Getting Tough With Terrorism :: Argumentative Persuasive Topics

Getting Tough With Terrorism Which will it be: victim or victory for the United States of America? Our leaders tell us nearly every day that another attack by terrorists -- possibly with nuclear, biological or chemical weapons -- is imminent. The message seems to be: Get your affairs in order, make sure your will is up to date and prepare to meet thy God." Instead of our leaders sending that message to us, how about them sending the message to our enemies in a package more powerful than rhetoric? Whatever happened to the confidence represented by the World War I song, "Over There" ("The Yanks are coming, the Yanks are coming... and we won't come back 'til it's over, over there.")? Who has more to fear, them or us? Do we have more to fear than fear itself? "The Sum of All Fears," now playing in a not so nuclear-free zone theater near you, is a film about neo-Nazis (a politically correct choice of a hate group selected to offend hardly anyone), who blow up Baltimore, of all places. In the film, Americans are again at the mercy of crazed hate-mongers. We are portrayed as powerless to do anything about them. Viagra is often prescribed for physical impotence. What's the cure for political and military impotence? It is victory! In his remarks to graduates of the U.S. Military Academy at West Point, President Bush may have signaled the beginning of the end of this victim attitude. Halfway through his speech, he said that our security will require all Americans to be forward-looking and resolute, to be ready for preemptive action when necessary to defend our liberty and to defend our lives.(President) Preemptive action, not reaction, is what's needed. The president said we must uncover terror cells in 60 or more countries. Let's start with one cell in one country, besides Afghanistan. Villagers in some backward country that harbors terrorists should wake up one morning and notice the terrorists among them are dead or missing. People like Saddam Hussein, not Americans, should start each day looking in the mirror and wondering if today is their last day on Earth. Money should be missing from terrorist bank accounts all over the world as American intelligence confiscates large amounts of cash through electronic transfers. Terrorist cells in this country should be located, their headquarters raided and their members arrested before they know what hit them.

Styles of Learning

Introduction: There are many different styles of learning, but only three of these styles are most commonly used in school settings; auditory, visual, and a combination of the two. Auditory learners are typically good listeners who are able to pick things up when they hear them and benefit from hearing lectures, brainstorming, and participating in discussions. They are great at listening and picking up on the tone/inflection in which things are said, hearing what others simply may not. Many times, these are participants who talk through projects with you and desire verbal input. They think best outloud and can typically follow oral directions. Written information may have little appeal to them, so they may read it outloud to digest it fully (Weichel, 2016). Visual learners have a keen eye and are taking it all in. Observation and note-taking are their strengths; however, those notes may be in pictures, diagrams, or words, depending on their preferences. They may position themselves in the room so they can focus and avoid distractions. They benefit from visualization exercises, watching videos, written instructions, maps, diagrams, silent reading, and flowcharts. Many enjoy reading and are able to process the words and recall what they have seen (Weichel, 2016). Short-term memory is the second stage of the multi-store memory model proposed by the Atkinson-Shiffrin (McLeod, 2009). It acts as a kind of â€Å"scratch-pad† for temporary recall of the information which is being processed at any point in time (Mastin, 2018). Short-term memory has three key-aspects; limited capacity, limited duration, and encoding. For limited capacity, only about seven items can be stored at a time. The magic number seven (plus or minus two) provides evidence for the capacity of short term memory. Most adults can store between 5 and 9 items in their short-term memory. This idea was put forward by Miller (1956) and he called it ‘the magic number seven'. He thought that short term memory could hold seven (plus or minus two) items because it had only a certain number of â€Å"slots† in which those items could be stored. However, Miller didn't specify the amount of information that can be held in each slot. Also, if we can â€Å"chunk† information together we can store a lot more information in our short-term memory (McLeod, 2009). For limited duration, storage is very fragile and information can be lost with distraction or passage of time. It is usually assumed that the short-term memory spontaneously decays over time, typically in the region of ten to fifteen seconds, but items may be retained for up to a minute, depending on the content (Mastin, 2018). Items can be kept in short-term memory by repeating them verbally (acoustic encoding), a process known as rehearsal. Peterson and Peterson (1959) showed that the longer the delay, the less information is recalled. The rapid loss of information from memory when rehearsal is prevented is taken as an indication of short-term memory having a limited duration (McLeod, 2009). When several elements (such as digits, words, or pictures) are held in short-term memory simultaneously, they effectively compete with each other for recall. New content, therefore, gradually pushes out older content (known as displacement), unless the older content is actively protected against interference by rehearsal or by directing attention to it. Any outside interference tends to cause disturbances in short-term memory retention, and for this reason people often feel a distinct desire to complete the tasks held in short-term memory as soon as possible. When something in short-term memory is forgotten, it means that a nerve impulse has merely ceased being transmitted through a particular neural network. In general, unless an impulse is reactivated, it stops flowing through a network after just a few seconds (Mastin, 2018). The type or characteristics of the information also affects the number of items which can be retained in short-term memory. For instance, more words can be recalled if they are shorter or more commonly used words, or if they are phonologically similar in sound, or if they are taken from a single semantic category (such as sports, for example) rather than from different categories. There is also some evidence that short-term memory capacity and duration is increased if the words or digits are articulated aloud instead of being read subvocally, in the head (Mastin, 2018). Some researchers (e.g. Eugen Tarnow) have proposed that there is no real distinction between short-term and long-term memory at all, and certainly it is difficult to demarcate a clear boundary between them. However, the evidence of patients with some kinds of anterograde amnesia, and experiments on the way distraction affect the short-term recall of lists, suggest that there are in fact two more or less separate systems (Mastin, 2018). Gender and hormones influence how the human brain develops. Recognizing some of the differences between the male and female brain can help to understand why males and females often have different learning styles and behavioral patterns. The female brain has a higher proportion of gray matter while the male brain has a higher proportion of white matter. Having more gray matter may explain why young women are usually more efficient in processing information, often have stronger verbal skills, and usually excel at juggling several activities (Male and Female Brains Are Not the Same, 2015). Having more white matter appears to help the male brain transfer information throughout the brain. This can enhance young men's spatial skills, such as navigation and and solving math problems. The differences between males and females is principally hormonal, whereby males have dominant androgens while females have more of estrogens than androgens (Does Gender Affect Memory, 2018). Researchers have argued that the difference in these sex hormones is what differentiates memory in humans based on gender. Generally, boys have superior scholastic ability when compared to girls. In terms of academics, boys technically have superior memory. However, girls and females technically have superior short term memory on various issues (Does Gender Affect Memory, 2018). The purpose of this experiment was to determine which of the most common learning modes used in school, auditory learning, visual learning, or a combination of the two modes, was most effective for information retention among males and females. This experiment explores how many words twenty 8-10 year olds can memorize in a short period of time.Results:Procedure:Three tests, a visual test, an auditory test, and a combination test, testing both auditory and visual modes together, were created for twenty 8-10 year olds to be able to read, along with a copy of each test.For the visual test, each 8-10 year old was given a list of 20 words to read over.After reading over the list, the list was taken away, and the child recited how many words he or she remembered.For the auditory test, each 8-10 year old was read another list of 20 words, and then recited how many words he or she remembered. For the combination test, each 8-10 year old was given a list of 20 words to look at while the same words were read to them.All three tests were given to each 8-10 year old, and the order in which the test were administered and which lists of words that were used were changed each time to avoid test, test-practice, or test-fatigue bias.After each test was given, the scores were recorded and averaged, along with separating the males from the females. Tests are located in â€Å"Appendix A†, â€Å"Appendix B†, and â€Å"Appendix C†.Data: The material collected was from twenty 8-10 year olds, ten being male and ten being female. For the visual test, the ten males scored 3, 5, 5, 5, 8, 7, 5, 9, 4, and 4 out of twenty, and averaged 5.5 words. For the auditory test, the ten males scored 3, 6, 5, 4, 6, 7, 6, 8, 6, and 6 out of twenty, and averaged 5.7 words. For the combination test, the ten males scored 5, 6, 4, 5, 8, 5, 5, 9, 7, and 5 out of twenty, and averaged 5.9 words. For the visual test, the ten females scored 6, 5, 4, 9, 8, 5, 8, 7, 5, and 6 out of twenty, and averaged 6.3 words. For the auditory test, the ten females scored 6, 4, 4, 6, 7, 4, 5, 4, 4, and 4 out of twenty, and averaged 4.8 words. For the combination test, the ten females scored 5, 6, 4, 6, 6, 4, 7, 6, 6, and 4 out of twenty, and averaged 5.4 words. The males averaged 5.7 words per test, and the females averaged 5.5 words per test. Table 1: Boys' Scores on the Visual, Auditory, and Combination Tests (Out of 20)Visual TestAuditory TestCombination Test335566554545868775565989467465Average: 5.5Average: 5.7Average: 5.9Table 2: Girls' Scores on the Visual, Auditory, and Combination Tests (Out of 20)Visual TestAuditory TestCombination Test665546444966876544857746546644Average: 6.3Average: 4.8Average: 5.4Graph 1: Girls' Scores on the Visual Test (Out of 20) Graph 2: Girls' Scores on the Auditory Test (Out of 20)Graph 3: Girls' Scores on the Combination Test (Out of 20)Graph 4: Boys' Scores on the Visual Test (Out of 20)Graph 5: Boys' Scores on the Auditory Test (Out of 20)Graph 6: Boys' Scores on the Combination Test (Out of 20)Graph 7: Boys' Average Scores on All Three Tests (Out of 20)Graph 8: Girls' Average Scores on All Three Tests (Out of 20)Discussion: In this experiment, ten 8-10 year old boys and ten 8-10 year old girls were given three tests, a visual test, an auditory test, and a combination (auditory and visual combined) test, and asked to recite how many words they remembered from each test. The predicted results of the experiment were that the girls would remember more words than the boys because girls generally have a superior short-term memory than boys (Does Gender Affect Memory, 2018). The results to the experiment proved otherwise; boys averaged a score of 5.7 words overall, and the girls averaged a score of 5.5 words overall. The actual results may have differed from the predicted results because the girls were tested in the hall where many other children were walking in and out of rooms, causing the girls to lose focus on the experiment. They may have not been able to focus on reading the visual test or following along on the combination test. They may have also not been able to hear the auditory test or the combination test as it was read to them. The boys may have experienced less interruptions when being tested, allowing them to obtain higher scores. The words on the lists may have also been more appealing for 8-10 year old boys, than for 8-10 year old girls. Although girls generally have a superior short-term memory compared to boys, this experiment may have proved that boys can have a superior short-term memory compared to girls. Research by many psychologists has shown that the female gender manages to organize their memory in a united style while, on the other hand, the male gender organizes their memory in a truly distinguished style (Does Gender Affect Memory, 2018). Differences in memory among males and females are diverse based on various situations and circumstances (Does Gender Affect Memory, 2018). The ten 8-10 year old boys involved in this experiment may have proved that boys have a better short-term memory when given three short tests. Since the boys scored the highest on the combination test, they might also be superior in auditory and visual learning rather than the girls.This experiment tested the short-term memory of both girls and boys when it comes to short lists of words. It proved that boys may sometimes prove superior to girls in certain circumstances, and that boys aren't primarily auditory or visual learners, but the ones experimented on are a combination of the two. Although the female brain matures faster than the male brain, this experiment concluded that girls may not always have a superior short-term memory to boys (Does Gender Affect Memory, 2018). ReferencesDoes Gender Affect Memory Research Paper Example | Topics and Well Written Essays – 1000 words. (2018).Retrieved April 29, 2018, from https://studentshare.net/psychology/63811-does-gender-affect-memoryMale and Female Brains Are Not the Same. (2015). Retrieved April 29, 2018, from http://www.multiplyingconnections.org/become-trauma-informed/male-and-female-brains-are-not-sameMastin, L. (2018).Short Term (Working) Memory. Retrieved April 29, 2018, from http://www.human-memory.net/types_short.htmlMcLeod, S. (1970, January 01). Saul McLeod. Retrieved April 29, 2018, from https://www.simplypsychology.org/short-term-memory.htmlWeichel, J. (2016, August 19).What's their learning style? Part 3: Visual learners. Retrieved April 29, 2018, from http://msue.anr.msu.edu/news/whats_their_learning_style_part_3_visual_learners AppendixA Airplanes Balloon Candy Doughnuts Fireworks Glitter Harmonicas Ice cream Jumping Karate Legos Macaroni Nachos Ocean Pirates Rainbows Shark Toys Unic orns WaffleAppendixB Astronaut Bacon Cakes Disney Elephants Fire trucks Gorilla Halloween Insects Jelly bean Kite Lollipops Marshmallow Narwhals Parrot Rabbits Sea horse Texting Volcano WatermelonAppendixC Aquariums Basketball Cheeseburger Dolphin Easter Frogs Ghost Hamsters Ice skating Juggling Ladybugs Magic Naps Pizza Robots Sea turtle Trampoline Whales Zombies Waves

Breaking The Status Quo Free From The Shadows - 977 Words

Dominique Avila Ms. Nieto ENG 2213-003 5 November 2015 Breaking the Status Quo: Free from the Shadows American society has always been dominated by misogyny. It has allowed men to subjugate women in their actions and words, though the women fight this through their own actions and words. In â€Å"Trifles†, Susan Glaspell gives the women power over the men by setting the play in a female dominated area of the house, defending their friend, and by conducting their own small investigation. The women succeed in tearing from the shadows of their husbands for brief moments and in the process, they are empowered, thus having control over the play. The beginning of the play centers on the male characters, yet the setting reveals the women to actually be the focal point. Their arrival into the kitchen, the remarks of its appearance, and Mr. Hale’s statement of his findings the day before, are used as the story’s exposition. They appear to be commanding the plot, including the female characters present. This is evident in the first line of dialogue, when Mr. Henderson commands the females, â€Å"come up to the fire, ladies† (278). Male domination was concept during the early twentieth century, yet Mrs.Peters resists when she states she is not cold. This is the first indication that the male characters of the story are not in control as they would like to think. The setting of the play also represents the control the women actual have over the situation. The first half of the play starts offShow MoreRelatedJapanese 5s Management1568 Words   |  7 Pages Method and Implementation Approach. 5S is a cyclical methodology: sort, set in order, shine, standardize, sustain the cycle. This results in continuous improvement. The 5S Pillars Sort Sort, the first S, focuses on eliminating unnecessary items from the workplace that are not needed for current production operations. 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The Works of George Orwell - 1347 Words

George Orwell How did George Orwell, an author who died over 50 years ago, suddenly rocket to the top of the best sellers list? George Orwell was able to show peoples all over the world about dangers that not only pertained to people of his time period but to multitudes of future generations. He used his literary knowledge to write books that were incredible influential in both their literary skill and the message they portrayed. George Orwell greatly influenced British society through his literary works which outlined the danger of fascism, imperialism and an overly controlling government. George Orwell was born in 1903 in India. He was often ill as a child suffering from the common flu to more dangerous bronchitis. He was a rather introverted child and mainly stuck to writing and reading stories. George Orwell never really developed a close nit relationship with his father even after he had returned to Britain from his service in India. After completing school he joined the military service for five years before he returned to England and began his writing career. George Orwell is able to influence so many people today because of his relatablitity. Normally the people who talk about the dangers of government spying are politicians who are part of that elite class. George Orwell, on the other hand, was not able to afford the highest education possible and had to face numerous struggles during his youth. The most prevalent of these were his constant battle with alimentsShow MoreRelatedThe Works of George Orwell2180 Words   |  9 PagesIn a vast majority of George Orwells writings, one topic that Orwell discusses and shows his concern toward most is the ideology of â€Å"Propaganda† and how it is utilized by powerful political parties and leaders. Orwell is very fearful of propaganda because political parties are capable of using this concept as a weapon to control behavior and thoughts of people. 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Descriptive Essay Roller Coasters - 836 Words

â€Å"Tanesha, are you coming?† I’m sitting on a bench, under a shady tree, to get away from the blazing hot California sun. My Mom is standing a few feet away from me, waiting to go on the ride, â€Å"The Mummy’s Revenge.† â€Å"Are you coming,† She asks again. I didn’t know what to say because I don’t really like roller coasters. Not that I’ve actually been on one, but the big noises they make, their height, and just the overall representation of them just freaks me out. The worst part of a roller coaster is when I go down. That feeling of being so light, I can’t feel anything. That’s the feeling I don’t like because it makes me scream. She’s still waiting, so I figure I have to answer her. Now. I think I should give roller coasters another†¦show more content†¦Ã¢â‚¬Å"WHOOSH!† My heart is beating so fast, and so loud, I am surprised no one else can hear it. â€Å"Tick..tick..tick..tick†¦Ã¢â‚¬  We are making our way up to the first drop. I am the only one on the ride who is screaming, and everyone else is laughing. The roller coaster is so fast, I don’t notice it when we make it to the top of the drop, but when we’re going down, I freak out. I start screaming even louder than before - if that’s even possible. I close my eyes so tight, it feels like they are going to pop. I don’t want to see what was coming next. I’m already terrified from the first drop, but the drops keep on coming. Drop, after the drop, after the drop. I feel worse after every single drop. We keep getting tiny jerks after every turn. I feel a little sick, but then I ignore it. The ride finally slows down, and I think it’s done, so I stop screaming. But then, the ride starts moving backward! How much more torture was this ride gonna give me?! We’re doing the whole roller coaster over again, but this time backward. When we go down drops backward, the pressure is so much, I feel like my face is being dug into my seat. As we zoom past the skull heads on the sides, mummy voices start laughing. It’s like a roller coaster haunted house! Two things I don’t like. Rollercoaster, and haunted house! I am so done with this ride by now. The ride slows down again, and this time, I open my eyes to make sure we are onShow MoreRelatedDescriptive Essay About Roller Coaster748 Words   |  3 Pagescousin waiting to get on the â€Å"Viper†. We were at Six Flags having already been in the long line an hour and a half. We all went on our favorite rides, then we decided to go on the roller-coaster. This was going to be my very first ever roller-coaster in my life. Then the rollercoaster conductor told us to get in the coaster. I jumped in, put my seatbelt on and listened to the safety precautions. Then the co nductor pressed the button and we were off. 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The Indwelling Essay Research Paper Thesis free essay sample

The Indwelling Essay, Research Paper Thesis: The major struggle in the novel The Indwelling by Tim LaHaye and Jerry B. Jenkins is God vs. Satan. The Indwelling is the 7th book in the Left Behind series written by the fiction author Jerry B. Jenkins and scriptural end-times scholar Tim LaHaye. The Left Behind series is about a post-Rapture end-times conflict between the trusters, the # 8220 ; Tribulation Saints, # 8221 ; and the Antichrist, Nicolae Carpathia. The struggle is God versus Satan. The major subject of the narrative is that good ever wins in the terminal. The first illustration of struggle in The Indwelling is in Tsion Ben-Judah # 8217 ; s dreams of the war in Eden and the falling off of Lucifer 242-248. Lucifer is pleading with God to allow him hold complete control of world so he could organize an ground forces like none other: # 8220 ; # 8216 ; Abandon them to me, who can manner them for net income. We will write a custom essay sample on The Indwelling Essay Research Paper Thesis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Even after being called by your name, their natures reek with temporal desires. Let me to environ myself with these enemies of your cause, and I will marshal them into a force unlike any ground forces you have of all time assembled. # 8217 ; From the throne came a voice of such power and authorization that volume was irrelevant: # 8216 ; Thou shalt non touch my darling! # 8217 ; # 8221 ; 245. lt ;< p>Lucifer evolves his supplication into menaces, endangering to go up to a throne above that of God’s. This is the minute in which Archangel Michael chooses to step in. In this manner, the war in Eden is waged and Satan with a 3rd of the celestial host is cast down to the Earth. The 2nd illustration of the God vs. Satan subject is in the violent death by incineration of the three regional dictators that oppose Carpathia by Fortunato 350. The ground Fortunato kills the three dictators is that they refuse to bow down and idolize the graven image of Nicolae Carpathia. The three dictators are trusters, which is why they will non bow. The 3rd illustration of the major struggle is the Resurrection and indwelling of Nicolae Carpathia by Satan himself 366. Everything that Satan does is done to further his cause, which is destructing God. By raising the Antichrist and indwelling his organic structure, Satan has the ability to straight project his power onto world. Nicolae appoints himself as the object of worship of the Enigma Babylon One World Faith and even goes so far as to cite and claim to be Jesus Christ. The topic of The Indwelling is religious warfare. Throughout the whole Left Behind series, Satan is continually seeking to win the throne of God.

Suspense in An Inspector Calls Essay Example For Students

Suspense in An Inspector Calls Essay I think one of the most suspenseful parts of this play is the section towards the end of act 2, from when Sheila realises that Eric is the culprit, up until the end of the act.  I also find the last paragraph in the play very enthralling and dynamic.  Sheila is a clever, quick-witted girl, and she realises first before anybody, though some of he audience will have caught on, (and obviously the inspector knows), that the wrongdoer, who her mother has just been telling the Inspector should be brought to justice, is actually her squiffy bother, we know thins (from the text) when she suddenly shouts, with sudden alarm, Mother-stop-stop! but she is immediately dismissed by her father, and then as she tries to protest, her mother severely shouts at her, causing her to cry,( though I dont think that is the only reason why she is crying). We will write a custom essay on Suspense in An Inspector Calls specifically for you for only $16.38 $13.9/page Order now As Mrs Birling explains to the Inspector what he should do with the culprit, the suspense is building up immensely, especially when the word duty keeps on being mentioned, this gives a bit of a creepy atmosphere, especially when the Inspectors cool, cold voice cuts through the theatre, dont worry Mrs Birling. I shall do my duty, at this, Mrs Birling thinks she has overcome this high wall, and demolished it, we know this y the way she says, Im glad to hear it. Then he silently teases Mrs Birling, as he has a little fun of his own, No hushing up eh? Public confession of responsibility-um? He is consistent with Mrs Birling, but he finds it ironic, as the audience will soon, that she is giving her own son his sentence without knowing it. In a way, he is mocking her, which is quite surprising, as he has been quite polite so far.  The Inspector doesnt accept Mrs Birlings invitation to leave, by answering, Not yet, Im waiting, this sentence is deeply dynamic, and scary, I think this is probably when the audience and the other characters begin to comprehend, we know that Mrs Birling is becoming a bit wary of something going on when she says, Waiting for what? we can imagine her saying this as id she was answering a mysterious question, in other words, her voice would also have that mystifying, eerie, hesitant feeling, this must also be said very slowly. The Inspector then answers, just as mysteriously and coolly, but nor hesitantly, to do my duty.  I think all of the repetition of the word duty, has set Sheila off like a ticking bomb, she suddenly breaks the ice between the Inspector and Mrs Birling, by saying, Now, Mother-dont you see? Mrs Birlingg finally understands, and slowly, feeling insecure, she says, but surelyI meanIts ridiculous She and her husband are very worried and anxious, we know this because Mrs Birling exchanges a frightened glance with her husband (SD), I dont think Mr Birling understands until his wife looks at him, because he rapidly becomes terrified, (it would be more perceptible while watching the play). We become aware that he is the first to actually say their thoughts aloud, it is as though they all know what each other is talking and thinking about, but no one up until Mr Birling had the guts to actually say it or they just wont come to terms with it.  I think it is very despicable of the Inspector to go on at Mrs Birling, she and the audience realise that she did wrong, and it all seems different now that its her son, but I still find it a bit harsh. .u0300e16432dd2da429036cb354be73fd , .u0300e16432dd2da429036cb354be73fd .postImageUrl , .u0300e16432dd2da429036cb354be73fd .centered-text-area { min-height: 80px; position: relative; } .u0300e16432dd2da429036cb354be73fd , .u0300e16432dd2da429036cb354be73fd:hover , .u0300e16432dd2da429036cb354be73fd:visited , .u0300e16432dd2da429036cb354be73fd:active { border:0!important; } .u0300e16432dd2da429036cb354be73fd .clearfix:after { content: ""; display: table; clear: both; } .u0300e16432dd2da429036cb354be73fd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0300e16432dd2da429036cb354be73fd:active , .u0300e16432dd2da429036cb354be73fd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0300e16432dd2da429036cb354be73fd .centered-text-area { width: 100%; position: relative ; } .u0300e16432dd2da429036cb354be73fd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0300e16432dd2da429036cb354be73fd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0300e16432dd2da429036cb354be73fd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0300e16432dd2da429036cb354be73fd:hover .ctaButton { background-color: #34495E!important; } .u0300e16432dd2da429036cb354be73fd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0300e16432dd2da429036cb354be73fd .u0300e16432dd2da429036cb354be73fd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0300e16432dd2da429036cb354be73fd:after { content: ""; display: block; clear: both; } READ: 20th Century Drama - An Inspector Calls EssayMr Birling is thunderstruck, he is devastated, My God! But-look here-.  Mrs Birling is agitated, and she still wont accept it, I dont believe it. I wont believe it. Sheila comes in with her line of defence, Mother! I begged you and begged you to stop-, this is actually the last sentence said in this act. However, the most suspenseful part is to come. The Inspector holds up his hand. We hear the front door. They wait, looking towards the door. Eric enters, looking extremely pale and distressed. He meets their inquiring stares. I think this last piece of text from the Stage direction, is extremely thrilling, because Sheila is cut off in the middle f her sentence by the inspector raising his hand, this shows how much power he has over them, especially her. This moment, as hey look towards the door is so exiting because we dont know what / who is going to enter the room, well we do, but because the pause is so long, our imaginations bring up images of terrifying thoughts or new developments, trying to rind the answer, and then as Eric comes into the room, the heartbeats of the audience slow to their normal rates and breathe a sigh of relief. I expect its that kind of feeling when the goody is being chased by the baddy (in a film) and everyone is holding his or her breath to see what will happen, and when the goody gets away, you just relax totally.