Why Everybody Is Talking About Grapes of Wrath Essay Topics...The Simple Truth Revealed

Why Everybody Is Talking About Grapes of Wrath Essay Topics...The Simple Truth Revealed Take a look at our Grapes of Wrath essayto find more on the subject of interrelation. They, in this novel are very metaphorical. The Grapes of Wrath is genuinely a timeless classic. In the long run, the reaction The Grapes of Wrathevokes will be contingent on the mood and mentality of the person reader. The Debate Over Grapes of Wrath Essay Topics The cost of an essay rides on the quantity of effort the writer has to exert. The essay isn't the simplest task to master. While writing an essay on this novel, you will start to understand it better, polish your capacity to analyze a part of literature, and structure your thoughts. You must be proficient in the topic, have an overall idea about the chosen issue and can get the best arguments to demonstrate your thesis. Still, every one of them would show up in the overall list. We come to understand that this exact same precise theme was po rtrayed in another work, and in this instance, the Bible. Tom Joad is a really complicated single, who's a huge plus and at the exact clip, a tremendous load. Answers may change in length. Who Else Wants to Learn About Grapes of Wrath Essay Topics? Everybody can agree that reading is a significant component in creating a thriving life. Steinbeck often stresses the significance of individuals working with each other to reach a frequent objective. Nevertheless, I walked into Interstellar with a specific amount of cautious optimism. Definitions of Grapes of Wrath Essay Topics Rich and wealthy class representatives were simply misusing the ability of the regional authorities to be able to guard their own interest and boost the possible profits. They work hard on the land but don't have the fields because of their social status. For the decrease class to be successful, they need to unite and keep striving for a future that may someday develop into an American Dream. Students l ead busy lives and frequently forget about a coming deadline. Grapes of Wrath Essay Topics Features Actually, rat turds would have been much superior than the horror which I discovered. In general, the usage of dialogue helps Steinbeck create the notion that family comes above every things. When you read fiction, you're studying the world through somebody else's eyes. You might have liked the book for a story, even though it is definitely depressing. The dialogue in the movie is not anything more than a run of expositional monologues developed to spell out the meandering plot. And this isn't the close of the story yet. On account of the destitute trip involved with getting to California, the Wrath facet of the title is also accurate. Dreams could possibly be shattered in California. And who knows why Dr. Mann would like to kill people by way of soliloquy. Close to the conclusion of the novel, the Joads begin to understand they are members of a bigger family. The theme is just one of man verses a hostile atmosphere. Family can also incorporate individuals who are deemed close buddies. For instance, the Joad family starts to break up because they lose hope and quit based on one another. Therefore, the state government has the substantial undertaking of formu lating and executing measures to utilise the regional resources to create jobs and offer employment. This is particularly crucial for Democrats since they are notoriously unreliable voters. Since the story is long and morose, it is crucial to think of essay questions that could engage students and let them relate to the story. You should have your reasons, and our primary concern is that you wind up getting a great grade. This will allow you to establish uniform criteria for grading essays even though students could possibly be writing about various facets of the material. Students ought to have a complete comprehension of the unit material so as to answer these questions. So far as the students are involved, writing a research paper is among the toughest and frustrating undertaking in their opinion. Therefore, many students and employees decide to obtain inexpensive essay rather than writing it themselves.

True Love In Hamlet Essay - 1260 Words

â€Å"Something is rotten in the state of Denmark,† (1.4.89) Marcellus so wisely stated not knowing the precision behind his words. Various dialogue exchanged throughout the play discretely summarized events that took place. Horatio proved this point when he stated â€Å"Of carnal, bloody, and unnatural acts, of accidental judgments, casual slaughters, of deaths put on by cunning and [forc’d] cause, and in this upshot, purposes mistook fall’n on th’ inventors’ heads.† (5.2.381-5) These quotes could easily relate to numerous events that took place during the course of the play, however, none of them are more interesting then the question of true love. The words true love do not encompass Hamlet and Ophelia; but, Gertrude and Claudius. Many readers†¦show more content†¦None wed the second but who kill’d the first.† (3.2.179-80) Another prime example would be when she stated; â€Å"A second time I kill my husband dead, when second husband kisses me in bed.† (3.2.184-5) Hamlet soon after turned to his mother and asked â€Å"Madam, how like you this play?† (3.2.229) â€Å"The lady doth protest too much, methinks,† (3.2.230) the queen replied implying that she thought the player queen made empty promises. Had the Gertrude known about Claudius’ plans to murder old Hamlet, surely she would have acknowledged what the play was about and she would have acted out the way Claudius did when he called for the lights after he finally realized what was going on. Also, after the play, Hamlet had a conference with his mother, during their talk, Hamlet learned that someone was hiding behind the arras, he killed this person and moments later discovered it was Polonius. In an exchange of words between Hamlet and Gertrude, we see that Gertrude is shocked at the mention of old Hamlet’s murder: Queen: O, what a rash and bloody deed is this! Hamlet: A bloody deed! Almost as bad, good mother, as kill a king, and marry with his brother. Queen: As kill a king! Hamlet: Ay, lady, it was my word. Gertrude portrays a superficial, self-centered woman. On many occasions Gertrude substantiates this point. She tends to be concerned with other people’s thoughts of her and how she is viewedShow MoreRelatedHamlets Love for Ophelia1231 Words   |  5 PagesIntro to Literature Drama Paper Hamlet’s Love   Ã‚      In the tragic play  Hamlet, written by William Shakespeare, one of the most common themes found throughout the story’s plot is the theme of love. Shakespeare interlaces many layers of thematic love through the complex relationships of  Hamlet; primarily between Hamlet and Ophelia. From Act one until the final scene of the play, Hamlet struggles with the decision to kill Claudius while he concurrently tries to comprehend the chaos surroundingRead MoreDoes Hamlet Truly Love Ophelia957 Words   |  4 PagesDoes Hamlet Truly love Ophelia? In William Shakespeare’s Hamlet, many arguments have been argued as to whether or not Hamlet is really in love with Ophelia. I believe that there is a lot of evidence arguing that Hamlet never loved Ophelia and that he was just using her. By the way he acts around Ophelia when he is alone with her, he shows that his feelings for her are true. Hamlet shows throughout the play that he is really in love with Ophelia. One piece of evidence showing that Hamlet reallyRead MoreThe Relationship Between Ophelia and Hamlet: William Shakespeare970 Words   |  4 PagesThe play Hamlet, by William Shakespeare, looks at the issue of madness and how it effects the characters of the play. Madness can be looked at from very different perspectives, such as strong and uncontrollable emotions, a person’s desires, and also a persons mental stability. Throughout the play, the audience is questioning the sanity of the main character, Hamlet, as he goes on his quest for revenge. The people around him also show signs of madness, such as Ophelia and Claudius, but in differentRead MoreAppearence vs. Reality in William Shakespeares Hamlet Essay1671 Words   |  7 Pages amp;#65279;Appearance vs. Reality nbsp;nbsp;nbsp;nbsp;nbsp; In Shakespeare’s tragedy, Hamlet, there is a dominant and overwhelming theme that is concurrent throughout the play. Throughout the play, all the characters appear as one thing on the outside, yet on the inside they are completely different. The theme of appearance versus reality surrounds Hamlet due to the fact that the characters portray themselves as one person on the outside, and one different on the inside. In the play, ClaudiusRead MoreRevenge in Hamlet by William Shakespeare1695 Words   |  7 Pagesbut with young love, dramatic scenes denying this love, and true madness that leads to suicide. Which sounds better? Which would hold your attention longer? Odds are that the second play described is the choice you have chosen or unknowingly chosen in your thoughts. If it is not, then you would be missing out on one of the most famous plays written by William Shakespeare. Both plays described have the fundamental plot of this Shakespeare’s Hamlet, but only the second is the true play that ShakespeareRead MoreHamlet Love for Ophelia Essay759 Words   |  4 PagesHamlets Love For Ophelia Although the play Hamlet was written nearly 450 years ago by William Shakespeare, scholars still pose the question, â€Å"Did Hamlet really love Ophelia?† I believe Hamlet had feelings for Ophelia, but he never demonstrated true love for her. Several times in the play Hamlet denies his love for Ophelia. If he truly loved her, he would not want to hurt her. When Hamlet accidently killed Polonius, he did not try to console Ophelia. If he truly loved her, he would have been at herRead MoreEssay on Human Nature in Hamlet and a Midsummer Nights Dream1314 Words   |  6 Pagespeople to love, then destroy, then love again that which they value the most.† –Unknown. Countless authors have tried to display love as human nature, but no author does this better than the famous playwright, William Shakespeare. In both Hamlet and A Midsummer Night’s Dream, Shakespeare exhibits how love can control a person. To understand how love controls a person, one must understand that human nature is the sum of qualities and traits shared by all humans. All humans have exhibit love in oneRead MoreThe Hamlet By William Shakespeare1605 Words   |  7 PagesThe Hamlet, written by William Shakespeare is a true tragedy of the century that will be remembered by all the people. The author of the play tended to focus on revenge, humanity and death in most of his plays. The Hamlet is a story of revenge, accusation, and love. The love author describes can be in very different and variety of forms but on the other hand, there’s pure love that every girl dreams of. In the play, Hamlet declares in the funeral of Ophelia that he was in love with her but was heRead More No Oedipal Complex Found in Hamlet Essay1150 Words   |  5 Pages No Oedipal Complex Found in Hamlet nbsp; Some scholars have interpreted Hamlets actions throughout Hamlet to be the Oedipus complex.nbsp; According to the story of Oedipus, Laius, his father, learned from an oracle that Oedipus would kill him.nbsp; Laius then left his son to die on a mountain, where he was found and raised by the King of Corinth.nbsp; Oedipus was also told that he would someday kill his own father, and fled Corinth because he believed that the King of Corinth was his realRead MoreHamlets Capacity For Self-Sacrifice Essay1716 Words   |  7 Pagesplay Hamlet, by William Shakespeare, Shakespeare introduces the readers to the protagonist Hamlet who is draped in anger and emotions and has a new-found mission in life. Initially, Hamlet is portrayed as an individual in mourning over his fathers death and his mothers haste in remarrying to her brother-in-law and Hamlets uncle, Claudius. However, Hamlet’s character and personality were drastically altered after meeting the Ghost and discovering the true na ture of his Father’s death. Hamlet is

Antiwar Movement In US Essay Example For Students

Antiwar Movement In US Essay The antiwar movement against Vietnam in the US from 1965-1971 was the mostsignificant movement of its kind in the nations history. The United Statesfirst became directly involved in Vietnam in 1950 when President Harry Trumanstarted to underwrite the costs of Frances war against the Viet Minh. Later,the presidencies of Dwight Eisenhower and John F. Kennedy increased the USspolitical, economic, and military commitments steadily throughout the fiftiesand early sixties in the Indochina region. Prominent senators had already beguncriticizing American involvement in Vietnam during the summer of1964, which ledto the mass antiwar movement that was to appear in the summer of 1965. Thisantiwar movement had a great impact on policy and practically forced the US outof Vietnam. Starting with teach-ins during the spring of 1965, the massiveantiwar efforts centered on the colleges, with the students playingleadingroles. These teach-ins were mass public demonstrations, usually held in thespring and fall seasons. By 1968, protestersnumbered almost seven million withmore than half being white youths in the college. The teach-in movement was atfirst, a gentle approach to the antiwar activity. Although, it faded when thecollege students went home during the summer of 1965, other types of protestthat grew through 1971 soon replaced it. All of these movements captured theattention of the White House, especially when 25,000 people marched onWashington Avenue. And at times these movements attracted the interestof all thebig decision-makers and their advisors. The teach-ins began at the University ofMichigan on March 24, 1965, and spread to other campuses, including Wisconsin onApril 1. These protests at some of Americas finest universities captured publicattention. The Demonstrations were one form of attempting to go beyond merewords and research and reason, and to put direct pressure on those who wereconducting policy in apparent disdain for the will expressed by the voters. Within the US government, some saw these teach-ins as an important developmentthat might slow down on further escalation in Vietnam. Although several hundredcolleges experienced teach-ins, most campuses were untouched by thiscircumstance. Nevertheless, the teach-ins did concern the administration andcontributed to President Johnsons decision to present a major Vietnam addressat Johns Hopkins University on April 7, 1965. The address tried to respond tothe teach-ins campus protest activity. The Johns Hopkins speech was the firstmajor example of the impact of antiwar. Johnson was trying to stabilize publicopinion while the campuses were bothering the government. In 1965, the USstarted strategically bombing parts of Northern Vietnam, catalyzing the antiwarmovement public opinion ofwhat was going on in Indochina. These bombings spawnedthe antiwar movement and sustained it, especially as the North Vietnamese leaderHo Chi Minh refused to listen to American demands. The antiwar movement woul dhave emerged alone by the bombings, and the growing cost of American livescoming home in body bags only intensified public opposition to the war. Thismovement against the Northern bombings, and domestic critics in general, playeda role in the decision to announce a bombing pause from May 12 to the 17, of1965. Antiwar activists carried on through the pause with their own programs,and the scattered teach-ins had become more of a problem for President Johnsonwhen their organizers joined in an unofficial group, the Inter-UniversityCommittee for a Public Hearing on Vietnam. This new committee began planning anationwide teach-in to be conducted on television and radio, of which would be adebate between protesters and administrators of the government. The antiwarmovement, through the national teach-in, contributed to the resignations of manygovernment officials, including the resignation of McGeorge Bundy inearly 1966. This well-publicized debate made the antiwar effort more respectable. Assupporters of the war found themselves more popular, they were drivenincreasingly to rely on equating their position withsupport for our boysin Vietnam.. The antiwar movement spread directly among the combat troopsin Vietnam, who began to wear peace symbols and flash peace signs and movementsalutes. Some units even organized their own demonstrations to link up with themovement at home. For example, to join the November 1969 antiwarMobilization, aunit boycotted its Thanksgiving Day dinner. One problem of the antiwar movementwas the difficulty of finding ways to move beyond protest and symbolic acts todeeds that would actually impede the war. Unlike college students and othercivilians, the troops in Vietnam had no such problem. Individual acts ofrebellion, raging from desertion to killing officers who orderedsearch-and-destroy missions, merged into mutinies and large-scale resistance. Between the late summer of 1965 and the fall of 1966, the American militaryeffort in Vietnam accelerated from President Johnsons decisions. The number ofair sorties over Northern Vietnam now increased again, from 25,000 in 1965 to79,000 in 1966. The antiwar movement grew slowly during this period and so didthe number of critics in Congress and the media. A ban on picketing the WhiteHouse was recommended. Instead, President Johnson and later Nixon combated thepicketers through a variety of legal and illegal harassment, including limitingtheir numbers in certain venues and demanding letter-perfect permits for everyactivity.The picketers were a constant battle, which the presidents could neverclaim total victory. By 1967, US military authority was breaking apart. Not onlywas it the worst year for President Johnsons term, but also one of the mostturbulent years in all of American history. The war in Southeast Asia and thewar at home in the streets and the campuses dominated the headlines and theattention of the White House. To make matters worse, 1967 witnessed more urbanriots; the most deadly of which took place in Detroit. It was also the year ofthe hippies, the drugs, and a wholesale assault on morality and values; and allof these singular happenings were magnified by the media.The antiwar effort wascrippling Johnsons presidency and paralyzing the nation. Now the war wasbecoming more unpopular at home. By the middle of 1967, many Americans begantelling that the original involvement in Vietnam had been a costly mistake. Andfor Johnson, only a little more than a quarter of the population approved of hishandling the war in 1968. Many of those fed up at home were the hawks. The hawkswere the group of people that supported the war. They wanted to remove theshackles from the generals and continue the bombings over Vietnam. However,Johnsons critics among the doves were far more troubling. The doves wereusually blue-collar workers and wanted to end Vietnam immediately. In the firstplace, they were far more vocal and visible than the hawks, appearing at large,well-organized demonstrations. Even more disconcerting were the continuingdefections from the media and the Democratic Party. The antiwar movement thatbegan as a small trickle had now became a flood. The most important antiwarevent of 1967 was the March on the Pentagon in October, which was turning pointfor the Johnson administration. With public support for Johnsons conduct of thewar fading, the president fought back by overselling modest gains that hismilitary commanders claimed to be making. This overselling of the wars progressplayed a major role in creating the domestic crisis produced by the TetOffensive in early 1968, sparked from the protesters actions. Although thesemarcherswere unable to levitate the besieged Pentagon, their activitiesultimately contributed to the redirection of the American policy inVietnam by1968-and the destruction of the presidency of Lyndon Johnson. Johnson fina llyrealized-the energized antiwar forces spelled the beginning of the end forAmerican involvement in the war. Thus, the administration dug in for a long anddramatic time of protests, uncivil disobedience, and numerous arrests. The sizeof these demonstration crowds often varied but there were no disagreements aboutthe major events of protest. They began with peaceful series of speeches andmusical presentations. Then many of the participants tried to march the variousgovernment grounds, most importantly taking place at the Lincoln Memorial. Formost Americans, the events were symbolized by television images of dirty-mouthedhippies taunting the brave, clean-cut American soldiers who confronted theunruly demonstrators. Americans were soon shocked to learn about the communistsmassive Tet Offensive on January 31, 1968. The offensive demonstrated thatJohnson had been making the progress in Vietnam seem much greater than it reallywas; the war was apparently endless. Critics of the administra tion policy on thecampuses and Capitol Hill had been right after all. For the first time, thestate of public opinion was the crucial factor in decision making on the war. Insomnia EssayContinuing in 1974 to 1975, the public with the movement, led by Congress andthe media, all influenced the arguments presented to more financial andmilitarycommitments in Vietnam. The struggle of the American minds was over, forthere would be no more Vietnams in the near future. Among the most convincingtheories of the movement were that it exerted pressures directly on Johnson andNixon it contributed to the end of their policies. The movement exertedpressures indirectly by turning the public against the war. It encouraged theNorthern Vietnamese to fight on long enough to the point that Americans demandeda withdrawal from Southeast Asia; it influenced American political and militarystrategy; and, slowed the growth of the hawks. It is now clear that the antiwarmovement and antiwar criticism in the media and Congress had a significantimpact on Vietnam. Its key points being the mass demonstrations by the collegestudents across the country and the general public oppositio n to the war effortinVietnam. At times, some of their activities, as displayed by the media, mayhave produced a patriotic backlash. Overall, the movement eroded support forJohnson and Nixon, especially by the informed public. Through constantdissident, experts in the movement, the media, and the campuses helped todestroy the knee-jerk notion that they in Washington have created.Thus, from the beginning of the US involvement in Indochinas affairs, theantiwar movement in the US from 1965-1971 was the most significant movement ofits kind in the nations history. Politics

Technological catastrophe Essay Example

Technological catastrophe Paper An environmental disaster is a natural disaster that few people will experience in their lifetime. These are relatively infrequent natural events that are the product of natural physical forces governing the earth and atmosphere. A technological catastrophe is a human made disaster, the result of some human error or miscalculation. These events are usually called disasters when there is a substantial degree of destruction and disruption and the events are uncontrollable either because they are natural disasters or because they represent the occasional loss of control over something which humans normally control very well. Psychologists have studied disasters and catastrophes in an attempt to ascertain what characterises a disaster and what the psychological effects of disaster and catastrophe.  It has been found that the characteristics of a disaster effect how people react. One important characteristic is the amount of warning available. Fritz Marks (1954) found that a lack of warning about a disaster can make the consequences worse, however Drabek Stephenson (1971) found that the effectiveness of repeated warnings of flash floods was undermined by factors such as families being separated at the time of warnings they showed more concern for locating each other than evacuating, and the method used to deliver warnings the news media reached the most people but was least effective in producing appropriate responses. We will write a custom essay sample on Technological catastrophe specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Technological catastrophe specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Technological catastrophe specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Psychologists have also studied peoples awareness and perception of the risks they face from natural disaster. One field study by Simms Baumann (1972) suggests that personality determines perception of risk. They found that residents of Alabama were more external in their locus of control, believing in the forces of fate rather than personal responsibility. These residents were less likely to take precautions such as listening to radio reports of weather and preparing for storms, than residents in Illinois, who had internal locus of control. Death rates from Tornadoes were higher in the southern areas (Alabaman) than in the mid west (Illinois) this suggests that personality factors affect peoples perceived risk from natural disaster. There have been many studies of the psychological effects of disaster. Bowman (1964) observed the responses of psychiatric patients to a massive earthquake in Alaska and found that initial responses were very positive, people wanted to help and there was an increased feeling of unity. This suggests that social cohesiveness may increase in response to disasters.  However many other negative effects have been found. Wood (1992) found earthquake survivors experienced twice as many nightmares as a control group of Ps from the university of Arizona who did not live near the earthquake. In a case study of survivors from the Herald of Free Enterprise disaster Joseph et al (1993) found increased levels of alcohol, cigarettes, sleeping pills, anti depressants and tranquilliser consumption, and these effects were still evident 30 months after the disaster.  This suggests that psychological effects of disasters may be widespread and long lasting.  In contrast to environmental disasters, evidence suggest that technological catastrophes do not increase social cohesion. Cuthbertson Nigg (1987) found people exposed to toxins (asbestos and pesticides) in two separate incidents in America, were divided into victims who were worried about the effects and those who were unconcerned. The difference in opinion was a basis for conflict and resentment, and no evidence was found of the development of supportive and cohesive groups. This was field experiment using interviews questionnaires and observations. However some research has found similarities in the effects of technological catastrophes and natural disasters, particularly in stress related problems. Davidson Baum (1986) studied people living near Three Mile Island at the time of a nuclear disaster and radiation leak. They found effects of stress 6 years after the event these included physiological measurements such as adrenalin levels and self-report measures such as sleep disturbance questionnaires. This research suggests people may suffer from the effects of catastrophes long after the event is over.  b) Evaluate what psychologists have learned about environmental disaster and/or technological catastrophe  The first evaluation issue is Methodology, and the fact that most of the research into disasters and catastrophes i   carried out after the event and therefore it is impossible to make comparisons of responses before the disaster. For example Woods (1992) findings of earthquake survivors suffering twice as many nightmares after the disaster than a control group, however there is no information on these people before the earthquake. IN COMPARISON Davidsons (1986) study of stress levels people living near Three Mile Island also could not compare these responses with pre disaster information. In CONTRAST Bowman (1964) was able to observe responses of psychiatric patients during and immediately after an event and made comparisons to their behaviour prior to the event. However in most cases research cannot make such comparisons.  The second evaluation issue is measurement, which is how psychologists actually measure the variables they are interested in. In disaster situations measurement is often difficult due to the chaotic conditions in which research is carried out. Cuthbertson Nigg (1987) used interviews, questionnaires and observations to try to measure social cohesiveness in two communities where technological catastrophes had occurred. These measurements may lack validity, which is being sure that a measurement actually does measure the variable it claims to measure, and reliability, which means the measurement being reliable over time, since the methods used may suffer from problems of social desirability responses and observer bias. In COMPARISON the measurements used by Simms Baumann were personality based questionnaires and interviews, and these may also lack validity and reliability, as these researchers used these measurements as an indication of perceived risk from natural disaster. In CONTRAST Davidson Baum (1986) used a range of both physiological and self-report measures of stress, and these measurements were high in validity and reliability.  The third evaluation issue is ethnocentrism, which means applying the norms found in one culture to the whole of the world. A great deal of research in disasters and catastrophes has been carried out in America and Europe, western cultures. For example Simms Baumanns research was carried out in Illinois and Alabama, but these researchers used their results to make generalisations about personality and perception of risk from disaster. In COMPARISON Bowmans research with psychiatric patients was carried out in Alaska, however Bowman also made generalisations about social cohesiveness in responses to disasters. It could be argued that in some cultures collectivism is already much greater than in western cultures that tend to be more individualistic, and therefore this research may be of little use in predicting responses to disaster globally. In further COMPARISON research in technological disasters and social cohesion by Cuthbertson Nigg (1987) was also carried out in America and again may be of little use in predicting how people may respond in other cultures. The fourth evaluation issue is sampling methods, that is the way in which psychologists have obtained a sample from their chosen population. The best sampling method to use is a random sample, where each member of a population has an equal chance of being selected. However in research carried out in the aftermath of some disaster or catastrophe this is rarely possible. Measurement must often be done quickly and therefore samples may be non-representative and can limit the extent to which generalisations can be made. In research carried out by Bowman an opportunity sample was used of psychiatric patients, and therefore generalisations from these individuals to other populations cannot really be made. In COMPARISON Wood (1992) also used an opportunity sample of earthquake survivors therefore it is not safe to generalise from these findings. In CONTRAST the study carried out by Simms Baumann was not conducted in the immediate aftermath of a disaster and could therefore have used random sampling methods such as the electoral role in order to select participants from the two areas compared.