The Catcher in the Rye Essay Example For Students

The Catcher in the Rye Essay In J.D. Salingers The Catcher in the Rye, the first person narration is critical in helping the reader to know and understand the main character, Holden Caulfield. Holden, in his narration, relates a flashback of a significant period of his life, three days and nights on his own in New York City. Through his narration, Holden discloses to the reader his innermost thoughts and feelings. He thus provides the reader not only with information of what occurred, but also how he felt about what happened. Holdens thoughts and ideas reveal many of his character traits. One late Saturday night, four days before the beginning of school vacation, Holden is alone, bored and restless, wondering what to do. He decides to leave Pencey, his school, at once and travels to New York by train. He decides that, once in New York, he will stay in a cheap motel until Wednesday, when he is to return home. His plan shows the reader how very impetuous he is and how he acts on a whim. He is unrealistic, thinking that he has a foolproof plan, even though the extent of his plans are to take a room in a hotel.., and just take it easy till Wednesday.Holdens excessive thoughts on death are not typical of most adolescents. His near obsession with death might come from having experienced two deaths in his early life. He constantly dwells on Allie, his brothers, death. From Holdens thoughts, it is obvious that he loves and misses Allie. In order to hold on to his brother and to minimize the pain of his loss, Hold en brings Allies baseball mitt along with him where ever he goes. The mitt has additional meaning and significance for Holden because Allie had written poetry, which Holden reads, on the baseball mitt. Holdens preoccupation with death can be seen in his contemplation of a dead classmate, James Castle. It tells the reader something about Holden that he lends his turtleneck sweater to this classmate, with whom he is not at all close. Holdens feelings about people reveal more of his positive traits. He constantly calls people phonies, even his brother, D.B., who has sold out to Hollywood. Although insulting, his seemingly negative feelings show that Holden is a thinking and analyzing, outspoken individual who values honesty and sincerity. He is unimpressed with people who try to look good in others eyes. Therefore, since it is obvious that Holden is bright, the reason for his flunking out of school would seem to be from a lack of interest. Holden has strong feelings of love towards ch ildren as evidenced through his caring for Phoebe, his little sister. He is protective of her, erasing bad words from the walls in her school and in a museum, in order that she not learn from the graffiti. His fondness for children can be inferred when he tells her that, at some time in the future, he wants to be the only grown-up with all these little kids playing some game in this big field of rye and all. Hell stand on the edge of a cliff and catch anybody who starts to fall off the edge of the cliff. He got this image from his misinterpretation of a line from the Robert Burns poem, if a body catch a body comin through the rye.When situations are described, in person or in a book, they are influenced by the one who describes them, and by his or her perceptions and experiences. Through Holdens expressions of his thoughts and feelings, the reader sees a youth, sensitive to his surroundings, who chooses to deal with life in unique ways. Holden is candid, spontaneous, analytical, th oughtful, and sensitive, as evidenced by his narration. Like most adolescents, feelings about people and relationships are often on his mind. Unfortunately, in Holdens case, he seems to expect the worst, believing that the result of getting close to people is pain. Pain when others reject you or pain when they leave you, such as when a friend walks off or a beloved brother dies. It would not have been possible to feel Holdens feelings or understand his thoughts .u03ea17047beb11827b4481a7e7eb4996 , .u03ea17047beb11827b4481a7e7eb4996 .postImageUrl , .u03ea17047beb11827b4481a7e7eb4996 .centered-text-area { min-height: 80px; position: relative; } .u03ea17047beb11827b4481a7e7eb4996 , .u03ea17047beb11827b4481a7e7eb4996:hover , .u03ea17047beb11827b4481a7e7eb4996:visited , .u03ea17047beb11827b4481a7e7eb4996:active { border:0!important; } .u03ea17047beb11827b4481a7e7eb4996 .clearfix:after { content: ""; display: table; clear: both; } .u03ea17047beb11827b4481a7e7eb4996 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u03ea17047beb11827b4481a7e7eb4996:active , .u03ea17047beb11827b4481a7e7eb4996:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u03ea17047beb11827b4481a7e7eb4996 .centered-text-area { width: 100%; position: relative ; } .u03ea17047beb11827b4481a7e7eb4996 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u03ea17047beb11827b4481a7e7eb4996 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u03ea17047beb11827b4481a7e7eb4996 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u03ea17047beb11827b4481a7e7eb4996:hover .ctaButton { background-color: #34495E!important; } .u03ea17047beb11827b4481a7e7eb4996 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u03ea17047beb11827b4481a7e7eb4996 .u03ea17047beb11827b4481a7e7eb4996-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u03ea17047beb11827b4481a7e7eb4996:after { content: ""; display: block; clear: both; } READ: The Inspector Calls Essay We will write a custom essay on The Catcher in the Rye specifically for you for only $16.38 $13.9/page Order now The Catcher In The Rye Essay Example For Students The Catcher In The Rye Essay The character oh Holden has many conflicts with society. He suffers these conflicts because of his own low self-esteem. He doesnt like and has conflict with people similar to him. He has such high standards for people. He bases these expectations on his brother Allies example. To him Allie is such an awesome person. Allie was honest, artistic (poetic), valuable, intelligent, and just a good kid. God, he was a nice kid, though. Holden is especially disappointed with the following characters-D. B. , for his materialism, Stradlater, for his exploitation of women, and Mr. Antolinis motives. Holden values art as an expression of ones vision and not as a vehicle to make money. Holden has a conflict with his older brother D. B. To Holden, D. B is a sellout. He gave up writing for himself to pandering others for money. Holden feels that D. B. is materialistic. He lives in Hollywood, drives a nice car and is enjoying money. Holden is so judgmental of him when he really has no right to be so. Holden wanted to protect innocent creatures. Holden couldnt use people and felt a need to protect them. For instance, he looked out for Jane and couldnt use Sunny. He even wonders about where ducks go for winter. He desired to protect. We will write a custom essay on The Catcher In The Rye specifically for you for only $16.38 $13.9/page Order now He has a conflict with Stradlaters character. Stradlater is exploitive of women. He used them and Holden hated that. Friendship should be unselfish. It should not be made for ones own benefit. Holden at first likes Mr. Antolini because he felt Antolini cared and was a good person. For instance, the incident when Mr. Antolini put the blanket on the dead body. Holden liked him. After that couch incident, Mr. Antolini disgusts him. Holden ponders whether that incident was an affectionate gesture but due to the fact that he is terrified by society because of past experiences is convinced it is an act of perversion or sexual gratification. Those were some of the conflicts Holden had-with his brother D. B. , with Stradlater, and with Mr. Antolini. By the end of the book, Holden suffers from a mental breakdown. Holden is so insecure with society due to life experiences. Added stress and sleep deprivation drives him to an institute. While in the institute, his brother D. B. visits him. He even misses Stradlater. This shows he is becoming more open to other peoples agendas and personalities. It seems he is on his way to mental stability and health.

The Question of Legalizing Drugs essays

The Question of Legalizing Drugs essays Drug legalization is an enduring question that presently faces our scholars. This issue embraces two positions: drugs should not be legalized and drugs should be legalized. These two positions contain an array of angles that supports each issue. This brief of the issues enables one to consider the strengths and weakness of each argument, become aware of the grounds of disagreement and agreement and ultimately form an opinion based upon the positions stated within the articles. In the article Against the Legalization of Drugs, by James Q. Wilson, the current status of drugs is supported. Wilson believes if a drug such as heroin were legalized there would be no financial or medical reason to avoid heroin usage; therefore, anybody could afford it (367). Wilson stated that during 1960s, British physicians were allowed to prescribe heroin to addicts until the number of addicts increased fivefold. He argued that cocaine is not a victimless crime. Addicts victimize children by neglect and spouses by not providing (370). Wilson upholds that illegality of drugs increases crime because users need to pay for their habit (372). He believes the benefit of illegal drugs is it forces patients who enter under legal compulsion to complete their treatment due to the pressure and drug-education programs in the schools (374). Wilson is convinced the difference between nicotine and cocaine is that while tobacco shortens ones life, cocaine debase it and destroys the add icts humanity (375). Wilsons argument is strong because he demonstrates his knowledge of the subject and supports it with many clear, scientific facts and historical examples of drug usage. He interprets facts differently by seeing logical fallacy and factual error (371) in what other perceive as being a true. He also acknowledges his opposition by addressing how the advocates of legalization respond to his position. ...

Enigmas, Puzzles, and Riddles

Enigmas, Puzzles, and Riddles Enigmas, Puzzles, and Riddles Enigmas, Puzzles, and Riddles By Maeve Maddox On the day of the Iowa Caucus, pollster Ann Selzer made the following comment about Donald Trump: He’s just this riddle inside a puzzle. I immediately thought of Winston Churchill’s oft-repeated comment about Russia at the beginning of World War II: a riddle wrapped in a mystery inside an enigma. I couldn’t help wondering if Ms. Selzer chose the word puzzle because she felt that the general American public in 2016 were less likely to understand the word enigma than a general British public in 1939. But, I’m probably being uncharitable. Puzzle is a valid synonym for enigma, although not nearly as classy. Enigma is from Latin aenigma, â€Å"a riddle or a mystery.† The Latin noun is from a Greek verb meaning, â€Å"to speak allusively or obscurely.† Riddle is a word inherited from German. In Old English, riddle was the usual English translation of Latin aenigma and referred to what modern speakers, especially children, mean by riddle: â€Å"a question or statement intentionally phrased to require ingenuity in ascertaining its answer or meaning. For example, â€Å"How many psychiatrists does it take to change a light bulb?† Puzzle is of unknown origin. Its earliest English use was as a verb meaning, â€Å"to cause a person to be at a loss what to do; to create difficulties for someone.† The verb came to have several meanings, including these: to cause someone to feel confused because they cannot understand something. to perplex or bewilder the brain. to be at a loss how to act or decide to search in a bewildered or perplexed way The noun puzzle is derived from the verb and means â€Å"a perplexing question or a difficult problem.† It can also signify â€Å"a person who is difficult to understand.† Note: Selzer’s remark referred not so much to the man, but to his apparently inexplicable popularity with â€Å"moderate and mainstream† Republicans as well as with extremists. English has numerous words to convey something that is baffling or mentally challenging. Here are some others: mystery conundrum paradox quandary brainteaser Most are near synonyms. All imply something baffling or challenging, but they carry different connotations. A mystery invites speculation. A conundrum, like a riddle, is often phrased as a question. The answer usually involves a play on words or a twist in thinking. For example: What is greater than God, more evil than the devil, the poor have it, the rich need it, and if you eat it, youll die? (Answer: Nothing) A paradox seems absurd, but in reality expresses a certain truth. For example, â€Å"Youth is wasted on the young.† A quandary is a state of extreme perplexity. A person or a group is said to be â€Å"in a quandary,† as in this headline from The Gaffney Ledger: â€Å"Council still in a quandary over healthcare insurance.† Of the three words in the title of this post, puzzle is most frequent in a Google search (296,000,000), riddle next (140,200,000), and enigma last (64,400,000). The figure for enigma is no doubt inflated because of the popularity of the word in the entertainment industry. References to the German â€Å"enigma machine† probably also account for some of the results. 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:4 Types of Gerunds and Gerund Phrases"Have" vs "Having" in Certain ExpressionsWood vs. Wooden

Consumer Pharmaceutical Advertising Article Example | Topics and Well Written Essays - 3750 words

Consumer Pharmaceutical Advertising - Article Example Definition. According to Ventola (669-684), direct to Consumer Advertising (DTCA) is a type of marketing that is extensively and exclusively observed in the pharmaceutical industry. Although this form of marketing promotion is observed in other industries, the term is exclusively derived from the marketing promotion in the pharmaceutical industry. In this regard, the marketing activities are primarily focused towards the patients’ end unlike targeting the healthcare professionals. The promotional activities or tools that are generally used in this form of marketing include the use of print media, television, radio, social media, and many more. In the present day context, marketing activities are identified as playing an effective role in the promotion of a product and/or service. Subsequently, different promotional tools are used by companies with the aim of making an effective reach to a large number of customers in a global context. Thesis Statement. The prime objective of the study is to undergo a comprehensive review of DTCA in the pharmaceutical industry in the US. In this regard, the paper focuses on understanding the concepts of DTCA and the history of different types of advertisements surrounding DTCA. The report also emphasizes the rules and regulations governing the promotional activity in the US. Moreover, it also intends to reveal the advantages as well as the disadvantages of adapting DTCA in the US pharmaceutical market. Some of the remedies that would lead to the growth of the pharmaceutical industry in the US through adapting DTCA are also discussed. Further, the report also highlights the effect of DTCA on health insurance and the pharmaceutical industry that has to lead to the shift of promotional activities towards social media for attracting customers.

The significance of the crucifixion to Anglicans today Essay

The significance of the crucifixion to Anglicans today - Essay Example The doctrines that are directly derived from the events covered in the crucifixion include the salvation of man and the atonement of sin. All the events of the crucifixion play a symbolic role in the life of an Anglican Church believer, and the crucifixion of Jesus holds a lot of meaning and significance for the Anglican believer of today (Williams, 2007). Areas of significance and the meaning of the crucifixion include that the death of Jesus, which paid the price required for redemption from sin. Secondly, the crucifixion unites Christians with the life of Jesus – who took the burden of setting men free – and offers them the commands and the ways to live in the world. Discussion The importance of the crucifixion to the modern Anglican believer is modelled through the context of the crucifixion of Jesus, though his subjection to a Roman capital punishment, which was ordinarily used to punish offenders that committed seditious or political crimes (Williams, 2007). The s ignificance of the punishment was that the offender would be subjected to a cruel form of punishment – but more importantly – the punishment was a publicly displayed type, which sought to spite the offender before other people. From this context of the crucifixion as well as the other events that transpired during the crucifixion, the Anglicans of today view it as the ultimate sacrifice offered to save the human race. The significance of the events can be derived from the fact that God, the father allowed Jesus, the son to go through all the humiliating experiences, so that the prophesy about the redemption of man would be fulfilled. Through the events of the crucifixion, Anglican believers are expected and taught to understand that the experiences of Jesus were supposed to show the pain of sins – which all humans would need to go through – unless Jesus the son of God wiped them away through his death (Wright, 2007). Therefore, the crucifixion is not just a series of events to the Anglican believer of today; it is a symbolic representation of the cost of salvation, which was paid by God – using his son – so that all humans would live free and remain free and covered by God’s grace. The second significance of the crucifixion of Jesus today is that of making the insistence of God’s forgiveness to men. The sacrifice of Jesus was used to signify God’s actions, and not only the repayment of the punishment that men were supposed to bear, due to the sinfulness inherited from Adam’s fall. This is the case because from the early days that preceded the death of Jesus, no one would take the sins of others; therefore, Jesus would literally not take the punishment and the guilt of sinners. The bible says that â€Å"the soul who sins is the one who will die† (Ezekiel 18:1). However, the true meaning of the crucifixion to the modern-day Christian is to show that God can forgive the sins of humanity and fail to impose the penalty of death. This area of significance is very important to the Christian, mainly because it serves as a reassurance that irrespective of their many sins, they will always have a place in the house of God, where they can commune with him as their father (McGrath, 2011). The crucifixion demonstrates the extent of God’s mercy, which was not limited to the Jews, the people that were living during the crucifixion, but also all those that accept Jesus and return to him for forgiveness (Williams, 2007). The wholesome meaning of this significance of the crucifixion is that God is a loving father to all his children, who will welcome the penitent –

Mangment this is a paper for studying mangment in an academic setting for MBA Essay Example for Free

Mangment this is a paper for studying mangment in an academic setting for MBA Essay The factors that affect the productivity of PATs include the size of incentive bonuses paid to workers, base pay increases, perfect attendance bonuses, the size of the fringe benefits package, how favorably the overall size of a company’s compensation package compares with the industry-average compensation package, expenditures for PAT training and productivity improvement, and changes in the number of models. Perfect attendance bonuses, how much overtime is offered to PATs so as to boost their take-home pay, how many PATs are laid off, the percentage of newly-hired PATs, the percentage use of temporary PATs, and PAT compensation levels. P/Q ratings, the warranty claim rates, the amount of overtime, the percentage of cameras outsourced, and how many cameras are assembled each quarter. the complexity of the company’s camera designs; a company’s cumulative spending for new product RD, engineering and design; the number of models; camera body ergonomics/durability; and the number of camera components. PAT training and experience, the number of PATs laid off, base pay increases, warranty claim rates, and P/Q ratings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. The interest rate a company pays on loans outstanding depends on its credit rating. How much it has borrowed against its credit line and its debt-assets ratio. How many consecutive years the company has been profitable, its current ratio, and its ROE Its net profit margins, ROE, and amount of cash on hand to make interest payments Its current ratio, global market share, debt-assets ratio, net profits, and balance sheet strength †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. The company maintains a production facility in the United States. Japan. China. Germany. Taiwan. The decisions that company co-managers make each year are organized around new product RD, components production, work force management, advertising and marketing, and finance. supply chain management, assembly, distribution, sales force management, advertising and marketing, customer service, and finance. components production and assembly, distribution and retailer relations, advertising and promotion, customer service, and accounting. supply chain management, components production, assembly, distribution and dealer relations, sales and marketing, and cash flow management. marketing and promotions, product design, assembly/shipping, compensation and labor force, and finance.

Brutal Stanley Kowalski in Tennessee Williams A Streetcar Named Desire :: A Streetcar Named Desire Essays

Brutal Stanley in A Streetcar Named Desire  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Williams' "A Streetcar Named Desire"(Williams 2008-2075; additional references by page number only.) the characters are extremely physical. The most physical of all characters in the play was Stanley Kowalski. Stanley is considered to be a brutal, domineering man with animal-like traits. The best relationship to illustrate Stanley's brutality is the one between he and his wife, Stella. Stanley treats Stella badly. He beats Stella and is impolite to her in front of other people. He rarely takes her suggestions and often scolds her. Stanley only acts kindly to Stella when he wants to make love with her. There is evidence in scene three of Stanley's brutality. [At the poker game.] STELLA: How much longer is this game going to continue? STANLEY: Till we get ready to quit. ...Why don't you women go up and sit with Eunice? STELLA: Because it is nearly two-thirty A.M.... [A chair scrapes. STANLEY gives a loud whack of his hand on her thigh.] STELLA: [Sharply.] That's not fun, Stanley. (t o Blanche) It makes me so mad when he does that in front of people. (2026-27) ...Shortly after this incident during the same scene... [BLANCHE turns the radio on. STANLEY stalks fiercely through the portieres into the bedroom. He crosses to the small white radio and snatches it off the table. With a shouted oath, he tosses the instrument out the window.] STELLA: Drunk, drunk animal thing, you!... BLANCHE: [Wildly.] Stella, watch out, he's... [STANLEY charges after STELLA.] MEN: [Feebly] Take it easy, Stanley. Easy fellow... STELLA: You lay your hands on me and I'll... [She backs out of sight. He advances and disappears. There is the sound of a blow, STELLA cries out. BLANCHE screams and runs into the kitchen. The men rush forward and there is grappling and cursing. Something is overturned with a crash.] BLANCHE: [Shrilly.] My sister is going to have a baby! (2031) These are just two examples of Stanley's brutality towards Stella. Near the end of the play, the reader discovers that S tanley has raped Blanche. This is probably considered to be his most brutal act during the play. Stanley doesn't want to let anyone destroy his marriage. When he finds that Blanche is talking bad about him to Stella, he tries his best to "defeat" Blanche by staying with Stella. Blanche would say things such as "He acts like an animal, has an animal's habits!.

Crucible Analyzing John Proctor Essay

Analyzing John Proctor as a Tragic Hero In the Crucible, a play by Arthur Miller, John Proctor is the tragic hero. A tragic hero is defined as someone who has great courage that ends up dying at the end of the story. The reason John Proctor is the tragic hero of this play is because he has so much to lose. John Proctor fulfills my requirements of a tragic hero throughout the play. He decides to go to court and expose the girls. The girls turn on him and he gets accused. He is only trying to do well, but gets falsely accused. John Proctor is also a very intelligent man who can detect others as being fraudulent, however he questions his own moral. He questions himself because of his affair with Abigail which was his only flaw throughout the play. In spite of this I still consider him an honorable man. Another thing he did was save his wife from being put to death, and also refusing to confess practicing witchcraft. He proves he is a tragic hero when he explains to the judge that since he gave his soul to leave his name. With this plea, Proctor has eliminated all hopes of living and has established himself as the tragic hero. John Proctor is a man of sufficient stature in that he is given the choice to save himself at the end of the play, but does not. He does keep his affair secretive, but that is only thing that made him seem like the villain. He did not deserve to die at the end of the play, but that is one of the requirements to make him considered a tragic hero. Proctor serves as the voice of justice in the play. He came out and told everyone about Abigail falsely accusing others of being witches. He also came out and ripped the warrant and told the men to leave. In the end, he comes close to confessing being a witch but realizes it disgraces his good name, which is all his children will know him by. The issues leading to John Proctor’s death are not universal. I believe that he should not have been the one getting the punishment in the end, but that is why he is the tragic hero. Throughout the play he was a man of integrity and nobleness. He confessed to practicing witchcraft, in which he really  didn’t. This is why he died; saving his wife from death.

Participant’s development Essay

With this model in mind, the author of this essay, who represented the coach in the coaching session, will consider back to the session and reflect what planning had to be involved and why, and what was intended and included.  The author of this essay is herself a passionate Badminton player, exercising regularly for the University and a local team. From her own experience in these teams, she knew that many players struggle with the tactical positioning in this sport, particularly in the doubles’ game. Tactical positioning is a crucial element to succeed in Badminton (Grice, 1996). For this reason, the coach had chosen the following aim for the session: raising awareness of tactical positioning in the doubles’ game of Badminton, therefore the objective was accurate defensive and attacking positioning. To achieve these aims and objectives, the author invited four players, two men and two women, from the above mentioned teams to take part in the Badminton session (see Appendix 1). The participant’s level of play can be stated as advanced, hence gender was not showing a significant impact on the later performed exercises and match situation. According to training guidelines stated by Martens (1997), the participants had to be and were able to match necessary requirements of the conducted training program, which included knowledge of specific skills and shots like ‘the ready position’, footwork, drop shot, smash etc..  The 45 minute lasting session itself consisted of four parts: a brief introduction, a 10 minute warm-up, a 28 minute long main part and a short cool down. The intention of the introduction was to give the participants a concise overview of the session’s aims and objectives aswell as informing about potential hazards and dangers. The sports hall policy about appropriate sports wear and shoes was already mentioned in the invite (see Appendix 1). ‘To produce the safest environment possible for the athletes and the coach’ (Martens, 1997), further essential risk management, within the introduction, included the explanation of emergency exits and the procedure of raising the alarm and informing the University Security Office through the Emergency telephone. The coach herself had identified, evaluated and made herself familiar with potential risks and dangers as well as appropriate behaviour in case of an emergency by a pre-session risk management through inspecting the venue a day before the actual session. Before the start of the session, the floor was examined to avoid injuries caused by potential trip hazards like whol es or dirt. As stated by Martens (1997), the intention of a warm up is not only preventing respectively reducing the likelihood of potential injuries but to improve the athlete’s performance (Sports Coach – Warm Up and Cool Down). Moderate jogging including ballistic stretching of specific arm and leg muscles was used to raise blood circulation and the respiratory rate as well as increasing the body temperature (Martens, 1997; Sports Coach – Warm Up and Cool Down), followed by more specific Badminton movements including side walks and side steps (Grice, 1996). To progress on, the next warm-up exercise included movement on court, simulating game play without a shuttle. This is called shadow Badminton and allowed the participants to perform key elements of Badminton like positioning to the ‘central position’ (CP), accurate footwork and performing different shots. All six key positions of the court had to be reached in a specific order within timed 30 seconds (see diagram 1). After a following 30 second break to regain stamina, the exercise was modified to a more realistic game play by giving the athlete the choice of which position to chose. A further 30 second break was followed by the last shuttle and included a realistic game play with a free order of positions to reach, this time with increased speed. Along with Givemefootball – The professional footballers association, this ghosting exercise showed full characteristics of ballistic stretching: specific and related movements as well as increased effort to prevent muscle stiffness and muscle injury (Sports Coach – Warm Up and Cool Down). To conclude this Badminton specific warm-up, Grice (1997) suggests 5 minutes of gentle knocking with a shuttle. This was performed by the participants, including all possible Badminton shots like Clear, Drop, Drive, Smash and net play. The main part consisted of 2 appropriate exercises to achieve the session’s objectives as well as implementing newly acquired skills into a realistic match of doubles. Exercise 1 was training the defensive positioning and allowed one pair to play against the other, attacking couple. Due to the advanced level of play of the participants, the coach could assume that basic skills and knowledge of defence as well as attacking positioning were existent. The new main idea introduced now was, that the defending player had to follow his/her long line shot to the side including the partners movement to the middle line maintaining the basic concept of being level with the partner. A cross court shot resulted in following the defender to the middle line, the partner to the side line (see diagram 2). Moving according to one’s own shot will allow the defending pair to quickly respond to the opponents’ attacks. If the defender plays a long line shot and follows to the sideline, a long line attacking smash can quickly enough be responded by another defensive shot. If the opponents play a cross attacking shot like a drop, the defender’s partner at the middle line will still have enough time to reach this shot as a cross shot will take more time to reach the corner. Hence it is to advise hardly ever to play a cross attacking shot in Badminton as this will allow the defending opponents to quickly enough place themselves into the appropriate defending position and possibly even counter attack the shot. The positions of player A and B as well as the positions C and D were changed within the exercise to guarantee experiencing both the left and the right, respectively the front and the back side. After 5 minutes the couples changed playing from defence to attack and vice versa. Exercise 2 intended to empower an attacking couple to perform the rotation system while attacking. The coach, assisted by player C ‘feeding’ the coach with shuttles, provided a rally of 20 shuttles played into the key positions shown on diagram 3. The positions were targeted in order from 1 to 8. Starting position for attacking player A is shown on the diagram 3 as well as the position for Player B. Player D was first observing, then helping to pick up the shuttles on the ground. Key elements of this exercise included ‘being in line’ with the partner though positions changed. Therefore the coach used the racket as demonstration material, the head of it representing the attacker at the net and the grip the attacker at the back. By rotating the racket like the players had to rotate on court, it was made visible that rotation includes the partner’s movement according to one’s own movement (see diagram 3). To provide a realistic game situation, the coach had to quickly target all key positions as the doubles’ game is a fast game requiring quick movements (Grice, 1996). The following 5 minutes lasting doubles’ match gave the opportunity to implement the newly acquired skills.  A contingency plan was not needed as all exercise could have been performed even though one respectively two participants wouldn’t have arrived. Then the coach would have played in their positions respectively played as a single attacker in exercise 1, however making it more difficult to observe the progression of each participant’s development. To conclude the session, a brief cool down was conducted allowing the body to return to normal pace, reducing its temperature and to remove lactic acid build up during the vigorous exercises (Grice, 1996; Sports Coach – Warm Up and Cool Down). Gentle jogging as well as a static stretching was performed. According to Sports Coach – Warm Up and Cool down, a static stretching should be preferred within a cool down compared to a ballistic stretching in the warm up, as this will increase the range of movement as well as helping to relax the muscles. When planning a coaching session, it is important to identify resources (Ewles and Simnett, 1999). Within this case, the coach was given the opportunity to use the University sports hall as well as their posts and nets. Two courts to perform the warm up and exercises were needed. Each participant was advised to bring his/her own racket(s), shuttles were provided by the coach (see Appendix 1). A stopwatch, to ensure accurate timing and time management of the session, which is important according to Martens (1997), was borrowed from the technicians room in Ramsden’s building one day in advance.

Five Ages of Man in Greek Mythology According to Hesiod

Five Ages of Man in Greek Mythology According to Hesiod The classic Greek Five Ages of Man came from an 8th century BCE poem written by a shepherd named Hesiod, who along with Homer became one of the earliest of Greek epic poets. He likely based his work on an unidentified older legend, possibly from Mesopotamia or Egypt. An Epic Inspiration Hesiod was a farmer from the Boeotian region of Greece who was out tending his sheep one day when he met the Nine Muses. The Nine Muses were the daughters of Zeus and Mnemosyne (Memory), divine beings who inspired creators of all kinds, including poets, speakers, and artists. By convention, the Muses were always invoked at the beginning of an epic poem. On this day, the Muses inspired Hesiod to write the 800-line epic poem called Works and Days. In it, Hesiod tells a Greek creation story that traces the lineage of mankind through five successive ages or races including the Golden Age, the Silver Age, the Bronze Age, the Heroic Age, and the present (to Hesiod) Iron Age. The Golden Age The Golden Age was the mythical first period of man. The people of the Golden Age were formed by or for the Titan Cronus, whom the Romans called Saturn. Mortals lived like gods, never knowing sorrow or toil; when they died, it as if they were falling asleep. No one worked or grew unhappy. Spring never ended. It is even described as a period in which people aged backward. When they died, they became daimones  (a Greek word only later converted to demons) who roamed the earth. When Zeus overcame the Titans, the Golden Age ended. According to the poet Pindar (517–438 BCE), to the Greek mind gold has an allegorical significance, meaning the radiance of light, good fortune, blessedness, and all the fairest and the best. In Babylonia, gold was the metal of the sun. Silver and Bronze Ages During Hesiods Silver Age, the Olympian god Zeus was in charge. Zeus caused this generation of man to be created as vastly inferior to the gods in appearance and wisdom. He divided the year into four seasons. Man had to work- plant grain and seek shelter- but a child could play for 100 years before growing up. The people wouldnt honor the gods, so Zeus caused them to be destroyed. When they died, they became blessed spirits of the underworld. In Mesopotamia, silver was the metal of the moon. Silver is softer with a dimmer luster than gold. Hesiods Third Age was of bronze. Zeus created men from ash trees- a hard wood used in spears. The men of the Bronze Age were terrible and strong and warlike. Their armor and houses were made of bronze; and they did not eat bread, living mainly on meat. In Greek and older myths, bronze was connected to weapons, war, and warfare, and their armor and houses were made of bronze. It was this generation of men that was destroyed by the flood in the days of Prometheus son Deucalion and Pyrrha. When the bronze men died, they went to the Underworld.  Copper (chalkos) and a component of bronze is the metal of Ishtar in Babylon. The Age of Heroes and the Iron Age For the fourth age, Hesiod dropped the metallurgical metaphor and instead called it the Age of Heroes. The Age of Heroes was a historical period to Hesiod, referring to the Mycenaean age and the stories told by Hesiods fellow poet Homer. The Age of Heroes was a better and more just time when the men called Henitheoi were demigods, strong, brave, and heroic. many were destroyed by the great wars of Greek legend. After death, some went to the Underworld; others to the Islands of the Blessed ones. The fifth age was the Iron Age, Hesiods name for his own time, and in it, all modern men were created by Zeus as evil and selfish, burdened with weariness and sorrow. All manner of evils came into being during this age. Piety and other virtues disappeared and most of the gods who were left on Earth abandoned it. Hesiod predicted that Zeus would destroy this race some day. Iron is the hardest metal and the most troublesome to work. Hesiods Message The Five Ages of Man is a long passage of continuous degeneration, tracing the lives of men as descending from a state of primitive innocence to evil, with a single exception for the Age of Heroes. Some scholars have noted that Hesiod wove the mythic and the realistic together, creating a blended story based on an ancient tale that could be referenced and learned from. Sources: Ganz T. 1996. Early Greek Myth. Johns Hopkins University Press: Baltimore.Griffiths JG. 1956. Archaeology and Hesiods Five Ages. Journal of the History of Ideas 17(1):109–119.

300 - a Gender Analysis

Gender The film industry has created the conventional gender roles of society into their movies; A majority of films have supported some of the male and female stereotypes. In the history of the film industry, the role of men is primarilythat of the stereotypical working class man or hero, while the roles of women are primarily portrayed as being somewhat inferior to men. In the 1930s through the 1970s, men held the leading roles in films while women played smaller roles. Men were typically employed, successful gentlemen, while the woman’s only job was a housewife. The film industry was mostly dominated by men. In terms of jobs, women were given mostly family roles and rarely were shown outside of their homes, while men had successful careers and did many activities outside of home. â€Å"Women were shown doing housework and men were the beneficiaries of their work† (â€Å"Women’s roles in the film industry† Women in film). As women were given a more active role in society, the gender roles in movies changed. However, many types of gender stereotypes in films still exist. Action genre movies in particular account for many of the gender stereotypes in the film industry today. Men are typically portrayed to be the hero, while women are often portrayed as sexual objects. In the movie 300, the Spartan men served and protected the city of Sparta, while the Spartan women did domestic chores and bred more warriors. Because this movie was set back in 480 BC society portrayed men to be superior to women. Some of the main characters in 300 are prime examples for the different gender roles. King Leonidas is the proud, triumphant King of Sparta. In the film, the character Leonidas possesed as a couple different male stereotypes. King Leonidas is portrayed as the hero throughout the different action sequences. Throughout the movie Leonidas takes charge of his troops and leads them into battle. Leonidas is hero not only because he is the King of Sparta, but also because he is the commander of the troops. Before King Leonidas leaves for battle with his three-hundred Spartans, he confronts his wife and refrains from saying â€Å"My queen, my life, my love,† because he, like all other Spartans, is not soft and does not want to show emotion to his queen (Zack Snyder. 00). The narrator speaks of how Spartan men are raised like brutes and are â€Å"hard warriors† (Zack Snyder. 300). This particular phrase is important to the story because it reflects the gender role of men during that time period. King Leonidas can also be classified as the family man stereotype. Throughout the film he trains his young son for battle. He plays the role of protector not only for his individual family, but also for Spart a. In the movie 300, King Leonidas represents many male stereotypes. In contrast, the character Queen Gorgo stands for many female stereotypes in the movie. The queen portrays the domestic female stereotype. In the film Queen Gorgo cares for her young son and stays at home while her husband, King Leonidas, is fighting for their country. Like many of the women in the film, Queen Gorgo performs many domestic tasks such as retrieving food and water for her family, as well as looking after her child. Queen Gorgo is also a sex object. She is easily seduced by her King. She bribesone of the councilmen with sex. At times in the film the Queen, among many other women, wear little clothing. The 300 Spartans also wear little clothing in the film. Due to the lack of clothing, the Spartans show their ripped and brute physique to reinforce the male stereotype of being brawny and strong. Lastly, the queen represents the female stereotype of beauty. The queen is an attractive woman with a small frame, much like how the media portrays what a woman should look like. Her attractive looks and sexual qualities are a large part of Queen Gorgo’s character. Queen Gorgo represents an abundance of the female stereotypes in society. The captain of the Spartan troops also shows male stereotypes. The captain is a close ally of King Leonidas. Throughout the film, the captain portrays the male stereotype of being a family man. The captain’s son, Astinos, is barely old enough to be in battle with the Persians. The captain is skeptical of allowing his son to enter battle, but decides to encourage him to serve their country. Throughout the different battles with the Persians, the captain protects his son from harm. When Astinos is killed by Persians, the captain goes on an extremely violent tirade and kills every Persian in sight due to his overpowering vengeance. After the death of his son, the captain proclaims to the king that his heart is filled with hate, and King Leonidas replies â€Å"Good. † King Leonidas feels that it is necessary for a soldier to feel hatred toward his enemies. This particular scene portrays another male characteristic of not showing emotion towards a certain subject. The captain is another character that shows the male stereotype present in this film. Although many of the characters in the movie portray the prevalent male and female stereotypes in society, there are a few characters that stray away from these social formalities. Councilman Theron is an example of one of the characters that does not abide to the brute and warrior stereotypes in the film 300. Theron is no older than the Spartan men who fight for their city, but he lacks the physical strength that the Spartan warriors possess. Because Theron is not a typical man in Sparta, he wears a gown that is similar to the gowns worn by Spartan women. Along with Councilman Theron, there are other men that are on the council of Sparta. These men are far less in physical size than the Spartan warrior and are given duties that are similar to women. The men in the council are unique to the majority of men in Sparta that serve their city. Since the men wear â€Å"woman-like† clothing, it labels women’s apparel to be very revealing. These men reinforce some of the women stereotypes prevalent in the film. There are also some specific scenes in the movie that break some of the male and female stereotypes. Directly after Astinos is killed in battle, the Captain begins to break down and cry. The captain immediately showed his emotion for the loss of his son. This scene in the movie shows how even the most masculine man has to show some emotion at some point in time. In the end of the battle against the Persians, after King Leonidas has been shot by many arrows, he stands up and shouts, â€Å"My queen, my life, my love† (Zack Snyder. 300). This phrase is contradictory to the general actions of Spartans, and men in general, because it shows emotion. Both of these sequences in the film show how every man must show emotion, regardless of who they are. 300 demonstrated the many male and female stereotypes in society. Although most of the men were relatively similar, there were a few men in Sparta who went against the normal gender role. Like many other action movies, 300 showed various roles that supported some of the gender roles in the film industry. The main characters primarily demonstrated the conventional gender roles, but they also expressed some contradictory qualities. The film industry provides arious different types of gender roles through movies. advertising. Home | Saint Marys College, Notre Dame, IN. 20 Apr. 2009 lt; http://www. diigo. com/05lfx Women in Film. Yahoo! GeoCities: Get a free web site with easy-to-use site building tools. 20 Apr. 2009 lt; http://www. diigo. com/05lfw 300 Movie Spartans. Mens Movie Guide. 20 Apr. 2009 lt; http://www. diigo. com/05lfv 300 (Widescreen Single Disc Edition). Dir. Zack Snyd er. Perf. Gerard Butler, Lena Headey. DVD. Warner Bros. Pictures Distribution, Warner Bros. Pictures International, 2006.

MID-TERM ASSIGNMENT Article Example | Topics and Well Written Essays - 250 words

MID-TERM ASSIGNMENT - Article Example Generally, Chase River is situated within a narrow valley that is steep-sided, restricting the development of meandering or braided river features. What is more, the vegetation found within the Park or the Park is dominated by a coniferous forest characterized by trees such as western hemlock, western red cedar and Douglas fir (McBeath, 2011). Primary native species comprise red huckleberry, Oregon grape, salal, a wide range of mosses and sword fern. The ecosystem has been influenced by human activities in the past. For instance, the demand for water led to establishment of protected areas such as middle lake and other water reservoirs. The existence of paper mills which prompted the plantation of softwood trees. The Park has been affected negatively by some form of human activities. For instance, there are human settlements especially alone the Upper Chase River. Not enough, the ecosystem was sometime back cleared to pave way for the creation of a dual carriage way which negatively affects the Parks