1) Joan of Arc leads the French army to victory over the English in battle, but is shot with an arrow and wounded.
2) Despite her wound, Joan rallies the troops to continue fighting the next day. She surprises the English by having her soldiers push an archer tower onto their fort, allowing the French to overrun them.
3) Joan attends the coronation of King Charles VII at Reims Cathedral, where he is anointed as the sovereign ruler of France, finalizing their victory over the English. However, the shadow play at the end hints that Joan will later be captured and executed by the English.
Joan of Arc leads the French army to victory over the English in several battles. However, she is eventually wounded in combat and captured by the English. She is put on trial for heresy and sentenced to death by burning at the stake. The document also depicts King Charles VII's coronation at Reims Cathedral after the French victories, cementing his status as ruler of France. It provides context of the battles between the French and English in 15th century France during the Hundred Years War through dramatizing key events in Joan of Arc's life.
Joan of Arc was a young French peasant girl who believed she received visions from God telling her to help France defeat the English during the Hundred Years' War. She convinced the French king to allow her to lead the army and successfully lifted the siege of Orleans. Joan continued to lead French forces to several victories but was eventually captured, tried for heresy, and burned at the stake at the age of 19.
Miller has been having recurring nightmares about demons and aliens. After seeing news reports about an alien crash site in Wyoming, he gets the feeling he needs to investigate. Miller drives to the crash site but finds the area has been evacuated due to radiation. Through his investigation, Miller sees that the military has encountered hostile aliens at the crash site and launched an attack. He also has a vision of children being held captive in the alien structure. Determined to rescue the people, Miller enters the danger zone as the military is preparing to launch a nuclear strike.
The King and Queen of Thebes were told by an oracle that their son would kill his father and marry his mother. When the Queen gave birth to a son, Oedipus, the King ordered for him to be killed. Oedipus was instead left on a mountain where he was found and raised by the King and Queen of Corinth. As an adult, Oedipus learned he was adopted and sought answers from the oracle, who revealed his fate. He later killed a man at a crossroads and solved the Sphinx's riddle, becoming king of Thebes and unwittingly marrying his mother, the Queen. The truth was eventually uncovered, leading Oedipus to blind himself before leaving the city
The document summarizes the student's experience in the Introduction to Design course during their second semester of the Foundation in Natural and Built Environments program. It discusses how the course helped connect their elementary education to more advanced levels by providing the foundational process from abstract ideas to functional designs. It also describes how their portfolio documents the minor and major processes of their projects, which were all vital in realizing their aspirations to manifest themselves.
This document outlines the requirements for The Design Process Journal assignment, worth 20% of the student's grade. It consists of 4 sections: 1) Understanding the toy through exploration diagrams; 2) Transforming keywords into design elements; 3) Creating a presentation board exploring theme and layout; 4) Compiling the portfolio in A4 size. Students must show the process of ideas and explorations through sketches, doodles, and some research over 5 to 15 pages using the provided template. The first exercise focuses on understanding the toy character through diagrams of its characteristics, personality, physical traits, and history over 5 pages culminating in a hand-drawn magazine cover featuring the toy.
Joan of Arc leads the French army to victory over the English in several battles. However, she is eventually wounded in combat and captured by the English. She is put on trial for heresy and sentenced to death by burning at the stake. The document also depicts King Charles VII's coronation at Reims Cathedral after the French victories, cementing his status as ruler of France. It provides context of the battles between the French and English in 15th century France during the Hundred Years War through dramatizing key events in Joan of Arc's life.
Joan of Arc was a young French peasant girl who believed she received visions from God telling her to help France defeat the English during the Hundred Years' War. She convinced the French king to allow her to lead the army and successfully lifted the siege of Orleans. Joan continued to lead French forces to several victories but was eventually captured, tried for heresy, and burned at the stake at the age of 19.
Miller has been having recurring nightmares about demons and aliens. After seeing news reports about an alien crash site in Wyoming, he gets the feeling he needs to investigate. Miller drives to the crash site but finds the area has been evacuated due to radiation. Through his investigation, Miller sees that the military has encountered hostile aliens at the crash site and launched an attack. He also has a vision of children being held captive in the alien structure. Determined to rescue the people, Miller enters the danger zone as the military is preparing to launch a nuclear strike.
The King and Queen of Thebes were told by an oracle that their son would kill his father and marry his mother. When the Queen gave birth to a son, Oedipus, the King ordered for him to be killed. Oedipus was instead left on a mountain where he was found and raised by the King and Queen of Corinth. As an adult, Oedipus learned he was adopted and sought answers from the oracle, who revealed his fate. He later killed a man at a crossroads and solved the Sphinx's riddle, becoming king of Thebes and unwittingly marrying his mother, the Queen. The truth was eventually uncovered, leading Oedipus to blind himself before leaving the city
The document summarizes the student's experience in the Introduction to Design course during their second semester of the Foundation in Natural and Built Environments program. It discusses how the course helped connect their elementary education to more advanced levels by providing the foundational process from abstract ideas to functional designs. It also describes how their portfolio documents the minor and major processes of their projects, which were all vital in realizing their aspirations to manifest themselves.
This document outlines the requirements for The Design Process Journal assignment, worth 20% of the student's grade. It consists of 4 sections: 1) Understanding the toy through exploration diagrams; 2) Transforming keywords into design elements; 3) Creating a presentation board exploring theme and layout; 4) Compiling the portfolio in A4 size. Students must show the process of ideas and explorations through sketches, doodles, and some research over 5 to 15 pages using the provided template. The first exercise focuses on understanding the toy character through diagrams of its characteristics, personality, physical traits, and history over 5 pages culminating in a hand-drawn magazine cover featuring the toy.
Design project two- brief - full brie frev a (1)suehwa533
1. The document outlines the requirements for a two-part design project focused on transforming 2D elements into 3D forms and creating a miniature toy display box.
2. In part one, students will work in groups to create a 3D "mood cube" that translates a given word into shapes and colors, exploring different materials.
3. In part two, students will individually design and build a display box for a Lego miniature toy, applying design principles and creating presentation boards to explain their work.
Design project two- brief - full brie frev a (1)suehwa533
1. The document outlines the requirements for a two-part design project focused on transforming 2D elements into 3D forms and creating a miniature toy display box.
2. In part one, students will work in groups to create a 3D "mood cube" that translates a given word into shapes and colors, exploring different materials.
3. In part two, students will individually design and build a display box for a Lego miniature toy, applying design principles and creating presentation boards to explain their work.
Design project two- brief - full brie frev a (1)suehwa533
1. This document outlines the requirements for a two-part design project for an introductory architecture course.
2. In part one, students will work in groups to transform words into 3D models using shapes, colors, and materials over three stages. They will then select a final model to present.
3. In part two, individually, students will design a miniature toy display box implementing design principles and presenting their process on boards. They will design the box to showcase a toy character.
Design project one - brief- feb intake (1)suehwa533
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Observing and sketching design elements in nature, and creating artworks exploring basic design elements.
2) Creating artworks from daily items to demonstrate understanding of design principles, and presenting the artworks along with explanation boards.
Students will be assessed based on their demonstrated understanding of design elements and principles through their artworks, clarity of explanations, and creativity in execution. The project aims to help students learn fundamental design concepts and skills.
The document discusses cognitive biases and psychological effects that influence attraction and relationships. It defines halo effect as being influenced by someone's attractiveness, mood-congruent effect as actions being consistent with one's mood, stereotype as a fixed belief about a group, optimistic bias as believing one is less at risk than others, and intrinsic motivation as behavior driven by internal rewards. It provides examples for each term. The moral of the story is to check first before pursuing relationships.
The document describes a group project conducted by students to produce a video, written report, and presentation on the topic of attraction and chemistry. It includes an acknowledgement, introduction, methods section describing the equipment, costumes, filming locations and procedures, and a discussion section analyzing how the video portrays five concepts of social psychology in the context of the main theme. The concepts included the halo effect, mood-congruent effect, stereotyping, optimistic bias, and intrinsic motivation, as shown through different scenes in the video. Storyboards and scripts were created to guide filming and understanding of the concepts.
This document provides details for a group project assignment in a social psychology course. The project has three components: creating a video clip incorporating concepts from class, a written report on the clip, and a presentation of the clip. It is worth 40% of the course grade. Students must demonstrate understanding of critical analysis, be lifelong learners through self-reflection, critically understand conceptual thinking in their discipline, and develop collaborative and communication skills. They will be assessed based on research, analysis, argument development, structure and evidence in their essay, and design of the video clip.
This document outlines an assignment for a social psychology course. Students are required to submit a journal with two entries for each week reflecting on how the course concepts relate to their personal lives and experiences. They should carefully consider how the lectures triggered familiar past experiences or events. Entries must be 1-2 paragraphs long and based on real life rather than fictional experiences. Formatting requirements include a cover page with identifying information and following instructions for entries, writing style, and error-free writing. The assignment will be assessed based on demonstrated understanding of course themes, originality and appropriateness of applying concepts to personal experiences, and proper documentation format.
This document summarizes two journal entries about social psychology concepts. The first entry discusses confirmation bias, describing how people tend to seek information that confirms their existing beliefs and ignore contradictory information. It provides examples of how confirmation bias can be seen in older generations clinging to traditional views. The second entry summarizes the concept of social facilitation, explaining how the presence of others can improve or hinder performance depending on an individual's level of preparation. It discusses examples of social facilitation in competitive school environments.
This document discusses several psychological concepts:
1) Social loafing, which is when people exert less effort in a group setting. It can lead to less group cohesion and difficulty gauging individual efforts.
2) Attribution theory, which is how people interpret the causes of actions. Dispositional and situational factors both play a role.
3) Introspection, which is examining one's own conscious thoughts and feelings by looking within oneself. It involves turning off biases and adopting a neutral perspective to evaluate positives and negatives.
4) Observational theory, which is learning through watching others in a process that occurs in four stages.
5) Assimilation, which is how people integrate new information into existing schemas
This document provides a description of the history and origins of bak kut teh, a herbal pork rib soup dish from China that is popular in Malaysia and Singapore. It originated from Fujian province in China and was brought by Hokkien immigrants in the 19th century. The document discusses the various regional styles of bak kut teh from Teochew, Hokkien, and Cantonese influences, and how the Malaysian style uses a thicker gravy. It also notes how bak kut teh restaurants now offer additional side dishes and ingredients with the soup.
This document is a compare and contrast essay analyzing the movies "The Grand Budapest Hotel" and "The Proposal". It summarizes the key plot elements, settings, main characters, use of drama and humor, and tonal qualities in each film. The essay argues that while both are examples of the "dramedy" genre, "The Grand Budapest Hotel" has more depth and leaves a longer lasting impression through its elaborate sets, quirky characters, and exaggerated comedic drama. In contrast, "The Proposal" focuses more on heartwarming family and romance through a fish-out-of-water story, but its humor and drama are more relatable and momentary. Overall, the essay examines how
This document provides instructions for a class assignment to write a 6 paragraph compare-contrast essay on two selected movie genres. Students must choose between comparing drama-comedy films or musical-based films, research the genres, view related movies, and submit a 600-1000 word essay by September 19th following APA style guidelines. The essay will be graded based on its organization, structure, content, style, and overall presentation.
This document provides details about a charity drive organized by a group of business students to raise funds for the pediatric unit of Hospital UKM. The group planned to sell brownies, popcorn, and cotton candy. They analyzed competition and pricing. Promotional strategies included word-of-mouth advertising and push marketing. Products were homemade and transported to campus for sale. Minimal packaging was used to reduce waste. The goal was to raise RM2500 for medical treatment and supplies for the children.
This document outlines the requirements for a final charity drive project in an Introduction to Business course. Students will form groups to plan and run a mock business venture over one week to raise funds for charity. They must document the planning and results in a report. The project aims to give students practical experience in business areas like marketing, finance, and social responsibility. Students will gain skills in strategic thinking, leadership, and applying business concepts. A minimum profit of $800 must be raised for a passing grade.
Comet Coaches offers luxury coach transportation around Singapore featuring on-board dining and panoramic views of the cityscape. The company aims to integrate new travel technologies. Singapore is an attractive market due to its political stability, cost-efficient public transportation systems, world-renowned architecture and concentration of tourist attractions. Currently over half of Singaporeans use public transport daily, totaling millions of bus rides.
Comet Coaches offers luxury coach transportation around Singapore featuring on-board dining and panoramic views of the cityscape. The company aims to integrate new travel technologies to enhance the passenger experience. Singapore presents a viable market opportunity due to its political stability, world-renowned tourism attractions, and efficient public transportation systems already relied upon by locals and visitors.
This document outlines the requirements for a business plan presentation project assigned in an Introduction to Business course. Students will form groups of up to 4 members and develop a business plan for a business idea they select. Each group will give a 10-minute presentation on their business plan, covering topics like the business background, market analysis, marketing strategies, management strategies, and financial plan. Students will be assessed based on the content and delivery of their group presentation, as well as individual contributions and presentation skills. Guidelines are provided on the presentation content and format, as well as research and citation requirements.
Bak kut teh is a Chinese pork rib soup that originated in Fujian, China and was introduced to Malaysia and Singapore by Hokkien immigrants in the 19th century. There are different varieties depending on the Chinese dialect region, with Hokkien bak kut teh being darker in color and using more soy sauce, while Teochew bak kut teh has a lighter color but more pepper and garlic. The document profiles two bak kut teh restaurants - Ah Hock Seafood Bak Kut Teh Restaurant, which combines the soup with local seafood, and Ah Ping Bak Kut Teh Restaurant in Subang Jaya. It analyzes their competitors and provides recommendations to expand their offerings and improve
Design project two- brief - full brie frev a (1)suehwa533
1. The document outlines the requirements for a two-part design project focused on transforming 2D elements into 3D forms and creating a miniature toy display box.
2. In part one, students will work in groups to create a 3D "mood cube" that translates a given word into shapes and colors, exploring different materials.
3. In part two, students will individually design and build a display box for a Lego miniature toy, applying design principles and creating presentation boards to explain their work.
Design project two- brief - full brie frev a (1)suehwa533
1. The document outlines the requirements for a two-part design project focused on transforming 2D elements into 3D forms and creating a miniature toy display box.
2. In part one, students will work in groups to create a 3D "mood cube" that translates a given word into shapes and colors, exploring different materials.
3. In part two, students will individually design and build a display box for a Lego miniature toy, applying design principles and creating presentation boards to explain their work.
Design project two- brief - full brie frev a (1)suehwa533
1. This document outlines the requirements for a two-part design project for an introductory architecture course.
2. In part one, students will work in groups to transform words into 3D models using shapes, colors, and materials over three stages. They will then select a final model to present.
3. In part two, individually, students will design a miniature toy display box implementing design principles and presenting their process on boards. They will design the box to showcase a toy character.
Design project one - brief- feb intake (1)suehwa533
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Observing and sketching design elements in nature, and creating artworks exploring basic design elements.
2) Creating artworks from daily items to demonstrate understanding of design principles, and presenting the artworks along with explanation boards.
Students will be assessed based on their demonstrated understanding of design elements and principles through their artworks, clarity of explanations, and creativity in execution. The project aims to help students learn fundamental design concepts and skills.
The document discusses cognitive biases and psychological effects that influence attraction and relationships. It defines halo effect as being influenced by someone's attractiveness, mood-congruent effect as actions being consistent with one's mood, stereotype as a fixed belief about a group, optimistic bias as believing one is less at risk than others, and intrinsic motivation as behavior driven by internal rewards. It provides examples for each term. The moral of the story is to check first before pursuing relationships.
The document describes a group project conducted by students to produce a video, written report, and presentation on the topic of attraction and chemistry. It includes an acknowledgement, introduction, methods section describing the equipment, costumes, filming locations and procedures, and a discussion section analyzing how the video portrays five concepts of social psychology in the context of the main theme. The concepts included the halo effect, mood-congruent effect, stereotyping, optimistic bias, and intrinsic motivation, as shown through different scenes in the video. Storyboards and scripts were created to guide filming and understanding of the concepts.
This document provides details for a group project assignment in a social psychology course. The project has three components: creating a video clip incorporating concepts from class, a written report on the clip, and a presentation of the clip. It is worth 40% of the course grade. Students must demonstrate understanding of critical analysis, be lifelong learners through self-reflection, critically understand conceptual thinking in their discipline, and develop collaborative and communication skills. They will be assessed based on research, analysis, argument development, structure and evidence in their essay, and design of the video clip.
This document outlines an assignment for a social psychology course. Students are required to submit a journal with two entries for each week reflecting on how the course concepts relate to their personal lives and experiences. They should carefully consider how the lectures triggered familiar past experiences or events. Entries must be 1-2 paragraphs long and based on real life rather than fictional experiences. Formatting requirements include a cover page with identifying information and following instructions for entries, writing style, and error-free writing. The assignment will be assessed based on demonstrated understanding of course themes, originality and appropriateness of applying concepts to personal experiences, and proper documentation format.
This document summarizes two journal entries about social psychology concepts. The first entry discusses confirmation bias, describing how people tend to seek information that confirms their existing beliefs and ignore contradictory information. It provides examples of how confirmation bias can be seen in older generations clinging to traditional views. The second entry summarizes the concept of social facilitation, explaining how the presence of others can improve or hinder performance depending on an individual's level of preparation. It discusses examples of social facilitation in competitive school environments.
This document discusses several psychological concepts:
1) Social loafing, which is when people exert less effort in a group setting. It can lead to less group cohesion and difficulty gauging individual efforts.
2) Attribution theory, which is how people interpret the causes of actions. Dispositional and situational factors both play a role.
3) Introspection, which is examining one's own conscious thoughts and feelings by looking within oneself. It involves turning off biases and adopting a neutral perspective to evaluate positives and negatives.
4) Observational theory, which is learning through watching others in a process that occurs in four stages.
5) Assimilation, which is how people integrate new information into existing schemas
This document provides a description of the history and origins of bak kut teh, a herbal pork rib soup dish from China that is popular in Malaysia and Singapore. It originated from Fujian province in China and was brought by Hokkien immigrants in the 19th century. The document discusses the various regional styles of bak kut teh from Teochew, Hokkien, and Cantonese influences, and how the Malaysian style uses a thicker gravy. It also notes how bak kut teh restaurants now offer additional side dishes and ingredients with the soup.
This document is a compare and contrast essay analyzing the movies "The Grand Budapest Hotel" and "The Proposal". It summarizes the key plot elements, settings, main characters, use of drama and humor, and tonal qualities in each film. The essay argues that while both are examples of the "dramedy" genre, "The Grand Budapest Hotel" has more depth and leaves a longer lasting impression through its elaborate sets, quirky characters, and exaggerated comedic drama. In contrast, "The Proposal" focuses more on heartwarming family and romance through a fish-out-of-water story, but its humor and drama are more relatable and momentary. Overall, the essay examines how
This document provides instructions for a class assignment to write a 6 paragraph compare-contrast essay on two selected movie genres. Students must choose between comparing drama-comedy films or musical-based films, research the genres, view related movies, and submit a 600-1000 word essay by September 19th following APA style guidelines. The essay will be graded based on its organization, structure, content, style, and overall presentation.
This document provides details about a charity drive organized by a group of business students to raise funds for the pediatric unit of Hospital UKM. The group planned to sell brownies, popcorn, and cotton candy. They analyzed competition and pricing. Promotional strategies included word-of-mouth advertising and push marketing. Products were homemade and transported to campus for sale. Minimal packaging was used to reduce waste. The goal was to raise RM2500 for medical treatment and supplies for the children.
This document outlines the requirements for a final charity drive project in an Introduction to Business course. Students will form groups to plan and run a mock business venture over one week to raise funds for charity. They must document the planning and results in a report. The project aims to give students practical experience in business areas like marketing, finance, and social responsibility. Students will gain skills in strategic thinking, leadership, and applying business concepts. A minimum profit of $800 must be raised for a passing grade.
Comet Coaches offers luxury coach transportation around Singapore featuring on-board dining and panoramic views of the cityscape. The company aims to integrate new travel technologies. Singapore is an attractive market due to its political stability, cost-efficient public transportation systems, world-renowned architecture and concentration of tourist attractions. Currently over half of Singaporeans use public transport daily, totaling millions of bus rides.
Comet Coaches offers luxury coach transportation around Singapore featuring on-board dining and panoramic views of the cityscape. The company aims to integrate new travel technologies to enhance the passenger experience. Singapore presents a viable market opportunity due to its political stability, world-renowned tourism attractions, and efficient public transportation systems already relied upon by locals and visitors.
This document outlines the requirements for a business plan presentation project assigned in an Introduction to Business course. Students will form groups of up to 4 members and develop a business plan for a business idea they select. Each group will give a 10-minute presentation on their business plan, covering topics like the business background, market analysis, marketing strategies, management strategies, and financial plan. Students will be assessed based on the content and delivery of their group presentation, as well as individual contributions and presentation skills. Guidelines are provided on the presentation content and format, as well as research and citation requirements.
Bak kut teh is a Chinese pork rib soup that originated in Fujian, China and was introduced to Malaysia and Singapore by Hokkien immigrants in the 19th century. There are different varieties depending on the Chinese dialect region, with Hokkien bak kut teh being darker in color and using more soy sauce, while Teochew bak kut teh has a lighter color but more pepper and garlic. The document profiles two bak kut teh restaurants - Ah Hock Seafood Bak Kut Teh Restaurant, which combines the soup with local seafood, and Ah Ping Bak Kut Teh Restaurant in Subang Jaya. It analyzes their competitors and provides recommendations to expand their offerings and improve
Jason Kozup is a versatile figure whose impact spans numerous sectors. From the realms of entertainment and security, he has thrived as a producer, actor, stuntman, model, and aerospace defense contractor, showcasing excellence across the board.
The cats, Sunny and Rishi, are brothers who live with their sister, Jessica, and their grandmother, Susie. They work as cleaners but wish to seek other kinds of employment that are better than their current jobs. New career adventures await Sunny and Rishi!
Enhance Your Viewing Experience with Gold IPTV- Tips and Tricks for 2024.pdfXtreame HDTV
In the ever-evolving landscape of digital entertainment, IPTV (Internet Protocol Television) has emerged as a popular alternative to traditional cable and satellite TV services. Offering unparalleled flexibility, a vast selection of channels, and affordability, IPTV services like Gold IPTV have revolutionized the way we consume television content. This comprehensive guide will delve into everything you need to know about Gold IPTV, its features, benefits, setup process, and how it can enhance your viewing experience.
You know you're an adult when every check-up gets you down. View What Going to the Doctor is Like as an Adult and more funny posts on salty vixen stories & more-saltyvixenstories.com
Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesisgreendigital
In celebrity mysteries and urban legends. Few narratives capture the imagination as the hypothesis that Morgan Freeman is Jimi Hendrix. This fascinating theory posits that the iconic actor and the legendary guitarist are, in fact, the same person. While this might seem like a far-fetched notion at first glance. a deeper exploration reveals a rich tapestry of coincidences, speculative connections. and a surprising alignment of life events fueling this captivating hypothesis.
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Introduction to the Hypothesis: Morgan Freeman is Jimi Hendrix
The idea that Morgan Freeman is Jimi Hendrix stems from a mix of historical anomalies, physical resemblances. and a penchant for myth-making that surrounds celebrities. While Jimi Hendrix's official death in 1970 is well-documented. some theorists suggest that Hendrix did not die but instead reinvented himself as Morgan Freeman. a man who would become one of Hollywood's most revered actors. This article aims to delve into the various aspects of this hypothesis. examining its origins, the supporting arguments. and the cultural impact of such a theory.
The Genesis of the Theory
Early Life Parallels
The hypothesis that Morgan Freeman is Jimi Hendrix begins by comparing their early lives. Jimi Hendrix, born Johnny Allen Hendrix in Seattle, Washington, on November 27, 1942. and Morgan Freeman, born on June 1, 1937, in Memphis, Tennessee, have lived very different lives. But, proponents of the theory suggest that the five-year age difference is negligible and point to Freeman's late start in his acting career as evidence of a life lived before under a different identity.
The Disappearance and Reappearance
Jimi Hendrix's death in 1970 at the age of 27 is a well-documented event. But, theorists argue that Hendrix's death staged. and he reemerged as Morgan Freeman. They highlight Freeman's rise to prominence in the early 1970s. coinciding with Hendrix's supposed death. Freeman's first significant acting role came in 1971 on the children's television show "The Electric Company," a mere year after Hendrix's passing.
Physical Resemblances
Facial Structure and Features
One of the most compelling arguments for the hypothesis that Morgan Freeman is Jimi Hendrix lies in the physical resemblance between the two men. Analyzing photographs, proponents point out similarities in facial structure. particularly the cheekbones and jawline. Both men have a distinctive gap between their front teeth. which is rare and often highlighted as a critical point of similarity.
Voice and Mannerisms
Supporters of the theory also draw attention to the similarities in their voices. Jimi Hendrix known for his smooth, distinctive speaking voice. which, according to some, resembles Morgan Freeman's iconic, deep, and soothing voice. Additionally, both men share certain mannerisms. such as their calm demeanor and eloquent speech patterns.
Artistic Parallels
Musical and Acting Talents
Jimi Hendrix was regarded as one of t
Taylor Swift: Conquering Fame, Feuds, and Unmatched Success | CIO Women MagazineCIOWomenMagazine
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Sara Saffari: Turning Underweight into Fitness Success at 23
Cc script
1. BRITISH CIVILLIZATION
JOAN OF ARC
CAST AND TRAITS:
French:-
Joan of Arc (Sue) - Spirited, courageous
Jean De Dunois (Oat) - Spirited, strict, authoritative
Jean De Aulon (Shiko) - Brave, kind-hearted, caring
La Hire (Tristan) - Boisterous, jolly
Gilles De Rais (Gary) - Gallant, jolly
King Charles VII (MJ) - Regal, authoritative
Archbishop (Kayla) - Noble, stern
Bishop (Winnie) - Noble
Church monks (English army - Scene 3)
English:-
Redbeard (Tim) - Insulting, crude, unfeeling
WIlliam Glasdale (Lynette) - Cold-blooded, unfeeling
Buck (Roy) - Barbaric, cold-blooded
John Talbot (Pei Kei) - Unfeeling
Scenes Scene 1 (War) Scene 2 (War) Scene 3 (Coronation)
Cast involved French Army
English Army
French Army
English Army
Archbishop
Bishop
King
French Army
Monks (by English
Army)
Legend:
* means actions taken <> means mood, attitude
2. SCENE 1 (WAR)
-Narration-
*Lights dawn*
*French army prepare to attack. Joan marches forward <urgently, proudly>*
Redbeard: Looks like the whore has to come to pay us a visit! <arrogantly, loud>
Joan: Glasdale! Do you hear me? You may call me a whore. I feel pity for you, for your soul and for the
souls of your men. Kneel! Kneel down to the King of Heaven, or go back to your island. <spirited>
Redbeard: And you, go back to your pigsty!
Glasdale: Men at walls, now. <deadly>
*Joan hurries back to the French fort*
*French army gathers in a row, waiting for Joan*
<Mood of pre-war excitement>
Joan: This morning. God gave us a great victory, but it is nothing compared to what he will give us now.
And I know you all are tired and hungry but I swear to you that even if the English are hanging from the
clouds by their fingertips, we will pull them down before nightfall! <spirited, proud, vigorous>
*French army cheers with high morale and charges forward, with Joan leading*
*War begins and rages on. Joan climbs a ladder propped against English fort*
Joan: Come on! Come on! Let's go! <wave arms vigorously>
Aulon: Joan! No! Don't go! <fearfully>
Joan: COME ON!
*In a flash, Joan gets shot by an arrow and falls of the ladder, slow motion. French army catches her*
Redbeard: Archer! You just killed my woman! *smirks and laughs* <sarcastic>
Glasdale: Go to Hell. <darkly>
*Glasdale returns to his room while Joan is carried by the French knights back to the fort*
<Mood of anxious panic>
Aulon: Clear the table! I need to pull out the arrow now!
La Hire: Its in too deep, she might bleed to death.
*Joan gasps, moans, whimpers, loses consciousness gradually*
Joan: Why... aren't you fighting...? <wheezing>
3. La Hire: You're badly wounded, Joan. Its in too deep. <sorrowfully>
Aulon: You must stay still!
*Joan winces pulls out the arrow in pain, but firmly*
*Everyone gasps and move to stop her*
Joan: At least ...now it wont bother us anymore. Now ...let's go to battle! <fiercely>
*Joan tries to get up swiftly*
Aulon: No Joan! Are you mad? <angrily>
*Joan is pinned down to the table. Her wound is bandaged*
Joan: *To Aulon* Go back to battle... promise?
*Joan faints and Aulon checks her breath*
Aulon: She is sleeping! <happily>
*Everyone sighs in astonishment and relief, cheering*
*Aulon walks out and meets Dunois*
*Dunois observes war site with contempt*
Aulon: *to Dunois* Joan is alive!
Dunois: Good! Sound the retreat! <angrily>
Aulon: But I promised Joan we'd fight on...
Dunois: I made no such promise! Sound the retreat for the night!
Aulon: No, but that was her order. <firmly>
Dunois: I'm fed up with taking her orders! She swore we would defeat the English by nightfall! Look,
Look! Look at the mess we're in, its her mess not mine! We're worse off than she didn't come at all!
Now, do as I say and sound the retreat! <explosive>
*Dunois walks off in a storm*
Redbeard: Hey! Where are you going? Come back and fight! <taunting happily>
*Sounds of retreat signal*
*Lights fade*
-END-
4. Scene 2
*Joan wakes up on the table and stumbles outside*
Redbeard: Retreat! What happened to your precious angel? I'll tell you what happened. We sent your
little bitch back to hell! So she can go fuck with the devil! What are you gonna do now? Retreat
(sarcastic)! Why don't you come out? And fight? Come on, come on, or are you too busy praying to bring
your fucking witch back from the dead? Do you hear me? <barbarically, sarcastically>
*Joan runs forward with her banner* <angry, proudly>
Joan: I hear you! I'm alive! May God forgive your blasphemy! *pause* For I never will. I NEVER WILL! <in
contempt>
*Joan walks urgently back to the French fort. Aulon wakes up.*
Aulon: Joan, what are you doing? You need to rest. <worriedly>
Joan: I need to wake up the soldiers, now. <urgently>
Aulon: But Joan...
*Joan scrambles around waking soldiers*
Joan: My fine soldiers, wake up! Wake up! My fine soldiers, wake up! To arms, to arms! Wake up...! We
must fight the battle! The battle has begun! … We need this tower up, we need this tower up. <spirited>
*Soldiers hurry to pull up the archer tower*
<Mood of pre-war excitement>
Short Scene 1 (Fre)
Gilles: What's going on? *walking up to Joan*
Joan: We're taking back the trail. *directing her army*<triumphantly>
S.S. 2 (Fre)
Dunois: Joan, what are you doing? <in panic>
Joan: I'm sending a message to Glasdale. <obliviously happy>
Dunois: With that??
Joan: Yes!
Dunois: But... you got its back to front. <puzzled>
Joan: Sir, I know what I'm doing. So, just get back to bed. <firmly>
5. S.S. 3 (Eng)
*A messenger wakes up Glasdale*
Messenger: My lord...
Glasdale: What?
Messenger: The French bitch...she's back from the dead. <fearfully, deadly>
S.S 4 (Fre)
*Joan and the men push the tower forward*
Aulon: Joan, don't you think we should take some time to think about this? <apprehensive>
Joan: Sooner is better than later. <darkly>
S.S 5 (Eng)
*peers over wall*
Redbeard: What the fuck is she playing at? <half-anxious>
S.S 6 (Fre)
Dunois: I don’t know! How can we plan anything if she doesn’t consult with us?! <frustrated, raging>
La Hire: Did you consult with her yesterday? <jovially>
Dunois: Don’t even start, you agreed to attack yesterday. <darkly>
La Hire: That doesn't count.
Dunois: Why is that?
La Hire: Because, I always agree to attack! <high morale>
S.S 7 (Eng)
*Glasdale from the top of the tower*
Glasdale: Crazy bitch.. She doesn’t even know how to use it. <anxious, angry>
*Archer tower starts to tilt and crashes on the English fort*
Redbeard: Oh my God!!! <in panic>
*The English stumble back in shock. French charge forward and attack*
-Narration-
*Shadow play of a short attack / victory of French army over British*
-END-
6. SCENE 3
-Narration, continued-
*Shadow play of Joan and the French army passing through town while waving, cheered on with
confetti*
*In church, dressing up the king *
S.S 1
Charles: May I see the seamstress? It is too tight, I can't breathe. Is this meant to be a crown? Isn't there
something more regal? … I asked for a grandiose coronation and this is what I get? This whole thing is
going to be an utter FIASCO! <annoyingly>
Archbishop: We took 3 days to prepare, your father's coronation took 3 months. <sternly>
S.S 2
Charles: He is probably right, we should call for a delay...
Bishop: There is no time Sir, we can't put off the ceremony. There's no knowing when the English might
get back.
Charles: Let them come, let them see who is the true King of France! … Those damned English, we
should be doing this in Paris, Notre dame. It is much more prestigious and twice as big. <proudly>
Bishop: It is the sacred place that matters, not the size, am I correct, Bishop? <pompous>
S.S 3
Archbishop: Oh yes that's right! All the Kings must be coroneted at the Great Cathedral of Reims with
the Holy Oil of Clovis. <enthusiastically>
*Charles walks off restlessly. Light fades off.*
7. S.S 4
*Light dawns on bishops taking positions on center stage and getting ready for the coronation*
*French army appear and form an aisle*
*Ceremony begins*
<Mood of grandeur, seriousness>
*Charles walks down the aisle regally and kneels down slowly in front of the Archbishop*
*Archbishop slowly draws out the Holy Oil of Clovis held by the Bishop*
*Repeated hand motions of the Christian cross over Charles*
Archbishop: The sacred oil, blessed by the hands of the Father in Heaven, to anoint you Charles, to be
the sovereign Lord, King of this kingdom of France. Charting that you shall defend the faith of our
Mother, Holy Church as long as you shall live. Amen. <slowly, seriously>
*Archbishop takes the crown slowly from the Bishop and crowns Charles*
<Mood of glorious victory finally achieved>
*Charles stands up to everyone cheering to confetti, laughing, some crying in joy, high-fiving*
-END-
-Narration-
*Shadow play of Joan being captured and beat up by the English / tried at court / burnt at the stake*
*Shadow cloth is lowered, cast takes a bow*
*Play ends on a bitter note*
-ENDS-