A Feminist Reading of the Tempest Essay -- Literary Analysis, Shakespe

William Shakespeare’s The Tempest provides dialogue that portrays the social expectations and stereotypes imposed upon women in Elizabethan times. Even though the play has only one primary female character, Miranda, the play also includes another women; Sycorax, although she does not play as large a roll. During many scenes, the play illustrates the characteristics that represent the ideal woman within Elizabethan society. These characteristics support the fact that men considered women as a mere object that they had the luxury of owning and were nowhere near equal to them. Feminists can interpret the play as a depiction of the sexist treatment of women and would disagree with many of the characteristics and expectations that make Miranda the ideal woman. From this perspective, The Tempest can be used to objectify the common expectations and treatment of women within the 16th and 17th Centuries and compare and contrast to those of today. This play portrays the women as fragile and pathetic beings. When Miranda is speaking to Ferdinand she is allowing him to see her as quite vulnerable, which will allow him to view here exactly as that.â€Å"At mind unworthiness, that dare not offer/What I desire to give, and much less take†(3.2.77-78). She goes on to say, â€Å"If not, I’ll die your maid. To be your fellow/You may deny me, but I’ll be your servant/Whether you will or no†(3.2.83-86). This play is portraying Miranda as a pathetic woman who would rather be a servant to a man that won’t marry her; she would rather be his maid than live without him. Miranda’s character in the play represents the ideal woman of Elizabethan era. She is portrayed as a goddess among the men. â€Å"Most sure, the goddess/Oh whom these airs attend!†(1.2.425-426). Fer... ...n her mind is more important than his words. It is an example of the patriarchal society that they live in; although he is her father and has the parental power over her he would most likely not speak to a son in such a demeaning tone. He makes her seem to be slow, as if she cannot carry on a conversation or listen to him, which is quite demeaning. The Tempest portrays women as beings that accept the ideal role that they are expected to take on by the request of the men. The way Miranda is portrayed; as a goddess, maid, or virgin, is what she makes herself to be. The play does not give women the voice that they deserve, it makes them out to be prized possessions for men to brag about and share. From a feminist prospective, The Tempest portrays an Elizabethan society that doesn’t give women a voice, but rather ways on how to be the ideal woman for men to possess. A Feminist Reading of the Tempest Essay -- Literary Analysis, Shakespe William Shakespeare’s The Tempest provides dialogue that portrays the social expectations and stereotypes imposed upon women in Elizabethan times. Even though the play has only one primary female character, Miranda, the play also includes another women; Sycorax, although she does not play as large a roll. During many scenes, the play illustrates the characteristics that represent the ideal woman within Elizabethan society. These characteristics support the fact that men considered women as a mere object that they had the luxury of owning and were nowhere near equal to them. Feminists can interpret the play as a depiction of the sexist treatment of women and would disagree with many of the characteristics and expectations that make Miranda the ideal woman. From this perspective, The Tempest can be used to objectify the common expectations and treatment of women within the 16th and 17th Centuries and compare and contrast to those of today. This play portrays the women as fragile and pathetic beings. When Miranda is speaking to Ferdinand she is allowing him to see her as quite vulnerable, which will allow him to view here exactly as that.â€Å"At mind unworthiness, that dare not offer/What I desire to give, and much less take†(3.2.77-78). She goes on to say, â€Å"If not, I’ll die your maid. To be your fellow/You may deny me, but I’ll be your servant/Whether you will or no†(3.2.83-86). This play is portraying Miranda as a pathetic woman who would rather be a servant to a man that won’t marry her; she would rather be his maid than live without him. Miranda’s character in the play represents the ideal woman of Elizabethan era. She is portrayed as a goddess among the men. â€Å"Most sure, the goddess/Oh whom these airs attend!†(1.2.425-426). Fer... ...n her mind is more important than his words. It is an example of the patriarchal society that they live in; although he is her father and has the parental power over her he would most likely not speak to a son in such a demeaning tone. He makes her seem to be slow, as if she cannot carry on a conversation or listen to him, which is quite demeaning. The Tempest portrays women as beings that accept the ideal role that they are expected to take on by the request of the men. The way Miranda is portrayed; as a goddess, maid, or virgin, is what she makes herself to be. The play does not give women the voice that they deserve, it makes them out to be prized possessions for men to brag about and share. From a feminist prospective, The Tempest portrays an Elizabethan society that doesn’t give women a voice, but rather ways on how to be the ideal woman for men to possess.

An Inspector Calls, Social Responsibility Essay

An Inspector Calls was written by J. B. Priestley after the Second World War. It is set in the spring of 1912 at the Brumley home of the Birlings, a prosperous industrial family in the North Midlands. When the Inspector Goole first enters the scene, Mr. Birling is giving some ‘good advice’, as he calls it, â€Å"A man has to make his own way – has to look after himself†¦The way some of these cranks talk and write now, you’d think everybody has look after everybody else, as if we’re all mixed up together†. Collectively, the Birlings had been celebrating, rather decadently, a celebration of Gerald and Sheila’s engagement and Mr. Birling had also been talking about there being a good chance that he will be in the next honours list. There is also an interesting point when Mr. Birling talks openly of Gerald and Sheila’s social divide, â€Å"Your mother†¦feels you might have done better for yourself socially [than Sheila]†. This shows that the Birlings and the Crofts, both rich families, opinion that social class is everything and cannot be overlooked. Overall, the evening is almost entirely focused on society itself and how to ‘properly’ act in it. When the Inspector comes in, his manner is completely different and, as we find out later in the play, his opinion of society too. He is reserved, inquisitive and not afraid to ask impertinent questions to those who may be of higher social ‘standing’ than himself. Even more significance is shown later on in the play when the characters of Mr. Birling and that of the Inspector are found to be polar opposites. The set for â€Å"An Inspector Calls† Source: Wiki Commons Whenever you refer to text in the book, remember to put in the page number so that the examiner knows you are not â€Å"making it up. † It also shows you have more confidence in the points you are writing about. In his notes J. B. Priestley describes Inspector Goole as â€Å"a big man† but â€Å"creates an impression of massiveness, solidity and purposefulness. † (p. 11). The stage directions repeatedly show him â€Å"cutting through, massively† (p. 12), â€Å"massively taking charge† (p. 28), â€Å"with authority† (p. 34), â€Å"cutting in, sharply† (p. 45). The director should take advantage of these stage directions and use them to make him seem larger than life and in full control of the situation in order to mimic the â€Å"character† of Inspector Goole, Goole behaves like a police inspector in that he remains in control, he dominates the other characters including Mr. and Mrs. Birling, who are used to dominating others and being obeyed: â€Å"(As Birling tries to protest, turns on him) Don’t stammer and yammer at me again, man. I’m losing all my patience with you people† He has no respect for them and this comes as a shock to the Birlings who are very highly respected throughout society, Mr.  Birlings only reply being, â€Å"what did he say? †, after this outburst Mrs. Birling is â€Å"rather cowed. † Aside from a few uncontrolled outbursts, Goole is constantly calm and unruffled and speaks â€Å"firmly† (p. 51) and â€Å"imperturbably† (p. 31). Goole is unusual and intriguing, however, in that he makes his close, personal feelings known to the Birlings. He represents Priestley’s moral view, the moral dimension of allowing others to see they can find forgiveness though future good behavior makes him different from a normal police inspector because he is more concerned with morality rather than legality. Furthermore he is outraged and disgusted about what has been done to Eva Smith and he lets the Birlings know this throughout the play, â€Å"She died in misery and agony hating life† (p28). His language is sometimes blunt, deliberately harsh and he defies Birlings attempts to rebuke him. Goole reminds Mr. Birling that he has responsibilities, â€Å"Public men, Mr. Birling, have responsibilities as well as privileges† (p. 41), this shows Goole’s feelings towards the upper class which we learn a lot more about further on in the play. Goole is also unintimidated when Mr. Birling tries to worry him by telling him that Colonel Roberts is â€Å"an old friend of mine. † (p. 16). The inspector, however, is unaffected and continues determinedly, refusing to be misled or diverted form his aim: to get each person to admit their part in Eva’s death, â€Å"it’s the way I like to work, â€Å"One person and one line of enquiry at a time. † (p. 12). It is because of his unusual qualities that the audience is led to suspect that Goole is not a normal police inspector. The Birlings also come to a similar conclusion and Mr. Birling and Gerald believe the whole affair to be a hoax. The audience is not so sure and we are left to reconsider when the phone call at the end of the play suggests the real inspector is about to arrive. This leaves us with the question that if the inspector isn’t real, then who is he? J. B. Priestley was very clever in the way he created the character of the inspector, he used Goole as a â€Å"tool† to represent his strong moral view of society and the way people think and do things. Priestley had strong socialistic views, and firmly believed that â€Å"we are all members of one body,† he saw the world as a community where everyone should be helping each other. An Inspector Calls is an informative play with a clear moral and political message which Priestley wanted the audience to accept. He effectively used Goole to voice the views he had. Mr. Birling says the inspector was â€Å"probably a socialist or some sort of crank- he talked like one† (p. 60) This tells us a lot about what message Priestley was trying to give to the audience as he himself was a socialist. Before the inspector tells us we are all links in the chain and we should look out for each other, the audience sees enacted before us exactly what might happen if we choose to ignore this view of society. Each of the Birlings is a link in the chain of events that lead to Eva Smiths suicide, even Gerald who has only just recently been engaged to Sheila. When Priestley, quite suddenly, reveals exactly how all the Birlings and Gerald are interconnected in Eva Smith’s suicide, he communicates immediately his message that: â€Å"We don’t live alone. We are members of one body. We are responsible for each other. † This sudden revelation is very effective because it makes the audience themselves aware that even they could have brought about similar tragedies without even knowing it, or at least become aware that there are â€Å"Millions and millions and millions of Eva Smiths and John Smiths still left†, meaning that there are a multitude of people in the world to whom similar circumstances have transpired, people that are so often forgotten in modern society, the audience suddenly becomes aware of these people, a revelation no doubt infinitely given weight and significance by the sudden manner that the Birling’s involvement with Eva Smith is made clear. Furthermore, this rather socialist concept and the fact that if it is ignored, â€Å"the time will soon come when, if men do not learn this lesson, then they will be taught it in fire and blood and anguish. † is very relevant since An Inspector Calls was released in 1945, the end of the Second World War, therefore much of the original audience might have been able to identify with the â€Å"fire and blood and anguish† because of the rather turbulent past six years. As can be seen, Priestley uses Eva Smith as a representative character type for the forgotten of society, the millions of individuals who are ignored and shunned through a series of misfortunes, disdain from others and more likely a lack of capital or means of support, generally ‘down and outs’. The fact that a World War had just ended also emphasises the pain and anguish these ‘Smiths’ suffered and are still suffering. Additionally, the fact that this could happen to anyone, even the very fact that it did happen, gives weight to Priestley’s views about looking out for each other, since a series of arguably negligible things lead the horrific suicide of a young girl. The Inspector as the questioner is a device used by Priestley to both convey his ideas about society and to build up dramatic tension, to make the play intriguing to the audience. One way in which he does this is the way in which he contrasts with Mr. Birling. Mr.  Birling is extremely confident and, some would say, arrogant at the beginning of the play, dismissing the possibility of a war based on his belief in progress an, ultimately, greed: â€Å"Nobody wants war except for some half-civilized folks in the Balkans†, â€Å"The world’s developing so fast that it’ll make war impossible† which, as the audience discovers later, contrasts strongly with the Inspector’s own views. Also, the Inspector arrives just after Mr. Birling had finished giving his ‘good advice’ to Gerald and Eric, that â€Å"A man has to mind his own business and look after himself and his own†. The dramatic timing here is obvious, and the two characters continue to contrast throughout the play. The Inspector’s character gains weight, charisma and power, and therefore tension is built, throughout the play. The Inspector belittles and erodes the confidence of Mr. Birling, a man that is supposedly a powerful figure, and he is brought first to self-justification in defense of his actions, then eventually to anxiety, and this too builds tension by making the audience realise the Inspector as a formidable character, his power is such that they wonder what he will do next, what his next line of enquiry will be. One other obvious way tension is built is the way in which gradually the characters are all found to have played a part in the alleged murder of Eva Smith, though the separate showing of the photograph to each character. Obviously, if all the characters had been shown the photograph there would have been little if any dramatic tension and not much of a plot either. Finally, dramatic tension is built up through the use of dramatic irony. The audience instantly knows that Mr. Birling is wrong and his awe misguided when he talks of the Titanic: â€Å"TheTitanic†¦ orty six thousand eight hundred tones – New York in five days†¦and unsinkable†. We also know he is fatally inaccurate when talking of war: â€Å"Just because the Kaiser makes a speech or two, or a few German officers have too much to drink and begin talking nonsense†¦you’ll hear some people say that war is inevitable†. This gives the audience and advantage over the characters and espec ially Mr. Birling, which also builds tension because it makes the audience more involved by them being in possession of knowledge that the characters are not. Priestley’s decision to set his play in 1912 when it was written in 1944 is an interesting one. He does this for a number of reasons. For example, in Act 1, the beginning of the play, talks about how war is impossible â€Å"The world’s developing so fast it’ll make war impossible†. Before the arrival of the Inspector, Mr. Birling also states: â€Å"In twenty or thirty years time†¦in 1940†¦you may be giving a party like this†¦by that time you’ll be living in a world that’ll have forgotten all these Capital versus Labour agitations and all these silly little war scares. There’ll be peace and prosperity and rapid progress everywhere† The audience, of course, knows this to be untrue. In 1940 the Second World War was raging and after the war there most certainly was not â€Å"progress everywhere† and â€Å"Capital versus Labour agitations† were rife, especially in Eastern Europe where Labour (Communism) was taking hold and there would be the long lasting stand off known as the Cold War between Capitalism and Communism for many years to come. This quote, and many other extraordinary pearls of ignorance on the part of Mr. Birling, makes the audience again more involved in the play because they know more than the characters. This also gives the Inspector more credibility because he contrasts so much with Mr. Birling. The setting of the play also allows for the Inspector to better deliver his message. Priestley uses the Inspector to communicate his ideas of socialism and social equality, and when near the end of the play he states: â€Å"We don’t live alone. We are members of one body. We are responsible for each other†¦And the time will soon come when, if men will not learn that lesson, then they taught it in fire and blood and anguish† The timing is crucial. Priestley communicates his message very well by setting the play in 1912 because two years later, The Great War, or World War One, occurred, and in 1939 a Second World War occurred. The â€Å"Fire and blood and anguish† almost certainly refer to these wars, in which millions of lives were lost because, arguably, nations were acting like Mr. Birling, with greed, and ignorance to the â€Å"Eva and John Smiths† of the world. I believe An Inspector Calls to be a very effective play indeed. JB Priestley communicates his ideas and beliefs of social equality and collective responsibility through his character, Inspector Goole, who with the help of other characters in the play, shows the audience just what can happen if one chooses to ignore others and deny responsibility for one’s own actions and their consequences. In my opinion, the showing of the photograph of Eva Smith to only one character at a time is an extremely effective way of progressing the play, ensuring smooth continuity, because it is subtle. It is probable that the audience does not, and did not, notice the possibility that the characters were being shown different photographs. So in this way, JB Priestley makes the characters believe, makes them know, that they are each implicated in the suicide of a young girl. Subsequently, when the characters realise that the murder of the girl was not, in fact, their fault, the fact that Mr. Birling, after saying he â€Å"would give thousands, yes thousands† for Eva Smith to be alive again, celebrates again along with Mrs. Birling and Gerald Croft cements Priestley’s ideas of socialism by making clear the spinelessness of the upper class, and making clear the social divide that exists. The very fact that the characters can brush off the responsibility if the murder and ignoring that each of them actually had treated the ‘Eva Smiths’ badly is meant to shock the audience and in my opinion, this has, is and will work in JB Priestley’s An Inspector Calls.

Absence at school Essay

Students who arrive late for their first class period (7:25 am-8:11 am) DO NOT GO TO THE ATTENDANCE OFFICE. Go directly to class and present a note to your first period teacher signed by your parent/guardian; otherwise, late arrivals will be considered UNEXCUSED. ? Students who arrive late after the first period has concluded should GO DIRECTLY TO THE ATTENDANCE OFFICE. Present a note from your parent or guardian to the Attendance Office. Students who arrive late without a note from home will be marked as UNEXCUSED LATE. I HAVE TO GO TO THE DOCTOR/DENTIST/ORTHODONTIST: WHAT TO DO? ? When you have an early dismissal due to a medical appointment, you must present a signed note from your parent/guardian to the Attendance Office to receive an EARLY DISMISSAL PASS. Sign out at the Attendance Office prior to leaving the school building for your scheduled appointment. Students need to sign out at the Attendance Office for all appointments even if their departure time is during their lunch period. When you return to school from an appointment, you must sign-in at the Attendance Office. You will be issued an EXCUSED PASS to return to your next scheduled class period.? All medical appointments require a note from the doctor’s office when the student returns to school. I’M SICK/INJURED AND CAN’T COME TO SCHOOL: WHAT TO DO? ? When you’re absent from school due to illness or injury, you or your parent are not required to call the school. Instead, you must bring a note signed by your parent/guardian to the Attendance Office within three (3) days after returning to school. ? If you are absent for five or more (5) days due to illness or injury, you must submit a doctor’s note when you return to school. ? If you become ill at school, you must report to the Health Room. Ask a teacher or counselor for a note giving you approval to leave class and visit the Health Room. Students dismissed from school by the Health Room must sign out at the Attendance Office. The Health Room will issue an early dismissal pass to be presented to the Attendance Office. Within three (3) days of returning to school, you must bring a note signed by your parent or guardian to the Attendance Office. Whitman Tip Sheet #5 MY FAMILY WANTS TO TAKE A VACATION WHEN SCHOOL IS IN SESSION: WHAT TO DO? ? Absences due to family vacations are considered as UNEXCUSED unless school administration makes the determination to approve the absence. Your parents must request permission in writing at least one week (5 school days) prior to the anticipated absence. You must bring this written request from your parent/guardian to the Attendance Office. The Attendance Office will issue an approval form (attached to parental note) for you to present to each teacher to initial. The teachers’ initials indicate their agreement to allow you to make-up any assignments missed. The approval form and note then go to the assigned grade level administrator, who makes the final decision to approve or deny your absence. I NEED TO MISS SCHOOL TO VISIT COLLEGES. WHAT TO DO? ? You must present a note to the Attendance Office from a parent/guardian at least one week prior to the requested absence for college visits or participation in college orientation programs. The Attendance Office will issue an approval form for you to obtain each teacher’s approval. You then take this form and the parental note to your grade level administrator for approval. The approval form and parental note are returned to the Attendance Office. You need to limit your visits to colleges so you do not miss too much school. I NEED TO MISS SCHOOL DUE TO PARTICIPATION IN A NON-SCHOOL EVENT. WHAT TO DO? ? A note signed by your parent/guardian must be given to the Attendance Office at least 24 hours in advance. The Attendance Office will issue an approval form for you to obtain each teacher’s approval. You then take this form and the parental note to your grade level administrator for approval. The approval form and parental note are returned to the Attendance Office. WHAT TYPES OF ABSENCES ARE CONSIDERED EXCUSED? The State of Maryland regards the following as lawful absences from school*: ? Student illness ? Death in immediate family ? Court summons ? Religious observances ? Violent/hazardous weather ? Emergencies designated by the Superintendent of Schools ? State emergency ? Work or other activity accepted by school authorities. *Any absences not falling into these categories may or may not be approved. Approval is at the sole discretion of the grade level administrator taking many factors into consideration. Each situation will be reviewed on an individual basis. Whitman Tip Sheet #5 MAKING UP MISSED WORK ? It is the sole responsibility of each student to obtain from the teacher any work missed. The student should request from each teacher a date on which all make-up work for that class is due. Students will receive a zero for missed work if the absence is unexcused. TRUANCY ? Each teacher is responsible for taking attendance daily. At the end of each school day CONNECT ED (Automated Attendance System) will scan the Attendance database for ABSENCES. Any student with an ABSENCE that has not been excused will receive a call home via the automated Attendance system. The call is scheduled to contact parents each evening. AGE OF MAJORITY ? When students reach age 18, the law allows them to sign their own absence notes, but only if the parents agree and sign the required form, which is available from the Attendance Office. The school can rescind the Age of Majority status if the student has too many absences or tardies.

Doublet and Triplet Adjectives

Doublet and Triplet Adjectives Doublet and Triplet Adjectives Doublet and Triplet Adjectives By Mark Nichol Thanks to the tendency of the English language to borrow freely from various languages, we often end up with two or more similar words often, one derived from Latin and one or more taken from one of its daughter languages (French, usually) that develop distinct meanings. Here are five sets of such words. 1. Adamant/diamond (Latin adamas, â€Å"diamond†): Adamant originally denoted a supposedly impenetrably hard stone (including a diamond) and now applies to an extremely hard object or substance, while diamond refers to the hardest known mineral, which is, interestingly, employed in industry and in jewelry alike. Adamant, as an adjective, refers to an unyielding attitude. Diamond is used in adjectival form only to modify a reference to jewelry (for example, â€Å"diamond ring†) or machinery (for example, â€Å"diamond saw†) or to denote an exclusive category (for example, â€Å"Diamond Class membership†). 2. Frangible/fragile/frail (Latin frangere, â€Å"to break†): Frangible describes something easily broken, either accidentally (such as glassware) or deliberately (such as a frangible bullet, designed to disintegrate on impact rather than ricochet). Fragile and frail both mean â€Å"weak,† but fragile generally refers to objects, while frail usually applies to people. Both terms are also used in reference to intangibles (for example, â€Å"a fragile peace,† â€Å"a frail hope†). 3. Frantic/frenetic/frenzied (Latin phreneticus, referring to inflammation of the brain): These three words have similar meanings, but for the first two, at least, the connotations are distinct. Frantic refers to excited activity, but the sense is usually that a frantic person is in an anxious, distraught, highly emotional state. Frenetic more neutrally implies excessive activity, confusion, or excitement. Frenzied, meanwhile, suggests an abundance of excitement or emotion. 4. Regal/royal (Latin regalis, â€Å"kingly†): Regal and royal both pertain to something suitable for or suggestive of a king or his court, but regal has the added sense of â€Å"magnificent† (for example, â€Å"regal splendor), while royal is employed less often that way and is often used more neutrally (for example, â€Å"a royal pardon†). Royal may also apply to intensify the word it modifies, as in â€Å"a royal pain.† 5. Secure/sure (Latin securus, â€Å"without care†): Secure means â€Å"safe, protected† or â€Å"confident† or â€Å"dependable,† while sure suggests certainty, reliability, or inevitability. Secure has a more formal feel to it (for example, â€Å"She was secure in her knowledge†), while sure is often used casually (for example, â€Å"Are you sure?†). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Words with More Than One SpellingBest Websites to Learn EnglishWhat’s the Best Way to Refer to a Romantic Partner?

DID THE US OR SOVIET UNION CAUSE THE 1962 CUBAN MISSILE CRISIS Essay

DID THE US OR SOVIET UNION CAUSE THE 1962 CUBAN MISSILE CRISIS - Essay Example Germination of political conflict between these two nations commenced since very aftermath the World War II. During the Second World War, United States and Soviet Union, mutually, played leading role in putting an end to the terror and devastation of the Third Reich. However, end of the War helped them to evolve as two superpowers, capable of dominating the entire global politics. While the United States emerged as a titan among Western nations, the Soviet Union became its Eastern answer1. The conflict of power became inevitable as both nations were trying to prove their respective supremacy and rather than providing priority to the development of international political situation, they took further interest in opposing each other’s policies.2 The conflict between United States and Soviet Union also commenced on a different ground that is their respective ideology towards socio-cultural and socio-economic aspects. While capitalism dominated the ways of American approach towards determining the nature of socio-political factors, socialist approach was adopted by the Soviet Union to earn support of nations in their favor. During the post World War II period, United States not only made aggressive attempts to receive control over political and economic affairs in the international context, consequently, with an intention to reduce power and support of the Soviet Union, it tried to point out the flaws in the socialism that Soviet Union was trying to assert. Soviet Union, on the other hand, also vehemently criticized American tendency of economic imperialism and attempted to assert that socialism is the only way to survive the grasp of American capitalist aggression.3 Result of such attacking and counter attacking became more evident as the entire domain of international politics was divided into two specific groups: â€Å"On one side were the

CVD presentation discussion Essay Example | Topics and Well Written Essays - 500 words

CVD presentation discussion - Essay Example (Khare, et. al. 2009). Consequently, this has resulted to burdening the health care providers across the country, and therefore, it is important to identify processes that will reduce the prevalence of disease in women. The study employs the Evidence based practice to offer applicable problem solving techniques that will enhance quality caring, as well as best decision making with regard to the cardiovascular disease patients in health care facilities along with their families. Moreover, this method is expected to achieve the best outcome for the patients. This particular study has utilized 5 steps that are essential for all EBP studies. Foremost, the study asks the clinical question in a PICO (Patient population, Intervention, Comparison and Outcome) format. Specifically, the clinical question is â€Å" in women over 20 years of age identified as at risk according to the AHA’s classification of CVD risk in women (P), how will diet modifications and physical activity (I) compare to the physical activity alone (C) in changing classification to Optimal Risk (O) over the course of one year. The second step of the EBP process entails looking for the best practice in order to answer the PICO question. The evidence presented by the study reveals that despite the fact that physical activity is significant in changing the optimal risk, when it is combined with diet modifications it produces better results. Staying physically active, in addition to eating fewer calories will greatly lower the risk of heart diseases along with initiating weight loss. Further, the evidence purports that in order for one to reduce the risk of heart disease, then, she should be involved in moderate physical activity for at least 30 minutes in the most days of the week. Consequently, the third step is a critical appraisal of the evidence found in the literature