Assign 1) Chpt 6 & 7 Assign 2) Soci DB Essay Example | Topics and Well Written Essays - 500 words

Assign 1) Chpt 6 & 7 Assign 2) Soci DB - Essay Example In the turn of old age or physical weakness, the spouse must be able to take hold of that responsibility of taking care of his or her partner, and it is only in that way that they can justify what long-term relationship means. Commitment has a particular role to play in long-term relationships. In an episode about marriage in the Oprah Show, there was one thing that she told her guests that really struck me. Oprah said that you will not be in love everyday in the entire course of your marriage and it takes your choice and effort to be in love. This is true about intimacy in long term relationships. This kind is not limited to heterogeneous relationships, because human emotions do not know any gender. What the heart feels is just the way it is, but the relationship existing between the couple, whatever their genders are, is universal. Long term relationships cannot stand with love alone, as love has the tendency to outgrow and consequently ending the emotion. Whereas if a long term-re lationship would rest in commitment, responsibility, acceptance, and respect, there is more chance for love to grow.

Project management Essay Example | Topics and Well Written Essays - 750 words - 7

Project management - Essay Example Quality assurance includes two major elements; the first is quality control examination which comprises the examination of the physical characteristics of the structure, system, material, component, part, and subsequent comparison with the acceptable standards associated with those examinations (Arditi & Gunaydin, 1997). The second element of quality assurance is termed as quality administration. This is defined as the management and documentation which assures that the specified quality control examinations were carried out. In general, the contractor’s definition is preferred by the project organization since it defines the vehicles by which all project requirements are to be determined and identified. The word quality has different meanings in different circumstance; the quality of a product may have greater or lesser significance depending on the need and requirement of the user. Thus, quality is the degree to which a product meets the requirement of the customer. On the o ther hand, Quality control includes all the efforts to manage quality and maintain assurance of continued high quality of a product or service. Thus quality control conveys an idea about determining and maintaining that quality of product or service which will satisfy the consumer by its performance, cost and delivery. It is important to understand the difference between quality assurance and quality control. Quality control is used to prove that deliverables are of recognized quality, and that they are complete and right. Quality assurance, however, refers to the procedure used to create deliverables and can be done by a manager, client or even a third party. Also, Quality assurance is based on the process approach. Quality monitoring and assurance ensures that processes and systems are developed in a manner that deliverables are of superior quality. This process is intended to

Training circuit Essay Example for Free

Training circuit Essay The graph below shows my heartrate from week 1-3 of my training circuit. As you can see the first thing I did was to take my resting pulse rate, this was to act as a baseline so I could work out how quickly my heart rate recovers after I complete the circuit. As you can see the resting pulse is inconsistent throughout this is because some weeks I did some exercise before I took my pulse rate. I am pleased with the results of my heart rate as it shows that I have become fitter over the time I have been doing my circuits. I know this because each week I have a faster recovery rate Week 4-6 results are different to week 1-3 as in week 4-6 we were doing the circuit twice so this meant my heart beat was obviously higher after I completed the circuit as I had worked harder. A good thing about theses results is that it shows my fitness has improved from week 4-6 and it shows my circuit was a success  After each training session I recorded how I thought the circuit went. I recorded the way I felt after each session and what I thought I could improve on the next time I did the circuit. Below are the results: Week 1  On the whole taking into consideration it was the first time I had done the circuit, I thought week one went well. I was pleased with my sprint start results but I thought I could have done better on the ladders. The good thing that came out of this session was that it highlighted that there was room for improvement. I was overall pleased with my general performance. Week 2  I felt I had improved from last week and this was evident from my results. The one thing I was disappointed with was my press ups, as my score had lowered by 5 from the previous week. The thing I thought Id done the best on was the Illinois test as I knocked a second of my previous result. I was also pleased that I managed to improve on the ladders as I got 31 compared to 22 last week. Next week I hope to improve on press ups. Week 3  I wasnt too pleased with my performance as I felt I hadnt really improved from the last time I did the circuit. Although I managed to improve my score on the sit ups and skipping I failed to improve on the other stations. Next week I hope to improve my performance on all the stations although I realise I will have to pace myself as I have to do the circuit twice next week. Week 4  This week I did my circuit twice this meant that my results might not have been as good as the previous weeks because of the extra exercise involved , it also meant that I had to pace myself. The first time around I was pleased with how I performed and I actually managed to improve on my results from the previous week in the majority of stations. The only problem was that after the first time round I was very tired so I new this would effect my performance on the second circuit lap. The second time around I thought I performed well on certain stations which didnt involve much physical exercise such as the co-ordination test but not so good on physically demanding station. Next week I will try to improve my results on the second time I do the circuit. Week 5  I felt this week went well and I thought it was my best performance as I managed to get some of my best results so far on the majority of the stations. I was especially pleased with my results on the skipping as I beat my previous scores .The second time I did the circuit I felt it went well as I managed to get better results than the previous week. This showed that I have improved over the weeks and my stamina has improved. Next week will be my last week of doing the circuit therefore I will try my hardest to better all my previous results. Week 6  I was pleased in the way I performed in this week and it highlighted how much I had improved over the past 6 weeks. In all the stations I did ,I had improved on the results from the first week. After completing the circuit I was pleased with the level of effort I had put in and also how much I had improved. Evaluation I applied overload and progression into my circuit by increasing the time and intensity of which I did each station. Overload is a key thing needed in the training circuit, as when you are in your threshold you are working at your best so you are most likely to improve. By applying progression it makes my body work to its full potential, I will apply progression by extending the amount of times I do the circuit starting with once a week then progressing to twice a week. This will improve my fitness by making my body work harder. I believe I chose the right stations in order to improve my football skills and fitness. I believe I balanced my stations well as some were designed to improve my fitness and others were designed to improve my skill. I feel I could have perhaps put more stations into my circuit and this would have helped to improve my fitness further, as I only had 10 stations, where I could have had 12. I felt however that the stations chosen were the right ones and were the best to help me achieve my goal. If I was to change anything I would have done without the Stalk Stand , as I didnt feel it helped and also my results on this station didnt improve throughout the 6 weeks. A good thing about my circuit was that it was easy to manage in the way that it was easy to set up, record and to perform .This was because I had done lots of planning before I began my circuit so I new exactly what I was doing step by step. Recording my results wasnt really a problem as I had already planned how I was going to record each station and even made predictions as to how I was going to perform on each station . One of the main criticisms of my circuit was that I do not believe it was in the correct order and I wish I had taken more time to design it before hand. A problem with not having stations in the right order was that I got tired quickly as I had ladders before step ups and in practise this was a bad decision as these were two physically demanding tasks. What I should have done was to put a less physically demanding station between the two and by doing this I would have given myself more of a rest. I would also have been able to pace myself better making sure I got the best scores possible on each station. On the whole I believe my circuit went well, as I thought it was at the right level in comparison to my fitness. It was important to make my circuit at the right level as if it had been too easy then it wouldnt have made me work in my threshold, therefore it would have been unlikely that I would have improved my fitness. Also if I had made my circuit too hard it would have meant that I would have been a lot more likely to pick up an injury and also I wouldnt have been able to perform as well at each station. I did enjoy completing my training circuit as I enjoy keeping fit. I believe this was one of the main reasons my training circuit was successful as when you enjoy doing something you put more effort into it. I felt I did push myself to the limit on each station of my circuit. I know this because of how I felt physically and my results proved it as they show my fitness has improved over the 6 week period. Overall I am very pleased with the way I completed the training circuit and I am pleased with my results.

Incivility in Nursing: Causes and Intervention Strategies

Incivility in Nursing: Causes and Intervention Strategies Review of related literature a. Definition of incivility Incivility is defined as an uncivil behavior towards a person whether physical or verbal. Incivility is often seen in different environment and venue such as inside the classroom, clinical setting, community, and workplace. Incivility is always a major issue that affects the relationship between a student and a teacher. According to Clark (2008) she defined incivility as an â€Å"interactive and dynamic process that both parties are responsible†. She also stated that it creates a barrier between the teaching-learning environment. The most common issues about incivility between a student and a teacher are that teachers treat students unfairly and teachers pressure students to meet faculty demands. Faculty incivility is unprofessional and unethical, it is a behavior that compromises a students learning ability and decision making in the classroom or clinical setting. Incivility lowers one’s self esteem and self confidence that hinders the student’s ability to perfo rm in the classroom or clinical setting. Faculty incivility leaves a mark to a student, it makes a student feel bad of themselves. According to Clark (2008) students are helpless, powerless, and traumatized. Students’ performance will suffer drastically, she stated that students will have a harder time finishing the nursing program. According to Marchiondo (2010), she stated that faculty incivility will result into extreme cases like depression and violence. A student that feels depressed might have a hard time coping inside the classroom. The students’ safety is a main priority for faculty members, a result to violence may affect the environment in school and in the clinical setting. The American Nurses’ Association’s (2004) Nursing: Scope and Standards of Practice stated that professionalism is important in interactions with others, it also stated that the art of nursing is based on caring and respect for others. Marchiondo (2010), she also stated that long term faculty incivility may result in program dissatisfaction and withdrawal. She also stated that faculty incivility ignored is also an act of incivility as well. Ignoring a negative behavior is an act of negative behavior as well. She also stated that there is a high chance of incivility in an educational setting if there are no rules or regulations regarding faculty incivility. Perpetrators of supervision fail to detect incivility or uncivil behavior and will be held responsible for their actions. According to Bautista (2013) posted journal, student behaviors most commonly reported as discourteous by faculty included making negative groans, making ironic comments or gestures, not interested in class, dominating class discussions, using gadgets in class, and cheating on tests and exams. The greater part of faculty reported that unethical or uncivil student behaviors occurred rarely or sometimes. Samples of faculty behaviors considered unethical or uncivil by students incorporated suspension of classes without warnings, being not ready for class, disallowing open discussions, being not interested or cold in class, mocking or provoking students, conducting fast-paced discussions and lectures, and being unavailable or unreachable outside class. Students think faculty incivility as a reasonable problem in the nursing education environment. Therefore, it is very important that nurse educators and administrators assist students and faculty handle efficiently with these behaviors. (Ba utista, 2013). According to Davis, Karen (2005) she confirmed that the notion of faculty incivility in nursing education is old. However, it has generated much conversation at nationwide conferences, faculty meetings and in the press. What’s disturbing the most is nurse educators are the frequency of faculty incivility being witnessed in every day encounters by teachers who teach students in the clinical setting and the class room. If these actions are not mentioned during the academic process, they can simply go beyond to health care environments.An incorporated assessment of the literature from five years ago, which included nursing students and faculty from programs conferring associate to doctoral degrees, recognized general unethical or uncivil behaviors from students: late in class, being noisy and inattentive in class, dominating class, shouting at professors, threatening and provoking, physical abuse, and threatening or blackmailing to give bad teacher evaluations. Behaviors of the t eachers most often measured unethical or uncivil by students were mocking or provoking students, being distant or unreachable, and being unavailable outside the class room. No wonder nursing education is now being considered by a society of incivility.(Davis, 2005). According to Marchiondo et. al. (2010) he stated that the unethical or uncivil behaviors can have many harmful effects on both faculty and students. Sufferers of incivility may feel symptoms such as pressure, stress and anxiety, fatigue, insomnia, sadness, annoyance and humiliation. One study found a strong connection between a student’s fulfillment and incivilitywith his or her nursing education. Incivility correlates strongly with program dissatisfaction. As the incivility goes up, a student’s fulfillment with the course some students finally leave their nursing course for another course; and some students decide not to enter the nursing career. (Marchiondo, Lasiter, 2010). B. Student incivility According to the book of Lower J. (2007) usually â€Å"bullies† don’t know their own attitude and behavior as being immoral or uncivil. They may depart one position, only to cause disorder anywhere else. Their insight truly becomes their reality. Incivility can become the standard for a class room, clinical setting, and workplace, which makes it harder to modify. Dealing with the negative behavior in a sensible way, will stop incivility from becoming the standard. Once incivility is permitted to become the standard, it takes time to get the place of work back to an optimistic, healthy atmosphere. Experts concur that it takes about 2-5 years for a group to change its customs. Policies are a must to stop and/ or progress incivility. A policy of behavior is essential to describe the behaviors that are considered troublesome. The system needs to deal with all employees in a group such as non employees such as providers, and nurses. In order for a policy of behavior to be ef ficient, it must be applied in all situations. Leadership needs to be not only implicated in the process, but dedicated to reinforcing its significance. With no enforcement, the policy is useless. All members of the team, including leadership, need to be responsible for enforcing and modeling the policy of behavior. Similarly important is assessing incidents and complaints in an appropriate method, and taking counteractive action so workers see it is not tolerated or condoned. Nurse leaders need to set the nature and outlook for the type of proficient communications that will occur in the workplace. Words can be typed in a mission statement, but the truth is that nurses and students will copy the behaviors they view and practice from the faculty and nurse leaders. If my nurse leader does not â€Å"walk the talk,† I am going to disregard the policy and act what I know I can get away with. We all float irregularly and that is human nature. However as nurses, we are responsible for our own behaviors and actions. Education is the key to serving others. Some health settings are looking for to teach nurses on how to get better at social communications, proper etiquette, and promote optimistic skills in the place of work. People may not understand they show unethical or uncivil behavior. People consider this is â€Å"not about me.† Many times people need insight or self-awareness, and have no idea how to modify behavior that may be embedded. Teaching everyone on the new code of conduct will assist produce an accepting, friendly, and an open atmosphere. It may be needed to offer guiding and coaching as desired to help develop the attitudes and behaviors of others. There should be a no acceptance for incivility. It’s significant for all of us to educate respect and teach others to know and react to incivility. Nurse leaders must get complaints critically and not let off the messenger. It takes great effort to tell incivility. Don’t make excu ses such as â€Å"that’s just the way she is, but you will get used to it† or â€Å"the unit cannot afford to lose him even though he makes worry on the unit.† As a nurse leader it’s vital to collect information swiftly, shake-up the facts, and act upon when needed. It’s important to carry out post-departure interviews, not at the time a student leaves, but weeks after leaving. This will give you an improved image as to what other essentials may have been concerned in the worker exit his or her situation. It’s significant to maintain the latest traditions by obliging open communication so that civility becomes the custom. Nurse leaders require showing dependably and making a safe atmosphere so nurses are not afraid when giving out complaints and concerns or telling reports. Nurse leaders also need to endorse positive and open response so nurses learn how to show common courtesy and respect. It’s significant to be tolerant of each othe r’s opinions and ideas. Nursing academic programs need to contain incivility issues and topics in the program. It’s also supportive to have students’ role play specific situations. It has been found that former students are able to feel unethical or uncivil behaviors in a more suitable approach, with the use of play-acting. C. Faculty incivility Regarding to the definition of Clark, et.al. â€Å"Incivility in the nursing education is perceived as impolite or troublesome behaviors which often effects in psychological or physiological suffering for people concerned and if left with no action, may develop into a provoking condition† (Clark, Farnsworth Landrom, 2008). Regarding to the â€Å"US National Library of Medicine National Institutes of Health† the incivility in the nursing education is a developing crisis and one that gravely affects the learning-teaching atmosphere and frequently outcomes in problematic and stressful faculty-student relationships. Nursing professors, who show constructive, ethical behaviors, support similar attitudes and behaviors from their students. Furthermore, professors who are unfriendly, not interested, and humiliating may call upon resentment. The document that was written by Cynthia M. Clark (2008) made a phenomenological research to observe nursing students view of faculty incivility and its effect on the students. Students recognized 3 major themes of faculty incivility: Professors behaving in humiliating and mocking ways, Treating students unjustly and personally, and Obliging and pressuring students to conform to difficult school demands. Furthermore, students felt helplessness and hopelessness to speak to the problem and described faculty superiority and misuse of power as main factors to the problem. (Clark, 2008) Regarding to the piece written by Susan Luparell (2008) â€Å"Incivility in Nursing Education: LET’S PUT AN END TO IT† she confirmed that both students and faculty have addressed that incivility is a reasonable problem in the nursing education. Fortunately, faculties will tell that they see incivility by only rare occasions. Yet addressing with these unusual problem students take an uneven number of their time and effort, and frequently ends up depriving diligent students of excellent educational experiences. Impolite behavior to faculty is not partial to being noisy in class, loud voices, and ironic comments. Nursing faculty have also implicated being pressed, having school stuff thrown at them, vandalizing their stuff and being stalked around and outside the classroom, and obtaining threats. Regrettably, the incivility matter isn’t one-sided. Students also indicate that they also feel disrepected. The people involved may be other students, professors, or staff. It’s not astounding to feel that students find mocking comments and provoking by professors to be unethical or uncivil. (Luparell, 2008) Regarding to the book of Carter, he confirmed that to make a more civil surroundings, he tells Americans to raise ordinary good over selfishness, to push wider civic contribution, and to renovate social standards. Carter feels that impoliteness and disregard are â€Å"the merest graze of the surface of problem† and proof of our nation’s rising incivility. According to Carter, self-interest and stealing one’s own desires met are crowding into the community of America, including our nation’s schools and classrooms. As Forni (2008) confirmed, â€Å"incivility frequently occurs when people are worried, stressed, miserable, or hurried. When these match, something can occur. Incivility affects self-confidence, damages relations, increases anxiety and stress, contaminates the work atmosphere, and may rise into cruelty.† It’s significant to note that many times the faculty showing the unethical or uncivil behavior is ignorant of how his/her behavior, actions or words may be upsetting others. The outcomes of incivility take a toll on us. It affects our self-confidence by affecting our mentality. When we feel susceptible, there is a rise in stress and anxiety, which can develop to anger and violence. It also affects our relations by causing depression, loss and isolation. It also increases anxiety and stress, which lowers the immune system, it greatly affects our body, soul and spirit. Furthermore, the effects can result to despair and post-traumatic stress disorder (PTSD). It also affect s the atmosphere of the workplace by lowering confidence. Nurse leaders can also be in a difficult situation. For nurses in a management and leadership position, to stay still is to ignore the behavior. If leadership allows the behavior, it makes it difficult for others to tell the same kind of attitudes and behavior. The nurse may think his/her leadership accepts of the behavior. Furthermore, leadership may not understand incivility is happening. The behavior wishes to be told to the nurse leader’s notice for more action. Don’t presume the behavior has possibly been reported by a different nurse. Incivility also happens with student nurses. It results in students having lowered self-esteem and confidence, rage, disappointment, insomnia, stress, anxiety and worry. When student nurses are bullied by staff nurses, they are more suitable to imitate the attitudes and behaviors and result in bullying behavior themselves. (Forni, 2008) Incivility is defined as an uncivil behavior towards a person whether physical or verbal. Incivility is often seen in different environment and venue such as inside the classroom, clinical setting, community, and workplace. Incivility is always a major issue that affects the relationship between a student and a teacher. According to Clark (2008) she defined incivility as an â€Å"interactive and dynamic process that both parties are responsible†. She also stated that it creates a barrier between the teaching-learning environment. The most common issues about incivility between a student and a teacher are that teachers treat students unfairly and teachers pressure students to meet faculty demands. Faculty incivility is unprofessional and unethical, it is a behavior that compromises a students learning ability and decision making in the classroom or clinical setting. Incivility lowers one’s self esteem and self confidence that hinders the student’s ability to perfo rm in the classroom or clinical setting. Faculty incivility leaves a mark to a student, it makes a student feel bad of themselves. According to Clark (2008) students are helpless, powerless, and traumatized. Students’ performance will suffer drastically, she stated that students will have a harder time finishing the nursing program. According to Marchiondo (2010), she stated that faculty incivility will result into extreme cases like depression and violence. A student that feels depressed might have a hard time coping inside the classroom. The students’ safety is a main priority for faculty members, a result to violence may affect the environment in school and in the clinical setting. The American Nurses’ Association’s (2004) Nursing: Scope and Standards of Practice stated that professionalism is important in interactions with others, it also stated that the art of nursing is based on caring and respect for others. Marchiondo (2010), she also stated that long term faculty incivility may result in program dissatisfaction and withdrawal. She also stated that faculty incivility ignored is also an act of incivility as well. Ignoring a negative behavior is an act of negative behavior as well. She also stated that there is a high chance of incivility in an educational setting if there are no rules or regulations regarding faculty incivility. Perpetrators of supervision fail to detect incivility or uncivil behavior and will be held responsible for their actions.

Ugly Ambition in Shakespeares Macbeth :: Macbeth essays

Ugly Ambition in Macbeth       The Bard of Avon saturates the pages of the tragedy Macbeth with ugly feelings of ambition - unprincipled ambition which is ready to kill for itself. Let's thoroughly search out the major instances of ambitious behavior by the husband-wife team.    In "Macbeth as the Imitation of an Action" Francis Fergusson states the place of Macbeth's ambition in the action of the play:    It is the phrase "to outrun the pauser, reason [2.3]," which seems to me to describe the action, or motive, of the play as a whole. Macbeth, of course, literally means that his love for Duncan was so strong and so swift that it got ahead of his reason, which would have counseled a pause. But in the same way we have seen his greed and ambition outrun his reason when he committed the murder; and in the same way all of the characters, in the irrational darkness of Scotland's evil hour, are compelled in their action to strive beyond what they can see by reason alone. Even Malcolm and Macduff, as we shall see, are compelled to go beyond reason in the action which destroys Macbeth and ends the play. (106-7)    Fanny Kemble in "Lady Macbeth" refers to the ambition of Lady Macbeth:      [. . .] to have seen Banquo's ghost at the banqueting table ... and persisted in her fierce mocking of her husband's terror would have been impossible to human nature. The hypothesis makes Lady Macbeth a monster, and there is no such thing in all Shakespeare's plays. That she is godless, and ruthless in the pursuit of the objects of her ambition, does not make her such. (118)    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons mentions the ambition of Lady Macbeth and its effect:    [Re "I have given suck" (1.7.54ff.)] Even here, horrific as she is, she shews herself made by ambition, but not by nature, a perfectly savage creature. The very use of such a tender allusion in the midst of her dreadful language, persuades one unequivocally that she has really felt the maternal yearnings of a mother towards her babe, and that she considered this action the most enormous that ever required the strength of human nerves for its perpetration. Her language to Macbeth is the most potently eloquent that guilt could use.

The Government Denial of Agent Orange Claims Essay -- Vietnam Governme

The Government Reaction to Agent Orange Claims PREFACE United States involvement in Vietnam has been surrounded by controversy since the 1960s. Many felt that controversy would end with the withdrawal of US troops in the 1970s. The troops came home and were not welcomed with the fanfare that surrounded veterans of previous wars. Was the controversy surrounding Vietnam a â€Å"dead† issue now that the troops were home? The answer is no. The controversy continues to this very day. The issue of whether or not the US should have gotten involved with Vietnam is still undecided. The even larger issue, on the other hand, is that of exposure to Agent Orange. I have been interested in the controversy surrounding Agent Orange since I was in 10th grade. I knew nothing of the topic before that. In 1997, my uncle died of lung cancer. When he was first diagnosed with the disease, I had thought that it was because he owned a bar. I believed that the cause of his cancer was due to all the second- hand smoke he inhaled over the years (he had quit smoking in the 1970s, after 6 years of being addicted). However, I realized that this might not be the case when I overheard him talking to a doctor. My uncle wanted his disability benefits from the Army to go to his son while he was sick and after he died. So, I asked him about his and he started to tell me about Agent Orange. He was drafted in the Army and stationed in Vietnam from 1966 to 1967. His job was to deliver and clean the buckets that Agent Orange was stored in. He attributed his illness to his exposure to Agent Orange. The story of my uncle has motivated me to learn more on the topic of Agent Orange. However, because of the story of my uncle, I am bias in the way... ...mber 1993. New York State Temporary Commission on Dioxin Exposure, Dioxin Agent Orange: Findings, Conclusions, and Recommendations. Albany: September 1983. Scheim, Rich, â€Å"VA to Take Vets’ Word on Agent Orange Exposure,† Courier- Express, November 3, 1981. U.S. Congress, Senate, Committee on Veterans Affairs, Statement of John. F. Sommer, Jr., Director National Veterans Affairs and Rehabilitation Commission Before the Committee on Veterans Affairs, 14 July 1988. Veterans Administration, Worried About Agent Orange? Washington D.C., July 1, 1980 pamphlet. Vietnam Veterans of America, Agent Orange, â€Å"VVA Sues VA Over AO Comp. Rules†. Washington, D.C., December 1986. VVA Legal Services, â€Å"Agent Orange Settlement Upheld†, Agent Orange Claim forms, July 1983. Wolff, Leslie Patten, â€Å"Defoliant Manufactures Launch Counter-suit,† Buffalo Veteran, 1980.

Play Critique Essay

The main idea of this play, ‘The Voice of Turtles’ was finding truth and comfort in love despite the difficulties. That sounds similar to the main idea of my 1st critique’s play, ‘Romeo & Juliet’ but compare to that, this play was lighter and softer. This play took its setting in the main character Sally Middleton’s (Kate Woodruff) apartment in New York City, in 1943, and it was displayed well through their comforts and passionate times in the apartment. There were three characters in the play: Sally Middleton, Olive Lashbrooke, Bill Page. Sally Middleton was played by an actress named Kate Woodruff, and she was the only character who was in the beginning and the end. First, she started as a girl who had a little knowledge about things in this world, but as she met Bill and spent more and more time with him, she began to realize certain things and eventually acknowledges her true love, Bill. Kate Woodruff’s acting style expressing obtuseness and vulnerability perfectly fitted with Sally. However, Bill Page, who was performed by Jim Felton, was not developed well enough to capture the audience. I understood that Bill was the character who was optimistic and learned a lot through his experiences during the WWII, but he was not sharp enough to express that â€Å"well-experienced soldier† type of a guy. I could feel that he became more lovable and passionate towards the end, but it seemed like he didn’t fully understand his character. But Olive Lashbrooke, who was played by Lisa Perez, was another well developed character. She was the only character who had a major switch in her attitude in the middle of the play because she had a suspicion about the relationship between her friend Sally and â€Å"ex-lover† Bill. However, Lisa Perez does it really well with the consistent in the character by clearly displaying arrogant and flirtatious behaviors, and that consistent also gave reliability to the audience. The plot of play expanded with the timeline of late afternoon Friday to Sunday night, and although it was a short period of time, the story was comprehensibly displayed. It started with a basic idea that Bill and Olive were seeing each other, but Olive broke up with him at Sally’s house when he comes over, so Olive left her house. Bill had no one to spend time with and Sally was available so two of them spent time together. Olive became  suspicious about the relationship between Sally and Bill, so she visits Sally tries to win Bill back but Bill denies. Bill fell in love with Sally, who was unsure about the relationship. But Bill convinced her to work together in their relationship and Sally agrees at the end. Considering that happy end, there were few situations where it displayed opposite signs that their relationship might not work. There was a scene where Olive tried to interrupt the relationship between Sally and Bill, which caused Sally to think their relationship might be bad for her friendship with Olive. Also Sally was tired of promiscuous life and did not want to involve deeply with Bill. These situations made the play more appealing, which all worked out well at the end. The setting of the play, which was Sally’s apartment, helped her character to be more understandable. As I mentioned above, in the beginning part of the play, Sally started as a girl who had a little knowledge about this world, and this apartment setting made it looked like she spends most of her time in her apartment. Also it was her apartment that created an environment to be comforter and more honest for Sally. There was an emotional change of Olive when she became suspicious about the relationship between Sally and Bill, and in the scene where she came back to win Bill back, Olive wore an awful fur clothes. In many plays and films, fur clothes are usually wore by greedy and deceptive women and that costume added more to Olive’s characteristic. It was an interesting thing to see because they were explaining her characteristic through costume rather than words. Just like Olive’s costume, all other features of the play worked together very well to support the play. For example, the light, which shined on Bill’s face when he looked out the window, was supposed to be the moonlight, and it was amazing. He could just act like he was looking out the window, but when that light shined on his face, it just made me to think that I was in the apartment. Also the warm light on the set tied the apartment together and created a cozy feeling. I felt performances of Sally and Olive were great but not Bill’s performance. Most of the time, Sally—performed by Kate Woodruff—looked comfortable and I  think she intended to do that because the setting was her apartment. Her actions, such as the way she sit on her couch, cooking in the kitchen, and even her walks all seemed like what a woman in 20’s would be at home. Also when she was listening to Sally and Bill saying what happened outside of the apartment,—which is this world—she expressed her curiosity and interests with her facial expressions such as her eyes getting bigger and blinking her eyes quickly. Those performances told us that she had a lot to experience and learn from this world. On the other hand, Olive—performed by Lisa Perez—experienced a lot outside of the apartment, and used the high-pitched voice that helped her cocky and funny character. However the performance of Bill—played by Jim Felton—was not enough to express the character and generate interests. He was trying hard but I just could not sympathize with his lines. But overall, it was a good play. The audiences’ seats were so close to the stage and I really enjoyed being close to the characters.