Contemporary Theories of Aging free essay sample

Stability Template Model †¢Based on theories presented by Freud and other psychoanalysts †¢Individuals do not change once they become adults †¢Is an individual’s identity is stable over time, he or she will react to stress and life’s events in a consistent manner †¢Erikson describes the take during midlife as generativity versus despair; establishing and guiding the next generation †¢Erikson describes the task during later life as integrity versus despair; people reviewing their lives to assess whether they have become who they wanted to be . Orderly Change Model †¢Is a stage theory †¢The individual’s identity is formed early in life but changes through interaction with the environment †¢Adults in midlife examine their current life and may make a new life based on changing circumstances (Levinson) 3. Theory of Random Change Fate or non-normative events cause change in identity because of how individuals adapt to their new roles †¢Social change affects the behavior of a cohort (known as the cohort effect) †¢Individuals change over time in response to biological, cultural, psychological and sociological factors †¢Patterns or behaviors exist because cohorts are exposed to similar experiences †¢It is possible to predict the behavior of future generations Social Construction Theory Is related to symbolic interactionism †¢Actions and feelings of individuals have no intrinsic meaning of their own, but are given meaning based on expectations of society †¢People choose to act in a certain way based on personal interpretations of a situation †¢The Empty Nest Syndrome was identities as a crisis in the 1960s, but is not longer identified as one in the 1990s. We will write a custom essay sample on Contemporary Theories of Aging or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (The way in which women interpret the situation has changed. ) The Seasons of Life Coming stages in life are defined according o the expectations of society as to when events should occur †¢The seasons are defined but the expectation about what is normal during that phase of life †¢Each stage is referred to as a season, e. g. , midlife and later life are considered fall and winter †¢Seasons are determined by both a biological and a psychological clock †¢The psychological clock refers to the meaning that individuals make of their own lives

Historical context and Miller Essay Example For Students

Historical context and Miller Essay Explain how dramatic tension is built up in this act, paying particular attention to the main characters, historical context and Millers stage directions. The action of the play is based on an historical event (and those events can be related to what goes on in the world today), the Salem witchcraft trials and hunts which took place in Massachusetts in 1692. But Miller author notice the drama has more recent parallels with the anti-Communist witch-hunts in the mid 1950s which was ran by the Un-American activities Commission. In a contemporary context, you could see similarities with the recent media witch-hunts against a number of conspicuous figures from the worlds of politics, business, sport and show business. Arthur Miller has used unique techniques in Act 3 to build up dramatic tension with various climax points. Act 3 is the act where all the little things the characters have said and done come together. Through the use of dialogue, stage directions which enable us to envisage the scene on stage and characterisation we can see how dramatic tension is created by Miller which can not be easily accomplished in true-life play at that time. Act 3 starts with an empty stage, but voices can be heard, there is no visual sighting of the characters. The audience can hear Hathorne, Martha Corey, Danforth and Giles. The tension then rises as they are in the anteroom of the general court; you cannot see the actors, but can only hear them. The stage direction is off stage (a roaring goes up from the people) this makes the audience think, what will happen next and thats one of Millers ways of keeping the audience on the edge of their seats. The dialogue that goes on in the anteroom plays with the audiences feelings. In the speech rhetorical questions are used along with repetition to create sympathy, anger and worry. Judge Hathorne is questioning Martha Corey regarding witchcraft, he also implies this by using rhetorical questions that Martha would find difficult to answer How do you know, then, that you are not a witch? This sort of question couldnt be proved in anyway those days so Martha knew trouble was coming her way. Her husband Giles then comes to submit evidence to the court to prove his wife is innocent, but being the high court they do not allow anyone to come in and interrupt the session. This then brings sympathy on Martha and the audience realise that. The scene then continues with Mary Warren who is a character of weak determination who allows herself to be bullied constantly. She is not an evil person, but her weak will combined with her desire to be someone in the Salem community forces her into a situation in which she does harm to other people. She attempts to stand up to her main pressure, Abigail Williams, but her lack of resolve undermines this effort and leads to the climax. She arrives with john Proctor (Elizabeths husband) and they back up the story of the girls being imposturous. Why this is said, is because many people including Johns wife is on trial and John and the rest of the village know this isnt true. This adds to dramatic tension when all is to be said in court. Also Mary is accused of lying now to the Judge or she was previously lying in court and this would but her in jail, but works her way out of it by saying she now belongs to God. Parris desperately tries to stop their testimony because he is Bettys father and she was involved along with Abigail who is Parris niece. .uc9858f4dccd38f0b0332440a1fc36e90 , .uc9858f4dccd38f0b0332440a1fc36e90 .postImageUrl , .uc9858f4dccd38f0b0332440a1fc36e90 .centered-text-area { min-height: 80px; position: relative; } .uc9858f4dccd38f0b0332440a1fc36e90 , .uc9858f4dccd38f0b0332440a1fc36e90:hover , .uc9858f4dccd38f0b0332440a1fc36e90:visited , .uc9858f4dccd38f0b0332440a1fc36e90:active { border:0!important; } .uc9858f4dccd38f0b0332440a1fc36e90 .clearfix:after { content: ""; display: table; clear: both; } .uc9858f4dccd38f0b0332440a1fc36e90 { 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; } .uc9858f4dccd38f0b0332440a1fc36e90:active , .uc9858f4dccd38f0b0332440a1fc36e90:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc9858f4dccd38f0b0332440a1fc36e90 .centered-text-area { width: 100%; position: relative ; } .uc9858f4dccd38f0b0332440a1fc36e90 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc9858f4dccd38f0b0332440a1fc36e90 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc9858f4dccd38f0b0332440a1fc36e90 .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; } .uc9858f4dccd38f0b0332440a1fc36e90:hover .ctaButton { background-color: #34495E!important; } .uc9858f4dccd38f0b0332440a1fc36e90 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc9858f4dccd38f0b0332440a1fc36e90 .uc9858f4dccd38f0b0332440a1fc36e90-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc9858f4dccd38f0b0332440a1fc36e90:after { content: ""; display: block; clear: both; } READ: Analytic Play Review Of The Taming Of The Shrew EssayThere is tension in Parris eyes and he cannot allow this issue to turn to him or any member of his family (remembering he is a Reverend) . Parris then tries to divert the issue of the girls being fakes to Proctor being possessed by the devil, and this seems a shock and Parris tries to back this up by saying Proctor never goes to church on Sunday and that his baby hasnt been baptised; then this turns the minds of the audience as they think Proctor is the one who has the Devil inside of him. It now seems as if Proctor has kept a secret and has now been exposed, but Proctor defends himself by saying I I have no love for Mr Parris. It is no secret. But God I surely love. Proctor receives news from Danthorth saying Elizabeth sent him a claim stating she was pregnant (if Elizabeth is to be found guilty, they cannot hang her whilst she is carrying an innocent baby, so she has at least a year). Of those accused, three were Rebecca Nurse (accused by the Putnams for the supernatural murder of Mrs. Putnams babies), Martha Corey (for supernaturally cursing a man so that all the pigs he bought would die), and Elizabeth Proctor, Johns wife accused by Abigail of using a doll to supernaturally give her a stab wound in the stomach. But Mary was the one who left the dolly at the Proctors home and sewing needles where found in it; this affects the audience has they know what has happened and this makes the audience have sypathy for Elizabeth. *** With Abigail being accused of pretending and manipulating all the girls (the girls follow Abigail because they are uneducated), all the main characters: John, Abigail, Mary and the girls are called to the high court. With John, Abigail, Mary facing Danforth tension is built up as we all think the truth has to come out now. Abigail denies all allegations and claims Mary was lying. This is also Abigails chance to get goody hung, by claiming those puppets were hers and she was the one who stuck needles; but Cheever and John both claim she only had puppets when she was a child. Mary also added the puppet that was found was hers. Proctor then brings up the sighting Parris saw in the woods at night (the girls dancing naked) and Hale supports John on that. All attention is on attention the focused on Parris, but just like before he denies seeing them naked. Again Parris tries to divert the limelight to Mary by telling her to faint if she the girls were pretending. With Mary being timid she cannot do it and to the audience they see the possession of the devil being true as she cannot deny it by fainting, this is one of the climax points in the act. Abigail has vengeance in her eyes; she feels Mary has betrayed her. I I know not. A wind, a cold wind, ahs come (her eyes fall on Mary Warren) Abigail yet again pretended that there was evil spirits coming after her and the girls, but this time they were coming fro Mary. The Girls play a big part in this as they act and feel what Abigail is supposedly feeling but no one knows they have been manipulated, and the tension the bring to the scene is extraordinary and that affect Miller has given the play changes the view of the audience constantly. The judge tells Mary to stop, but she cant because she is not doing it. At this point Mary is seen as the criminal, and John Proctor then steps in shouting Whore, Whore silence hits the caught, he confesses his affair with Abigail (lechery leads to imprisonment), this has now twisted everything. Elizabeth is then called into the high court; John who is not allowed to make eye contact with Elizabeth hopes she can say the same thing. Answer my question! Is your husband a lecher! - exclaims Danforth, No sir!! replies Elizabeth. .u99ac07509ed696df91ac51286e7ec8fa , .u99ac07509ed696df91ac51286e7ec8fa .postImageUrl , .u99ac07509ed696df91ac51286e7ec8fa .centered-text-area { min-height: 80px; position: relative; } .u99ac07509ed696df91ac51286e7ec8fa , .u99ac07509ed696df91ac51286e7ec8fa:hover , .u99ac07509ed696df91ac51286e7ec8fa:visited , .u99ac07509ed696df91ac51286e7ec8fa:active { border:0!important; } .u99ac07509ed696df91ac51286e7ec8fa .clearfix:after { content: ""; display: table; clear: both; } .u99ac07509ed696df91ac51286e7ec8fa { 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; } .u99ac07509ed696df91ac51286e7ec8fa:active , .u99ac07509ed696df91ac51286e7ec8fa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u99ac07509ed696df91ac51286e7ec8fa .centered-text-area { width: 100%; position: relative ; } .u99ac07509ed696df91ac51286e7ec8fa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u99ac07509ed696df91ac51286e7ec8fa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u99ac07509ed696df91ac51286e7ec8fa .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; } .u99ac07509ed696df91ac51286e7ec8fa:hover .ctaButton { background-color: #34495E!important; } .u99ac07509ed696df91ac51286e7ec8fa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u99ac07509ed696df91ac51286e7ec8fa .u99ac07509ed696df91ac51286e7ec8fa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u99ac07509ed696df91ac51286e7ec8fa:after { content: ""; display: block; clear: both; } READ: The dramatic energy EssayShe is then removed from the court, John shouts to Elizabeth I confessed it at this point John is seen as a liar, She only thought to save my name John tries to explain. Abigail screams along with the girls insisting there are evil spirits after the in the court room, Mary is begging them to stop it. The girls then flee to the side of the court room screaming the devil is coming. All this acting by the girls has yet again manipulated Mary and she turns the blame on John. This is because fear runs everyones life and blaming and accusations are taken advantage of. Youre the Devils man John is stopped in his tracks by that remark made by Mary. The technique Miller has used in this act has created unbelievable tension and twists. Mary runs to Abigail saying she would never hurt her. Danforth asks proctor what you are. I say I say God is dead! A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face! And it is my face, and your, Danforth! For them that quail to bring men out of ignorance, as I have quailed, and as you quail now when you know in all your black hearts that this be fraud God damns our kind especially, and we will burn, we will burn together!

Critical Challenges Implications for Management Skills

Question: Discuss about the Critical Challenges Implications for Management Skills. Answer: Introduction: The business environment in New Zealand is highly dynamic and poses certain critical challenges for the organisations. For facing these challenges it is the need of the hour to firstly assess the challenges which are most crucial particularly in the perspective of the chief executives of some of the leading organisations belonging to the private, public and the non-profit sectors and then find out the implications that they have on the managerial capabilities so that the appropriate capabilities can be developed by the HR practitioners for facing these challenges. This is exactly what the given journal article tries to discuss. In this essay a critique of the given journal article will be carried out in order to determine the strengths as well as the weaknesses of the article. A statement which gives the summary of the main ideas or ideas with respect to the article and also express with clarity what will be discussed related to the topic forms the thesis statement. The topic which will be discussed and the purpose that the article will be serving will be identified by the thesis statement (Purdue University, 2016). The thesis statement for the above article is examining the challenges of the most critical nature which exist in the environment of New Zealand from the perspective of the chief executives and then focus on the implications which these challenges might have on the management skills of the countrys people. The purpose with which the author has written this article is to report about a survey that was conducted to find out about the opinion of the chief-executives of New Zealands large organisations and then examine what the different chief executives belonging to the public, private as well as not-for-profit sectors of the country consider to be the most vital issues in the dynamic environment that exists currently. Thus, the authors major goal is apparently to examine the implications of these significant issues for the managerial skills and to figure out the ways in which the practitioners of human resource can provide support for developing those managerial skills by participating in the development processes which help in bridging the internal as well as the external boundaries. After reading the article it can be said that the thesis statement of the authors is relevant as the intention of the authors to find out the critical challenges and the managerial implications have been attained after they conducted the survey and collated the results. The first strength is the title of the article which is very clear about what the reader should be expecting from the article. It is absolutely apparent from the title that the viewpoint of the chief executives of the countrys organisations will be considered for assessment of the critical challenges and then the implications of these challenges for the management skills will be determined. Most of the previous researches have discussed the current business environment in New Zealand, relations between productivity problems and management capabilities and analysis of management skills in the countrys manufacturing sector (Green et al., 2011). However, there is lack of research which takes into consideration the views of the chief executives from different sectors of the nation and develops managerial implications on that basis (Floyd Fowler, 2009). The gaps have been identified (Randolf, 2009). The two authors have tried to address this issue through this research. Both the authors are lecturers in HRM in the University of Aucklands Management and International Business department and have made significant contributions in their field of work. However, a major weakness is that their present article has also been cited in only a few studies. The article is based on a study which has been conducted by the authors. The sub-headings of the article also reflect its strength as the content has been organised in an appropriate and logical manner. Firstly, the scenario about the organisations of New Zealand and their managerial capabilities have been discussed which is actually a review of the existing literature. This is followed by a detailed description of the methodology that the authors have used for the purpose of conducting the survey. Results for each sector are considered in a detailed manner with proper graphs indicating the findings. Then the authors have discussed the findings for indicating the implications on the capabilities of the management. All this is followed by a logical conclusion (Metcalfe, 2002). The list of references indicating that the authors have taken into consideration the important works that are a part of this field is another major strength of the article. Majority of the references are from authentic academic sources such as books and journals and they are recent which is an indication of its strength (Jones, 2001). Only some of the references are a little old. The intended audience for the article is the practitioners of HR in the leading organisations of New Zealand which belong to the different sectors and the purpose of the author is to survey as well summarise the research that has been carried out on the topic. The article does not provide definitions of the important terms such as what are the managerial capabilities. This indicates one of the major weaknesses of the article (Cahan, 2003). The information that have been provided in the articles are mainly the opinions of the chief executives with respect to the challenges that they think are crucial to the organisation and based on their opinion the authors have interpreted the results. They have made a clear distinction between the private sector and the public as well as the non.-profit sector and have also presented the results of the two sectors separately. This was done by the authors as there were differences in the data of organisations which were mainly looking for profits and the ones which were not profit-oriented. The quantitative data was presented first for all the sectors and then the analysis was done as a percentage of the respondents who gave a rating of one for every item like 1 which meant that it was among the first 3 to 5 challenges that their organisation was facing or was one of the most risky issues that their organisation was facing. This was followed by the qualitative data which further illum inated the quantitative responses. The authors have stated the central arguments and conclusions in a clear manner and practical solutions have been provided (Lislie, 2011). Evidence as well as analysis is supports these arguments and conclusions. They have concluded that a complex environment that comprises changing markets as well as technologies. In such a situation, the support provided by the stakeholders which also consist of the main funders is very guarded and conditional. War for talent is going on and reframing of business models is needed for responding to ambiguous and rapidly happening changes. Management of uncertainty along with renewal, management of business partners and stakeholders and management of people and limited resources are found to be significant. According to my viewpoint the article has all the relevant information which I was expecting to find.The article has been organised by the authors in a very logical way and it is way for the reader to follow the article. The style of the writer is a good one and it is suitable for the intended audience to follow it (Helfat Martin, 2014). Apart from this, use of objective language has been made by the authors which can be easily followed. The illustrations used in the article although effective in presenting the information, consist of far too many critical issues. It would have been better if the author had limited the critical issues to top seven to ten issues instead of giving a very long list which adds unnecessary complications to the article. Critical issues basically mean the very significant issues for the company and such a long list of issues will make the reader lose focus on the critical ones. This would have made it easier for the intended audience to comprehend also. The critical analysis of the given article indicates that the article has its strengths and weaknesses. The major strengths of the article are evident in its relevant thesis statement and the logical flow of ideas throughout the article. The title and the subheadings of the article are also an indication of its appropriateness. The authors have given due consideration to the researches carried out previously, identified the gaps in them and then conducted this research. The authors are competent in their fields. It has certain limitations like a long list of critical issues which the authors could have curtailed. Another weakness is the fact that the article has been cited in only a few studies. Bibliography Cahan, J., 2003. Mini-lecture on writing a critique- effective acade. [Online] Available at: https://www.personal.psu.edu/faculty/b/j/bjj6/ENGL015-2001Critique.html [Accessed 22 September 2016]. Floyd, J. Fowler, J., 2009. Survey Research Methods. 4th ed. Nashville: SAGE. Green, R.R. et al., 2011. Management matters in New Zealand: How does manufacturing measure up? Wellington.: Ministry of Economic Development Ministry of Economic Development. Helfat, C.E. Martin, J.A., 2014. Dynamic Managerial Capabilities: Review and Assessment of Managerial Impact on Strategic Change. Journal of Management, 41(5), pp.1281-312. Hutchison, A. Boxall, P., 2014. The critical challenges facing New Zealands chief executives: implications for management skills. Asia Pacific Journal of Human Resources, 52, pp.23-41. Jones, B.J., 2001. Rhetoric and composition. [Online] Available at: 22 [Accessed September 2016 2016]. Lislie, J.D., 2011. The Benefits And Challenges Of Mixing Methods And Methodologies:Lessons Learnt From Implementing Qualitatively Led Mixed Methods Research Designs in Trinidad and Tobago. Caribbean Curriculum, 18, pp.87-120. Metcalfe, M., 2002. Preparing a critique of an article: Using argument as an inquiry. [Online] Available at: https://godot.unisa.edu.au/register/articles/5.doc [Accessed 22 September 2016]. Purdue University, 2016. WRITING A Thesisi Statement. [Online] Available at: https://owl.english.purdue.edu/handouts/print/general/gl_thesis.html [Accessed 16 September 2016]. Randolf, J.J., 2009. A Guide to Writing the Dissertation Literature Review. Practical Assessment, Research and Evaluation, 13, p.14.

TnBarExamSampleEssay is a Free Study Resource For the Bar Exam

TnBarExamSampleEssay is a Free Study Resource For the Bar ExamTnBarExamSampleEssay is a free textbook for the TEFL certification course. It is filled with practice questions and answer choices to help you master your skills in writing effective essays, even if you are studying for the certification test in a class setting.When you are preparing for the bar exam, you must prepare all of your options. The questions will not only help prepare you but also develop your writing skills. In addition, they will give you a sense of the different topics that will be covered on the exam.The most commonly used reference for TEFL teaching is TnBarExamSampleEssay. You should be able to find it in any bookstore in the United States. This is a great resource because it is full of practice questions and can help you understand the questions you will encounter when you sit for the test.Some TEFL teachers feel that there is not enough preparation for students who are taking the bar exam. In fact, the b ar exam is much more difficult than the actual certification training course. However, if you take the time to study for the bar exam, you can easily pass it. It is important that you know how to write an effective essay.If you have been preparing for the bar exam for a while, you may want to review the course textbook. The most recent edition of the book is available on TnBarExamSampleEssay. You can also use the book for practice exams, in order to help you familiarize yourself with the curriculum and to become more comfortable with reading.You should consider investing in a copy of the book because the bar exam is very challenging. You should not focus on memorizing information for the certification course. Instead, focus on reading and writing essays and make sure that you understand the concepts.Once you have purchased the book and began to purchase study materials, you should read it cover to cover and take notes at regular intervals. After you have completed the whole book, yo u can use it as a reference when writing your essays. Even if you do not plan to take the bar exam in the near future, it is very important that you learn how to write an effective essay. This is because you will need this skill to prepare for your own exams.It is also important that you know the material that will be covered on the bar exam. You should prepare yourself before you take the actual exam. This will give you confidence when you sit for the test and will help you pass it without any problems.

College And Athletes Essays - Cheating, Point Shaving,

College And Athletes Sports have always been one of American's favorite pastimes. Americans love the thrill of hard competition. College athletics has always been at the heart of this. It has always been something more pure than professional athletics. In recent years college athletics has changed for the worse. Players have drifted away from what it used to mean to play college sports. They have fallen into illegal activities and have left fans disappointed. One of the reasons for this change is the lack of funds for the players. There are many benefits to paying college athletes. In many cases, scholarship athletes are treated differently than academic scholarship recipients. There are unnecessary National Collegiate Athletic Association rules that restrict and even punish scholarship athletes. Embarrassed when one of its nonsensical rules was challenged in court by sophomore running back Darnell Autry of Northwestern, the sorry-you-can't-do-that specialist on Overland Park, Kansas rounded up enough members of their Administrative Review Panel (ARP) to over turn the original ruling and grant a waiver to Autry that allows him to accept a bit part in a feature film called The Eighteenth Angel (McCallum, 1996). It is not right that a football player, who loves drama, is not allowed to perform with his class and be treated the same way. The rest of Autry's class was to get paid for their performance but because of this he was originally not even permitted to perform with them. He was eventually allowed to perform but was not paid for his performance that every other student in the class was to be compensated for. Something needs to change in the rulebooks regarding the absurd rules. The Autry case was not the first case that protested a useless rule in the N.C.A.A. rules and procedures. And remember that the troublesome bylaw that almost tripped up Autry is still on the books, undoubtedly to be changed again (McCallum, 1996). Some of the rules are old fashioned and useless in today's society. Darnell Autry is in a drama class and the N.C.A.A. is hurting his education by limiting his experience in that class. The N.C.A.A. should not have jurisdiction over a players earnings outside his sports participation. The rules need to be looked at and changed. Even if each and every one of its ruler-to-the-wrist statutes was written for a sound reason, the collective impact is that the N.C.A.A.'s treatment of the student-athlete has become capricious, unnecessarily punitive and hopelessly out-of-date (McCallum, 1996). One of the biggest complaints lately from college basketball fans is that to many athletes are leaving college early to enter the draft. Now some athletes are going straight from high school to the NBA and skipping college altogether. A record number of athletes who are still eligible to play college ball have entered next month's National Basketball Association draft, and have plans for two new professional leagues for teen-agers threaten to diminish the talent pool for college teams (Blum, 1996). This upsets fans because they don't get to see the best players. The nations top high-school player, Kobe Bryant, was one of three seniors this year to declare themselves eligible for the draft (Blum, 1996). Fans will follow a team through bad years and good years but if a team has a good year many of its players consider leaving college for the big money in the National Basketball Association. Fans like to get to know a team and support it but become frustrated because of players leaving. Officials of big-time basketball programs are taking a new look at their sport-arguably the National Collegiate Athletic Association's most popular and lucrative-which is beset by worries that it can no longer hang on to or perhaps even attract the game's biggest stars (Blum, 1996). The biggest reason for ball players to skip out on college and to enter into the draft is because of the big money. Many players come from poor families and bad run down neighborhoods. They want an education but they do not want to miss out on a chance to make money. They also do not have enough money to pay for things that scholarships will not pay for. They should get paid a limited amount to help them live and enjoy college. That way players can get an education and then, if they choose, enter the draft after graduation. The lack of money for the players will many times entice them to fall into illegal activities. One of the illegal activities they might fall into is gambling. Boston College has announced a range of

A Comparison Of Early Civilizations Essays - Enma Eli,

A Comparison of Early Civilizations After reading the articles on early civilization, I've identified several similarities and differences about the people who were from these three cultures. The civilizations in the articles include, the people from Mesopotamia, the Quiche' Indians, a tribe in early Meso-America, and "The book of Genesis" which offers a Christian or biblical explanation of how our own civilization originated. I will tell you about how they believed they came into existence and what they thought they should do to ensure their civilization continued. The three stories offered insight on how the different cultures lived by describing how they believed their civilization was created. Creation of Man All three civilizations believed that the Earth, all the animals, and Man was created by one or several Gods. The Meso- Americans and Mesopotamiams believed in many Gods. On the other hand, the Christians believed that only one God created Man. The Meso-Americans believed that Tepeu, the "Creator' and the Forefathers, a group of great sages and thinkers created their world and everything in it. In the article "Popul Vuh", the Quiche' Indians wrote about how the Creator and the Forefathers planned and created the " growth of the trees and thickets and the birth of life in the darkness, (The Popul Vuh, Chapter 1, Pg. 3). The Mesopotamians believed their world was created after the Gods sent Marduk, the Warrior God to defeat the oldest of the Gods, Tiamet, the patron of Primeval Chaos. Tiamet created terrible dragons, serpents, Hurricanes, tempests and just about anything she could in order to prevent the Gods from creating someone to worship them, (The Creation Epic, Tablet 1, pg. 7). Marduk was summoned to kill Tiamet, which he did and created Man out of his blood and bone, (The Creation Epic, Tablet VI, pg. 11). "The Book of Genesis" tells us how "God made the beast of the earth after his kind, and the cattle after their kind", (The Book of Genesis, Chapter 1, pg. 13). It also tells how "God created Man in his own image", (The Book of Genesis, Chapter 1, pg. 13). This explains that one God created the Earth, the animals, and finally, Man. The Christians and the Mesopotamian people believed that Man was created in their Gods' own image, while The Meso-Americans believed that Man was created from their surrounding environment. The Meso-American society must have been more Paleolithic than the other two civilizations since they identified more with the land in which they lived in than the Mesopotamians or the Christians. A Belief in the Need to Worship Their Gods By believing that their God or Gods had given them everything they had, all three civilizations saw that their Gods had their best interest, safety and security in mind. They believed that their Gods had great powers and controlled their World. Their belief that their God or Gods were so powerful gave them a way to explain their hardships and natural disasters. As long as the Gods were revered and worshipped by them, the people would prosper. The "Popul Vuh" article describes the Quiche' Indians' need to worship the Gods when it writes that since the animals could not say the Gods' names and worship them, they were punished by being sacrificed and condemned to be killed and eaten, (The Popul Vuh, pg.5). "The Creation Epic" describes how Marduk kills Tiamet the Goddess of Chaos because she had planned evil against the Gods, Marduk's fathers, (The Creation Epic, pg. 10). She represented evil and the Gods wanted Marduk to kill Tiamet and establish a place of worship, (The Creation Epic, Tablet IV, pg. 9). Finally, the Christians write in "The Book of Genesis" that when the serpent told Eve that if she ate the forbidden fruit she would be "as Gods, knowing good and evil", (The Book of Genesis, Chapter 3, pg. 15). God then punished Adam and Eve for eating the forbidden fruit by banishing them from the Garden of Eden, (The Book of Genesis, Chapter 3, pg. 15). This meant that the Christians felt the need to recognize and worship God in order for them to have everything that they needed to live safely and comfortably. If

Analysis of Jude the Obscure Essays

Analysis of Jude the Obscure Essays Analysis of Jude the Obscure Paper Analysis of Jude the Obscure Paper Jude the Obscure was panned by critics upon its release towards the end of the nineteenth century. The criticism had such an effect on Hardy that he wasnt to write another novel before his death. His attack of Britains dearest institutions (marriage, the class system and higher education) had people so up in arms that the Bishop of Wakefield even burned his copy and persuaded Smiths Circulating Library to withdraw it. The story is a simple tale of a simple orphan boy in a rural district who entertains the diea of becoming a scholar in Christminster. He is tricked into marriage by a local girl, Arabella Donn, thwarting his studies, and the marriage fails. Jude plies his trade as a stonemason in Christminster, hoping that somehow hell be accepted there by being near to it. His experience of University however is notably one of exclusion from it: ironically he gets no closer than fixing the masonry of the university he longs so much to be a part of. After a few alcoholic binges to relieve his frustration, Jude eventually accepts his place in the world. He then falls in love with his cousin, Sue Bridehead and they have children. Society fails to accept their reltionship as legitimate, their children are killed in a shocking murder-suicide and the pair separate. His hopes and passions thwarted, Jude slips into a rapid decline and dies an early death. Cheery stuff! A summary does little to identify the underlying intentions of the novel. All of the characters within it are progressive for their time. Jude has his educational aspirations, Sue scorns moral orthodoxy and Arabella panders to her sexual appetite. Hardys story is set against a world where the common man wasnt persuaded to question their station in life. All of the characters are defeated in the end, but it is their struggle which is important. Judes marriage to Arabella signifies a major theme of the novel confinement particularly in relation to marriage. Jude is tricked into it and trapped because of the implications of divorce. He never fully retains his freedom, even when she leaves him, because he is still trapped by the institution of marriage. He is only free in the physical sense. Hardy later wrote that the novels message was simply that marriage should be dissolvable as soon as it becomes a cruelty so either of the parties being then essentially and morally no marriage. This caused uproar at the time but it is difficult to identify with today unless it is applied to certain religions. The section also deals a little with the manner in which a woman should act. Arabella is a sexual being and knows how to get her man. Jude sees in her something tangible and immediate, unlike his education. Woman of the time didnt act like Arabella does, neither of them follow social conventions and ultimately their relationship dissolves. This again relates back to the entrapment of marriage, as Arabella liberates herself and moves away to Australia, leaving Jude only a letter. Since the introduction of equal rights and divorce, it is hard as modern readers to identify with these issues. The passages concerning Judes education may have a little more relevance today however, particularly his dreams as a young boy, his self-teaching and large volume of work. He is at a disadvantage because of his social status and access to education. This is just as poignant today as it was then. In an age where only 7% of schools are private yet 50% of Oxford students are from them, what hope can someone on the lower echelons have of getting there? Education quality and access is distorted, poverty still exists and not enough is being done to create equality. Social class and status may largely have diluted but it still resonates. Hardys novel speaks of the frustrations at the elitist attitudes of our Oxfords and Cambridges. Life is unfair. Hardy draws us into it and we do care about the characters, which makes it all the more difficult to accept. His characters have no control over their lives, they are forced into their fates, and while things have largely changed, these issues still exist. Poor areas are now urban instead of rural but the ideas are the same. It isnt as controversial today as it was at its release, but I would say that the novel has some success in highlighting problems in society. Jude never reassures. It is a very realistic view of our world. It challenges its readers and raises important questions that should be considered. In 1895 it was ahead of its time. By the time of his death many of the social conventions Hardy criticises had disappeared. He was at the forefront. How does one define success? It certainly wasnt commercially. Critically it caused uproar and ended Hardys novel-writing career. However Hardy had a message and he got it across, elicited response and debate and change. Isnt that what writers want to achieve? Daniel Gourlay | Q31314 Studying Modern Literature: Semester 2 Portfolio Exercises Daniel Gourlay | Q31314 Studying Modern Literature: Semester 2 Portfolio Exercises.