Sunday, January 26, 2020
Multi-Campus ICT Equipment Virtualization Architecture
Multi-Campus ICT Equipment Virtualization Architecture Multi-campus ICT equipment virtualization architectureà for cloud and NFV integrated service Abstract- We propose a virtualization architecture for multicampusà information and communication technology (ICT)à equipment with integrated cloud and NFV capabilities. Theà aim of this proposal is to migrate most of ICT equipment onà campus premises into cloud and NFV platforms. Adopting thisà architecture would make most of ICT services secure andà reliable and their disaster recovery (DR) economicallyà manageable. We also analyze a cost function and show cost advantages ofà this proposed architecture, describe implementation designà issues, and report a preliminary experimentation of NFV DRà transaction. This architecture would encourage academicà institutes to migrate their own ICT systems located on theirà premises into a cloud environments. Keywords; NFV, Data Center Migration, Disaster Recovery,à Multi-campus network I. INTRODUCTION There are many academic institutions that have multipleà campuses located in different cities. These institutions needà to provide information and communication technology (ICT)à services, such as E-learning services, equally for all studentsà on each campus. Usually, information technology (IT)à infrastructures, such as application servers, are deployed at aà main campus, and these servers are accessed by students onà each campus. For this purpose, each local area networkà (LAN) on each campus is connected to a main campus LANà via a virtual private network (VPN) over a wide areaà network (WAN). In addition, Internet access service isà provided to all students on the multi-campus environment. To access the Internet, security devices, such as firewalls andà intrusion detection systems (IDSs), are indispensable as theyà protect computing resources from malicious cyber activities. With the emergence of virtualization technologies suchà as the cloud computing[1] and network functionsà virtualization (NFV)[2], [3], we expected that ICTà infrastructures such as compute servers, storage devices, andà network equipment can be moved from campuses toà datacenters (DCs) economically. Some organizations haveà begun to move their ICT infrastructures from their ownà premises to outside DCs in order to improve security,à stability, and reliability. Also, there are a lot of contributionsà to archiving DR capabilities with cloud technologies [4], [5], [6]. Active-passive replication or active-active replication areà expected techniques that archive DR capabilities. In theseà replications, a redundant backup system is requiredà dedicatedly at a secondary site. With migration recovery [4],à these backup resources can be shared among many users.à These studies mainly focus on the application servers. While,à integrated DR capability for ICT infrastructures, bothà application and network infrastructures, are still immature.à We propose a multi-campus ICT equipment virtualizationà architecture for integrated cloud and NFV capabilities. Theà aim of this proposal is to migrate entire ICT infrastructuresà on campus premises into cloud and NFV platforms.à Adopting this architecture for multi-campus networks wouldà improve access link utilization, security device utilization,à network transmission delay, disaster tolerance, andà manageability at the same time.à We also analyze the cost function and show costà advantages of this proposed architecture.à To evaluate the feasibility of our proposed architecture,à we built a test bed on SINET5 (Science Informationà NETwork 5) [7], [8], [9]. We describe the test-bed design,à and preliminary experimentation on reducing the recoveryà time of VNF is reported. The rest of this paper is organized as follows. Section IIà shows background of this work. Section III shows proposedà multi-campus network virtualization architecture. Section IVà shows an evaluation of the proposed architecture in terms ofà cost advantages and implementation results. Section Và concludes the paper, and future work is discussedà II. BACKGROUND OF THIS WORK SINET5 is a Japanese academic backbone network forà about 850 research institutes and universities and provideà network services to about 30 million academic users.à SINET5 was wholly constructed and put into operation inà April 2016. SINET5 plays an important role in supporting aà wide range of research fields that need high-performanceà connectivity, such as high-energy physics, nuclear fusionà science, astronomy, geodesy, seismology, and computerà science. Figure 1 shows the SINET5 architecture. It providesà points of presence, called SINET-data centers (DCs), andà SINET DCs are deployed in each prefecture in Japan. Onà each SINET DC, an internet protocol (IP) router, MPLS-TPà system, and ROADM are deployed. The IP routerà accommodates access lines from research institutes andà universities. All Every pairs of internet protocol (IP) routersà are connected by a paier of MPLS-TP paths. These pathsà achieves low latency and high reliability. The IP routers andà MPLS-TP systems are connected by a 100-Gbps-basedà optical path. Therefore, data can be transmitted from aà SINET DC to another SINET DC in up to 100 Gbpsà throughput. In addition, users, who have 100 Gpbs accessà lines, can transmit data to other users in up to 100 Gbpsà throughput.à Currently, SINET5 provides a direct cloud connectionà service. In this service, commercial cloud providers connectà their data centers to the SINET5 with high-speed link such asà 10 Gbps link directly. Therefore, academic users can accessà cloud computing resources with very low latency and highà bandwidth via SINET5. Thus, academic users can receiveà high-performance computer communication betweenà campuses and cloud computing resources. Today, 17 cloudà service providers are directly connected to SINET5 and moreà than 70 universities have been using cloud resources directlyà via SINET5. To evaluate virtual technologies such as cloud computingà and NFV technologies, we constructed at test-bed platformà (shown as NFV platform in fig. 1) and will evaluate theà network delay effect for ICT service with this test bed. NFVà platform are constructed at four SINET-DCs on major citiesà in Japan: Sapporo, Tokyo, Osaka, and Fukuoka. At each site,à the facilities are composed of computing resources, such asà servers and storages, network resources, such as layer-2à switches, and controllers, such as NFV orchestrator, andà cloud controller. The layer-2 switch is connected to aà SINET5 router at the same site with high speed link,à 100Gbps. The cloud controller configures servers andà storages and NFV orchestrator configures the VNFs on NFVà platform. And user can setup and release VPNs betweenà universities, commercial clouds and NFV platformsà dynamically over SINET with on-demand controller. Thisà on-demand controller setup the router with NETCONFà interface. Also, this on-demand controller setup the VPN corelatedà with NFV platform with REST interface.à Today there are many universities which has multipleà campus deployed over wide area. In this multi-campusà university, many VPNs (VLANs), ex hundreds of VPNs, areà desired to be configured over SINET to extend inter-campusà LAN. In order to satisfy this demand, SINET starts newà VPN services, called virtual campus LAN service. With thisà service, layer 2 domains of multi-campus can be connectedà as like as layer 2 switch using preconfigured VLAN ragesà (ex. 1000-2000). III. PROPOSED MULTI-CAMPUS ICT EQUIPMENTà VIRTUALIZATION ARCHITECTURE In this section, the proposed architecture is described.à The architecture consists of two parts. First, we describe theà network architecture and clarify the issues with it. Next, aà NFV/cloud control architecture is described.à A. Proposed multi-campus network architectureà Multi-campus network architecture is shown in Figure 2.à There are two legacy network architectures and a proposedà network architecture. In legacy network architecture 1 (LA1),à Internet traffic for multiple campuses is delivered to a mainà campus (shown as a green line) and checked by securityà devices. After that, the internet traffic is distributed to eachà campus (shown as a blue line). ICT Applications, such as Elearningà services, are deployed in a main campus and accessà traffic to ICT application is carried by VPN over SINETà (shown as a blue line). In legacy network architecture 2à (LA2), the Internet access is different from LA1. Theà Internet access is directly delivered to each campus andà checked by security devices deployed at each campus. In theà proposed architecture (PA), the main ICT application isà moved from a main campus to an external NFV/cloud DC.à Thus, students on both main and sub-campuses can accessà ICT applications via VPN over SINET. Also, internet trafficà traverses via virtual network functions (VNFs), such asà virtual routers and virtual security devices, located atà NFV/cloud DCs. Internet traffic is checked in virtual securityà devices and delivered to each main/sub-campus via VPNà over SINET. There are pros and cons between these architectures.à Here, they are compared across five points: access linkà utilization, security device utilization, network transmissionà delay, disaster tolerance, and manageability.à (1) Access link utilization The cost of an access link from sub-campus to WAN isà same in LA1, LA2 and PA. While, the cost of an access linkà from a main campus to WAN of LA1 is larger than LA2 and PA because redundant traffic traverses through the link.à While, in PA, an additional access link from a NFV/cloudà DC to WAN is required. Thus, evaluating the total access linkà cost is important. In this evaluation, it is assumed thatà additional access links from NFV/cloud DCs to WAN areà shared among multiple academic institutions who use theà NFV/cloud platform and that the cost will be evaluatedà taking this sharing into account. (2) Security device utilization LA1 and PA is more efficient than LA2 because Internet traffic is concentrated in LA1 and PA and a statistically multiplexed traffic effect is expected.à In addition to it, in PA, the amount of physicalà computing resources can be suppressed because virtualà security devices share physical computing resources amongà multiple users. Therefore, the cost of virtual security devicesà for each user will be reduced. (3) Network transmission delay Network delay due to Internet traffic with LA1 is longerà than that with LA2 and PA because Internet traffic to subcampusesà is detoured and transits at the main campus in LA1,à however, in LA2, network delay of Internet to sub-campusesà is directly delivered from an Internet exchange point on aà WAN to the sub-campus, so delay is suppressed. In PA,à network delay can be suppressed because the NFV and cloudà data center can be selected and located near an Internetà access gateway on WAN. While, the network delay for ICT application servicesà will be longer in PA than it in LA1 and LA2. Therefore, theà effect of a longer network delay on the quality of ITà application services has to be evaluated.à (4) Disaster toleranceà Regarding Internet service, LA1 is less disaster tolerantà than LA2. In LA1, when a disaster occurs around the mainà campus and the network functions of the campus go down,à students on the other sub-campuses cannot access theà internet at this time. Regarding IT application service, IT services cannot beà accessed by students when a disaster occurs around the mainà campus or data center. While, in PA, NFV/cloud DC isà located in an environment robust against earthquakes andà flooding. Thus, robustness is improved compared with LA1à and LA2. Today, systems capable of disaster recovery (DR) areà mandatory for academic institutions. Therefore, serviceà disaster recovery functionality is required. In PA, back upà ICT infrastructures located at a secondary data center can beà shared with another user. Thus, no dedicated redundantà resources are required in steady state operation, so theà resource cost can be reduced. However, if VM migrationà cannot be fast enough to continue services, active-passive orà active-passive replication have to be adopted. Therefore,à reducing recovery time is required to adapt migrationà recovery to archive DR manageability more economicallyà (5) Manageability LA1 and PA is easier to manage than LA2. Becauseà security devices are concentrated at a site (a main campus orà NFV/cloud data center), the number of devices can beà reduced and improving manageability.à There are three issues to consider when adopting the PA.à Evaluating the access link cost of an NFV/cloudà data center. Evaluating the network delay effect for ICT services.à Evaluating the migration period for migrationà recovery replication. B. NFV and cloud control architectureà For the following two reasons, there is strong demand toà use legacy ICT systems continuously. Thus, legacy ICTà systems have to be moved to NFV/cloud DCs as virtualà application servers and virtual network functions. One reasonà is that institutions have developed their own legacy ICTà systems on their own premises with vender specific features.à The second reason is that an institutions work flows are notà easily changed, and the same usability for end users isà required. Therefore, their legacy ICT infrastructuresà deployed on a campus premises should be continuously usedà in the NFV/cloud environment. In the proposed multicampusà architecture, these application servers and networkà functions are controlled by using per-user orchestrators.à Figure 3 shows the proposed control architecture. Eachà institution deploys their ICT system on IaaS services. VMsà are created and deleted through the application interfaceà (API), which is provided by IaaS providers. Each institutionà sets up an NFV orchestrator, application orchestrator, andà management orchestrator on VMs. Both active and standbyà orchestrators are run in primary and secondary data centers,à respectively, and both active and standby orchestrators checkà the aliveness of each other. The NFV orchestrator creates theà VMs and installs the virtual network functions, such asà routers and virtual firewalls, and configures them. Theà application orchestrator installs the applications on VMs andà sets them up. The management orchestrator registers theseà applications and virtual network functions to monitoringà tools and saves the logs outputted from the IT serviceà applications and network functions. When an active data center suffers from disaster and theà active orchestrators go down, the standby orchestratorsà detect that the active orchestrators are down. They startà establishing the virtual network functions and applicationà and management functions. After that, the VPN is connectedà to the secondary data center being co-operated with the VPNà controller of WAN. In this architecture, each institution can select NFVà orchestrators that support a users legacy systems.à IV. EVALUATION OF PROPOSED NETWORK ARCHITECTURE This section details an evaluation of the access link costà of proposed network architecture. Also, the test-bedà configuration is introduced, and an evaluation of theà migration period for migration recovery is shown.à A. Access link cost of NFV/cloud data centerà In this sub-section, an evaluation of the access link costà of PA compared with LA1 is described.à First, the network cost is defined as follows.à There is an institution, u, that has a main campus and nuà sub-campuses. The traffic amount of institution u is defined as followsà different sites can be connected between a user site and cloudà sites by a SINET VPLS (Fig. 7). This VPLS can be dynamically established by a portal that uses the RESTà interface for the on-demand controller. For upper-layerà services such as Web-based services, virtual networkà appliances, such as virtual routers, virtual firewalls, andà virtual load balancers, are created in servers through theà NFV orchestrater. DR capabilities for NFV orchestrator isà under deployment. C. Migiration period for disaster recoveryà We evaluated the VNF recovering process for disasterà recovery. In this process, there are four steps.à Step 1: Host OS installation Step 2: VNF image copy Step 3: VNF configuration copy Step 4: VNF process activation This process is started from the host OS installation becauseà there are VNFs that are tightly coupled with the host OS andà hypervisor. There are several kinds and versions of host OS,à so the host OS can be changed to suite to the VNF. Afterà host OS installation, VNF images are copied into the createdà VMs. Then, the VNF configuration parameters are adjustedà to the attributions of the secondary data center environmentà (for example, VLAN-ID and IP address), and theà configuration parameters are installed into VNF. After that,à VNF is activated. In our test environment, a virtual router can be recoveredà from the primary data center to the secondary data center,à and the total duration of recovery is about 6 min. Eachà duration of Steps 1-4 is 3 min 13 sec, 3 min 19 sec, 11 sec,à and 17 sec, respectively. To shorten the recovery time, currently, the standby VNFà is able to be pre-setup and activated. If the sameà configuration can be applied in the secondary data centerà network environment, snapshot recovering is also available.à In this case, Step 1 is eliminated, and Steps 2 and 3 areà replaced by copying a snap shot of an active VNF image,à which takes about 30 sec. In this case, the recovering time isà about 30 sec. V. CONCLUSION Our method using cloud and NFV functions can achieveà DR with less cost. We proposed a multi-campus equipmentà virtualization architecture for cloud and NFV integratedà service. The aim of this proposal is to migrate entire ICTà infrastructures on campus premises into cloud and NFVà platforms. This architecture would encourage academicà institutions to migrate their own developed ICT systems located on their premises into a cloud environment. Adoptingà this architecture would make entire ICT systems secure andà reliable, and the DR of ICT services could be economicallyà manageable. In addition, we also analyzed the cost function, andà showed a cost advantages of this proposed architectureà described implementation design issues, and reported aà preliminary experimentation of the NFV DR transaction/
Saturday, January 18, 2020
Blood Brothers
The past few weeks I have been reading the play Blood Brothers written by Willy Russell. It is the story of twin brothers who are separated at birth. Wealthy Mrs Lyons, who is not able to have her own children, blackmails her maid, Mrs Johnstone into giving her one of her new born twins. Mrs Lyons says all Miss Johnstonââ¬â¢s other children well benefit, as the Johnstonââ¬â¢s have little money. The women agree that it should be their secret and no one else will ever know the truth. The play explores many themes, some being, superstition, friendship and social class.This essay will discuss the changes in the relationship between Edward and Mickey, while also looking at the conveyed themes. The first time Edward and Mickey meet is when they are seven. ââ¬Å"My best friend always had sweets to share. â⬠Mickey is describing Eddie as his ââ¬Å"best friend. â⬠When the brothers first met Edward shared sweets with Mickey, this small gesture started their friendship. If Ed ward had not shared his sweets the brothers might have never became friends. When they find out that they were born on the same day Mickey asks Eddie to become his ââ¬Ëblood brother'.The boys both made a small cut on their hand, then linked the cuts together, making the blood from the boys join. Both mothers find out about their friendship and are fast in telling their sons to break it up. Edward tells Mickey, ââ¬ËMy mum says I havenââ¬â¢t got to play with youââ¬â¢ Mickey replies ââ¬ËWell, my mum says I havenââ¬â¢t to play with youââ¬â¢. Both mothers are trying to get the twins to stop communicating. By this time the brothers are good friends and blood brothers. Against their mothers wishes the brothers continue to have a friendship until Mrs Lyons even decides to persuade her husband to move the family away.Soon after, the Johnstonââ¬â¢s are moved to a house in the country ââ¬â unknown to them itââ¬â¢s the same area in which the Lyons moved to. The br others meet again in a field at the age of 14, not knowing who the other is. After the move the Johnstonââ¬â¢s life has improved, Mickey still has a crush on Linda but doesnââ¬â¢t know how to ask her out. This is another part of fate, they live close by and were both excluded from school at the same time. The twins go to the cinema together, then they finally realise who the other is and meet up with Linda.Mrs Lyons spots Mrs Johnston and tries to kill her. The boys friendship is still strong but the time gap has left a toll. Edwardââ¬â¢s vocabulary is not as posh/strong. Also the contrast in backgrounds shows. Mickey smokes, while Edward doesnââ¬â¢t. Edward lives in a ââ¬â¢poshââ¬â¢ area Mickey lives in the estate. Also Edward attends a private school while Mickey goes to the county school. The next time Edward and Mickey meet is when they are 18. ââ¬ËIf I was Mickey I would have asked you years ago. ââ¬â¢ Edward is jealous of the feelings Linda has for Mick ey.He knows Mickey feels the same for Linda and puts his ââ¬Ëbest friendsââ¬â¢ feelings over his own and persuades him to ask her out. While Edward is away at University Linda falls pregnant and Mickey looses his job. This pushes Edwards life further away from Mickeyââ¬â¢s. Edward socialises and is in further education. Mickey is on the dole with a pregnant wife, heââ¬â¢s a lot more pressured than Edward. When Edward returns Mickey doesnââ¬â¢t have any money, ââ¬ËThe Christmas Partyââ¬â¢s gonna be on me. ââ¬â¢ Mickey had promised to take Edward out for a treat.Edward said he would pay, but if anything, this put more pressure on Mickey and it pushed him into participating in a ââ¬Ëhold upââ¬â¢ with his brother, Sammy. The job goes all wrong, Sammy shoots someone and they both end up in jail. While in jail Mickey is put into a depression and ends up on antidepressant drugs. ââ¬ËI get depressed anââ¬â¢ I need to take these cos they make me better. â â¬â¢ Edward helps Mickey and Linda get a house and gets Mickey a job. This puts a strain on Mickey and Linda, Mickey feels he is a failure as his wife had to get help off a friend. ââ¬ËIââ¬â¢m not stupid, Linda. You sorted it out.You anââ¬â¢ Councillor Eddie Lyons. ââ¬â¢ He thinks Linda and Edward are having an affair. Mickey gets a gun and goes to confront Edward. ââ¬ËIââ¬â¢ve been thinkinââ¬â¢ again, Eddie. You anââ¬â¢ Linda were friends when she first got pregnant, werenââ¬â¢t yââ¬â¢? Does my child belong to you as well as everythinââ¬â¢ else? ââ¬â¢ The police enter, and try to convince Mickey to drop the gun. Mrs Johnstone enters, and pleads with Mickey to not shoot. She blurts out that they are brothers, and that she couldnââ¬â¢t afford to keep them both. Mickeyââ¬â¢s jealousy is shown, ââ¬ËWhy didnââ¬â¢t you give me away!I could have been â⬠¦ I could have been him! At this point Mickeyââ¬â¢s gun goes off accidentally, th e police open fire. Both brothers are dead. In conclusion the relationship between Edward and Mickey has its upââ¬â¢s and downs. At first they are close friends and are then separated, at fourteen they meet up again and are coincidentally separated once more. By the age of eighteen Mickey realises the differences and is betrayed by Edward. In the end realisation hits the brothers as they are told the truth, a childish pact was for real. The overall message is that although everyone has secrets, if they really matter they will be found out. Blood Brothers Blood Brothers is a musical by Willy Russell which was written and first performed in 1981. The musical is about twin brothers, separated at birth, with one kept in a low-class family and the other adopted into a wealthy family. The characters of Mrs Johnston and Mrs Lyons, the mothers, are total opposites. Mrs Johnston is a struggling, single mother of seven, with another two on the way, whereas Mrs Lyons is a privileged, yet childless, married woman. One of the main themes of the musical is superstition for example; the song ââ¬Ëshoes upon the tableââ¬â¢ is all about superstition.Another big theme of the musical is fate. Eddie and Mickey meet almost as if they are meant to, and instantly take a liking to one another. When they lose contact, they meet again, proving they are supposed to be a pair. Also the narrator plays the role of the devil and he sings the song lyrics ââ¬Ëyou know the devilââ¬â¢s got your numberââ¬â¢ and that is implying that no matter what, fate i s going to happen wherever the characters are living or whatever they are doing. The last theme to the musical is social class, the whole way through the musical we are being reminded about how different these characters are to each other.Willy Russell shows this by their clothes, accent or speech. The opening scene started with a funeral we saw some men dressed in black suits putting two bodies into coffins (Mickey and Eddie) however the gauze curtain was still not raised. This seemed like the past and present of the story, as this first scene was the inevitable end. I think that was effective because it immediately gets your attention and you become eager to know whatââ¬â¢s going on. Mickey and Eddie lay side by side both dead. The narrator then tells us the story of what happened. This is cross-cutting as it shows a different time period then returns to the current one.When we are first introduced to Mrs Johnston, she is a single mother ever since her husband left her for a yo unger woman. She is not dressed in the best of clothes as she does not have much money and her job is cleaning Mrs. Lyons house. Mrs. Johnston is a lowââ¬âclass Liverpudlian, who is extremely hard working. Mrs Johnston is shown as a woman in her thirties but a very worn out woman because of the stress of work and her children. Mrs Johnston stutters at times because of her being under pressure, like when Mrs Lyons is persuading her to give away one of the twins.And by Mrs. Johnston stuttering it shows she is unsure and pressured into something she doesnââ¬â¢t want to do. Willy Russell presents Mrs Johnston to the audience as a decent woman, who gives lots of love to her children, but she canââ¬â¢t give them more than that because she hasnââ¬â¢t got a well-paid job and she is working as Mrs Lyonsââ¬â¢ house maid, which takes a lot of her time, which could be spent with her children instead. That is why Mickey and his siblings are left to learn about life themselves on the streets. That makes the audience sympathise with the poor people.She shows that to the audience after she learns she is going to have twins by saying: ââ¬Å"With one more baby we could have managed. But not with two. The Welfare have already been on to me. They say Iââ¬â¢m incapable of controllinââ¬â¢ the kids Iââ¬â¢ve already got. They say I should put some of them into careâ⬠so because she loves her children and wants to keep them she makes the sacrifice of giving Eddie to Mrs. Lyons with hope that he will have a better life then what she could give him. Even though she regrets giving Eddie to Mrs. Lyons her superstitions stops her from telling anyone about what she has done out of the fear of killing her own children.Mrs Lyons contrasts really strongly against Mrs Johnston. At first, Mrs Lyons is shown as a bright person in her thirties, unlike the stressed Mrs Johnston who is the same age. Mrs Lyons is an upper middle-class woman. She is dressed very smartly as she has the money to have nice clothes. Mrs. Lyons is a very patronising woman, who is forceful and pressurising. Mrs Lyons uses negative views about extra children so that Mrs Johnston will have to give away one of the twins to her. She doesnââ¬â¢t do this in an aggressive way, but in a dangerously sweet way. So that Mrs.Johnston doesnââ¬â¢t feel like she can cope any more. Willy Russell also shows Mrs. Lyons to be self-centred as Mrs Lyons is willing to take a child away from its mother, so that she can save herself. Mrs Lyons is a very sly and devious woman, as she uses superstition against Mrs Johnston, so that she can keep one of the twins. Her facial expressions are very stern and persuading and her body language comes across very confident as she knows thatââ¬â¢s she is manipulating Mrs. Johnston. The Narrator is also a very important part to the musical; he acts as a shadow of the other characters. Firstly he was like the host.He constantly kept appearing and kep t the performance flowing. It seemed as if he had the remote to slow things down and also to speed things up when he wanted. He wore a smart black suit which gave him a high profile. His voice was used quite well because he adjusted it to make it loud and directive as a narrator should have but it also had a bit of power in it. During the performance he popped up here and there just to clarify things for the audience. The Narrator is there as a reminder of Mrs Johnston and Mrs Lyonsââ¬â¢ agreement. The other characters donââ¬â¢t acknowledge him which shows he is of a ghostly nature.The Narrator raises suspicion and builds up tension between the characters. The Narrator also has no emotions and he comes across as a very cold person which makes the audience feel as if he is like a devil type figure. Although he is a devil like figure, he is a neutral character because he doesnââ¬â¢t choose sides and we donââ¬â¢t know anything about him, other than he knows the fate of each character. The Narrator is trying to tell Mrs Johnston and Mrs Lyons that their pact wonââ¬â¢t work, because the truth will be known. He uses repetition and rhyme, so that his lines are more catchy and memorable.The character of Mickey was portrayed really well as the person playing this role was showing great child like movements such as pulling his jumper over his knees and also by the way he was speaking. The way Mickey was speaking came across very child like as he was doing a lot of rhyming and simple sentences. Mickey also plays childhood games, like mounted Police and Indians, and runs around with a toy gun. When Mickey was playing his cowboy like games he pretended to have a horse between his legs and he galloped around the stage like a child would do.As Mickey got older he showed he was acting more mature and he understood that life wasnââ¬â¢t going to be easy for him and he needed to work for things unlike Eddie who had everything sorted out for him. When Mickey has got out of prison he is really unsteady and has to take pills to calm himself even though he doesnââ¬â¢t need the pills, he just thinks he does. But when Mickey takes the pills, Willy Russell uses stage directions to give the characters emotion with their physical movement, so when Mickey takes the pills the lights come up on Mickey.We see him go to take his pill, we see him struggle not to take itââ¬â¢Ã¢â¬â¢ Russell does this to get the audience to feel sad and sympathetic for Mickey. So in this scene the lighting is really dim, which reflects on Mickeyââ¬â¢s thought processes which are slow and aged. You can see from this scene that prison has aged Mickey beyond doubt. Mickey used movement and his voice to really portray Mickeyââ¬â¢s vulnerability. Mickeyââ¬â¢s movements were slow and it seemed like every step he took was agony. His speech was slow, and his voice was extremely quiet.He walked hunched over, as if trying to protect himself from an unknown fear. Edd ie is the complete opposite to Mickey as he was raised in a wealthy family and he shows this in his body language because he stands up straight, speaks politely and is never rude. When Eddie first meets Mickey, Mickey speaks in common English and uses slang around Eddie and he finds it amazing because he has never heard any one talk like that. Eddie seems to have grown up very fast because at the age of seven, he is already very polite and well spoken. His parents have influenced him because he is like a miniature adult.Throughout the whole of the musical Mrs. Johnston sings about Marilyn Monroe, Marilyn Monroe is a very clever icon to use throughout the musical. This is because using her as a reference sets us in the correct time period. She is also a good symbol, because she has links to many of the themes in the play including death, addiction and beauty. All the scenes were set in the same location; and the set design remained the same for the whole performance, even when the ba ckdrop changed however, the insides of houses, occasionally descended from the ceiling to show the insides of each home.One the right side of the stage was a wall which had graffiti on it and that represented the lower class type of area that Mickey and Mrs. Johnston would live in. Class difference is displayed very clearly in Blood Brothers, in particular the difference in wealth between the two families. Eddie's parents ensure that he has a comfortable upbringing and is able to study at university and receive a qualification, resulting in a highly paid job. This is completely different to Mickey.He comes from a poor family which meant that he was stuck in a dead end job in a factory. ââ¬Å"I bleeding hated it, standing there all day never doing anything apart from putting cardboard boxes together. â⬠This reflects Mickey's frustration and highlights the lack of opportunities open to him, which adds to the dramatic effect of the musical because it prepares us for trouble in t he future. A good example of dramatic irony in the musical is when Eddie and Mickey decide that as they are such good friends they will become blood brothers. Hey, we were born on the same day. That means we can be blood brothers. â⬠The audience knows that they were actually brothers so that creates dramatic irony. I really enjoyed the musical Blood Brothers and it helped me understand the class difference which is displayed very clearly in the difference in wealth between the two families. I also liked the way the actors never came out of role when bringing in props e. g. chairs, tables and carpets. I also loved how the lighting would make a very serious point feel more real and intense. Blood Brothers The past few weeks I have been reading the play Blood Brothers written by Willy Russell. It is the story of twin brothers who are separated at birth. Wealthy Mrs Lyons, who is not able to have her own children, blackmails her maid, Mrs Johnstone into giving her one of her new born twins. Mrs Lyons says all Miss Johnstonââ¬â¢s other children well benefit, as the Johnstonââ¬â¢s have little money. The women agree that it should be their secret and no one else will ever know the truth. The play explores many themes, some being, superstition, friendship and social class.This essay will discuss the changes in the relationship between Edward and Mickey, while also looking at the conveyed themes. The first time Edward and Mickey meet is when they are seven. ââ¬Å"My best friend always had sweets to share. â⬠Mickey is describing Eddie as his ââ¬Å"best friend. â⬠When the brothers first met Edward shared sweets with Mickey, this small gesture started their friendship. If Ed ward had not shared his sweets the brothers might have never became friends. When they find out that they were born on the same day Mickey asks Eddie to become his ââ¬Ëblood brother'.The boys both made a small cut on their hand, then linked the cuts together, making the blood from the boys join. Both mothers find out about their friendship and are fast in telling their sons to break it up. Edward tells Mickey, ââ¬ËMy mum says I havenââ¬â¢t got to play with youââ¬â¢ Mickey replies ââ¬ËWell, my mum says I havenââ¬â¢t to play with youââ¬â¢. Both mothers are trying to get the twins to stop communicating. By this time the brothers are good friends and blood brothers. Against their mothers wishes the brothers continue to have a friendship until Mrs Lyons even decides to persuade her husband to move the family away.Soon after, the Johnstonââ¬â¢s are moved to a house in the country ââ¬â unknown to them itââ¬â¢s the same area in which the Lyons moved to. The br others meet again in a field at the age of 14, not knowing who the other is. After the move the Johnstonââ¬â¢s life has improved, Mickey still has a crush on Linda but doesnââ¬â¢t know how to ask her out. This is another part of fate, they live close by and were both excluded from school at the same time. The twins go to the cinema together, then they finally realise who the other is and meet up with Linda.Mrs Lyons spots Mrs Johnston and tries to kill her. The boys friendship is still strong but the time gap has left a toll. Edwardââ¬â¢s vocabulary is not as posh/strong. Also the contrast in backgrounds shows. Mickey smokes, while Edward doesnââ¬â¢t. Edward lives in a ââ¬â¢poshââ¬â¢ area Mickey lives in the estate. Also Edward attends a private school while Mickey goes to the county school. The next time Edward and Mickey meet is when they are 18. ââ¬ËIf I was Mickey I would have asked you years ago. ââ¬â¢ Edward is jealous of the feelings Linda has for Mick ey.He knows Mickey feels the same for Linda and puts his ââ¬Ëbest friendsââ¬â¢ feelings over his own and persuades him to ask her out. While Edward is away at University Linda falls pregnant and Mickey looses his job. This pushes Edwards life further away from Mickeyââ¬â¢s. Edward socialises and is in further education. Mickey is on the dole with a pregnant wife, heââ¬â¢s a lot more pressured than Edward. When Edward returns Mickey doesnââ¬â¢t have any money, ââ¬ËThe Christmas Partyââ¬â¢s gonna be on me. ââ¬â¢ Mickey had promised to take Edward out for a treat.Edward said he would pay, but if anything, this put more pressure on Mickey and it pushed him into participating in a ââ¬Ëhold upââ¬â¢ with his brother, Sammy. The job goes all wrong, Sammy shoots someone and they both end up in jail. While in jail Mickey is put into a depression and ends up on antidepressant drugs. ââ¬ËI get depressed anââ¬â¢ I need to take these cos they make me better. â â¬â¢ Edward helps Mickey and Linda get a house and gets Mickey a job. This puts a strain on Mickey and Linda, Mickey feels he is a failure as his wife had to get help off a friend. ââ¬ËIââ¬â¢m not stupid, Linda. You sorted it out.You anââ¬â¢ Councillor Eddie Lyons. ââ¬â¢ He thinks Linda and Edward are having an affair. Mickey gets a gun and goes to confront Edward. ââ¬ËIââ¬â¢ve been thinkinââ¬â¢ again, Eddie. You anââ¬â¢ Linda were friends when she first got pregnant, werenââ¬â¢t yââ¬â¢? Does my child belong to you as well as everythinââ¬â¢ else? ââ¬â¢ The police enter, and try to convince Mickey to drop the gun. Mrs Johnstone enters, and pleads with Mickey to not shoot. She blurts out that they are brothers, and that she couldnââ¬â¢t afford to keep them both. Mickeyââ¬â¢s jealousy is shown, ââ¬ËWhy didnââ¬â¢t you give me away!I could have been â⬠¦ I could have been him! At this point Mickeyââ¬â¢s gun goes off accidentally, th e police open fire. Both brothers are dead. In conclusion the relationship between Edward and Mickey has its upââ¬â¢s and downs. At first they are close friends and are then separated, at fourteen they meet up again and are coincidentally separated once more. By the age of eighteen Mickey realises the differences and is betrayed by Edward. In the end realisation hits the brothers as they are told the truth, a childish pact was for real. The overall message is that although everyone has secrets, if they really matter they will be found out. Blood Brothers Blood Brothers is a musical by Willy Russell which was written and first performed in 1981. The musical is about twin brothers, separated at birth, with one kept in a low-class family and the other adopted into a wealthy family. The characters of Mrs Johnston and Mrs Lyons, the mothers, are total opposites. Mrs Johnston is a struggling, single mother of seven, with another two on the way, whereas Mrs Lyons is a privileged, yet childless, married woman. One of the main themes of the musical is superstition for example; the song ââ¬Ëshoes upon the tableââ¬â¢ is all about superstition.Another big theme of the musical is fate. Eddie and Mickey meet almost as if they are meant to, and instantly take a liking to one another. When they lose contact, they meet again, proving they are supposed to be a pair. Also the narrator plays the role of the devil and he sings the song lyrics ââ¬Ëyou know the devilââ¬â¢s got your numberââ¬â¢ and that is implying that no matter what, fate i s going to happen wherever the characters are living or whatever they are doing. The last theme to the musical is social class, the whole way through the musical we are being reminded about how different these characters are to each other.Willy Russell shows this by their clothes, accent or speech. The opening scene started with a funeral we saw some men dressed in black suits putting two bodies into coffins (Mickey and Eddie) however the gauze curtain was still not raised. This seemed like the past and present of the story, as this first scene was the inevitable end. I think that was effective because it immediately gets your attention and you become eager to know whatââ¬â¢s going on. Mickey and Eddie lay side by side both dead. The narrator then tells us the story of what happened. This is cross-cutting as it shows a different time period then returns to the current one.When we are first introduced to Mrs Johnston, she is a single mother ever since her husband left her for a yo unger woman. She is not dressed in the best of clothes as she does not have much money and her job is cleaning Mrs. Lyons house. Mrs. Johnston is a lowââ¬âclass Liverpudlian, who is extremely hard working. Mrs Johnston is shown as a woman in her thirties but a very worn out woman because of the stress of work and her children. Mrs Johnston stutters at times because of her being under pressure, like when Mrs Lyons is persuading her to give away one of the twins.And by Mrs. Johnston stuttering it shows she is unsure and pressured into something she doesnââ¬â¢t want to do. Willy Russell presents Mrs Johnston to the audience as a decent woman, who gives lots of love to her children, but she canââ¬â¢t give them more than that because she hasnââ¬â¢t got a well-paid job and she is working as Mrs Lyonsââ¬â¢ house maid, which takes a lot of her time, which could be spent with her children instead. That is why Mickey and his siblings are left to learn about life themselves on the streets. That makes the audience sympathise with the poor people.She shows that to the audience after she learns she is going to have twins by saying: ââ¬Å"With one more baby we could have managed. But not with two. The Welfare have already been on to me. They say Iââ¬â¢m incapable of controllinââ¬â¢ the kids Iââ¬â¢ve already got. They say I should put some of them into careâ⬠so because she loves her children and wants to keep them she makes the sacrifice of giving Eddie to Mrs. Lyons with hope that he will have a better life then what she could give him. Even though she regrets giving Eddie to Mrs. Lyons her superstitions stops her from telling anyone about what she has done out of the fear of killing her own children.Mrs Lyons contrasts really strongly against Mrs Johnston. At first, Mrs Lyons is shown as a bright person in her thirties, unlike the stressed Mrs Johnston who is the same age. Mrs Lyons is an upper middle-class woman. She is dressed very smartly as she has the money to have nice clothes. Mrs. Lyons is a very patronising woman, who is forceful and pressurising. Mrs Lyons uses negative views about extra children so that Mrs Johnston will have to give away one of the twins to her. She doesnââ¬â¢t do this in an aggressive way, but in a dangerously sweet way. So that Mrs.Johnston doesnââ¬â¢t feel like she can cope any more. Willy Russell also shows Mrs. Lyons to be self-centred as Mrs Lyons is willing to take a child away from its mother, so that she can save herself. Mrs Lyons is a very sly and devious woman, as she uses superstition against Mrs Johnston, so that she can keep one of the twins. Her facial expressions are very stern and persuading and her body language comes across very confident as she knows thatââ¬â¢s she is manipulating Mrs. Johnston. The Narrator is also a very important part to the musical; he acts as a shadow of the other characters. Firstly he was like the host.He constantly kept appearing and kep t the performance flowing. It seemed as if he had the remote to slow things down and also to speed things up when he wanted. He wore a smart black suit which gave him a high profile. His voice was used quite well because he adjusted it to make it loud and directive as a narrator should have but it also had a bit of power in it. During the performance he popped up here and there just to clarify things for the audience. The Narrator is there as a reminder of Mrs Johnston and Mrs Lyonsââ¬â¢ agreement. The other characters donââ¬â¢t acknowledge him which shows he is of a ghostly nature.The Narrator raises suspicion and builds up tension between the characters. The Narrator also has no emotions and he comes across as a very cold person which makes the audience feel as if he is like a devil type figure. Although he is a devil like figure, he is a neutral character because he doesnââ¬â¢t choose sides and we donââ¬â¢t know anything about him, other than he knows the fate of each character. The Narrator is trying to tell Mrs Johnston and Mrs Lyons that their pact wonââ¬â¢t work, because the truth will be known. He uses repetition and rhyme, so that his lines are more catchy and memorable.The character of Mickey was portrayed really well as the person playing this role was showing great child like movements such as pulling his jumper over his knees and also by the way he was speaking. The way Mickey was speaking came across very child like as he was doing a lot of rhyming and simple sentences. Mickey also plays childhood games, like mounted Police and Indians, and runs around with a toy gun. When Mickey was playing his cowboy like games he pretended to have a horse between his legs and he galloped around the stage like a child would do.As Mickey got older he showed he was acting more mature and he understood that life wasnââ¬â¢t going to be easy for him and he needed to work for things unlike Eddie who had everything sorted out for him. When Mickey has got out of prison he is really unsteady and has to take pills to calm himself even though he doesnââ¬â¢t need the pills, he just thinks he does. But when Mickey takes the pills, Willy Russell uses stage directions to give the characters emotion with their physical movement, so when Mickey takes the pills the lights come up on Mickey.We see him go to take his pill, we see him struggle not to take itââ¬â¢Ã¢â¬â¢ Russell does this to get the audience to feel sad and sympathetic for Mickey. So in this scene the lighting is really dim, which reflects on Mickeyââ¬â¢s thought processes which are slow and aged. You can see from this scene that prison has aged Mickey beyond doubt. Mickey used movement and his voice to really portray Mickeyââ¬â¢s vulnerability. Mickeyââ¬â¢s movements were slow and it seemed like every step he took was agony. His speech was slow, and his voice was extremely quiet.He walked hunched over, as if trying to protect himself from an unknown fear. Edd ie is the complete opposite to Mickey as he was raised in a wealthy family and he shows this in his body language because he stands up straight, speaks politely and is never rude. When Eddie first meets Mickey, Mickey speaks in common English and uses slang around Eddie and he finds it amazing because he has never heard any one talk like that. Eddie seems to have grown up very fast because at the age of seven, he is already very polite and well spoken. His parents have influenced him because he is like a miniature adult.Throughout the whole of the musical Mrs. Johnston sings about Marilyn Monroe, Marilyn Monroe is a very clever icon to use throughout the musical. This is because using her as a reference sets us in the correct time period. She is also a good symbol, because she has links to many of the themes in the play including death, addiction and beauty. All the scenes were set in the same location; and the set design remained the same for the whole performance, even when the ba ckdrop changed however, the insides of houses, occasionally descended from the ceiling to show the insides of each home.One the right side of the stage was a wall which had graffiti on it and that represented the lower class type of area that Mickey and Mrs. Johnston would live in. Class difference is displayed very clearly in Blood Brothers, in particular the difference in wealth between the two families. Eddie's parents ensure that he has a comfortable upbringing and is able to study at university and receive a qualification, resulting in a highly paid job. This is completely different to Mickey.He comes from a poor family which meant that he was stuck in a dead end job in a factory. ââ¬Å"I bleeding hated it, standing there all day never doing anything apart from putting cardboard boxes together. â⬠This reflects Mickey's frustration and highlights the lack of opportunities open to him, which adds to the dramatic effect of the musical because it prepares us for trouble in t he future. A good example of dramatic irony in the musical is when Eddie and Mickey decide that as they are such good friends they will become blood brothers. Hey, we were born on the same day. That means we can be blood brothers. â⬠The audience knows that they were actually brothers so that creates dramatic irony. I really enjoyed the musical Blood Brothers and it helped me understand the class difference which is displayed very clearly in the difference in wealth between the two families. I also liked the way the actors never came out of role when bringing in props e. g. chairs, tables and carpets. I also loved how the lighting would make a very serious point feel more real and intense.
Friday, January 10, 2020
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Thursday, January 2, 2020
John Steinbeck s Of Mice And Men - 2167 Words
The Great Depression affected many Americans throughout the 1930s. Many people had no source of income and had no other choice but to travel and find new jobs. In John Steinbeckââ¬â¢s Of Mice and Men, George Milton and Lennie Small wander through California in search of a new job that would help them make enough money to live their American dream on ââ¬Å"the fatta the lanââ¬â¢Ã¢â¬ (Steinbeck 14). George and Lennieââ¬â¢s hard work and determination is not enough for them to live their dream. Lennie has a mental disability that slows the two friends down from living their dream; they have to run from job to job because of Lennieââ¬â¢s unintentional actions. Steinbeck incorporates multiple literary devices in his fictional novel. He introduces the setting very early in the novel, as it is very confined. Steinbeck uses the third person point of view, both the limited and omniscient, throughout the entire novel. He introduces dynamic, round characters and static, flat characters, through the course of the novel, which significantly affect the plot and theme. Steinbeck implements the three types of irony: situational, verbal, and dramatic. The ironic situations lead to both external and internal conflicts among the characters. Steinbeck also maintains a sympathetic, honest tone and simple diction. He includes similes, metaphors, and personification. Steinbeck also utilizes foreshadowing and symbolism, both being major devices in Of Mice and Men. John Steinbeck is considered among the best, mostShow MoreRelatedJohn Steinbeck s Of Mice And Men1248 Words à |à 5 PagesIn Steinbeck s novel Of Mice and Men, He uses imagery many times to create a realistic setting and plot. Steinbeckââ¬â¢s depiction of migrant workers and their daily complications during the depression are objectively precise due to his use of imagery with idioms, dreams, nature, loneliness and animal imagery. The main theme of the book transpires to be loneliness and fate. While George and Lennie, the main characters have a synergetic relationship, fate steps in and does away with their dreams, whichRead MoreJohn Steinbeck s Of Mice And Men897 Words à |à 4 Pagesthat we possess. Many people feel certain emotions based on events that have taken place in their lifetime or how they were raised throughout their childhood. In John Steinbeckââ¬â¢s Of Mice and Men, he portrays the feelings of isolation and loneliness in three different characters. Georgeââ¬â¢s isolation is illustrated in Steinbeckââ¬â¢s, Of Mice and Men. George expresses many hard feelings towards Lennie at the opening of this story. ââ¬Å"ââ¬Ë...youââ¬â¢re a lot of trouble,ââ¬â¢ said George. ââ¬ËI could get along so easy and soRead MoreJohn Steinbeck s Of Mice And Men1243 Words à |à 5 Pagesis what John Steinbeck achieves by portraying this through the characters in his novella Of Mice and Men. The main characters are affected by loneliness in their own different way throughout the novella. rf The loneliness is maintained by the challenges that the characters have to face, and they sustain those challenges of being inhumane towards each other. Crook, a figure in the story who experiences discrimination encounters the challenge of race, due to the bookââ¬â¢s setting in the 1930ââ¬â¢s duringRead MoreJohn Steinbeck s Of Mice And Men1080 Words à |à 5 Pagesââ¬Å"I want you to stay with me Lennie. Jesus Christ, somebodyââ¬â¢d shoot you for a coyote if you was by yourself.â⬠The novel Of Mice and Men by John Steinbeck shows the relationship between two migrant workers in the 1930s, George and Lennie, along with the other members on the new ranch that they began working on. Georgie and Lennie dreamed of following the American Dream and owning their own patch of land and the novel revolves around the dream and the obstacles that stand in their way. Lennie, a strongRead MoreJohn Steinbeck s Of Mice And Men1286 Words à |à 6 PagesThe realistic fiction novella O f Mice And Men by John Steinbeck explains the journey of two migrant farm workers. Lennie and George are forced to overcome the Dust Bowl and The Great Depression around 1938. This makes jobs even harder to come by because everyone wanted one. Lennie and George were kicked out of Weed and they now work at a ranch in Soledad. At the new farm the friendship between Lennie and George becomes harder to maintain. The people on the farm are all different shapes, sizes, andRead MoreJohn Steinbeck s Of Mice And Men1360 Words à |à 6 Pagesfeeling, thinking and acting in everyday life. In the story Of Mice and Men by John Steinbeck, a duo of farmers, George and Lennie, search for work wherever they can. Their dream of having a farm of their own is coming into reach, while George has to wield Lennie away from the temptation of Curleyââ¬â¢s wife and the reality of what Lennie can do. John Steinbeck uses characterization to illustrate the nature of human existence. Steinbeck portrays George as a man who tries to help, and helps others soRead MoreJohn Steinbeck s Of Mice And Men1448 Words à |à 6 Pages In the novella, Of Mice and Men, John Steinbeck discusses the idea of loneliness and how people who work at the ranch have no family and no future in lives. He indicates that all people at the ranch are lonely, but he specifically uses a few characters to highlight their state of being lonely and more miserable than the others. He emphasizes the loneliness of ranch life during the Great Depression, and shows how people are willing to try and find friendship in order to escape from the state ofRead MoreJohn Steinbeck s Of Mice And Men1205 Words à |à 5 Pagesand the time period of John Steinbeck s novella, Of Mice and Men, exemplifies the idea that people from minorities are held back from achieving their version of the ââ¬ËAmerican Dreamââ¬â¢. This goes to prove not everyone will overcome the overbearing tidal waves of their hardship s, which makes the American Dream nothing more than a dream to them. Crooks, the black stable hand, faces discrimination due to his skin color as this unfortunately was common in the 1930ââ¬â¢s. John Steinbeck uses Crooksââ¬â¢ situationRead MoreJohn Steinbeck s Of Mice And Men968 Words à |à 4 PagesSolidifying the theme of John Steinbeckââ¬â¢s Of Mice and Men, the protagonist George expresses his significant loneliness despite a strong kinship with his friend Lennie, ââ¬Å"ââ¬â¢I ainââ¬â¢t got no peopleâ⬠¦ I seen the guys that go around the ranches alone. That ainââ¬â¢t no goodââ¬â¢Ã¢â¬ (41). Published in 1937, amidst the horrific turmoil of the Great Depression, Steinbeckââ¬â¢s novella struck a sensitive chord with readers. Set in the heart of Californiaââ¬â¢s Central Valley, this story follows two men, George and Lennie, as theyRead MoreJohn Steinbeck s Of Mice And Men1387 Words à |à 6 Pageslanguage. Soledad is also town in which Of Mice Men takes place. The entire novel displays the idea of solitude. Alon g with the presence of loneliness in this story, John Steinbeck also ties in the idea of companionship through the everyday lives of individuals. The correlation of loneliness and companionship in the lives of these characters, along with the diversion of lifestyles consistently shows. Of all the many themes of the book, Of Mice and Men, the most important theme is the theme of loneliness
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