Visual space in street art and graffiti Essay Example | Topics and Well Written Essays - 1000 words

Visual space in street art and graffiti - Essay Example According to Dickenson, New York city was one of the cities where graffiti art first emerged. These visual artworks were made in as a representation of the â€Å"race, class, gender, ethnicity, nationality, religion etc.† of the artist or group of artists. During this time, the public visual space used for the graffiti in New York was considered as nuances to business establishments. Nonetheless, by the time that New York experienced financial crisis, the poor became poorer. To voice out their sentiments about the social gap, artists went beyond using public walls and utilized the spaces in public transits or subways. In this way, graffiti became â€Å"message-oriented† as it was able to reach a wider audience and allowed others to join in sending a message. More importantly, it became a collective process that encourages creativity wherein artists, or anyone can add, alter, or reestablish the message of the art they see on the streets and the different mobile media. As ide from this, considering that art is a revolutionary process that does not keep still and idle, art medium also evolved with it. In particular, in Brazil, portable forms of graffiti were made, which is known as the lambe-lambes. The most common themes of theses mobile medium and artworks are anchored on the drawings made by children or with â€Å"pop culture icons merged with religious ones†. Another public space used for graffiti in Brazil was the billboards and signage for advertisements and real-estate. These public spaces became visual spaces.

Buyer behaviour Essay Example | Topics and Well Written Essays - 2500 words

Buyer behaviour - Essay Example One of the main reasons of this report is to study how this advertisement campaign slogan has helped in boosting the organization’s sales and whether it has been effective (John, March 21, 2002). To do this one will have to identify who the slogan is aimed at, what products are offered by the organization, when the product is in use, the positioning of the advert and lastly why the slogan is so effective. In order to know who the product is aimed at, one has to consider the product itself. Nike organisation has a wide range of products, ranging from sport shoes, clothes and drinking bottles. One of the most common things about these products is that, they are mainly used when people are performing sport related activities such as running, jumping or climbing. The advertisement campaign â€Å"Just Do It† targets both the young and the old who fills they have the strength to go an extra mile. The campaign slogan invokes the spirit to go an extra mile. According to analyst s, the advertisement campaign was mostly successful in targeting sport lovers because it gave them the motivation to do something, when they thought their strength was depleted (John, March 21,2002). This means that the advertisement campaign gave them an extra motivation to just go ahead and do whatever it is they thought was impossible. Most customers are willing to pay more money for the brand because they judge it as beige more dominant than any other brand in its field. The brand has also been associated with leading organisations in their particular fields such as Coco-cola Gillette and other leading organisations. This has helped in expanding its customer out reach. According to executives of the company, this has been made possible due to the use of the slogan â€Å"Just Do It† in their advertisement campaign. In addition, according to research most customers have associated the brand with style and reliability. This has also played a crucial part in expanding the org anisation’s consumer outlook. In conclusion, one can state that the advertisement campaign slogan targets sportsman and women, age not being a hindrance and people who are willing to go an extra mile to achieve total satisfaction. Nike organisation offers a range of products such as sport shoes, sport clothes, drinking bottles and many other products related to sports. However, the organisation’s best seller to date, due to the slogan used as its main advertisement campaign, is shoes. This product has helped the company in expanding its market shear in an extremely congested industry. Because of the success of the slogan, the organisation has been able to command more sales, irrespective to its highly priced products. This has helped in generating more revenue than any of its competitor. After the organisation implemented its ‘Just Do It’ slogan in its campaign, the organisation saw its market shear rise, due to influence it had on the consumers. Its sport shoe business rose from eighteen percent to a whooping forty-three percent, in less ten years of the advertisement campaign implementation. This means that, the slogan influenced the consumers behaviour, which led to success the company has today. The organisation brand is immensely influential in the market. Its products are well identified with its branding of a tick like figure, which also goes with the slogan that the company uses as its main slogan in advertisements campaigns

Mesopotamian and Egyptian Civilizations Essay Example for Free

Mesopotamian and Egyptian Civilizations Essay The ancient Near East captured much of the region between modern day England and Western Asia, including much of Northern Africa and Mesopotamia. From this domain, arose early civilizations that made significant contributions that paved the way to how we live our lives today. Two very distinct civilizations arose from the Neo-lithic period that initiated the basis for a great many people’s political structure, religion, society, and culture. Mesopotamian civilization occupied the land between the Tigris and Euphrates Rivers, while the Egyptian civilization formed a prosperous society along the Nile River. The Mesopotamians and Egyptians, unique in their own right, laid the foundations of a flourishing civilization in the region. Mesopotamians, particularly the Sumerians, helped lead the transition from nomadic living to urban folk after the Neolithic Period. As more people began living a settled life, numerous towns sprang up, ushering a new way of life and the earliest forms of government. The towns, diverse and populous, developed a central authority governed by laws that brought about order and peace. In addition to forming one of the earliest forms of government, Mesopotamian’s invented writing that helped unify their society and the spread of their culture and ideas to a broader world by making communications easier. New advances in mathematics helped bring about the building of cities, palaces, temples, and canals. Even before Christianity, the Mesopotamians had originated religious beliefs, believing that many gods brought order to the world and life itself. They acknowledge that though there were many deities, each had a specific task, such as overlooking music, victory, law, and sex. They, however, found that gods themselves were not equal to one another and offered sacrifices to the more powerful deities, often building their cities around shrines, which made it easier for them to worship the gods. Similar to many religious beliefs of a world built by a higher entity, the Sumerians believed that the Heaven and earth were united and gave birth to Enlil, their foremost god who powered over the entire cosmos. This myth by the Mesopotamians became one of the earliest attempts to account for the creation of the universe. In addition to creating an early form of government and religious ideas, the ancient Mesopotamians also established the basic social patterns of their ancient world. Their society consisted of nobles, clients, commoners, and slaves. Elected into power by the citizens, the king and his family was the head of the noble class. Clients were free individuals who received portions of land in the kingdom from the noble class in return for labor. Commoners were citizens who had a voice in political affairs and could own land in their own right, unlike the slaves who were often prisoners of war, forced into labor by their owners but possessed the opportunity to purchase their freedom. Much like the Mesopotamians, the Egyptian civilization was able to develop a political structure, worshipped gods, established social classes, and possessed a unique culture. Often referred to as the â€Å"gift of the Nile†, ancient Egyptians looked to the Nile as the lifeblood of their civilization, not only shaping their everyday lives, but their society and history as well. The Nile provided the people raw materials for pottery, jewelry, ornaments, architectures, sculptures, and many other applications. Because of the fertile Nile, Egyptians didn’t have much reason to look to the outside world and rather flourished within their region. The period known as the Old Kingdom ( 2660-2180 b.c.e.), gave birth to new innovations and ideas, particularly religious ideas. Similar to the Mesopotamian civilization, the Egyptians believed in many gods and often developed contradictory ideas of their gods. They also believes some gods to be mightier than others, with the most powerful gods being Amon and Ra, the sky and sun god respectively. Like Enlil, Amon reigned over the cosmos. Ra also played a significant role in that he was considered the creator of life and associated with the falcon-god Horus. Similarities in their roles eventually led to Egyptians worshiping both gods as the single deity, Amon-Ra. Other deities such as Osiris, the fertility god, Anubis, the jackal-headed god, and Isis, Osiris’s wife, were also worshipped by the people and were key figures to their belief of an afterlife. Much of Egypt’s political and social structure revolved around the pharaoh. This king, was believed by the people to be the Human form of Horus, and would be the only to integrate the people with their gods. The pharaoh controlled everything from wealth to the people themselves and of course, stood alone at the top of the political, social, and economic scale. Slaves and peasants occupied the bottom of the social class, above them the serfs, then ordinary folks, and officials. Peasants and slaves were forced to labor and were forced to work on pyramids. Able-bodied young men served the pharaoh either in his army or labor force, sometimes both. Farmers tended the land, and in some cases, faced brutal tax collection. In conclusion, the Mesopotamian and Egyptian civilizations possessed qualities that distinguished themselves from one another but also bore similarities between the two. Both civilizations were polytheistic, established social and political structures, and brought about ground breaking new innovations and ideas. The Mesopotamian’s gave us writing, the wheel, and the foundations for settled life, while the Egyptians gave us the great pyramids, still mysterious and marvelous to this day. Reference McKay, John P., et al. A History of World Societies. 8th ed. Vol. I: To 1715. New York: Bedford/St. Martin’s, 2009.

Slavery: Affecting Every Party Involved Essay example -- Literary Anal

Slavery was the greatest atrocity committed to a human being in America. â€Å"The Fires of Jubilee† a book written by Stephen B. Oates, helps further this argument with gruesome details of the atrocious and brutal practice of slavery. It describes the long working hours, the lost of dignity and destruction of the opportunity to self improve. Slaves were forced to toil the scorching fields for countless of hours in their lives without a chance of improving their occupation, social status or how they lived their lives. The brutalization that slaves had to endure is more apparent than brutalization suffered by the slave-owners. Fredrick Douglas stated â€Å"At this moment, I saw more clearly than ever the brutalizing effect of slavery upon both the slave and the slave owner.† It seems that slavery was advantageous to slave owner. This is far from the truth. Slavery caused slave owners to degrade into brutes after being brutalized by the evil of slavery. The validity of Fr edrick Douglas’s statement is unquestionably accurate. The most evident type of suffering slaves had to go through was the brutal physical burden placed on the shoulders of slaves. The great amount of intense and exhausting work led to many slaves â€Å"in consequence of being over-worked, and I was sick a long time.† (Bailey 356). Many slaves were force to work so much that their bodies could not take the physical toll anymore. While they were sick, they were finally allowed much needed rest, but immediately after they got better they would be put to work once again. One of the main tasks slaves were forced to do was picking cotton. â€Å"They picked until their shoulders and fingers ached to the bone† (Oates 22). Slaves also had to endure brutal and typically unwarranted physical a... ...h pens and ledger books moved down the line, examining slave and animal alike and assigning each a value† (Oates 30). Even though tremendously rare, there was also brutal violence committed by the slaves against their slave owners. Filled with rage and longing for revenge some, though very few, slaves poisoned their slave holder’s food, killing them. Secondly there was at least one slave insurgence. The most brutal and ghastly one was Nat Turner’s rebellion. During Nat Turner’s rebellion many atrocities occurred against white slave owners. One of these killings included slaves hacking â€Å"Joseph and sally both to pieces, bringing his ax down again and again† (Oates 70). The brutal effects slavery had on African American slaves were wretched. Slaves were born human beings, but deprived of their supposedly unalienable right and treated as though they were brutes.

The History Of Computers :: essays research papers

The History of Computers A computer is a machine built to do routine calculations with speed, reliability, and ease, greatly simplifying processes that without them would be a much longer, more drawn out process. Since their introduction in the 1940's. Computers have become an important part of the world. Besides the systems found in offices, and homes, microcomputers are now used in everyday locations such as automobiles, aircrafts, telephones, and kitchen appliances. Computers are used for education as well, as stated by Rourke Guides in his book, Computers: Computers are used in schools for scoring examination papers, and grades are sometimes recorded and kept on computers (Guides 7). "The original idea of a computer came from Blaise Pascal, who invented the first digital calculating machine in 1642. It performed only additions of numbers entered by dials and was intended to help Pascal's father, who was a tax collector" (Buchsbaum 13). However, in 1671, Gottfried Wilhelm von Leibniz invented a computer that could not only add but, multiply. Multiplication was quite a step to be taken by a computer because until then, the only thing a computer could do was add. The computer multiplied by successive adding and shifting (Guides 45). Perhaps the first actual computer was made by Charles Babbage. He explains himself rather well with the following quote: "One evening I was sitting in the rooms of the Analytical Society at Cambridge with a table full of logarithms lying open before me. Another member coming into the room, and seeing me half asleep called out, ‘Well Babbage, what are you dreaming about?', to which I replied, ‘I am thinking that all these tables might be calculated by machinery'"(Evans 41). "The first general purpose computer was invented in 1871 by Charles Babbage, just before he died"(Evans 41). It was still a prototype of course, but it was a beginning. Around this time, there was little or no interest in the development of computers. People feared, due to the lack of their knowledge, that computers would take over everything and run their lives (Buchsbaum 9). If only these 18th century Americans, who were ignorant to the necessity of computers, would have known the many benefits they were missing out on, they would have more readily funded individuals such as Charles Babbage. As Glossbrenner states in The Complete Handbook of Personal Computers,

Chinua Achebe vs. Margret Atwood Essay

Compare the ways that vultures are portrayed and used in the poems by Margaret Atwood and Chinua Achebe. By Jessica Tilbrook. Chinua Achebe and Margret Atwood grew up in two very different environments. They were born almost a decade apart, yet they both managed to construct two very meaningful poems about vultures. Achebe was born in Nigeria in 1930. In 1967 the region of Biafra broke away from Nigeria. Achebe became a devoted supporter of Biafra independence and served as ambassador for the people of the nation. But to get this point there was a 3 year war of independence ravage. Chinua Achebe witnesses some horrific scenes. He saw babies, children and adults starving to there death. He saw his own people from Biafra killing others from Nigeria. He saw how loving people have the capacity to be evil and vice versa according to Achebe’s version on the poem ‘vultures’. Chinua Achebe believed that any good work of art should have a purpose. Achebe’s vultures defiantly had a purpose, as it shows how even evil, vile creatures like vultures have the capacity to love. Throughout Achebe’s poem there is a negative feel. From the very start of the poem it is unpleasant and quite graphic in the description of the vultures. In the poem it occasionally refers to ‘love’ as one of the vultures ‘inclines affectionately. ‘ This suggests that even vile creatures can have the capacity to love. Chinua Achebe uses many techniques throughout his poem vultures. The structure of the poem has no rhyming scheme or lines of the same lengths. The lines are written short, probably on purpose as you can then appreciate the horror, by reading it slower, creating tension. Achebe’s poem isn’t really in Stanza’s it is more split into four sections; this is probably done to keep the flow of evil and ideas running through the poem. There is also a lack of punctuation throughout the poem, this could have been done on purpose to keep the poem flowing, like the sections. Chinua Achebe choose to right in past tense for the description of the vultures, as it’s easier to understand what vultures are like whereas the Belsen Commandant is described in the present tense. This might of been done to remind us that evil is all around us now, and everyone has the capacity to be evil. The word strange on its own, at the beginning of the second section makes us pause, and think about what’s actually going to be strange, which makes you think about the whole section. Throughout Achebe’s poem there is a lot of imagery a good example of this is ‘Belsen Commandant’ – a mass murderer and his children calling him Daddy, not father. This is probably done so you can visualise how the children have no idea of what there father has actually done, and they are treating him like normal. This is quite emotional to read, as you can imagine this really happening. Another example of Achebe’s imagery is the metaphors he uses to describe death and horror. In the first section it says ‘vulture perching high on broken bones of a dead tree’. This makes the atmosphere more intense, and builds up the tension from the very beginning. There is some alliteration in the poem, but there are not many references to sound. I think Achebe wants to concentrate on more visual images rather than sound effects to suggest his ideas. I liked Achebe’s version of the poem vultures. It had a very meaningful purpose, which is what Achebe wanted to achieve. He wanted to use vultures as a ‘vehicle’ to get people to understand that even the most loving of people have the capacity to be evil. I think he used vultures as a very successful vehicle at getting his point across. I also think that this poem is ambiguous on one hand, you could say that even the cruellest of creatures show even the tiniest amount of love, but on the other hand, that even the most loving creatures have potential to be even the slightest bit evil. The second poem called vultures was written my Margret Atwood. She was born in Ottawa, Ontario in 1939. She was a daughter of a forest entomologist, and spent part of her early years in the bush of North Quebec. Atwood is the joint honorary president of the rare bird club of birdlife international. The main message of this poem is how life comes of death. So basically the cycle of life, and even from the most horrific things in life, can bring something extraordinary out of it. Throughout Atwood’s poems there are references to death, such as ‘hung’ and ‘bones’. This does not give a good vibe to the poem. Atwood uses several metaphors throughout. ‘Then they’re hyenas, raucous around the kill, flapping their black umbrellas. ‘ This is two metaphors in one sentence. She describes the vultures as hyenas which is not only a good comparison but good use of imagery. Also Atwood says the vultures were flapping their black umbrellas this makes them out to seem huge evil animals. The structure of Atwood’s poem is done very well, as she occasionally puts odd words on a separate line to make you think about the poem in more depth. The poem is sort of in stanza’s but there isn’t maybe, which helps the poem keep flowing. All of the lines in the poem are roughly the same length, apart from the occasional odd word. I think it makes the poem easier to read, and get the rhyme flowing at the right pace. Margret Atwood uses a variety of meaningful and powerful words. For example ‘carnage’ ‘violate’ ‘gluttonous’ all these words have a negative impact on vultures. As they are explaining why and how they are vile creates. But some people might say that the way vultures act is completely natural. This is because it is natural for them to eat, which means killing other animals, to feed themselves and there family. Which shows this poem is also quite ambiguous. There aren’t many references to sound throughout Atwood’s version of Vultures. But she does say vultures snigger at funerals. And sniggering refers to sound. This also implies vultures are vile creature, as it is inappropriate to horribly giggle at a funeral. I think that Margret Atwood successfully used vultures as a good vehicle to show how life comes out of death, even in the most horrible circumstances. I thought both Chinua Achebe and Margret Atwood’s poems both had very different meanings, but both shows contrasts between humans and vultures. In my opinion Chinua Achebe’s version of vultures was the best used vehicle to get his point across. As he point his point across very well, and he achieved his purpose ‘that any good work of art should have a purpose. ‘ So I think Chinua Achebe’s poem just slightly had an edge over Margret Atwood’s because of Achebe’s aims for his poem.

A Taste of Honey Play Analysis Essay

A Taste of Honey is a play written by Shelagh Delaney. Shelagh Delaney was born on the 5th of November, 1939 in Salford, Lancashire. At eleven years old she failed to pass the examination that would allow her to enter a grammar school, and she went to a secondary school named Broughton. She was accepted into the grammar school at a later stage as she has proved herself to be intelligent. She was seen to be a ‘late developer but by this time she had lost interest in her academic progress and so therefore did not continue on to higher education. Her first play was A Taste of Honey, which she wrote when she was 18, was accepted by a Joan Littlewood for production by Theatre Workshop Company. The first opening of the play was on the 27th of May at the Theatre Royal in East London. A Taste of Honey was transferred to West London on the 10the of February. For this play she received the Foyle’s New Play Award and an Arts Council Bursary. In the 1950’s England was felling the effects of World War II, so when Shelagh Delaney wrote the play she had experienced World War II. Also because of the World War only lower/ middle class groups would watch the play. Another factor that has caused the play, A Taste of Honey, to be a great success is that it contained issues that were never openly discussed and were consider to be illegal. For example: homosexuality- this was never discussed openly and was considered very bad, racism- Black people or people that were coloured were also considered lower class. The mood, tension and suspense had been built up during the play. In Act 1 Scene 2 Jo meets with her boyfriend and during a conversation he asks her to marry him and she accepts his proposal even though he will be away on his ship for six months and so she will have to wait before he can marry him. She is given a ring by her fiancà ¯Ã‚ ¿Ã‚ ½e which she wears around her neck instead of on her finger. This is because she doesn’t want her mother to see the ring. Back in the apartment Helen tells Jo that she is going to marry Peter. Peter enters and Jo starts to shout at both Helen and Peter, while Helen is defending and attacking both Peter and Jo. Peter, however, is ignoring or criticising Jo and flattering Helen. Helen and Peter leave and Jo’s boyfriend arrives and keeps her company. On Helen’s wedding day Jo is feeling sick and cannot attend her mothers wedding. Helen then see’s the ring around Jo’s neck and starts scolding Jo violently for think of marrying this young. Jo then asks about her father and Helen explains, and then runs off to her wedding. There is a lot that happens in this scene both Helen and Jo plan on getting married. And this has built up a lot of tension. But there moods with each other getting married are not positive. Helen is not happy with Jo considering marriage at such a young age. Jo is also not happy that Helen is marrying Peter but is unable to do anything about it. The timing of this happening is also coincidental as Helen and Jo both were planning to marry at the same time this cause the audience to build up suspense. The scene is ended with Helen leaving Jo behind this will leave the audience thinking of what is going to happen. The scene is ended with suspense so that the audience is egger for the next scene. Act 2 scene 1 begins and Jo’s pregnancy is quite obvious and her boyfriend has not returned. Jo and Geof, a boy she met in a fairground, return to Jo’s apartment. The scene beginning with Jo being obviously pregnant cause’s drama for the audience also Jo’s black boyfriend has not returned from his sale this make the audience think that the boyfriend will never return. Jo is currently living alone and is working in a shoe shop in the day and working at a bar in the evenings to pay the rent. This has set the mood of Jo’s environment to be busy and Jo seems to be very tired. As when she returns from the fair she falls onto her sofa as she is tired, she as says that she has to be up before half past seven. This makes us think that going to work is very necessary for her and she is finding it difficult. Geof, an art student, who had been thrown out of his lodgings, says that the reason he was thrown out was because he was behind on the rent. Jo challenges him and keeps on persisting that he is lying as she knows he is homosexual. She even states that ‘I always wanted to know about people like you’ she offends Geof with her insensitive mocking and curiosity. She finally says that Geof should tell her why he was thrown out (even though she knows why she wants to hear it from Geof) or get out Geof heads for the door to leave and is stopped by Jo begging for him to stay, ‘Geof Don’t go. Don’t go. Geof! I’m sorry. Please stay.’ I think that this shows that Jo wants some company as she is alone and finding it difficult to pay for the apartment. Jo is not threatened by Geof staying in her apartment as he is homosexual and is therefore not physically attracted to her she also says, ‘That’s why I’m letting you stay here. You won’t start anything.’ When Geof is with Jo the mood is peaceful and is not chaotic. Also, Jo’s character is different she is not as aggressive as before. The audience are interested in Geof as they want to know facts about him because of his homosexual personality. It might be that Geof was thrown out because he was homosexual and he doesn’t want to admit that he is gay, also in that period of time homosexuality was wrong. After Jo apologises they start talking and tell each other that they like each other and they are becoming closer and their relationship develops. There mood has changed and they are now talking about each other and asking questions about there past. Geof brings up the subject of the baby and Jo’s mother, he thinks that Jo should tell her mother about her pregnancy. Jo replied ‘Why?’ this shows that she still doesn’t think that her mother should have nothing to do with Jo’s baby. Geof then goes on to ask what kind of woman is she and Jo replies by saying ‘†¦she’s rich†¦Ã¢â‚¬â„¢ Geof says that she should be interested in her mother’s money as she will be needing it later for the baby, as the baby will be costing Jo more money then she can afford. When Geof says that she will need baby clothes a cot and a pram, Jo replies by saying, ‘I’m not planning big plans for this baby or dreaming big dreams.’ This shows that Jo has thought that she will look after the baby with the barest amount of money. Jo’s character is strange in comparison to other mothers. Most mothers will be hoping for the best for their children. Jo, however, is not interested; she has no idea to look after a child as she has never been looked after by her mother very well. I found it strange when Geof says, ‘You’re feeling a bit depressed, Jo.’ He was telling Joe how she felt and this shows that Geof is already having feelings for Jo. When Geof offers Jo a cigarette she declines it, she said she only smoked to annoy her mother. I think that this shows that Jo did things to annoy her mother to get revenge. Jo’s character to towards her mother does not change through out the play. Geof asks Jo about her black boyfriend when Jo answers the questions she is giving false answers. I think that she has forgotten about the boy and has moved on with her life. Geof sings two nursery rhymes; this lightens the mood and shows that Geof is still childish and young in heart. When Geoffrey and Jo go to bed Jo says, ‘You’re just like a big sister to me.’ This shows that Jo has no sexual attractions towards Geof and sees him more like a friendly sister who looks after her. Jo comments on the children’s appearance, ‘†¦look at those filthy children.’ I think this is because as she is pregnant she is thinking about children and looking at other children on the streets. She then says that is there parents fault, but then says, ‘His mother ought not to be allowed.’ Jo is referring to her own mother in a way as Jo was treated badly and sometimes thinks that her mother should not of had her. Geof is homosexual but still tries to kiss Jo and even asks to marry her. Jo declines, is it shown that Jo likes Geoffrey but she is not sexually attracted to him. I think that the reason Geof asked Jo to marry him is because he want to be normal or a least be treated normal. So if he gets married people won’t think that he is homosexual and as Jo has a baby it will save him the trouble. Geof knows that if he stays with Jo his life is heading nowhere, but he wants to stay with Jo, ‘I’d sooner be dead than away from you.’ Geoffrey has grown a strong feeling for Jo and visa-versa, however, Jo likes him as a big sister. Helen enters the room and the mood has changed, that tension between Jo and Helen is now strong. Helen is not surprised that Jo is in bed, she thinks that Jo should still be going to work in her condition. Helen’s character is still expecting much of Jo even when Helen is sick she would ask Jo to do the work. Jo doesn’t even welcome her mother politely, ‘What blew you in?’ Helen assumes that Geoffrey is Jo’s boyfriend. While Helen and Jo argue Geof enters defending Jo but is shut up by both the ladies. Even with Jo in pregnancy Helen is still as violent she is throwing threats at Jo, ‘I’ll give you such a bloody good hiding in a minute†¦Ã¢â‚¬â„¢ Then Helen knows that she was right and told Jo not to get married at such an early age but gets into a mess none the less. Helen then says that she didn’t come to argue but actually came to give money but Jo doesn’t want it even when she needs it not from her mother anyway. Helen does care about her daughter but doesn’t show it although she does show it more then Jo, ‘Look at your arms. They’re like a couple of stalks!’ she doesn’t want her daughter to be unhealthy. When Peter enters, the mood changes everyone is concentrating on him and want him out of the room. It is obvious that Peter is not in love with Helen and it maybe that she is not in love with Peter it might be that she only married him for his money. When Drunken Peter enters he insults the other three, when he sees that Helen is giving his money away he is angry with Helen, ‘Giving my money away again?’ Peter then takes his money back from Helen and therefore contradicting Helens offer of a home to Jo. When Peter leaves he calls Helen to com with her but she says no. Helen is unsure of her choice so asks Jo if she should stay with her and Jo replies no. I can see that Helen was unsure to make her decision and when she ask Jo and she said no she yelled out yes to Peter. When Peter asked Helen if she’s coming she replied no, however, Peter still insists that Helen come with her. I think that even when he has lost interest in Helen he doesn’t want to let her go, this is just like him and his money. Helen’s last act of affection is shown, she tells Geof to make sure that she goes to the clinic regularly. As soon as Helen leaves the mood has changed, it is back to that ‘jokey’ mood with Jo and Geof. This is shown when Geof says that at least Helen left her some money but Jo says that Peter took it back but she has a cigarette for him. Geof replies, ‘Oh, smashing†¦Ã¢â‚¬â„¢ I have noted that their moods change and they are back to their original state. This scene is one of the most relevant scenes in the whole play; it shows the relationship between Jo and Geof from when it first started to when they have a strong bond. It also is the first scene with homosexuality init so this is very appealing to the audience. It also is the scene when Helen finds out that Jo is pregnant and is therefore quite dramatic. This scene is very significant to the play as without this the scene it would not be as effective.