Module C
Representation and
Text
Tara Anglican School for Girls,
2013
https://sphotos-a.xx.fbcdn.net/hphotos-prn1/p480x480/29313_133081130039673_4259768_n.jpg
1
Contents
Module C: Representation and Text ....................................................................................................... 3
Rubric ...................................................................................................................................................... 3
Unpacking the Rubric .............................................................................................................................. 4
Prescribed Texts ...................................................................................................................................... 5
HSC Marking Guidelines – Past ............................................................................................................... 5
What is Representation? ........................................................................................................................ 6
Applying Understanding of Representation ........................................................................................... 7
Whose Representation is it, anyway? ..................................................................................................... 8
But, why? ................................................................................................................................................ 8
Geoffrey Robertson................................................................................................................................. 8
Learning Prep Task: ................................................................................................................................. 8
Geoffrey Robertson’s Perspectives ......................................................................................................... 9
Wikipedia: Geoffrey Robertson ........................................................................................................ 10
Education and personal life [edit]................................................................................................. 10
Legal career .................................................................................................................................... 10
Media career ................................................................................................................................... 12
Writing career.................................................................................................................................. 12
Dossier on Robertson............................................................................................................................ 13
Core Concepts ....................................................................................................................................... 14
Positioning ............................................................................................................................................ 14
Subjectivity and Objectivity (Courtesy S. Lack) ..................................................................................... 14
Selective Inclusion of Information ........................................................................................................ 14
Privileging (aka foregrounding)............................................................................................................. 14
Marginalising......................................................................................................................................... 15
Silencing ................................................................................................................................................ 15
Learning Prep – Positioning in the Preface ........................................................................................... 15
Conflicting Perspectives ........................................................................................................................ 15
Conflicting Perspectives – Overview (Courtesy, C.Chapman) ............................................................... 15
Features to Think About, (as you re-read chapters) ............................................................................. 17
Past HSC Questions and Notes from the Marking Centre .................................................................... 18
2
Module C: Representation and Text
“The study of how textual forms,
choice of language and perspectives
represent information, processes
and ideas.”
p. 15, Stage 6 English Syllabus, Board of Studies, 2010.
Rubric
This module requires students to explore various representations of events, personalities or
situations. They evaluate how medium of production, textual form, perspective and choice
of language influence meaning. The study develops students’ understanding of the
relationships between representation and meaning.
Each elective in this module requires the study of one prescribed text offering a
representation of an event, personality or situation. Students are also required to
supplement this study with texts of their own choosing which provide a variety of
representations of that event, personality or situation. These texts are to be drawn from a
variety of sources, in a range of genres and media.
Students explore the ways in which different media present information and ideas to
understand how various textual forms and their media of production offer different versions
and perspectives for a range of audiences and purposes.
Students develop a range of imaginative, interpretive and analytical compositions that relate to
different forms and media of representation. These compositions may be realised in a
variety of forms and media.
3
Unpacking the Rubric
Define in your own words, the words and phrases from the rubric. Give an example, where possible.
Core Concepts
Representations
Medium
Textual form
Influence
relationships between representation and
meaning
Prescribed Text
Texts of Own Choosing
Supplement
Own choosing
Which provide a representation of that event,
personality or situation
4
Variety of sources in a range of genres and
media
“how various textual forms and their media of
production offer different versions
and perspectives for a range of audiences and
purposes”
Composing
A range
Imaginative, Interpretative and analytical
compositions
Prescribed Texts
Geoffrey Robertson, The Justice Game
*
*
*
*
*
*
*
The Trials of Oz
Michael X on Death Row
“The Romans in Britain”
The Prisoner of Venda
Show Trials
Diana in the Dock: Does Privacy Matter?
Afterword: The Justice Game
HSC Marking Guidelines – Past
In your answer you will be assessed on how well you:


demonstrate understanding of and evaluate the relationship between
representation and meaning
organise, develop and express ideas using language appropriate to audience,
purpose and for
5
What is Representation?
According to the Board of Studies Syllabus, “representation” refers to “the ways ideas are portrayed
through texts.” The following explanation might help you really understand this key term.
When an event or situation takes place in time –it:
“presents”
itself to us. But, after the event or situation, any attempt to explain, analyse, recreate, refer to, relay,
and communicate about this event or situation, is, a:
Re-presentation
Every time an event, personality or situation is re-presented, it is through the:
perspective
of the composer and their “representation” is only a:
version
of the event, personality or situation.
6
Applying Understanding of Representation
FOCUS QUESTION: Explain how the different forms, mediums, audiences and purposes affect the
representations of Justin Bieber, below. 100 words minimum.
Representation 1 – Radio
Interview
“Y’know, I know when I
see talent and ah – when I
saw JB – I saw talent, man.
I mean, uh – I really do
think, y’all out there are
gonna be part of this
phenomenon…He will be,
you know, like uh – a male
Madonna – a star who
stays with his fans through
childhood, into
adolescence and into
adulthood. Haters are
gonna be, and that’s a
truth. But no doubt, Justin
is here to stay.”
Representation 2 – Blog
OMG I saw Bieber last
night and he was sooooo
goood! He sang with such
heart – his costumes
were amazing – it’s true –
no one does it like Bieber
– he is absolutely one in a
million. Bieber 4 eva.
.
Representation 3 - Feature Article extract
Bieber is, like any other boy-man, an unnerving mix of masculinity and
childishness. His songs are unashamedly deliberate in their wooing of young
fans. At his recent concert, he repeatedly crooned “If I was your boyfriend”
setting naïve tween hearts aflame in all their visceral, prepubescent
screaming. He is whored out to sing about his heart, sing about love, sing
about girls, because, let’s face it; it makes him millions of dollars. Whilst
there isn’t anything particularly offensive in his pop beats and repetitive
hooks, we would be mistaken if we expected originality from a boy who is
simply a product of the music industry’s marketing machine.
7
Whose Representation is it, anyway?
To begin understanding how a representation uses its form, features, medium and language to
influence the responder, it is important to understand the composer’s:
o
o
o
o
o
o
o
Background
Worldview
Ideologies
Political beliefs
Religious beliefs
Attitudes
Values
But, why?
Because it is these beliefs shape the composer, and therefore their representation, their version of
events, personalities or situations.
Geoffrey Robertson
http://epress.anu.edu.au/anzsog/dep_secs/images/ch10photo01.jpg
Learning Prep Task: Read, listen and watch the links overleaf and make notes
on Robertson’s beliefs and background. A table has been provided for you, but you are encouraged
to add fields, extend and modify this to suit your needs.
8
Geoffrey Robertson’s Perspectives
From the ABC:
http://www.abc.net.au/tv/bigideas/stories/2009/04/17/2545992.htm
http://abc.net.au/local/stories/2009/03/30/2529960.htm
http://abc.net.au/local/audio/2009/03/30/2530233.htm
http://www.abc.net.au/tv/talkingheads/txt/s2523452.htm
Transcript from Enough Rope:
http://www.abc.net.au/tv/enoughrope/transcripts/s1448925.htm
Regarding Julian Assange
http://www.abc.net.au/lateline/content/2011/s3354730.htm
http://www.abc.net.au/radionational/programs/lawreport/geoffrey-robertson-qcon-assange-case/3927052
Regarding The Justice Game (Useful summaries for each chapter)
http://www.abc.net.au/radionational/programs/firstperson/the-justice-game-bygeoffrey-robertson-qc/3250106
International Press Institute Top Media Forum: Geoffrey Robertson
http://www.youtube.com/watch?v=5cXkOGQiU9k
Listen to following interview segments
http://www.boardofstudies.nsw.edu.au/archives/picklestreet/interviews/pgr1.html
9
Wikipedia: Geoffrey Robertson
Geoffrey Ronald Robertson QC (born 30 September 1946,) is a human
rights lawyer, academic, author and broadcaster. He holds dual Australian
and British citizenship.
Robertson is the founder and head of Doughty Street Chambers. He serves
as a Master of the Bench at the Middle Temple, a recorder, and visiting
professor at Queen Mary, University of London.[1][3]
Education and personal life [edit]
Robertson was born in Sydney, Australia, and grew up in the suburb
of Eastwood,[4] attending Epping Boys' High School. He obtained his law
degree from the Sydney Law School before winning a Rhodes Scholarship to study at Oxford, where he
graduated with a Bachelor of Civil Law.[1][5] In 2006 he was awarded an honorary degree of Doctor of Laws
by the University of Sydney.[6]
In 1990 Robertson married author Kathy Lette, and they live together in London with their children.[1] They
had met in 1988 during the filming of a Hypothetical episode for ABC Television; Robertson was going out
with Nigella Lawson at the time and Lette was married to Kim Williams, today CEO of News Limited. In his
2010 Who's Who entry, he lists his hobbies as tennis, opera and fishing.
Legal career
Robertson became a barrister in 1973. He became a QC in 1988. He became well known after acting as
defence counsel in the celebrated English criminal trials of Oz, Gay News, the ABC Trial, The Romans in
Britain (the prosecution brought by Mary Whitehouse), Randle & Pottle, the Brighton bombing and Matrix
Churchill.[9] He also defended the artist J. S. G. Boggs from a private prosecution brought by the Bank of
England regarding his depictions of British currency. In 1989 and 1990, he led the defence team for
Canadian artist Rick
Gibson and art gallery
director Peter Sylveire
who were charged
with outraging public
decency for exhibiting
earrings made from
human foetuses. He has
also acted in well known
libel cases, including
defending The
Guardian against Neil
Hamilton MP. Robertson
was threatened by
10
terrorists for representing Salman Rushdie.[14]In 1972, he advised Peter Hain as a McKenzie friend when
Hain defended himself on several charges including conspiracy to trespass arising from his involvement in
anti-apartheid protests, as a protest against the apartheid regime. During the ten-day trial at the Old
Bailey Hain dismissed his QC's, but retained Robertson and another as advisers, before being convicted
and fined £200. He was also employed to defend John Stonehouse after his unsuccessful attempt at faking
his own death in 1974.[9]
In 2000, in the Independent Schools Tribunal, sitting at the Royal Courts of Justice, he successfully
defended A.S. Neill's Summerhill School, a private free school. The proceedings brought by OFSTED on
behalf of then Education Minister David Blunkett who was seeking the closure of the school.[15] The case
was later dramatised by Tiger Aspect
Productions in a TV series entitled,
"Summerhill" and broadcast on BBC
Four and CBBC.[16] In August Robertson was
retained by heavyweight boxing champion Mike
Tyson for a hearing before the British Boxing
Board of Control. The disciplinary hearing
related to 2 counts relating to Tyson's behaviour
after his 38-second victory over Lou
Savarese in Glasgow in June that year, Tyson
escaped a ban from fighting in Britain.[17] Robertson successfully deployed a defence of freedom of
expression for Tyson, the first use before the BBBofC but Tyson was convicted on the other count and
fined.Then in 2002, he defended the Dow Jones in Dow Jones & Co. Inc. v Gutnick a case where Joseph
Gutnick, an Australian mining magnate, sued the Dow Jones after an article critical of him was published
on the website of the Barron's newspaper. Gutnick successfully applied to the Australian High Court,
requesting for the case to heard in Australia, rather than the United States, where the First
Amendment protects free speech. Robertson then appealed the case to the United Nations Human Rights
Committee. The case was described as a "very worrying decision" as it potentially opened the door for libel
cases related to internet publishing to be heard in any country and in multiple countries for the same
article.[18] In January and December 2002 Robertson was retained by the Washington Post to represent its
veteran war correspondent, Jonathan Randal, in the Hague at the United Nations Court, the International
Criminal Tribunal for the former Yugoslavia establishing the principle of qualified privilege for the protection
of journalists in war crimes courts.
In 2006, Geoffrey Robertson, successfully defended the Wall Street Journal (WSJ) in Jameel v Wall Street
Journal Europe. The case centred on an article published in the WSJ in 2002, which alleged that the United
States were monitoring the bank accounts of a Saudi Arabian businessman to ensure he was not funding
terrorists. Jameel, who was represented by Carter Ruck, was originally awarded £40,000 in damages but
this was overturned in favour of the WSJ. The case was viewed by The Lawyer as a landmark case which
11
redefined the earlier case of Reynolds v Times Newspapers Ltd, upholding the right to publish if it is
deemed to be in the public interest.
In early 2007, instructed by aboriginal lawyer Michael Mansell, Robertson took proceedings for
the Tasmanian Aborigines to recover 15 sets of their stolen ancestral remains, then residing in the bowels
of the Natural History Museum in London. He accused the museum of wishing to retain them for, "genetic
prospecting".Robertson has also appeared in cases before the European Court of Human Rights and in
other courts across the world. Amongst these, Robertson was involved in the defence of Michael X in
Trinidad and has appeared for the defence in a libel case against former Prime Minister Lee Kuan
Yew in Singapore. He was also involved in the controversial inquest of Helen Smith and also in the BlomCooper Commission inquiry into the smuggling of guns from Israel through Antigua to Colombia. Robertson
has also been on several human rights missions on behalf of Amnesty International, such also
to Mozambique, Venda, Czechoslovakia, Malawi, Vietnam and South Africa.
Until 2007 he sat as an appeal judge at the UN Special Court for Sierra Leone.[5][23][24]
He is a patron of the Media Legal Defence Initiative. As of December 2010, Robertson is defending fellow
Australian, WikiLeaks founder Julian Assange in extradition proceedings in the United Kingdom.[5]
Media career
Since 1981, often with long intervals in between, Robertson has hosted an Australian television series of
programmes called Geoffrey Robertson's Hypotheticals.[1] These shows invite notable people, often
including former and current political leaders, to discuss contemporary issues by assuming imagined
identities in hypothetical situations.
He also speaks at public events including many literary festivals. In 2009 he spoke at the Ideas
Festival in Brisbane, Australia.[26]
Writing career
Robertson has written many books.[1] One of them, The Justice Game (1998) is on the school curriculum
in New South Wales, Australia.[27]
His 2005 book The Tyrannicide Brief: The Story of the Man Who Sent Charles I to the Scaffold details the
story of John Cooke, who prosecuted King Charles I of England in the treason trial that led to his
execution.[28] After the Restoration, Cooke was convicted of high treason and hanged, drawn and
quartered.In his 2006 revision of Crimes Against Humanity, Robertson deals in detail with human
rights, crimes against humanity and war
crimes. The book starts with the history of
human rights and has several case studies
such as the case of GeneralAugusto
Pinochet of Chile, the Balkans Wars, and the
2003 Iraq War. His views on the United
States' atomic bombings of Hiroshima and
Nagasaki in Japan can be considered
controversial. He considers
12
the Hiroshima bomb was certainly justified, and that the second bomb on Nagasaki was most probably
justified but that it might have been better if it was dropped outside a city. His argument is that the bombs,
while killing more than 100,000 civilians, were justified because they pushed Emperor Hirohito of Japan to
surrender, thus saving the lives of hundreds of thousands of allied forces, as well as Japanese soldiers and
civilians.In his 2010 book, The Case of the Pope, Robertson claims that Pope Benedict XVI is guilty of
protecting paedophiles because the church swore the victims to secrecy and moved perpetrators
in Catholic sex abuse cases to other positions where they had access to children while knowing the
perpetrators were likely to reoffend.[29] This, Robertson believes, constitutes the crime of assisting
underage sex and when he was still Cardinal Ratzinger, the present pope approved this policy up to
November 2002. In Robertson's opinion, the Vatican is not a sovereign state and the pope is not immune to
prosecution.[30]
Dossier on Robertson
Complete as you discover info about this QC!
Nationalities
Religious beliefs
Political beliefs
Education
Ideologies
Causes
Spiritual beliefs
Family Life
Moral make-up
Fights for…
Believes in…
Rallies against…
Hates…
Dislikes…
13
Core Concepts
Positioning
Positioning refers to the way a text positions us to accept, reject, believe, adopt its content.
For example, the Three Little Pigs positions us to accept that the Wolf is the “bad guy”. But, in the
wolf’s version, he positions us to believe that in fact, it was the pigs who had tormented him and
that he was only responding to years of piggy harassment.
Subjectivity and Objectivity (Courtesy S. Lack)
Subjective


taking place within the mind and modified by individual bias; "a subjective judgment"
subjectivity (noun) = judgment based on individual personal impressions and feelings
and opinions rather than external facts wordnet.princeton.edu/perl/webwn
subjectively (adverb) = in a subjective waywordnet.princeton.edu/perl/webwn
influenced by personal feeling, opinion or bias
peninsula.swiftclassroom.com/kms/molson/documents/scientific_process_vocab.doc


Objective

undistorted by emotion or personal bias; based on observable phenomena;
"an objective appraisal"; "objective evidence"
 serving as or indicating the object of a verb or of certain prepositions and
used for certain other purposes; "objective case"; "accusative endings"
 aim: the goal intended to be attained (and which is believed to be attainable);
"the sole object of her trip was to see her children"
 emphasizing or expressing things as perceived without distortion of personal
feelings, insertion of fictional matter, or interpretation; "objective art"
Selective Inclusion of Information
The phrase “selective inclusion” refers to the understanding that any composer can select the
evidence, anecdotes and information they include in their composition and exclude anything they
want to, to support and put further their representation, their version.
Privileging (aka foregrounding)
When a particular voice or perspective is given preference, we refer to it in literary studies as
“privileging” because that viewpoint has been given the privilege to be heard as a priority. Another
term for this is “foregrounding”, again, making reference to bringing one perspective to the “fore” –
that is, the front.
14
Marginalising
When a “voice” or peoples are marginalised, it means they have been (or their “voice” has been)
pushed to the fringe, the outer peripheries, the margin of the text, so that their voice is minimised.
Look at the margin in your workbook, and this term will become clearer for you! Those notes in the
margin are those that are on the side, pushed aside, treated as secondary.
Silencing
Silencing refers to voices or peoples who are not heard in the text at all. For example, for many years
in Australian history, the Indigenous experience was completely silenced from History textbooks.
Learning Prep – Positioning in the Preface
Now that you understand the term “positioning”, explain, using reference to specific extracts and
features, how the Preface positions you as a reader. How are you positioned to perceive Geoffrey
Robertson? Explain in 150 words.
Conflicting Perspectives
What do you think the term “conflicting perspectives” means? Jot your ideas here! Then, confer with
a friend.
Conflicting Perspectives – Overview (Courtesy, C.Chapman)

How are conflicting perspectives in the text represented? Robertson explores
conflicting perspectives through the adversarial system of the Law. Although
this is a good way of examining the truth, even the Law can be manipulated.
Thus JUSTICE is the search for truth in perspectives … or should be.

Robertson shows that one perspective can be represented in a particular way,
depending on the power of the era. In referring to the show trials in the Soviet
Union he observes “Stalin’s show trials still haunt because they prove how legal
systems, with the varying procedural rituals for emphasising objectivity and
impartiality – and apparent ability to extract the truth – can be vulnerable to
political manipulation.’

The story of the execution of Michael X and the haste in which people were
executed is also a reminder of the fact that a strong perspective, which accepts
no defiance, is the preserve of the powerful.
15

Note that Robertson positions the reader by giving his own opinion on
characters, rather than the facts for the reader to judge. Even his analysis of
judges is biased to give a specific impression and make a point. These opinions
may or may not be true, but they leave little room for another perspective.

Also, Robertson never really discusses the guilt of his clients and certainly never
questions it. They are all cases which need his ‘help’ and he maintains he is the
one to answer the call. For instance, Michael X is guilty of murder and was a
criminal in England. Robertson seems to go to extraordinary lengths to save the
life of the guilty – is it too cynical to suggest it was a high profile case for
Robertson!!

Diana in the Dock certainly was high profile. Note that Robertson is prepared to
test the privacy laws, but is also an anti-monarchist and deeply cynical of Diana.
He uses the chapter to mock her and the Royal Family. Not only does he state
‘she wanted privacy only when it suited her’, he is even harsher in his
observation that she ‘was taking a leaf out of the Benetton advertising book,
using the diseased and dying as visual props to make herself look better than
she was.’

Robertson positions himself as a seeker of truths and fighter of injustice. Even
when he loses, he was right and they were wrong. Keep this in mind when
analysing how he represents other perspectives.
16
Features to Think About, (as you re-read
chapters)
Robertson’s use of language is important – this is how he presents his own perspective – and gives
perspectives on others.
Remember, always think:
Whose views are we hearing
What is his context?
Who is marginalised?
Who is silenced?
How are we positioned?

VOCABULARY: Robertson’s language is articulate and he makes frequent use of
legal terms. The Glossaries will translate these for you – but WHY does he do it?
Why doesn’t he simplify for a mainstream audience?

TONE: Robertson moves from crusading (Michael X) to cynical (Diana),
depending on how he views the character being discussed. See also Positioning.

POSITIONING: He is keen to position the reader to dislike those who are
against him, particularly judges in England and overseas. He dismisses Judge
Argyle’s position as being ‘a career consolation for the Tory MP he had several
times tried to become …’

At times he sees his clients in the same way. He calls Michael X a ‘token black’,
says his approach was ‘derivative’ – even though he does say MX was a changed
man.

Self-importance by Association. Robertson often positions himself as important
through his association with other important figures and dignitaries, such as
Vaclav Havel etc.

IMAGERY: Robertson uses theatrical imagery and allusion. References to The
Mikado, his love of theatre, his own play writing etc. This lends itself also to the
idea of performance in the arena of the Court.

EMOTIVE LANGUAGE. In Michael X Robertson uses emotive language to show
his outrage at the treatment of prisoners and the death penalty in general.
“There were 30 men, sweating in the heat, fingers scratching through the wire of
the concrete-floored cages, screeching and shouting at each other and the
warders” (P76). Whilst this conveys the horror that Robertson wants to convey,
there is no mention of what crimes the prisoners may have committed – or the
victims.
17
Past HSC Questions and Notes from the Marking Centre
Year
2012
Question
Analyse how the
representation of divergent
viewpoints leads us to a
greater awareness of the
complexity of human
attitudes and behaviour.
In your response, make
detailed reference to your
prescribed text and at least
ONE other related
text of your own choosing.
2011
Explore how The Justice
Game and ONE other
related text of your own
choosing represent
conflicting perspectives in
unique and evocative ways.
Notes from Marking Centre
Better responses explored the author’s positioning of the responder and the consequent impact
this has on the development of their personal insight into the complexity of human attitudes and behaviour. In some responses,
candidates explored divergent viewpoints between characters, while others focused on internalised divergence and the impact this
has on eventual
understanding about humanity’s complexities.
In stronger responses, candidates were conceptual and analytical. They demonstrated perceptive understanding of the requirements
of the module, elective and question, and presented wellchosen textual references from all of their selected texts. In weaker
responses, candidates superficially referred to conflicting perspectives, and this was sometimes limited just to conflict. They were
descriptive and did not demonstrate an understanding of the module.
Justice Game
In better responses, candidates addressed themselves skilfully to the question, supporting their thesis with an extensive range of
textual details to explore how representation enabled a greater awareness of the complexity of human attitudes and behaviours. In
these responses, candidates analysed and evaluated the ways in which composers represented divergent viewpoints in order to shape
meaning and how a greater awareness had been gained through these representations.
Stronger responses demonstrated a perceptive understanding of how composers use different ways to
construct meaning and evoke responses through textual features and details. These responses presented a
cohesive, focused and incisive thesis that dealt confidently and directly with the demands of the question.
The analysis and evaluation of the textual evidence from the prescribed text – and text of own choosing –
were used skilfully to consider how the unique act of representation in both texts evoked responses. The
exploration of how the text’s form, medium of production, language features and purpose shape meaning
was seamlessly integrated and used to further the thesis. Masterful control of language was evident as
these responses developed the thesis through strategic-topic sentences, a confident and informed approach
to both texts and clear consideration of the key ideas. It was evident that the selection of the text of own
choosing – and how it was used to respond to the question and connect with the prescribed text –
influenced the quality of the response.
Weaker responses focused more on an exploration of the prescribed text and text of own choosing through
the elective rather than the focus of the module – the act of representation. The responses were largely
descriptive and limited in scope, and the exploration of the unique ways of representing history and memory
or conflicting perspectives was superficial or largely ignored. Some of these responses did present a simple
line of argument, but it was not developed further through relevant textual references. Generally, the text
of own choosing was inappropriate and not used to further the response to the question.
18
2010
To what extent has textual
form shaped your
understanding of conflicting
perspectives?
In your response, make
detailed reference to your
prescribed text and at least
ONE other related
text of your own choosing.
Conflicting Perspectives
Many candidates developed responses that examined conflicting perspectives within the world of a text
and/or across the prescribed text and the text or texts of own choosing.
In stronger responses, candidates integrated their evaluation of how the conflicting perspectives were
represented by the form of the prescribed text and texts of own choosing through a perceptive exploration
of an event, situation or personality.
Weaker responses focused on conflicting perspectives rather than on evaluating how these perspectives
were represented by the composer through the form and its textual features. They described the conflict
between individuals within a text rather than consider the ways that conflicting perspectives on an event,
situation or personality were represented.
19