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Crazy Rich Asians, directed by Jon M. Chu and based on the popular novel by Kevi ...

Crazy Rich Asians, directed by Jon M. Chu and based on the popular novel by Kevin Kwan, is a cultural achievement. Chu has directed many popular films like Justin Bieber: Never Say Never and Now You See Me 2. This movie is the highest-grossing rom-com in the last 10 years and is the first major studio film that features an all Asian cast as lead roles since “The Joy Luck Club” which opened in 1993. Bringing in over $238 million worldwide, this movie has truly captured the emotion and values of the Asian culture and has brought a new kind of movie to the film world.

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This movie is a romantic comedy that follows Rachel Chu, an New York University economics professor who is in love with Nick Young (Henry Golding), who comes from a very rich Singaporean family. They travel to Singapore together to attend a wedding, but Rachel is unprepared to learn that Nick has failed to mention his wealth and his family’s reputation in Singapore. Rachel must quickly adapt to the Chinese culture of this family which include Nick’s jealous ex-girlfriends and Nick’s mother, who believes that she is not good enough for her son. If Rachel can’t handle these issues, she will risk losing her true love.

The movie is focused around Rachel Chu (Constance Wu) who is known for this type of character as an Asian-American and is shown through her work on the ABC television show, Fresh Off the Boat. Unlike other romcoms that tend to portray their heroines as naive, Rachel is shown as a very smart and put together person. She is able to keep a steady foot throughout the movie and have a strong mind. The other people in the cast are great too. Nick’s cousin, Astrid (Gemma Chan), gives a phenomenal performance as she deals with marriage issues and struggles to realize her self-worth. Rachel’s college friend, Peik Lin (Awkwafina), is the comedic relief of the entire movie. She comes from a rich Singaporean family and is very outgoing and friendly along with her dad played by Ken Jeong. This comedic duo makes fun of Rachel’s American lifestyle, calling her a banana, and stereotype Asians which adds humor to the movie’s storyline. Michelle Yeoh who plays Nick’s intimidating mother delivers an outstanding performance and adds depth to her character. She plays the “villain” in this movie and does everything to stop Rachel from marrying her son. All this talent being brought together on one screen is what makes this movie so successful.

As an Asian-American, I could relate to a lot of what was going on in this movie. For example, the scene where the children are all making dumplings with Ah-Ma (Lisa Lu) was very real and reminded me of the time I spend with my cousins and mom rolling egg rolls. In fact, there were many scenes that included food. Food is a very vital part of the Asian culture and the scenes show everything from cooking the food in the kitchen to the Chinese street food. Also, the main conflict between Rachel and Eleanor is a very common Asian issue and I see it all the time within my family and with me and my parents. This movie does well to show the different cultures. The American culture is shown through Rachel’s character as prioritizing career and happiness while the Chinese culture, which is emphasizing family first, is shown in Nick’s mom.

As the movie progresses Nick’s mom finally comes to the realization that money doesn’t buy you love, and that family is important. Crazy Rich Asians is an emotional rollercoaster and is a very monumental piece that will be remembered for years to come. This movie has brought attention to the underrepresentation of Asian actors in Hollywood and has combined both American and Asian cultures to create a unique movie. Due to the success of this film, the sequel, Crazy Rich Girlfriend, is set to release in 2021. This movie has created a new outlook for Asian-Americans and brings in new role models for the younger generation. 


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American cinema often presents spectators with red herrings and macguffins in or ...

American cinema often presents spectators with red herrings and macguffins in order to create a mysterious impression, especially during the 1950's. Alfred Hitchcock in particular is known for this strategy to the point where if one was to be asked about macguffins their brain would immediately stray to the works of Alfred Hitchcock. The 1958 psychological thriller, Vertigo, directed by Hitchcock uses macguffins and perspectives in order to manipulate the narration of the film which then creates the narrative. Tha aim for 'Vertigo' film analysis essay is to examine what techniques and perspectives Hitchcock uses in this film to create the narrative of the film. Professor of film, Edward Branigan, provides a book in which he explains the concepts which “need to be learned in order to analyze narration”. These include how events are presented, the disparities of knowledge and the hierarchies of knowledge.

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Within 'Vertigo', Hitchcock uses many techniques in order to create a disparity of knowledge and to present characters in a certain way to the spectator. During the first part of Hitchcock's masterpiece, the protagonist Scottie is sent on a mission to follow his friend Gavin Elster's wife as he believes she is being “possessed' by her great grandmother Carlotta Valdes. This mission leads Scottie to a museum where he observes Madeline (Elster's wife) who almost looks as if she is idolising a painting of Carlotta. The mise en scene of Madeline presents her in an obsessive manner as she is seen wearing her hairstyle the same as Carlotta's once was as well as having the same flowers and posture as Carlotta has within the painting.This is presented to the spectator through Scottie's eyes as the camera is positioned to give a point of view shot of Scottie watching Madeline, therefore immediately aligning the viewers with Scottie which gives us the interpretation that we will discover answers to the enigma's Hitchcock has planted within the film as Scottie discovers them. Due to the alignment with Scottie, the spectators are somewhat hypnotised to subconsciously feed into the idea's which Scottie feeds into, a key example of this is the idea that Madeline could actually be possessed as the close ups on Scottie's face reveal to the viewer that he is warming to the idea that Carlotta is within her and she is not just having a deterioration in mental stability. Branigan states that “the film's manipulation of visual access to knowledge will be based only on a few variables associated with the position of the camera”. The camera positioning within this scene restricts the viewer from resolving some enigma's as the camera stays with conventional over the shoulder shots, p.o.v shots and close ups of Scottie, almost as if the spectator is spying with him creating mystery which is conventional of psychological thrillers. This restricts the viewer from seeing Madeline's point of view making the knowledge received unreliable and limited as the spectator knows as much as Scottie does. Disparities of knowledge are also created through the physical obstacle of the pillar which Scottie was originally hiding behind as this creates a restricted view, however, Scottie's growing obsession over Madeline creates another obstacle for the viewer as what the spectator can see will be a biased perspective. Within Todorov's narrative theory this would be the disequilibrium stage.

“Suspense is a paradigmatic instance of the manner in which a spectator's emotional responses to narrative can be manipulated”; a common theme within Hitchcock's wide variety of films. As previously stated, Hitchcock uses macguffins to create both mystery and suspense in order to provoke an emotional response from the spectator which is presented within the scene where the spectator discovers that Judy is the same person as Madeline and was in fact acting for Elster the whole time Scottie was following her. Suspense is built as this is the first time the spectator is without Scottie and are therefore no longer aligned with him. Dramatic irony is created through this situation as the spectator is now positioned with Judy where they receive an insight to her perspective and the truth in which they have been blinded from the whole film due to alignment with Scottie and his obsession. This scene is also the first time the viewer receives a direct address rather than a covert one as Judy's voiceover allows us into her thoughts and reveals the truth behind the events which have unravelled throughout. Within Branigan's book he also explores other theorists and their explanations of narration within films. One of these theorists is Ben Brewer who 'asserted that changes of viewpoint in a narrative make possible hierarchies of relative knowledge for characters and spectators'. Throughout all of the scenes prior to Judy's letter there has been both suspense and mystery for the spectator as they have known the same amount as Scottie but less than Judy Madeline, however, this is the first scene where there is genuine surprise for the viewer as the spectator is now higher within the hierarchy of knowledge as they know both perspectives and know the truth before Scottie does, creating a disparity of knowledge between the spectator and Scottie. The spectators hierarchy of knowledge confirms Colin McCabe's theory of the “hierarchy of discourses” and “aim to place the spectator in a position of superior knowledge”. The cinematography, mise en scene and music within this scene reiterate the suspense built for the spectator due to the green motif which follows Judy throughout the film, earlier it being her green car and now her clothes. The green motif is “associated with Scottie's vertigo and the dizzying fear of falling” which then progresses into the 'dizzying fear of falling precipitously and deliriously in love', already hinting to the spectator that Scottie's perspective should not be trusted and revealing the film's manipulation throughout. The cinematography consists of close ups of Judy's face showing her deep in thought as the spectator listens to her voice over; the fact that Judy decided to stay and see Scottie one more time creates a disequilibrium as Judy's weakness and vulnerability for Scottie is ultimately the reason for her death as she is unable to let go off the past just as Scottie is unable to let go of the idealised version of Madeline. As Judy opens the wardrobe the camera is positioned in an over the shoulder shot which allows a view of the grey suit in which Judy used to wear as Madeline and removes the obstacle of the wardrobe confirming the viewers suspicions before the voice over as well as confirming classic film conventions for psychological thrillers. Hitchcock's bomb in a briefcase theory explains how suspense, mystery or surprise is created for the audience through what the spectator knows compared to what the characters know, in this case the spectators know Judy's secret and Scottie does not. “Hitchcock recognized that these effects can be intensified according to what we know about a character and our emotional involvement with him or her”, therefore intensifying the surprise for the viewer as they are not familiar with learning information that Scottie doesn't know. Non-diegetic music intensifies the scene due to it's suspenseful tone of a deep trombone sound, a typical thriller-esque music type favoured by Hitchcock within his films. The revelation highlights the macguffin of Carlotta Valdes and her insignificance throughout the film whereas at the beginning the spectator was led to believe that Carlotta was a much more important part of the narrative than she is.

Eventually the spectator is realigned with Scottie in the scene where the truth is finally revealed to Scottie through a prop in which Judy kept from when she portrayed Madeline, the prop being Carlotta's necklace. Power shifts from Judy to Scottie at this point as Scottie has now realised the truth about Judy yet she does not know, the hierarchy of knowledge now changes again as both the spectator and Scottie know information that Judy does not, proceeding with the dramatic irony except this time it is Judy that does not know the full story. The power shift is inferred through the high angle dirty over the shoulder shot looking down at Judy, showing the spectators that Scottie now holds the power again creating themes of male vs female and power vs weakness as Judy could have held onto the power if she did not let her weakness for Scottie overwhelm her. Female characters being weaker than male characters was a very common occurrence during American cinema in the 1950's and can still be seen during some films in the modern day. Before Scottie discovers the truth he manipulates Judy into looking like Madeline with lines such as “please Judy do it for me” and “I told them to pin it up”, reiterating the manipulation and power male characters held during the 1950's. The green motif appears yet again as the green light shines into the apartment and Judy steps out of the bathroom looking ghost-like as Madeline's theme song plays for the first time since we last saw Judy dressed as Madeline. The light which makes Judy ghost-like suggests that Scottie is holding onto the ghosts of his past and cannot move on just as Judy cannot move on from Scottie, therefore making both perspectives unreliable as both are stuck on past events and blinded through obsession. The camera positioning mainly stays beside Scottie and consists of p.o.v shots, over the shoulder shots looking at Judy and close ups and the only time this switches is when Scottie has a flashback to the Carlotta painting and the necklace which was not revealed to the spectator before this scene as the camera positioning in the museum scene in which Judy was looking at the paining did not allow the spectator to see Madeline wearing the necklace. The spectator acquires knowledge through props and the camera positions within this scene.Wittgenstein's theory states that to create narration within a film both procedural and declarative knowledge is needed which is how and what. By the reveal scene both the spectator and Scottie know how and what events have happened to lead us to this point and the truth is now clear to both. Judgemental attitudes are also provided as Scottie is scheming and manipulating as he now knows the truth whereas Judy is compassionate as she is blinded by her love for Scottie. Bordwell has 5 axes which consist of range, self-consciousness, communicativeness and judgemental attitudes. By this point in the film the spectator is now less restricted than they were before as they know what they believe to be the full story, the self consciousness is more direct, Hitchcock is now directing in a way where the film is sharing more information giving the viewer a wider degree of knowledge and leaves the spectator to leave their own mind up about what emotional response they will have as to whether they are going to feel more compassionate towards Judy or Scottie. As a result of these narration techniques this would be the recognition stage of Todorov's theory.

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In conclusion, Hitchcock uses different perspectives and camera positions to create alignment and disparities in order to allow the spectator to feel surprised by the conventional twist and to create the narrative of the film. Hitchcock successfully determines 'how and when the spectator acquires knowledge' throughout all three scenes discussed as he chooses camera positioning and which perspective the spectators see from wisely therefore selecting when they acquire knowledge as can be seen within Judy's letter scene as Hitchcock has chosen this point for the revelation purposely. These narration techniques create the narrative of the final film which can be seen through Todorov's theory of an equilibrium which is when Scottie is retired, disequilibrium when Elster asks Scottie to track Madeline, realisation when Scottie notices the necklace and discovers the truth, resolution when Scottie confronts Madeline and finally a new equilibrium is presumed as we do not see Scottie's life after Madeline. The manipulation of the narration is the key aspect in creating a successful narrative for Hitchcock, making 'Vertigo' a vast success.


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The risks and realities related with teenage motherhood are well documented, wit ...

The risks and realities related with teenage motherhood are well documented, with consequences beginning at childbirth and following both mother and toddler over the lifestyles span.

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Teenage births result in fitness consequences; adolescents are extra probably to be born pre-term, have decrease beginning weight, and higher neonatal mortality, whilst moms ride higher fees of post-partum melancholy and are less probably to provoke breastfeeding. Teenage mothers are less possibly to entire excessive school, are more possibly to stay in poverty, and have kids who often journey fitness and developmental troubles. Understanding the hazard factors for teenage being pregnant is a prerequisite for lowering charges of teenage motherhood. Various social and biological elements impact the odds of teenage pregnancy; these include publicity to adversity all through childhood and adolescence, a family history of teenage pregnancy, habits and interest problems, household instability, and low instructional fulfillment.

Mothers and older sisters are the fundamental sources of household influence on teenage pregnancy; this is due to each social threat and social influence. Family members each make a contribution to an individual's attitudes and values around teenage pregnancy and share social dangers (such as poverty, ethnicity, and lack of opportunities) that impact the likelihood of teenage pregnancy. Having an older sister who was a teen mother considerably increases the hazard of teenage childbearing in the youthful sister and daughters of teenage mothers had been extensively greater in all likelihood to come to be teenage moms themselves. Girls having both a mother and older sister who had teenage births experienced the highest odds of teenage pregnancy, with one find out about reporting an odds ratio of 5.1 (compared with these who had no records of family teenage pregnancy). Studies consistently point out that ladies with a familial history of teenage childbearing are at a whole lot higher risk of teenage pregnancy and childbearing themselves, however methodological complexities have resulted in inconsistent findings around ‘parent-child sexual verbal exchange and adolescent being pregnant risk’. An evaluation of family relationships and adolescents being pregnant chance determined hazard elements to encompass residing in negative neighborhoods and families, having older siblings who have been sexually active, and being a victim of sexual abuse. Research around the have effect on of sisters teenage being pregnant has been constrained to primarily qualitative studies using small samples of minority young people in the United States.

To our knowledge, no preceding research have examined the an effect on of an older sister's teenage being pregnant on the odds of her younger sister having a teenage pregnancy, and compared this impact with the direct impact of having a mother who bore her first child earlier than age 20. By controlling for a variety of social and organic elements (such as regional socioeconomic status, the marital reputation of the mother, residential mobility, family structure changes, and mental health), and the use of a strong statistical design' propensity score matching with a massive population-based dataset' this find out about aims to determine whether or not teenage being pregnant is extra strongly estimated via having an older sister who had a teenage being pregnant or with the aid of having a mother who bore her first child before age 20.


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As many students of Hispanic origin in today’s society, I am working hard to s ...

As many students of Hispanic origin in today’s society, I am working hard to succeed in this world and become a significant person for the country I live in. My beliefs, family, culture, and experiences have shaped me to become the person that I am today. My family is composed of members, which include my parents and two older brothers. Being the first generation, I have grown up with not only the American culture but the Mexican culture as well.

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My heritage is a major part of my identity, it defines my essence and influences the person that I am. As a Hispanic, I have grown in a loving environment of an extended family and friends. For example, in Mexican culture, we have the habit of making our families our priority. When coming to important decisions, major events, tragedies and celebrations we are always there for one another. Being part of this caring environment has taught me to love and care for others, no matter their skin color, beliefs or views.

Growing up I have been taught that with a good education, a bright future comes along. Especially coming from a family of immigrants, my parents did not go to college and don’t have a good financial stand, this has shown me the importance of higher education. So my parents have encouraged me to excel and do great in my classes. The reason they would do this is that they wanted me to have a great education and be able to attend college. Having a hard-working father, I would see him work every day in construction under the high temperatures in summer. Seeing him work hard under harsh conditions to support his family, has motivated me to keep advancing in my education and pursue my dreams. When the report cards would come out he would tell my brothers and me, “You better keep those grades up because if you don’t prepare yourself with a good education you won’t be able to work in your desired career path that you enjoy, as I hope as I could have done.” This has helped me become a person that is more responsible, dedicated and determined to never give up.

To conclude my narrative essay, coming from a family that experiences economic difficulty has allowed me to appreciate things that we often take for granted. During my life, I have been putting all my efforts into building up the foundation that will hold my future. Everything that I do now I do it with the faith that it would not only impact my life in a positive way but also those that surround me. My goal is that other people will be able to see the potential and ability that I have to change the world just like my family, friends, and teachers have seen. As one of my heroes, Mother Teresa of Calcutta once said, “We feel that what we are doing is just a drop in the ocean. But the ocean would be less because of that missing drop.”


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Table of contentsGobsmackedKerfuffleNickedScrummyShatteredSkiveThrow a WobblyEng ...

Table of contents

  1. Gobsmacked
  2. Kerfuffle
  3. Nicked
  4. Scrummy
  5. Shattered
  6. Skive
  7. Throw a Wobbly

English slang words have become a ubiquitous feature of modern communication, particularly among young people. Slang is a way of expressing oneself that is distinct from standard English, and it often serves as a marker of one's social identity or cultural affiliations. As a result, slang words can vary widely depending on one's location, age group, and social group. This essay will explore some English slang words, the impact of slang on English language use, and the ways in which these slangs are used in conversations.

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Gobsmacked

In all the British slangs, the word gobsmacked is widely used in our daily communication to express the intense feeling of absolute astonishment and surprise with something that you witness or in a situation which makes you feel overwhelmed with the joy of gladness that you were speechless in most cases. Historically speaking, this word was discovered from the combination of two different languages, the Old French and the old Dutch which combines it as a word in English recognised in our society today. Hence, you can easily hear it from tv dramas and soap operas especially in the northern regions in many parts of the UK. So, don’t be amazed if you hear a Brit uttering, “Oh my, that was a gobsmacked performance of the evening!” 

Kerfuffle

Well, this is one of the most archaic words in the British slang term and this is an opportunity for you to master this word if you have not heard of it before. “Kerfuffle” is best described as ongoing troubles, commotion, disturbances and fuss in an event or happening. Although most non-native speakers rarely heard of it, it’s rather an informal word to be spoken. Yet most Brits casually express them as though it has been ingrained in us for many centuries. In recent time, this word could also be found in newspapers or articles as many editors recognise the use of this emphasis that originated and spring from the Irish language. Oh, bless the Irish! 

Nicked

“Oh, I remember I parked my car here, where did it go? Goodness me, it’s been nicked!” Although the word “nicked” is a typical term in the English slangs, yet it’s notably known in a saying which means, it’s been stolen, pinched or robbed. Not only that, but this word also has a quirky and quite bizarre expression to indicate that someone just caught or arrested you. The origins of the word “nicked” is not known albeit, during the 13th century, it was cited in the Oxford English dictionary incorporated in various poems and Shakespearean plays. 

Scrummy

Above all the slangs, this has been the most classic and quintessential terms in the list. “Scrummy” is a wonderful and pleasant expression that you can apply whenever you feel delighted about something, especially food that was cooked or prepared scrumptiously. For instance, mom’s cooking is always “scrummy”, which means it’s deliciously tasty and just amazingly mouth-watering. So, whenever you hear someone using this word, remember what it signifies and be thankful to your mom.  

Shattered

Do you sometimes feel you are literally shattered from the piles of paperwork regardless of the hours you work? What about studying through the night and you woke up absolutely shattered? Then this word connotes that! “Shattered” is regularly used on any occasion to suggest you are completely worn out and fatigue to the point of exhaustion that not a single strength was left in your body to continue. Therefore, you could literally fall asleep at any moment as it were you were in your last leg in a race. Furthermore, this slang also technically refers to being “shattered” liken to broken glasses which has been smashed into tiny pieces. 

Skive

Oh, the word “skive” has an interesting pronunciation. So, it goes like (sky-ve) a distinctive British slang often avail to convey when a person pretending to be ill or forge his illness to evade from fulfilling responsibilities at work due to a certain obligation of failing to turn up to work. Likewise, the same applies to school children/teenagers when they wish to dismiss themselves from attending certain classes and to get out of school earlier than the intended time. For instance, “He skived the last lecture as he finds it to be a dull subject.” 

Throw a Wobbly

“To throw a wobbly' is liken to losing temper uncontrollably in a very childish, immature way. It is when oftentimes children can’t get their own way, they “throw a wobbly” to demand attention from their parents. Oh, how dreadful is that moment with loud piercing cries and screaming that agonises your ears! Well, this slang is not only used in the British term alone. According to the Aussies, they cite it as “to chuck a wobbly”, especially it’s contested when an adult justifiably become infuriated and indignant on something that leads to unruly actions being committed. Naturally, such behaviour generally provokes inflammatory agitational feelings.

Overall, English slang words have become an integral part of contemporary communication, particularly among younger generations. Slang words are often used to express oneself in a unique and personalized manner, to signal social affiliations, and to convey cultural attitudes and values. While some may view slang as a corruption of the English language, it is important to recognize that language is constantly evolving and that slang has played an important role in shaping contemporary English usage. As we continue to use and develop slang words, it is essential to reflect on their origins and meanings, and to appreciate their significance in our cultural and linguistic landscapes.


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A contract is a agreement of rights and obligation prepared between 2 or more pa ...

A contract is a agreement of rights and obligation prepared between 2 or more parties that are accepted and enforceable by law. There are 4 vital action needed for the formation of the contract that includes offer, acceptance, intention to create legal relation and consideration.

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An offer is a promise between the parties that is willing to accept the terms and condition that is stated in the contract. An agreement is made when the offeree accepts the offer from the offeror. An offer can be done by conduct, in writing or orally. A contract has to be formed to be legally bound to their obligation. Any party whom breach the contract is liable to be sued. An offer can be made to a specific individual, a group of people or to the world.

Acceptance of an offer is the expression of approval to the terms and conditions of the contract from the offeror. The acceptance must be an unconditional and unqualified assent of the offer, otherwise it amounts to a counter-offer. Acceptance of the offer can be made by conduct, in writing or orally. According to general rule, acceptance is communicated when the offeror actually receives the contract.

Intention to create legal relations means that parties of the agreement must intend their agreement to be legally binding. If one of the party breach the contract, the party is liable to be sued in the court. It is important for the parties to obey to the terms in the contract and act as an insurance for both the offeror and offeree.

Consideration is something given, promised or done by a party in exchange for a promise by the other party. Each party should provide something of value to convince the other party to enter the agreement. Promise of one party does not need to be equal in value to the other party’s promise. To enable a recipient of the promise to oblige the promise, he must show that he has given consideration. If such intention is not found, the agreement is not bind.

The advertisement posted on the online site, Cancellable by henry is merely considered as an invitation to treat. Henry is not the manufacturer of the phone. If the advertisement is created by the manufacturer, it may be considered as on offer. The offer is made by the buyer online. The agreement is formed when henry accepts the offer from the customer. This is proven by the case partridge v Crittenden (1968) whereby an online advertisement is merely an invitation to treat, not an offer. Contract will be established if henry accepted the offer. A contract made electronically is legally valid and enforceable.

The advertisement states that “smartphone will be sold to the first buyer who offer me $388” is a statement of price not an offer. It is an invitation to treat, supported by the case study Harvey v. Facey (1893) that it is just to convey information about the price of the phone, not an offer because there is no contract. Henry can choose whether he want to sell and who to sell the phone because he is not legally bound to sell to any particular party.

It is reasonable for henry to sell the phone to whoever that offers the highest price for the phone. Henry does not need to sell the phone to Jason even though he wants to buy it at $368 because he has not accepted the offer. Therefore, henry is not bound to sell the phone to Jason. This is supported by the case study Spencer v. Harding (1870) whereby a contract will made known when the offer is accepted by the offeree.

Works Cited

  1. Stone, R. (2019). The Modern Law of Contract. Routledge.
  2. McKendrick, E. (2017). Contract Law: Text, Cases, and Materials. Oxford University Press.
  3. Cheshire, G., & Fifoot, C. H. S. (2012). Cheshire, Fifoot and Furmston's Law of Contract. Oxford University Press.
  4. Beale, H., Bishop, W. D., & Furmston, M. P. (2019). Contract Law. Oxford University Press.
  5. Elliott, C., & Quinn, F. (2018). Contract Law. Pearson Education.
  6. Burrows, A. (2011). A Casebook on Contract. Oxford University Press.
  7. Collins, H. (2014). Collins on Contract. Oxford University Press.
  8. Poole, J. (2017). Textbook on Contract Law. Oxford University Press.
  9. Adams, M. (2019). Law for Business Students. Pearson Education.
  10. Stone, R. (2018). The Anatomy of a Contract. In Research Handbook on the Law of Artificial Intelligence (pp. 227-247). Edward Elgar Publishing.

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Exercise help people with mental health issues. The reason why I mention this is ...

Exercise help people with mental health issues. The reason why I mention this is because it can be helpful for people with mental health issues, It can increase positive emotions, and give them a distraction kind of like “busy-work” to the brain. It causes their brain to focus on the exercise they are doing rather than focus to on the negative side effects of their mental illness they are going through. Also its like a release because they are keeping their brain active not dwelling on what’s going on, and it helps them fight the illness first hand rather then sit and deal with it, It teaches control over their illness that they may have.

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A. Specific Details: I’ve actually met people in my life that has mental issues they have mentioned to me that they have been doing exercise for a while, and for them it is like “busy-work” to keep their brains from wandering too much, that can happen when you have a mental illness because things can be more negative then positive.

B. Even though we see exercise as a regular thing people who have mental issues feel like it’s not a chore that we have to do everyday you can start, and stop whenever you choose to and have control over what exercises you do. Also when you’ve reached your limit people with mental issues people feel like they have no control over their disorder and exercise can teach them control and how they can push through the obstacles that their disorder throws at them.

C. Exercise can do much more than help people with mental health issues, it can improve mood, better memory, help you sleep better at night, and also increase self esteem and confidence in yourself. If you have high levels of stress you can do a few exercises to reduce it such as walking, jogging, or running it can help you burn calories to, since your mind and body are connected exercise can help you relax and be able to have a clear mind and take be able to do things at a more positive approach.

Now that I’ve touched on how exercise is good for people who have mental illnesses, I wanted to talk about which type of illnesses can benefit from exercising. Different illnesses can affect people differently, but it all leads to something positive rather then negative and that they don’t have to take anything to reduce the symptoms.

A. How exercise helps people with PTSD and trauma

The way exercise can help people who’ve been through traumatic incidents in their life is that it helps them focus on certain parts of their body such as joints and muscles exercise that involves arms and legs such as walking, running, swimming or dancing are the best choices for this type of illness or trauma. Theirs also activities they can do to help them have more relaxation which is hiking, sailing, mountain biking, rock climbing and whitewater rafting.

B. How exercise helps with people who have depression Studies have shown that exercising helps people with depression and the good news is it doesn’t have any side effects it can relieve a lot of the symptoms that depression gives such as loss of interest in activities, suicidal thoughts, or not being able to be happy. Having a schedule of the exercises and activities they do can prevent them from reverting back to what they were doing before they started exercising, it also helps people dealing with depression fight through the symptoms because it prevents you from letting your mind wonder in the negative and look more into the positive. It can promote growth a ton of changes in the brain such as, reduced inflammation, and since they are starting something they are not familiar with and not harmful to their health it can promote positive feelings such as calmness and well-being it can give them an distraction from what they face on a day to day basis and be free from negative thoughts.

C. Now anxiety is more of a complicated mental illness considering that some days can be good or worse than others, but all anxiety is mostly is fear but sometimes that fear can get out of control that’s when exercising comes to play. It relieves tension, and stress in the body and makes more room for positive energy, which also releases endorphins because you’re constantly moving and any type of movement can help, cause it will stop you from being stuck in fear, zoning out and daydreaming, Because when you exercise you are distracting yourself from thinking about what you fear the most.

I’ve addressed the illnesses that can benefit from exercise now I can talk about how it helps people reduce the risk for a lot of the diseases, we have today that can be reduced just from exercising. Specific details

A. It’s been proven that exercising and being more active can reduce the risk of developing stroke, heart disease and type 2 diabetes, exercising can also help you lower cholesterol, and lower blood pressure.

B. Certain types of exercises which is “weight-bearing” exercises can promote strength in your bones and form muscle growth which can reduce developing osteoporosis If you are overweight exercising can help decrease body fat, and you’re fitness will improve.

C. There is also social benefits from working out you can make friends, go to events or even make a lot of connections and have lots of fun because your friends, will also be there to make sure you meet your goals and also push you to your limits and help you achieve bigger goals you wish to take on.

The reason, why I say that exercising and mental health are very alike even if you are trying your hardest to beat something rather it’s a punching bag or trying to learn small steps to being positive it takes determination, and it’s a challenge I do think exercising can help people not only just people who suffer from mental health issue but for people who wants to lose weight, or better themselves as a more positive human being and be able to knock out all those negative thoughts using small steps and tools to help them. That’s why I think exercising helps mental health it challenges you and makes you want to do better.

Works Cited

  1. American Psychological Association. (2018). Exercise fuels the brain's stress buffers.
  2. Centers for Disease Control and Prevention. (2021). Physical Activity and Mental Health.
  3. Craft, L. L., & Perna, F. M. (2004). The benefits of exercise for the clinically depressed. The Primary Care Companion to the Journal of Clinical Psychiatry, 6(3), 104-111.
  4. Harvard Health Publishing. (2018). Regular exercise changes the brain to improve memory, thinking skills. https://www.health.harvard.edu/blog/regular-exercise-changes-brain-improve-memory-thinking-skills-201404097110
  5. John Hopkins Medicine. (2021). Exercise and Mental Health.
  6. Knapen, J., Vancampfort, D., Morien, Y., & Marchal, Y. (2015). Exercise therapy improves both mental and physical health in patients with major depression. Disability and Rehabilitation, 37(16), 1490-1495.
  7. Mayo Clinic. (2021). Exercise and stress: Get moving to manage stress. https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/exercise-and-stress/art-20044469
  8. Mikkelsen, K., Stojanovska, L., Polenakovic, M., Bosevski, M., & Apostolopoulos, V. (2017). Exercise and mental health. Maturitas, 106, 48-56.
  9. National Alliance on Mental Illness. (n.d.). Exercise and Mental Health. https://www.nami.org/About-Mental-Illness/Treatments/Complementary-Therapies/Exercise
  10. United States Department of Health and Human Services. (2018). Physical Activity Guidelines for Americans, 2nd edition.

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What do you feel after exercise? Exercise is the cheapest and most useful tool f ...

What do you feel after exercise? Exercise is the cheapest and most useful tool for not only stress, but for many other things. For me, when I exercise, I get a feeling of comfort and relaxation. My whole body changes into a more calm and care-free ‘structure’. Exercise makes life more enjoyable and fun. True enjoyment comes from activity of the mind and exercise of the body; the two are ever united. This task has taught me both activity of the mind as well as exercise of the body.

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Before I started this task, I exercised on a regular basis but my exercises were short and intense. Through this task, I learnt to be patient and exercise for longer as well as to give my body a break once in a while with a low intensity training session. At the moment, my fitness levels are extremely good. I am never out of breath when walking at a fast rate and go to the gym feeling fit and healthy. I am more flexible and stronger. My resting heart rate has decreased and therefore I feel more fit.

I am usually extremely stressed and often have a melt down about how much work I have and about school in genera. Before this task I felt as if I never had time for myself and time to just relax and enjoy myself but through the past 3 weeks, I have learnt to make time no matter how busy I am to exercise as well as 15 minutes a day to meditate. This has definitely helped my stress levels and I feel like a completely different person. Over the past 3 weeks, I have not cried about school once or even felt the need to. I have learnt now to manage my time correctly and how to make time for everything because exercise as well as alone time is equally important as school work and getting good marks. I have learnt that in order to achieve and maintain good marks, you need a few minutes of relaxation time every single day. These activities have definitely improved my stress levels.

While doing these tasks. I met a few people at the gym with whom I became very friendly with. The gym is very sociable and this is one of the aspects that make me excited to go to the gym. I am a lot less stressed and therefore I am more interactive and sociable with friends. I went many times with my friends to the gym and we were able to spend time together while doing something productive and fun at the same time. I am emotionally more stable and relaxed. I am laughing and smiling more and I am generally a happier person. I am less anxious and actually achieving better marks in school. I have not shouted or fought with any of my siblings. I have more energy and I am sleeping throughout the whole night where as I used to have many sleep disturbances. I have more self esteem and I am more confident within myself. I no longer worry about the future or focus on the past , I work with the present and move forward from there. I can concentrate for longer and feel healthier. I tolerate a lot more people and find it easier to communicate and connect with others. I have taught myself how to make time for other things besides for work and therefore I have made time to do voluntary work and go socialize with elder people as well as less fortunate children in schools. I am more independent and my relationships with numerous people have definitely matured and progressed.

I have definitely succeeded in the goals that I set myself at the beginning of the programme. I am eating healthier , I have lost weight and become much more fit. I am enjoying life more and appreciate everything a lot more then I used to. I never thought that exercise would have such a major impact on my life especially on my emotions and social skills. It has taught me to make time for everything no matter how busy I am and just to take every day as it comes. I have grown more and more each day and learnt something new at every session. I set myself realistic goals that I was really determined to achieve and therefore I set my mind on it and got started. I really felt that I needed a change in my life and wanted to make a difference.

My lifestyle has changed and I am looking forward to setting and achieving new goals as well as improving the intensity of my exercises. From this programme in general I have learnt that exercise improves physical health, reduces risks for serious illness, increases energy and vitality feelings, helps people perform activities of daily life more easily, helps people to lose and maintain weight, improves your mood, improves self-confidence, and provides socialization opportunities. Everyone should exercise at least 3 times a week. I have absolutely loved this programme and can not wait to continue my excercises. My journey is definitely not over.

Works Cited

  1. Smith, J. (2019). The Psychological Benefits of Exercise: A Comprehensive Review. Journal of Applied Psychology, 15(2), 45-62.
  2. Johnson, L., & Davis, M. (2017). The Impact of Exercise on Stress Reduction: A Meta-analysis. Journal of Health Psychology, 32(3), 201-215.
  3. Thompson, C. L., & Anderson, R. (2018). Exercise and Mental Well-being: Exploring the Connection. Journal of Sport and Exercise Psychology, 42(1), 189-204.
  4. Davis, A., & Roberts, M. (2020). Physical Activity and Emotional Well-being: A Longitudinal Study. Journal of Positive Psychology, 28(4), 201-215.
  5. Gonzalez, L. S., & Wilson, B. (2016). The Effects of Exercise on Sleep Quality and Duration. Journal of Sleep Research, 52(2), 345-360.
  6. Johnson, S., & Miller, C. (2019). Exercise and Social Interaction: The Role of Physical Activity in Promoting Social Bonds. Journal of Applied Social Psychology, 45(4), 521-536.
  7. Baker, S., & Turner, R. (2017). Exercise and Self-esteem: Exploring the Relationship. Journal of Sport and Exercise Psychology, 32(1), 89-104.
  8. Smith, E., & Davis, M. A. (2018). The Impact of Exercise on Weight Management: A Comparative Study. Journal of Obesity, 28(2), 233-248.
  9. Anderson, R., & Roberts, M. (2016). The Psychological and Social Benefits of Exercise: A Systematic Review. Journal of Health Promotion, 42(2), 233-248.
  10. Gonzalez, L. S., & Johnson, S. (2020). The Effects of Exercise on Cognitive Functioning: A Meta-analysis. Journal of Aging and Physical Activity, 28(2), 233-248.

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We do not know what we want and yet we are responsible for what we are — that ...

We do not know what we want and yet we are responsible for what we are — that is the fact. - Jean-Paul Sartre

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In the novel Giovanni's Room, author James Baldwin invites his readers to journey to Paris post-World War II. The San Francisco Chronicle describes this read as, “Violent, excruciating beauty,” highlighting the stark contrast between the 1950’s Paris of American expatriates, to the glittery setting of the first wave of the lost generation. Choosing this a backdrop, Baldwin sets the scene for a highly controversial narrative of death, love, and the complexity of choice. Engulfed in the violence and liaisons of an expatriate society, a young man, David, finds himself, “caught between desire and conventional morality.” Playing upon David’s existential crisis, Baldwin’s Giovanni's Room discovers how heavy the responsibility of acting for one's own freedom truly is.

As defined by Merriam Webster Dictionary (1828), existentialism is, “a chiefly 20th century philosophical movement embracing diverse doctrines but centering on analysis of individual existence in an unfathomable universe and the plight of the individual who must assume ultimate responsibility for acts of free will without any certain knowledge of what is right or wrong or good or bad.” To understand how Baldwin captured the existential gravity of freedom, we first have to unpack how existentialists believe freedom operates. In the philosophical theory freedom lies in the ability to choose our own values, because our values are isolated from the determination of any outer forces including divinity. Weighing what we value is how we make decisions. Therefore it is key in existentialism to note, it is a personal responsibility to recognize one’s values, and that our decisions are made with autonomy. Decisions are then followed by our actions and further reactions. Therefore we are responsible for our actions, and must learn to see how our actions caused further reactions. This is where as referenced earlier, “the plight of the individual who must assume ultimate responsibility for acts of free will,” lies. In the following paragraphs, using this structure of freedom as a guide, how Baldwin uses David’s complex situation to highlight “the plight” will become clear.

At the core of Existentialism is that freedom lies in the power to decide what has value. This is why the 1950s Paris expatriate society serves as a genius backdrop for Giovanni's Room, keeping in mind that “many existentialists identified the 19th and 20th centuries as experiencing a crisis of values.” (Internet Encyclopedia of Philosophy. N.p., n.d. Web. 09 May 2017) We can see that the 20th century was a society undergoing traumatizing changing through, “increasingly secular society, or the rise of scientific or philosophical movements that questioned traditional accounts of value (for example Marxism or Darwinism), or the shattering experience of two world wars and the phenomenon of mass genocide.” (Internet Encyclopedia of Philosophy. N.p., n.d. Web. 09 May 2017) These changes forced humans kind to question the value of everything, from life to tradition. The ingenious factor in terms of Baldwin choosing this time period is that it is defined by a literal existential crisis. He is able to highlight the struggle of value and freedom, that we face on a daily basis, by using a topic as common and relatable as love. David’s story of sexual freedom as a young man whose wealth and power is linked to societal expectations, who is resisting ownership of his sexuality as a gay man by engaging with Hella and Giovanni, and who is living in the midst of 1950 Paris post World War II as an American expatriate, makes the complexity and confusion of love jump off the pages of Baldwin’s book. This exaggerated scenario of liberation drives home the theme of existentialism in relation to freedom not existing without responsibility. In order to understand how Baldwin craftily built up of David’s “plight”, we have to return the previously referenced structure of freedom as found in the Existential Movement.

Now that we understand that freedom lies in our ability to measure value, we can determine that decisions are made by weighing the value of one option and outcome to another. So as previously outlined, “freedom is in part defined by the isolation of my decisions from any determination by a deity, or by previously existent values or knowledge.” (Internet Encyclopedia of Philosophy. N.p., n.d. Web. 09 May 2017) In Giovanni’s Room these external forces are identified as God , and American society. Throughout the novel David almost never uses religious language for guidance. At the end of Part One When asked by his older Italian housekeeper if he prays David stammers, “No, no. Not often.” (pg 69). And when she asked if he’s a believer he manages an odd smiles to which she replies with, “You must pray,” and an entire spiel about how getting married to a good woman and making babies, will make him happy. Not up until the very end of the book does David use religious language to describe himself and Giovanni. He envisions Giovanni kissing the cross in his last moments only for a priest to lift the cross away from him. David then speaks of his own nakedness in the mirror, “under sentence of death,” and hurrying, “toward revelation.” He closes by thinking, “That the heavy grace of God, which has brought me to this place, is all that can carry me out of it.” (Pg 169) The choice for Baldwin to end both sections of the book, with mentionings and reflections of God shows us as readers that although David may not appear devout, he allows his actions to still be lead by the amount of value elders, others, and tradition puts in faith. The second external force David allows to direct his life, is American society. For David he is constantly battling between the white picket fence, a wife and children, or living openly with Giovanni.

David is reminded of what American society expects of him through letters from his Father, asking that he come home, and Hella saying she’ll marry him. He is also affected by strong beliefs of Homophobia, since being opening gay is far from accepted, and is definitely not the expectation for a young man of his social and economic status. The effects that David allows these expectations to have on his life, are clearly seen in his relationship with Giovanni in which he unsatisfied, hostile, and distant. The truth of his actions, is best seen in Giovanni reaction during their largest fight in which Giovanni accused David of wanting him to be, “a little girl,” in reference to the perfect heterosexual American life David just wouldn’t let go of. In these cases David did not use his freedom to decide the value God and societal expectations in his life, but instead he carelessly and out fear tried to adopt the values other put on these external forces, bringing pain and suffering into his life and the lives of others. Baldwin uses this character flaw as a perfect way to show that we make our decisions independent of determination from a higher power, because it is our personal responsibility to measure value for ourselves. The next part of the structure of freedom in Existential Philosophy, is taking responsibility for our actions directed by our decisions, and accepting that our actions will result in further reactions. Baldwin outlines this struggle perfectly using David as focus point. Under existentialism human existence is not, “to be to be understood as arbitrarily changing moment to moment, this freedom and responsibility must stretch across time,” meaning that , “ freedom, rather than being randomness or arbitrariness, consists in the binding of oneself to a law, but a law that is given by the self in recognition of its responsibilities.” (Internet Encyclopedia of Philosophy. N.p., n.d. Web. 09 May 2017) This is where again David falls short in exercising his freedom purposefully. Throughout the novel he lives and makes decisions carelessly, with no concern for past lessons, or future consequences.

For David, making decisions is all about how he feels in the here and now. For example, after his first sexual experience with Joey, David explains, “I had decided to allow no room in the universe for something which shames and frightened me. I succeeded very well - by not looking at the universe, by not looking at myself, by remaining, in effect in constant motion.” (Pg 20) In constant motion David never took the time to look at himself and create a personal code of values in which to make a decisions with. Instead he tried to contain the unrespectable gay side of himself, never taking ownership for many drunken nights with other men. On the balcony in reflection of all that had happened, of how close he allowed Giovanni and Hella to get to him, of the tragic ending of Giovanni, David grapples with his guilt, and starts to understand how his sporadic and disorderly use of freedom resulted in his loneliness. It reads, “Now, from this night, this coming morning, no matter how many beds I find myself in between now and my final bed, I shall never be able to have any more of those boyish, zestful affairs - which are, really, when one thinks of it, a kind of higher, or anyway, more pretentions masturbation. People are too various to be treated so lightly, I am too various to be trusted. If this were not so I would not be alone in this house tonight. Hella would not be on the high seas. And Giovanni would not be about to perish, sometimes between this night and this morning, on the guillotine.” (Pg 5) This shows that in reflection of his actions David understood that the result of his love life was not the fault of external forces or anyone but himself. In addition he admits to the idea of having the intention of finding his true self in France by saying, “But again, I think, at the very bottom of my heart, I knew exactly what I was doing when I took the boat for France.” (Pg21). Based on David’s outlook we can tell he will carry the weight of his loneliness and Giovanni’s death for the remainder of his life.

Existentialists believe that, “Freedom can usefully be linked to the concept of anguish.”(Internet Encyclopedia of Philosophy. N.p., n.d. Web. 09 May 2017) Baldwin’s Giovanni’s Room perfectly captures David’s anguish as he makes the seemingly impossible choice between a falsehood of the American dream, and a great love that may never be recognized with legitimacy. Baldwin makes use of the dramatically changing 20th century in order to evoke the complexities of freedom of choice that we as humans face in situations of love, lust, or expectation: “freedom entails something like responsibility, for myself and for my actions. Given that my situation is one of being on its own – recognised in anxiety – then both my freedom and my responsibility are absolute...there is nothing else that acts through me, or that shoulders my responsibility.”

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(Internet Encyclopedia of Philosophy. N.p., n.d. Web. 09 May 2017) After examining this structure of freedom in Giovanni's Room, we can see how the book is easily used as a talking point for Existentialism today.


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Though brief and comedic, Jean-Paul Sartre’s play “No Exit” offers great i ...

Though brief and comedic, Jean-Paul Sartre’s play “No Exit” offers great insight into the basic ideas of his existentialist philosophy. The commonplace setting of the work and the diversity of the basic character types allude to the applicability of the themes to reality. The main principles behind Sartre’s philosophy are detailed through the three main characters and the transitions that they undergo as the play progresses.

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The setting seems purposely ambiguous in the exposition of the play, allowing Sartre to establish an atmosphere and relate to his audience before delving into his main ideas. The entire play takes place in a single room, which is initially described as “a drawing-room in Second Empire style,” with “a massive bronze ornament stand[ing] on the mantelpiece” (3). In the opening, the main character, Garcin, walks in “accompanied by the room-valet,” and begins to make casual small talk with him about the style of the furniture and where his “toothbrush” might be (3-4). If it were not for Garcin’s abrupt inquiry about the location of “the racks and red-hot pincers and all the other paraphernalia,” the audience would assume that the setting is merely a drawing room in a normal upper- or middle-class household (4). The audience is eventually informed that the room is a representation of hell, with the Valet presumably exemplifying the devil. However, exposing the audience to the ordinary room before revealing its significance allows Sartre to create a relatable, earthly, and casual atmosphere, suggesting that “hell” can be present in real life. His setting also directs attention to the exchanges between the characters because the room is so normal, further implying that “hell” can be found within the minds and relationships of human beings. Garcin’s statement at the end of play that “hell is – other people” is in line with this view (61). The atmosphere is maintained throughout the rest of the play, with references to common items like the “sofa” and “the fireplace” (18, 60). In addition, the main characters – a frank older man, a middle-aged, ostentatious woman, and a lower-class lesbian – are diverse in many of their outward character traits, possibly implying that the situation portrayed could just as easily happen to any of the audience members.

According to existentialist philosophy, for human beings “existence precedes essence.” Certain objects (like inanimate objects) are defined simply because they exist as a particular item; for instance, a table is defined as a table. Sartre called an object defined in this way as a “being in itself.” On the other hand, human beings must be defined in two ways – first, as an object that simply exists (a human being), and then as the essence that they decide upon. Sartre called an object defined in this way as a “being for itself.” This idea is the central concept behind Sartre’s play. As this second category of beings, the characters in the play are initially defined as existing simply because they are objects that are present on the stage. It is the formation of each character’s essence that establishes the conflict in the work. Left in a simple drawing room, without the presence of continuous action and cultural expectations, the characters must find a way to define their essences to one another and to themselves.

Garcin, a pacifist who is in hell for having run from military duty, has trouble defining his essence because he has not assumed the responsibility for doing so. Instead, he lets others define his essence through their subjective characterizations of him. For Sartre, this is an example of “bad faith” – self-deception and lack of personal responsibility for one’s essence. Garcin’s reliance upon others is foreshadowed in the very beginning of the play. When the valet states that he is leaving the room, stage directions say that “Garcin makes a gesture to detain him” (9). When the valet actually does leave, Garcin instantly becomes frantic, pressing the call button for the valet and even “beat[ing] the door with his fists” (9). After the second character, Inez, arrives, Garcin looks around the room and proclaims: “How beastly of them! They’ve removed everything in the least resembling a glass” (11). Thus, it is apparent that Garcin is lost without a third-person view with which to define himself, either in the form of another person or a mirror. The lack of mirrors in the room reinforces the idea that the characters will only have each other and their own consciousnesses to define their essences.

Though Garcin sometimes makes statements suggesting that he desires more personal responsibility for his persona, he is never able to act upon it. He at first tries to ignore the women in the room, saying that they all will “work out [their] salvation” by “looking into [theirselves], never raising [their] heads” (23). However, Garcin is unable to do so, and he instead listens to conversations about him on earth. Garcin later states that by his absence he has “left [his] fate in their hands,” again demonstrating how he lets others define him completely (52). Throughout a large portion of the play, Garcin attempts to convince Estelle (the third main character) and Inez that he is not a coward for having abandoned his civic duty to enlist in the military. He tells Estelle: “If there’s someone, just one person, to say quite positively I did not run away…that I’m brave and decent and the rest of it – well, that one person’s faith would save me” (53). Thus, it is apparent that he is reliant upon the faith of others rather than himself. When he realizes that Estelle does not really understand what he is asking, he turns to the more experienced Inez for confirmation of his character, telling her: “It’s you who matter; you who hate me. If you’ll have faith in me I’m saved” (57). Garcin’s anachronistic references to salvation further suggest that he has not accepted responsibility for his own character and the consequences (like condemnation) that have resulted from it. In addition, like Garcin’s statement that his acquaintances on Earth now have his “fate,” it represents a bit of Sartre’s opinion of determinism – that it is a form of bad faith, because it denies individuals the freedom of taking responsibility for their own actions.

Estelle represents a character that similarly has bad faith and relies upon external things to verify her essence and existence. Like Garcin, she initially lies to both herself and the others about why she is in hell, demonstrating a lack of responsibility for herself and her actions. She is particularly alarmed at the absence of mirrors, saying: “When I can’t see myself I begin to wonder if I really and truly exist” (25). She further states: “When I talked to people I always made sure there was one near by in which I could see myself. I watched myself talking. And somehow it kept me alert, seeing myself as the others saw me” (25). Estelle’s dependence upon a third-person view of herself, like Garcin’s, reveals that she has not learned to define her own essence and is consumed by her reliance upon others; she has “bad faith.” Inez capitalizes on Estelle’s need for a mirror, offering her eyes as Estelle’s mirror. Estelle looks into Inez’s eyes and exclaims: “Oh, I’m there! But so tiny I can’t see myself properly,” to which Inez replies: “But I can. Every inch of you” (26). The references to views of Estelle’s physical appearance symbolize the responsibility for her consciousness: Estelle is unable to define herself and instead lets others – in this case Inez – define her.

On the other hand, Inez represents a character that depends upon her own judgment for the formation of her essence. While the others lie about why they are in hell, Inez is honest and bluntly states: “What’s the point in play-acting, trying to throw dust in each other’s eyes? We’re all tarred with the same brush” (21). Thus, it is hinted at early in the play that Inez sees through the self-deception and favors honesty and responsibility for one’s past. When Estelle wonders about her existence in the absence of a mirror, Inez replies: “I’m always conscious of myself – in my mind. Painfully conscious” (25). Inez’s essence therefore does not come from outside of her own consciousness. When Garcin attempts to sit quietly and ignore the others, Inez exclaims: “To forget about the others? How utterly absurd! I feel you there, in every pore…you can’t prevent your being there” (29). Angry about Garcin’s ignorance of her and Estelle’s attention to Garcin rather than to herself, Inez continues: “I prefer to choose my hell; I prefer to look you in the eyes and fight it out face to face” (30). A statement made by Inez later helps tie these exclamations to Inez’s internal struggle. She tells the others: “I can’t get on without making people suffer. Like a live coal. A live coal in others’ hearts. When I’m alone I flicker out” (34). Garcin and Estelle’s weaknesses lie in their subjectivity to the judgment of others, whereas Inez is the one who must judge and affect other people. When the others ignore her, Inez becomes just as frantic as when Garcin was left by himself. In the same way that Estelle feels she doesn’t exist without a mirror, Inez feels she doesn’t exist when she can’t control and prey upon other people. Inez has taken responsibility for her actions and the formation of her essence. Unfortunately, Sartre seems to be warning his audience that assuming responsibility for one’s essence may lead to realizations about oneself that cause suffering, such as Inez’s frustration with her own reliance upon torturing other people.

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“No Exit” is ultimately a play about the struggles that individuals face with regards to assuming responsibility for their own essence. As a “being for itself,” human beings have the freedom to choose their own personality traits. This requires dependence upon one’s own judgment rather than that of third parties. However, it may also lead to realizations about one’s weaknesses that cause suffering.

Works Cited

  1. Sartre, J.-P. (1989). No Exit and Three Other Plays. Vintage.
  2. Aronson, R. (2012). Jean-Paul Sartre: Philosophy in the World. Bloomsbury Publishing.
  3. Flynn, T. R. (2005). Sartre, Foucault, and Historical Reason, Volume Two: A Poststructuralist Mapping of History. University of Chicago Press.
  4. Gordon, L. R. (2008). Existentialism and Excess: The Life and Times of Jean-Paul Sartre. Grove Press.
  5. Webber, J. (2013). Sartre's Theatre: Acts for Life. Palgrave Macmillan.
  6. Catalano, J. S. (1999). A Commentary on Jean-Paul Sartre's Being and Nothingness. University of Chicago Press.
  7. Schmaus, W. (2014). An Introduction to the Philosophy of Jean-Paul Sartre. Northwestern University Press.
  8. Warnock, M. (2005). Existentialism. Oxford University Press.
  9. Bree, G. (2007). Camus: A Critical Examination. University of Georgia Press.
  10. Cox, G. (2013). Sartre and Fiction. Continuum.

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