarian kaval flutes and Rajasthan’s Narh flutes).But, it is through Dick’s advocacy that these techniques are becoming accepted practice.His tutorial method books have been hailed â€Å"the definitive instructor† (Dick). Circular Breathing for the Flutist provides detailed analysis of the technique, visual aids, and step-by-step instruction that focuses on developing correct embouchure before applying more detailed coordination.After only 6 months of daily 10-15 minute practice, f... ...t to his/her time.Rent, the modern version of Puccini’s La Boehme, unabashedly brings hush-hush issues of AIDS, drug addiction, and homosexual relationships to the forefront, without alienating audiences.He juxtaposes poignant melodies and clear harmonies with jarring subject matter and explosive characters that choose to revel in love, pain, and survival.Larson’s contribution shows that being artistically cultured does not mean ignoring reality. Of the three New Yorkers mentioned, Copland was most influential.Without his pioneering music in the early half of the century, American music might never have established its own flavor.Without his advocacy of advancement in the second half of the century, techniques such as Robert Dick’s or Jonathan Larson’s might not have had such a strong base on which to be established nor been accepted by ever-maturing audiences.

The March on Washington - August 28, 1963 Essay -- essays research pa

The March on Washington - August 28, 1963 One hundred years after the Emancipation Proclamation was written, African Americans were still fighting for equal rights in every day life. The first real success of this movement did not come until the Brown vs. Board of Education decision in 1954 which was followed by many boycotts and protests. The largest of these protests, the March on Washington, was held on August 28, 1963 â€Å"for jobs and freedom† (March on Washington 11). An incredible amount of preparation went into the event to accommodate the hundreds of thousands of people attending from around the nation and to deal with any potential incidents. According to the march organizers, the march would symbolize their demands of â€Å"the passage of the Kennedy Administration Civil Rights Legislation without compromise of filibuster,† integration of all public schools by the end of the year, a federal program to help the unemployed, and a Federal Fair Employment Act which would ban job discrimination (â€Å"The March on Washington† 11). In order for the march not to appear as a war of white versus black it had to be racially integrated so it looked like justice versus injustice. Some organizers wanted to call for massive acts of disobedience across America, but when the Urban League and the N.A.A.C.P. joined the organization of the march, they insisted against it. The march was originally going to be on Capitol Hill to influence congress, but because of a 1882 law against demonstrating there, they decided to march to the Lincoln Memorial and invite congress to meet them there, knowing that they would not. When planning the march, the organizers made sure that Washington D.C. was ready for anything so that the march could go on no matter the circumstances. Marchers were advised to bring raincoats, hats, sunglasses, plenty of water, and non-perishable food. To accommodate the expected 100,000 to 200,000 people, there were 292 outdoor toilets, 21 water fountains, 22 first aid stations, 40 doctors and 80 nurses along the march (â€Å"On the March† 17). The National Council of Churches made 80,000 boxed lunches for the marchers at 50 cents each. When the buses of people came to Washington D.C.’s outskirts, 5,600 cops and 4,000 army troops came to patrol the parade. People from around the country came by any means necessary to support the march. One man from Chicago began rol... ...und on the online database JSTOR by searching for â€Å"March on Washington† under African American studies, history, and political science. In addition to these articles, three were found simply by browsing through magazines written at the time of the march. Information about books written at the time was found by searching the appendices of book review indexes for topics related to the march. By looking around in the reference section for specialized encyclopedias, the African American Encyclopedia was located. Works Cited Book Review Digest 61 New York: The H.W. Wilson Company, (1965): 239. Dorman, Michael. We Shall Overcome. New York: Dial Press, 1965. â€Å"On the March.† Newsweek Sept. 1963: 17+. Nabrit, James M. Jr. â€Å"The Relative Progress and the Negro in the United States: Critical Summary and Evaluation.† Journal of Negro History 32.4 (1963): 507-516. JSTOR. U of Illinois Lib., Urbana. 11 Apr. 2004 Shaskolsky, Leon. â€Å"The Negro Protest Movement- Revolt or Reform?.† Phylon 29 (1963): 156-166. JSTOR. U of Illinois Lib., Urbana. 11 Apr. 2004 . â€Å"The March on Washington.† Time Magazine 30 Aug. 1963: 11+. â€Å"What the Marchers Really Want.† New York Times Magazine 25 Aug. 1963: 7.

The Fantasy of Womens Sports in Primetime TV Slots :: Womens Issues Essays

The Fantasy of Women's Sports in Primetime TV Slots Gail, a dark, tiny, female reporter, is given the assignment of investigating Babe, one of the most talented female athletes of the twentieth century. Suggestions have sprung up that Babe was not a woman at all. These suggestions have come from beer corporations and radical right-wing opponents of a new growing opinion that men and women's sports should equally share primetime TV slots. Gail had never heard of Babe. Gail writes movie reviews and articles in the Arts section. Gail is a chain smoker. She used to cut gym everyday to smoke under the bleachers with her friends. She hasn't owned a pair of sneakers since the third grade. In high school she used to think there were three kinds of kids: the nerds, the jocks, and the freaks. She was some combination of the first and last group. She still held that opinion and liked to sneer at joggers in the park. She was, thus, unhappy about this assignment. Gail visits her parents who live in the suburbs. They are bohemian types. They eat a lot of gorp, have matching pottery wheels in a shed in the back yard, and would have never owned a television, but Gail begged them to get one in her freshman year of high school. When she graduated, it was the first thing that was unplugged and packed into the car, ready for her dorm room. She asks them if they ever heard of Babe. They say they vaguely remember a golf player named Babe. But they sneer. Golf is for the bourgeoisie, they say. Gail goes up to her old room. When she was in elementary school all of her friends had horseback riding ribbons and trophies. She looks at her room now, imagines the walls covered in tiny ribbons, and they dissolve into a Picasso poster and the graffiti she used to write when she hadn't fallen asleep yet. She goes over to one section of the wall, runs her finger over a phrase: JOCKS ARE DUMB. Gail goes back down stairs and asks her father why she never wanted to play sports. "Well, honey," he says, "You're small. And artistic. You're not an athlete." And she thinks to herself, I didn't know what the word athletic meant until I was in the third grade. And then I threw out my tennis shoes.

American Buffalo

On April 4, 2010, I was proud to see the play American Buffalo by David Mamet at our very own Meramec Theater, where the small cast of three performed within the confines of a little, rickety pawnshop that was cluttered with antiques. Within the play, Donny Dubow, the supposed owner of the shop, unknowingly stumbled upon a highly valuable buffalo nickel, which he eventually sold to a stranger for only ninety dollars. When he learned that the coin was worth much more, Don gathered his friends, Bobby and Teach, to plan a heist to get the coin back into their possession.Mamet’s spectacular use of action and dialogue expertly exhibited all three character’s unique personalities, but the story didn’t come alive until the second act. Donny’s constant concern for Bobby’s health made Don appear to be a good man, who cared for others more than he did himself. For example, when Bobby mentioned that he had skipped breakfast that morning, Don gave him a wad of cash and persisted that he bought himself some food. He even pressed Bobby to get something healthy to eat much like a parent would do to their child. He said, â€Å"You can’t live on coffee, and you can’t live on cigarettes.Breakfast is the most important meal of the day. † Even though the second line is a tad cliche, these lines show that Don is compassionate and that he truly cares about Bobby’s well-being. Bobby’s character obviously had some sort of mental problem, but there was never any talk about his condition. His idiosyncrasies and mannerisms exhibited his handicap without having one of the other characters simply blurt out the word â€Å"retard. † For example, Bobby had a difficult time processing simple questions and following along with everyday conversations.He would either reply with short, simple answers or proceed to stutter the word â€Å"yeah† in a sluggish tone. His hands always remained jammed deep into his pockets, and he constantly stared down at his feet with his tongue jabbing into the inside of his cheek. Bobby’s awkward body language and his somewhat childish dialogue was all the audience needed to see that Bobby was a little slow. Walter â€Å"Teach† Cole appeared to be quite the opposite. His vulgar dialogue and boorish behavior revealed him to be a complete asshole. Every sentence that spilled from his lips was littered with curse words and a crude sense of humor that always seemed to put other people down. For instance, in the beginning of the second act, he barged in the door, shouting â€Å"cock sucking fuck head,† and when Don had mentioned one of his many acquaintances, Teach simply replied, â€Å"guys like that I like to fuck their wives. † Also, when Bobby was quietly sitting on a dusty ottoman in front of a large, lounge chair, Teach jumped into the chair and kicked Bobby in the back, sending him to the floor.Even though the elderly people in the front row didn’t appreciate his dirty mouth or crude behavior, I believe that Teach’s character was used to keep the audience’s eyes glued to the stage much like an intriguing line or hook in the opening paragraph of a good story. Even though the characters in American Buffalo were unique and well written, the first act bored the audience with mundane dialogue. The actors took turns pacing back and forth through the piles of junk, sitting in random chairs that were scattered throughout the shop, and conversing over tedious everyday things such as breakfast or the chance of rain.I believe the majority of the dialogue was meant for the audience get to know each individual character, but it rarely seemed to ever connect with a major conflict. Don, Bobby, and Teach would ramble on and on about a card game that took place the night before or plan a heist that never actually happened. In an attempt to be entertained, the audience spent the majority of Act One watching Bobby slowly eat a piece of pie or stare aimlessly at the ceiling, even when he didn’t have any lines. The audience wanted action, and Bobby was the only one that delivered.Act Two was chock-full of intense action and deeply emotional dialogue. When the lights came on and the play continued, the sound of rain and a hint of thunder echoed throughout the room and Bobby entered from behind the audience with his hair wet and his jeans tattered. He began spitting out sporadic bursts of short sentences in between gasps for breath, which brilliantly exhibited Bobby’s distress with some well structured dialogue. Teach suddenly grew hostile. He then slammed a metal lunch box over Bobby’s head and proceeded to knock over tables of antiques. He even threw an old clock into the top of the front counter, sending bits of glass all over the stage. I understand that Act One may have been necessary to build the play up to such a climactic ending, but American Buffalo showed me just how effective a great ending can have on its viewers. American Buffalo has opened my eyes and shined a much needed light on my perspective of writing a first-class story. It’s hard to believe that less than a week ago I viewed literature as purely a glorified way to play with words and bend my readers’ thoughts of the world, but American Buffalo rattled my brain and knocked some sense into me. It taught me just how short people’s attention spans truly are, and I’m no exception. Act One nearly put me to sleep. Don’t get me wrong. David Mamet is a fantastic writer, who exhibited Don, Bobby, and Teach’s unique personalities through some extraordinarily lifelike dialogue, but real life conversations can be quite dull at times. People tend to talk in circles and repeat snippets of each other’s responses. Drama and fiction aren’t real, but it is the writer’s job to make the story feel real while keeping people interested with some action and a compelling conflict. American Buffalo American Buffalo, the drama play of David Mamet revolves around three themes; friendship, success/failure and deception. To answer the question of how does American Buffalo present friendship as an absolute good, I have taken major help from answer. com displaying many instances where friendship, loyalty, and faithfulness have been the circle of attention. When American Buffalo opens, Don is lecturing Bob on the importance of committing himself to the â€Å"business† deal they have made; Bob is supposed to be watching the target of their robbery but has instead returned to the junk shop.Don tells him, â€Å"Action counts. Action talks and bullshit walks. † After Bob apologizes, Don protests, â€Å"Don’t tell me you’re sorry. I’m not mad at you. † What the audience learns from this remark is that Don is genuinely interested in helping Bob become more astute in the ways of their own brand of business. (Answers. com) Don’s father-figure i nterest in Bob is implied through the advice he offers him on a number of topics.When he sends Bob to the diner to get coffee, he insists that he buy something for himself, since â€Å"Breakfast is the most important meal of the day†; later, he urges Bob to take vitamins. His most important lesson, however, is what he tells Bob about friendship: â€Å"There’s lotsa people on this street, Bob, they want this and they want that. Do anything to get it. You don’t have friends this life. . . .† The implied end of this sentence — â€Å"is worth nothing† — reveals the high value Don places on friendship and people protecting each other from what he calls the â€Å"garbage† of the world.As the play proceeds, Bob is revealed to be a drug addict, frequently asking Don for money to support his habit — which Don â€Å"lends† him, preferring not to press him for explanations. By the end of the play, however, Don forsakes his f riendship with Bob in the name of business — an action which causes him a great deal of shame, since he knows he has failed to follow his own advice. The last scene of the play shows their relationship being rebuilt and Don trying to make amends for his doubting the strength of Bob’s devotion. (Answers. com)Like Don, Teach too seems to hold up friendship as an absolute good. He enters the play cursing Ruthie, a mutual friend, for making a joke when he took a piece of toast off her plate at the diner. Her remark of â€Å"Help yourself† causes Teach to rage at her for forgetting all the times he has picked up the check. Ruthie’s remark has hurt Teach because she has not lived up to the code of friendship that he assumes he embodies. (Answers. com) However, when Teach sees the chance to make â€Å"real classical money† in Don’s robbery scheme, he immediately tries to talk Don into dismissing Bob.Hiding his avarice under the guise of â€Å"good business,† Teach convinces Don that Bob, although Don’s friend, is not a good candidate for such an operation: â€Å"A guy can be too loyal, Don. Don’t be dense on this. What are we saying here? Business. † When Don does remove Bob from the plan and their plot begins to turn awry, Teach suggests that Bob has betrayed them — a false implication which, nonetheless, is believed by Don until the final scene of the play, when he realizes that it is he who has betrayed Bob in the name of â€Å"good business.† (Answers. com) References American Buffalo (Themes). (n. d. ). Notes on Drama. Retrieved May 17, 2008, from Answers. com Web site: http://www. answers. com/topic/american-buffalo-play-4 American Buffalo (play). (2008, April 6). In Wikipedia, The Free Encyclopedia. Retrieved 08:43, May 17, 2008, from http://en. wikipedia. org/w/index. php? title=American_Buffalo_%28play%29&oldid=203659519