Free Essays on Susan Glaspell

In Susan Glaspell’s â€Å"Trifles,† the women are treated as if they are inferior. It seems like the men take nothing the women say seriously. The men like to make fun of the women every chance they get. These notions are revealed many times throughout the story, as early as the 27th line of the story. Mrs. Peters says, â€Å"Oh, her fruit; did it freeze. She worried about it when it turned so cold (Glaspell 876.)† The sheriff replies, â€Å"Well, can you beat the women! Held for murder and worryin’ about her preserves (Glaspell 877.)† This type of ridicule happens throughout the story for no apparent reason. The next example of the men treating the women in a feministic manner is when the men hear the women talking about the quilt that Mrs. Wright was piecing. Mrs. Hale says, â€Å"I wonder if she was goin’ to quilt or just knot it?(Glaspell 879 )† The sheriff says sarcastically, â€Å" They wonder if she was going to quilt in or just knot it (Glaspell 879.)† Then all the men start to laugh, and you know that the women feel embarrassed. It seems like anything that the women say is never good enough for the men. After every word that the women say, the men put them down and make a mockery of them. Mrs. Hale resents the fact that the men do not respect their thoughts and remarks. For some reason Mrs. Peters takes up for them in that instance saying, â€Å"Of course they’ve got awful important things on their minds (Glaspell 879.) In my opinion, the women are the ones who solve the crime. Mrs. Peters is the one who finds the birdcage in the cupboard, and this is a key piece of evidence in this case. The sheriff and the county attorney do not even waste their time searching through the bottom floor of the house and the kitchen. The sheriff says, â€Å"Nothing here but kitchen things (Glaspell 876.)† If they would have, they would have found the birdcage with the broken hinges, and the dead bird in her sewing supp... Free Essays on Susan Glaspell Free Essays on Susan Glaspell\'s \ In Susan Glaspell’s â€Å"Trifles,† the women are treated as if they are inferior. It seems like the men take nothing the women say seriously. The men like to make fun of the women every chance they get. These notions are revealed many times throughout the story, as early as the 27th line of the story. Mrs. Peters says, â€Å"Oh, her fruit; did it freeze. She worried about it when it turned so cold (Glaspell 876.)† The sheriff replies, â€Å"Well, can you beat the women! Held for murder and worryin’ about her preserves (Glaspell 877.)† This type of ridicule happens throughout the story for no apparent reason. The next example of the men treating the women in a feministic manner is when the men hear the women talking about the quilt that Mrs. Wright was piecing. Mrs. Hale says, â€Å"I wonder if she was goin’ to quilt or just knot it?(Glaspell 879 )† The sheriff says sarcastically, â€Å" They wonder if she was going to quilt in or just knot it (Glaspell 879.)† Then all the men start to laugh, and you know that the women feel embarrassed. It seems like anything that the women say is never good enough for the men. After every word that the women say, the men put them down and make a mockery of them. Mrs. Hale resents the fact that the men do not respect their thoughts and remarks. For some reason Mrs. Peters takes up for them in that instance saying, â€Å"Of course they’ve got awful important things on their minds (Glaspell 879.) In my opinion, the women are the ones who solve the crime. Mrs. Peters is the one who finds the birdcage in the cupboard, and this is a key piece of evidence in this case. The sheriff and the county attorney do not even waste their time searching through the bottom floor of the house and the kitchen. The sheriff says, â€Å"Nothing here but kitchen things (Glaspell 876.)† If they would have, they would have found the birdcage with the broken hinges, and the dead bird in her sewing supp...

Presidential Election Campaign Fund Details

Presidential Election Campaign Fund Details The Presidential Election Campaign Fund is a government-run program whose mission is to help candidates for the highest elected office in the United States pay for their campaigns. The Presidential Election Campaign Fund is financed by taxpayers who voluntarily contribute $3 of their federal taxes to publicly financing presidential campaigns. Donors to the fund contribute by checking the yes box on their U.S. income tax return forms in answer to the question: Do you want $3 of your federal tax to go to the Presidential Election Campaign Fund? Purpose of the Presidential Election Campaign Fund The Presidential Election Campaign Fund was implemented by Congress in 1973 following the the Watergate scandal, which in addition to the now-infamous break-in at Democratic Party headquarters involved large, secret contributions to President Richard Nixons re-election campaign. Congress intended to limit the influence of big money and donors on campaigns and level the playing field between presidential candidates. The two national political parties, at one time, also received money from the Presidential Election Campaign Fund to pay for their national conventions, which are held to nominate presidential and vice presidential candidates; in 2012, $18.3 million went to the Republican and Democratic national conventions. Before the 2016 presidential conventions, however, President Barack Obama signed legislation to end the public funding of nomination conventions. By accepting Presidential Election Campaign Fund money, a candidate is limited in how much money can be raised in large contributions from individuals and organizations in the primary run. In the general election race, after the conventions, candidates accepting public financing can raise funds only for general election legal and accounting compliance. The Presidential Election Campaign Fund is administered by the Federal Election Commission. Few Taxpayers Are Willing to Give $3 The portion of the American public who contribute to the fund has shrunk dramatically since Congress created it in the post-Watergate era. In fact, in 1976 more than a quarter of taxpayers- 27.5 percent - answered yes to that question. Support for public financing reached its peak in 1980, when 28.7 percent of taxpayers contributed. In 1995, the fund raised nearly $68 million from the $3 tax checkoff. But the 2012 presidential election it had drawn less than $40 million, according to Federal Election Commission records. Fewer than one in ten taxpayers supported the fund in the presidential elections of 2004, 2008, 2012 and 2016, according to Federal Election Commission records. Candidates who claim their share of financial support must agree to limit the amount of money they raise and spend on their campaigns, restrictions that have made public financing unpopular in modern history. In the 2016 presidential election, neither of the major-party candidates, Republican Donald Trump and Democrat Hillary Clinton, accepted public funding. And only two primary candidates, Democrat  Martin O’Malley of Maryland and the Green Partys Jill Stein, accepted money from the  Presidential Election Campaign Fund. Use of  Presidential Election Campaign Fund has been declining for decades. The program cant compete with wealthy contributors and super PACs, which can raise and spend unlimited amounts of money to influence the race. In the 2012 and 2016 elections, the two major-party candidates and the super PACs supporting them  raised and spent $2 billion, far more than the publicly run Presidential Election Campaign Fund offered. The last major-party candidate to accept financial support from the Presidential Election Campaign Fund was John McCain, the 2008 Republican presidential nominee who lost his bid for the White House against Democrat Barack Obama. McCains campaign accepted more than $84 million in taxpayer support for his campaign that year. The public-funding mechanism has outlived its usefulness in its current form and needs to be either overhauled or abandoned altogether, critics say. In fact, no serious presidential aspirant take public financing seriously anymore. â€Å"Taking matching funds has really been seen as the scarlet letter. It says you’re not viable and you’re not going to be nominated by your party,† former Federal Election Commission Chairman Michael Toner told Bloomberg Business. Candidates who agree to accept money from the fund must agree to limit spending to the amount of the grant and may not accept private contributions for the campaign. In 2016, the Federal Election Commission offered $96 million to the presidential campaigns, meaning the candidates - Trump and Clinton - would have been limited to spending the same amount. Both campaigns, which declined to participate in public funding, raised far more than that in private contributions. Clintons campaign brought in $564 million, and Trumps campaign raised $333 million. Why Public Financing Is Flawed The idea of financing presidential campaigns with public money stems from the effort limit the influence of influential, wealthy individuals. So to make public financing work candidates must adhere to restrictions on the amount of money they can raise in a campaign. But agreeing to such limits puts them at a signification disadvantage. Many modern presidential candidates are likely to be unwilling to agree to such limits on how much they can raise and spend. In the 2008 presidential election, Obama became the first major party candidate to reject public financing in a  general presidential election. Eight years earlier, in 2000, Republican Gov. George W. Bush of Texas shunned public financed in the GOP primaries. Both candidates found the public money unnecessary. Both candidates found the spending restrictions associated with it too cumbersome. And in the end both candidates made the right move. They won the race. Presidential Nominees Who Took the Money Here are all the major-party presidential nominees who elected to fund their general-election campaigns with money from the Presidential Election Campaign Fund. 2016: None2012: None2008: Republican John McCain, $84 million.2004: Republican George W. Bush and Democrat John Kerry, $75 million each.2000: Republican George W. Bush and Democrat Al Gore, $68 million each.1996: Republican Bob Dole and Democrat Bill Clinton, $62 million each, and third-party candidate Ross Perot, $29 million.1992: Republican George H.W. Bush and Democrat Bill Clinton, $55 million each.1988: Republican George H.W. Bush and Democrat Michael Dukakis, $46 million each.1984: Republican Ronald Reagan and Democrat Walter Mondale, $40 million each.1980: Republican Ronald Reagan and Democrat Jimmy Carter, $29 million each, and independent John Anderson, $4 million.1976: Republican Gerald Ford and Democrat Jimmy Carter, $22 million each.

Medical oncologists job satisfaction in light of Medicare Dissertation

Medical oncologists job satisfaction in light of Medicare reimbursement cuts, new legislation such as the Sunshine Act and burno - Dissertation Example The levels of job satisfaction have a strong influence in the efficient performance of job related functions. In the case of the physicians and nursing professionals the lower the levels of job satisfaction, the less efficiency in the delivery o patient care, and lower the patient satisfaction in the care received (Burke, 2004). It is for this reason that more than four decades earlier a key factor in health care delivery was the emphasis in attempts to increase the job satisfaction levels among physicians and nursing professionals, with a lot of concentration on financial rewards and improved working conditions. Evidence from studies subsequently has shown that these efforts have not produced the desired results. Over the past decade physician job level satisfaction has declined significantly, and is gauged by the lack of willingness to repeat their studies in medicine, were the option available to them (Burke, 2004). A key dimension that has emerged in the delivery of healthcare cu rrently is the requirement for lowering the costs in the delivery of care, but at the same time maintaining higher levels of quality in the delivery care. In addition there are changes that have occurred in the market place involving increase in competition and legislative financial pressures that are consistent with the requirement for lowering costs and increasing quality in the delivery of healthcare. ... tant exposure to the suffering of their patients, loss of patients, and the grief of the survivors, and are expected to provide relief in all these circumstances. In other words the normal practice of medical oncologists is stressful (Cherny & Catane, 2004). In addition to work pressures, medical oncologists face added financial stress coming from legislative action that will cause cut in Medicare re-imbursement from 2012 onwards (Walsh, 2011). 2. Aim of the Study The aim of the study is to evaluate job satisfaction among medical oncologists in the face of the increased challenges that they face in their practice of health care. 3. Objectives of the Study This study has three objectives, which are: 1. Evaluate the impact of Medicare reimbursement cuts on job satisfaction among medical oncologists. 2. Evaluate the impact of the Sunshine Act on job satisfaction among medical oncologists. 3. Analyse the impact of burnout due to work and family conflict on job satisfaction among medical oncologists. 4. Significance of the Study The elderly population in the United States of America (USA) is growing, which will place increased demands on providing care for their health needs. The incidence of cancer is known to rise with age. In addition, derived from the benefits advances in medical science there is and increase in the survivorship of cancer patients. Hence there will be increasing demand for medical oncologists to meet the health care needs of the general population, as well as the growing elderly segment. In a recent study conducted by the American Society of Clinical Oncology there is already a shortage of medical oncologists that will only worsen over the next decade. The study forecasts that in 2020 12,547 oncologists will be added to the strength of practicing

Christianity and the world at large Essay Example | Topics and Well Written Essays - 1000 words

Christianity and the world at large - Essay Example Its main aim can be summarized in the following ways: 1. Abolition of property in land and application of all rents of land to public purposes; 2. A heavy progressive or graduated income tax; 3. Abolition of all rights of inheritance; 4. Confiscation of the property of all emigrants and rebels; 5. Centralization of credit in the hands of the state, by means of a national bank with State capital and an exclusive monopoly; 6. Centralization of the means of communication and transport in the hands of the State; 7. Extension of factories and instruments of production owned by the State, the bringing into cultivation of waste-lands, and the improvement of the soil generally in accordance with a common plan; 8. Equal liability of all to work and establishment of industrial armies, especially for agriculture; 9. Combination of agriculture with manufacturing industries, gradual abolition of all the distinction between town and country by a more equable distribution of the populace over the c ountry; and 10. Free education for all children in public schools, abolition of children's factory labor in its present form and combination of education with industrial production (http://www.marxists.org/archive/marx/works/1848/communist-manifesto/ch02.htm).3 Since communism is against any form of subjugation, the Church is considered its enemy for a church has leaders, even a hierarchy of elders who would oversee the flock and make sure that no one goes astray. Charles Darwin's teaching of Natural Selection is anchored on the principle of preservation. According to him, natural selection, "on the principle of qualities being inherited at corresponding ages, can modify the egg, seed, or young, as easily as the adult."4 Plainly speaking, this...The likes of Abraham Lincoln and George Washington led the United States of America anchoring on Biblical truths and Christianity as a whole. America still looks back and acknowledges that some of the glorious past of this country were under the leadership of these two figures.Christianity in general should put itself in its proper place and not quarrel with other people insisting only on what it thinks is right. The first step is accepting that people of all ages and nations vary in many ways and one of these is their belief and principle in life. By learning to accept others the way they are leads to a better understanding of why they are so different and why they behave in the way they do. Having a n open mind can lead to less prejudice and judgmental spirit. The second step is respect. Since people are free to choose what they should believe in, Christianity should not impose on others what it thinks is right or wrong. In other words, to respect other’s religious conviction will lead to a more harmonious relationship. It has been said that man is not supposed to do to others what he does not want others to do to him. In this way, if Christianity seeks respect, it should also respect others. Finally, Christianity must not cease to be vigilant. It should continue to be a watchdog, a spiritual eye to the government and the nation as a whole. Although it may not force itself, its very presence will shed light to the world around it and will lead others to know the difference.

2008 Summer Olympics Essay Example for Free

2008 Summer Olympics Essay Published by  © 2008 by Routledge, Taylor Francis Group. All rights reserved. No part of this work may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, microfilm, and recording, or by any information storage and retrieval system, without permission in writing from the publisher. Printed in the United States of America. Routledge, Taylor Francis Group, 270 Madison Avenue, New York, NY 10016. IM-1826 CONTENTS Introduction Chapter 1. Introduction to Sports, Sportscasters, and Sportscasting Chapter 2. The Historical Development of Sports and Sportscasting Chapter 3. The Economics of Sports, Sportscasters, and Sportscasting Chapter 4. Audiences for Sports and Sportscasting Chapter 5. The Role of Media in Sports and Sportscasting Chapter 6. Sociocultural Perspectives on Sports and Sportscasting Chapter 7. Practicum on Sportscasting Chapter 8. The Future of Sportscasters/Sportscasting Suggestions for Teaching Sportscasting Syllabus Critical Dates Student Profile Invitation for Sportscaster Speaker 5 7 13 19 25 33 41 55 61 65 67 69 73 75 Introduction Conceived as a supplement to Sportscasters/Sportscasting: Principles and Practices, this collection of exercises adds to the pedagogical mix. Following the outline of a broad approach to understanding the topic—which includes the history, economics, audience, media, sociology, practicality, and future concerns of sports and sportscasting, it has this general outline: Chapter l. Introduction to the study of sportscasters and sportscasting Chapter 2. The historical development of sports and sportscasting Chapter 3. The economics of sports, sportscasters, and sportscasting (sports advertisers and advertising, sport tourism, sports marketing and management, the sports-media complex, sportscasters’ earnings, and sports sponsorship) Chapter 4. Audiences for sports and sportscasting (U. S. audiences, international audiences, and special events) Chapter 5. The role of the media in sports and sportscasting (print media, broadcasting, and beyond, sportscasters—the â€Å"Jockocracy† issue, sportscasters as celebrities, and sportscaster profiles) Chapter 6. Sociocultural perspectives on sports and sportscasting (pervasiveness and salience of sports, role modeling/heroes, and issues—racial and gender consideration) Chapter 7. Practicum on sportscasting Chapter 8. Future concerns and considerations about sports and sportscasting Designed for teachers and students, as well as anyone interested in the topic, the Exercises in Sportscasting includes a range of ap5 6 EXERCISES IN SPORTSCASTING proaches. The idea here is that participants in this process will want to learn as much as they can about the subject. As you will see, each chapter offers several ways to enhance the learning process. Some chapters encourage discussions of topics with family and friends and/or in the classroom, and most are meant to get you both thinking and talking about sportscasting-related issues. There also are a number of bibliographic lists, encouraging further research on various topics, along with an approach to reporting on your reading that encourages critical thinking. Exercise 1. 4 is a â€Å"Fill in the blanks,† with the answers on the next page, as is Exercise 2. 3 â€Å"Sport history firsts,† and the essays in Exercise 2. 4 have suggested inclusions for answers. If you are interested in doing survey scholarship, there are two examples here: Exercise 4. 5 offers directions on how to get information on audiences for the Olympic Games, along with a sample and coding forms, and Exercise 5. 8 gives you a good background for interviewing sportscasters. In the hope that you use soft drinks, as suggested, you should enjoy Exercise 5. 6, â€Å"The Brent Musburger Drinking Game†Ã¢â‚¬â€ another way to monitor sportscasterspeak. There actually are a number of fun exercises here, as you will see. In terms of the practicum, you are asked to consider the field of sports journalism, examine sports cliches, construct a resume, analyze your voice, and actually practice sportscasting. As in anything else, the more you are willing to try these various activities, the more it will help you in the long run. This is, after all, only your beginning. After the exercises is a separate section focusing on the way this course has been taught in the past. It includes the following: 1. Syllabus 2. Critical Dates 3. Student profile 4. A suggested invitation for a sportscaster speaker Designed for teachers, this section is suggestive only, and is open to input—as is, in fact, this whole project. Your responses are encouraged, and I wish you well in your analysis of and/or career in sportscasting. Chapter 1 Introduction to Sports, Sportscasters, and Sportscasting Exercise 1. 1: Your Definition/Description of Sportscasting We all have our own experiences with the subject of sportscasting. Tell about yours, including your interest in the topic. At some point, give your own definition and/or description of sportscasting. In addition, what has been your personal experience with sportscasting and sportscasters? Have you met any sportscasters personally? Who are your favorites? Who are your least favorite(s)? Think about why, and share your thoughts. Exercise 1. 2: Globalization of Sports (book review) From the bibliography that follows, choose a book and critique it, including the following information: 1. The book: Full name of the title, author(s) name, when and where published and by whom, number of pages and illustrations. 2. Author(s): Who she or he is—profession, background, experience, and other publications. 3. Frame of reference: The writer’s point of view, or bias. Do you think she or he is qualified to write about this subject? Is the book based on personal experience? 4. Thesis: What is the main point here? Why do you think this book was written? Read the preface and the book jacket, if applicable. Give a brief description of the book in terms of its thesis, and give your opinion on how well it is supported. 7 8 EXERCISES IN SPORTSCASTING 5. Evidence: What kinds of arguments does the author use, and how successfully? Do you think the facts are valid? Are the conclusions under- or overstated, and how do they stand up? 6. Contribution to knowledge: What does this book add to both your education and that of others who might read it? Who might like to read this book? 7. Your evaluation of the book: Was it well written? Well organized? Would you read more books by this author? 8. Overall personal reaction: Was reading this book and writing this book report a worthwhile experience for you? Did you discuss this book with anyone? Bibliography on Globalization Allison, Lincoln (2006). The global politics of sport: The role of global institutions in sport. Oxford, UK: Routledge. Amis, John (2005). Global sport sponsorship. Oxford, UK: Berg Publishing. Andrews, David L. (2006). Sport-commerce-culture: Essays on sport in late capitalist America. New York: Peter Lang. Baimer, A. 2001. Sport, nationalism, and globalization: European and North American perspectives. Albany, NY: SUNY. Chandler, Joan M. 1988. Television and national sport: The U. S. and Britain. Urbana, IL: University of Illinois Press. Cronin, Mike and David Mayall (Eds. ) (1998). Sporting nationalisms. Oxford, UK: Taylor Francis, Inc. Eitzen, D. Stanley (Ed. ) (2004). Sport in contemporary society: An anthology, 7th ed. Boulder, CO: Paradigm Publishers. Foer, Franklin. 2004. How soccer explains the world: An unlikely theory of globalization. New York: Harper Perennial. Gems, Gerald R. (2006). The athletic crusade: Sport and American cultural imperialism. Lincoln: University of Nebraska Press. Houlihan, Barrie. 1994. Sport and international politics. NY: Harvester Wheatsheaf. Ingham, Alan G. and John W. Loy (eds. ) 1993. Sport in social development: Traditions, transitions, and transformations. Champaign, IL: Human Kinetics. Maguire, Joseph. 1999. Global sport: Identities, societies, civilizations. Cambridge, UK: Polity Press. Majumdar, Boria and Fan Hong (Eds. ) (2006). Modern sport the global obsession. Oxford, UK: Routledge. Miller, Toby, Geoffrey Lawrence, Jim McKay, and David Rowe (2001). Globalization and sport: Playing the world. London: Sage. Roche, Maurice (2001). Mega-events and modernity: Olympics and expos in the growth of global culture. London: Routledge. Instructor’s Manual 9 Sandvoss, Cornel. 2003. A game of two halves: Football fandom, television and globalisation. London: Routledge. Szymanski, Stefan and Andrew Zimbalist. (2005). National pastime: How Americans play baseball and the rest of the world plays soccer. Brookings Institution Press. Tomlinson, Alan and Christopher Young (Eds. ) (2006). National identity and global sports events. Albany: State University of New York Press. Van Bottenburg, Maarten and Beverley Jackson (2001). Global games. Champaign, IL: University of Illinois Press. Wenner, Lawrence A. (Ed. ) (1998). MediaSport. New York: Routledge. Westerbeek, Han and Aaron Smith (2003). Sport business in the global marketplace. New York: Palgrave Macmillan. Whannel, Garry (1992). Fields in vision: TV sport and cultural transformation. London: Routledge. Wilson, John. 1994. Playing by the rules: Sport, society, and the state. Detroit, MI: Wayne State UP. Exercise 1. 3: Sportscasting Firsts Lou Schwartz has put together a list of â€Å"Sportscasting Firsts, 1920Present,† available at http://www. americansporscasteronline. com, from American Sportscasters Online. Choose one of these events to research further, and feel free to add more to the list. Sept. 6, 1920 First Radio Broadcast of a Prizefight -Jack Dempsey versus Billy Miske WWJ Nov. 25, 1920 First Radio Play-by-Play Broadcast of a Collegiate Football Game Texas University versus Mechanical College of Texas WTAW Aug. 5, 1921 First Radio Broadcast of a Baseball Game-Pittsburgh Pirates versus Philadelphia Phillies Harold Arlin on KDKA Aug. 6, 1921 First Radio Broadcast of a Tennis Match Australia versus Great Britian, Davis Cup Harold Arlin on KDKA Oct. 5, 1921 First Radio Broadcast of a World Series- New York Yankees versus New York Giants Sandy Hunt and Tommy Cowan on WJZ Oct. 7, 1922 First Radio Chain Broadcast- WJZ and WGY transmitted a World Series game from the field Grantland Rice and Graham McNamee 10 EXERCISES IN SPORTSCASTING Nov. 24, 1923 First Radio Broadcast of the Annual Army Navy football game Graham McNamee Jan. 1, 1927 First Coast-to-Coast Radio Program Univ. of Alabama versus Stanford originating from Pasadena, California, broadcast from the Rose Bowl NBC network May 17, 1939 First Televised Sports Event Columbia versus Princeton baseball Bill Stern on NBC Aug. 26, 1939 First Television Broadcast of a Pro Baseball Game Cincinnati Reds versus Brooklyn Dodgers Red Barber on W2XBS Oct. 22, 1939 First Television Broadcast of a Pro Football Game-Brooklyn Dodgers versus Philadelphia Eagles W2XBS Feb. 25, 1940 First Television Broadcast of a Hockey GameNew York Rangers versus Montreal Canadiens -W2XBS Feb. 28, 1940 First Televsion Broadcast of a Basketball Game Fordham versus U. of Pittsburgh W2XBS Sept. 30, 1947 First Televised World Series-New York Yankees versus Brooklyn Dodgers aired on three stations: WABD, WCBS, WNBT -Bob Edge, Bob Stanton and Bill Slater Oct. 3, 1951 First Coast-to-Coast Television Broadcast of a Baseball Game-NY Giants versus Brooklyn Dodgers, Game 3 of NL playoffs. Giants win on Bobby Thomson’s homerun known as the â€Å"Shot Heard ’Round the World. † Aug. 26, 1955 First Color Television broadcast Davis Cup match between Australia and the U. S. NBC July 23, 1962 First Satellite Telecast via Telstar Communications included portion of Chicago Cubs versus Philadelphia Phillies from Wrigley Field Jack Brickhouse Jan. 15, 1967 First Television Broadcast of a Football Championship- Green Bay Packers versus Kansas City Chiefs Jack Buck Nov. 8, 1972 First Sports Telecast by HBO New York Rangers versus Vancouver Canucks from Madison Square Garden reaches HBO’s 365 subscribers in Wilkes Barre, Pa. Marty Glickman Instructor’s Manual 11 Aug. 16, 1976 First Pro Football Game Outside the United States- St. Louis Cardinals versus San Diego Chargers in Japan- Jack Buck Aug. 3, 1993 First Woman to do Television Play-by-Play of a Baseball Game -Colorado Rockies versus Cincinnati Reds Gayle Gardner on KNGN-TV in Denver Exercise 1. 4: Fill in the Blanks 1. The evolution of sportscasting has gone from sports reporting for information to in terms of its profitability. 2. Sportscasting is a $ industry. 3. Television executives and advertisers are primarily interested in sportscasters who can . 4. Super Bowl hype helps draw audiences of (number) viewers with advertising costing $ per minute.at ABC is credited with helping that network become 5. known for its sports, introducing shows like Wide World of Sports in 1967 and Monday Night Football in 1970. 6. Women sportscasters, although few in number, include: , , and . 7. According to Red Barber, was the first genuine pioneer in radio sports announcing. 8. In the 1960s, the annual number of network hours of sports programming was 787; in the 1970s, 1,340; and now it is . in advertising for 9. The major networks sell about $ sports. 10. Leading sportscasters currently earn salaries of -figure incomes. 11. Sporting events created for television, such as celebrity tennis or billiards, The Skins Games, battles of network â€Å"superstars,† and shows like them are called . 12. ABC paid $ for rights to the 1984 Los Angeles Olymfor the 1988 Calgary Olympics, and NBC paid pics, $ $ for the 2006 Torino Olympics and 2008 Beijing Olympics. 13. Americans spend about % of our gross national product (GNP) on sports. 12 EXERCISES IN SPORTSCASTING 14. Sports marketing statistics show corporate sponsorship costs of $ for endorsements from sports figures, and about on event sponsorship and participation. $ 15. My personal favorite sportscaster is: . Answers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Infotainment Multibillion dollar industry Draw and sustain audiences 140+ million viewers, with advertising costing $2 million per thirty seconds Roone Arledge Mary Carillo, Gayle Gardner, Robin Roberts, Lesley Visser, etc. Major J. Andrew White 24/7 ABC $1. 33 billion, CBS $1. 43 billion, NBC $472 million, ESPN $1. 16 billion and ESPN2 $219 million, Fox $1. 18 billion, and TNT $221 million. Seven â€Å"Trashsports† ABC—$225 million 1984; $309 million 1988; NBC—$1. 5 billion for 2006 and 2008 One (1) percent $900 million for endorsements, $7. 7 billion for sponsorships (students’ choice) Chapter 2 The Historical Development of Sports and Sportscasting Exercise 2. 1: Oral Histories on Sports, Sportscasters, and Sportscasting Probably the best way for you to understand and appreciate the history of sports and sportscasting is by talking to people who have experience with the past. Let me suggest that you conduct interviews with two persons—preferably one male and one female, preferably separately, preferably both born before or during World War II about their early memories with sports, sportscasters, and sportscasting. Use your own knowledge about the history, economics, politics, content trends, and sociocultural implications of radio and television in your interviews. Prompt your interviewees to remember some of their favorite early programs, performers, even advertisers. Write up a summary of your findings, including detailed descriptions on when and where the interviews were performed, how long they lasted, whether you tape-recorded responses and/or wrote them down, whether or not those responses are reported verbatim, and overall how you felt about the survey procedure. Also, provide detailed descriptions about the persons you interviewed, especially demographically. This method has proven to be a fascinating way to learn history, and old-timers really enjoy the process. Be sure to thank them for sharing their memories! Exercise 2. 2: Hype in Sports History Often, we might wonder about what is hyped in sports history, and what might be ignored. As a sports scholar, you might consider the 13 14 EXERCISES IN SPORTSCASTING following approach to sports media criticism of television and/or film: 1. Who are the actors in this episode or series, and what roles do they play? 2. Who made the program or movie: production company, producer, director, writer, director of cinematography, and so on? Have I seen other works by these people? Is it pertinent to know and mention them? 3. Do I like this episode or movie? Why? Why not? 4. Have I been fair with this episode or movie after only one viewing, or should I see it a second time to see what I might have missed? 5. What biases might I have toward the episode or movie’s star(s), director, and/or subject matter? 6. Have I been as objective as possible? Have I used examples to support my views? Have I been prejudiced by my attitude toward the episode or movie’s theme or plot? Have I described it accurately? Exercise 2. 3: Sports History Firsts Fill in the blanks. 1. The first successful sports broadcast in the United States: 2. In baseball, this broadcast took place during its 53rd season: . 3. Describe the first World Series sportscast: ________________ __________________________________________________ __________________________________________________ __________________________________________________ 4. Jack Graney, the first ex-athlete to occupy the broadcast booth, became known as: __________________________________. 5. The first Olympic Games broadcast for the American public were: ____________________________________________. 6. Davis Cup, the first tennis match, had reportage on this date: _________________________________________________. 7. The first broadcast of a college football game was: __________. 8. Radio covered the first boxing match between whom: _______. Instructor’s Manual 15 9. The first live sporting event on television was: _____________. 10. Regarding the print media, what was the first sport magazine to debut in the 1820s: __________________________________. 11. The newspaper that had the first distinct sports section: ______. 12. Name the first daily newspaper totally devoted to sports, with regional sections: ___________________________________. 13. HBO’s first regional sportscast: ________________________. 14. ESPN, the first twenty-four-hour all-sports cable network, began: _____________________________________________. 15. Ted Turner’s Goodwill Games first began: ________________. Answers 1. April 11, 1921, when the Pittsburgh Post’s sports editor, Florent Gibson, did the play-by-play over station KDKA, describing the no-decision fight between Johnny Ray and Johnny Dundee at Pittsburgh’s Motor Square Garden. 2. August 5, 1921, broadcast by Harold Arlin—Pittsburgh Pirates defeating the Philadelphia Phillies 8-5. 3. Thomas Cowan, sitting in a New York studio, recreated for the radio audience over stations WJZ and WBZ the 1921 World Series on October 5, as the New York Giants defeated the New York Yankees 5-3. Grantland Rice did the play-by-play. 4. â€Å"The Voice of the Indians,† 1932. 5. 1932 radio reports from Lake Placid for the winter games, Los Angeles for the summer games. Ted Husing provided summaries on WABC in New York. 6. August, 1921 over KDKA. 7. November 5, 1921, with Harold Arlin of KDKA covering Pittsburgh versus West Virginia; he yelled so hard at one touchdown that he knocked the station off the air. 8. Over WJY in 1921, the world heavyweight championship prize fight between Jack Dempsey and George Carpentier of France. 9. The second game of a baseball double-header between Columbia and Princeton, covered by Bill Stern out of New York’s Baker Field on May 17, 1939. 10. William Trotter Porter’s Spirit of the Times. 11. William Randolph Hearst’s New York Journal, 1895. 12. Frank DeFord’s The National, which debuted January, 1990. 16 EXERCISES IN SPORTSCASTING 13. 1972 hockey game between the New York Rangers and Vancouver Canucks. 14. September, 1979. 15. 1986. Exercise 2. 4: Essays 1. Describe the broad trends that best depict qualifications of what makes and have made the best sportscasters over the years. 2. Trace the developments from sports journalism to sports broadcasting. 3. Discuss sportscasters themselves: as sponsors, celebrities/stars, as fans’ favorites, as former athletes (â€Å"jockocracy†), and as newscasters. 4. Outline some of the distinctions of the symbiosis between media and sport. Suggested Essay Answers 1. In the early days, voice was the most distinguishing characteristic. Review the Waldo Abbott 1941 quotation about phraseology, diction, rules, and regulations, and review some early sports journalists. The second phase of sportscasting concentrated more on knowledge of sport, and began the practice known as â€Å"jockocracy. † Currently, it appears that knowledge of television is what is critical. Consider Marty Glickman’s suggestion that succinctness, self-discipline and awareness of the action are the criteria. Still today the demographics of sportscasters remain pretty much within the purview of white males, aged thirty to fifty. It is found that local/regional sportscasters differ greatly from national network ones, the former being more involved personally with the teams. 2. Bruce Garrison shows how sports reporting is becoming more professional—list some examples. We are thought to be in the â€Å"age of realism†Ã¢â‚¬â€what Karmer (1987) calls the double whammy of electronic media and tabloid journalism, such that the rules are being rewritten. Print was revolutionized by the introduction of USA Today— especially graphics, statistics, and wide-ranging sports coverage. But so far no newspaper has caught on; even though The National was well done, sports fans today mostly depend on television and the Internet for their coverage. Television itself has revolutionized sports Instructor’s Manual 17 coverage, from ABC in the 1970s to the introduction of ESPN and other 24/7 sports channels. We have moved from game stories centered on quotes from players and coaches and postgame trips to the locker room to instant messaging and â€Å"reality† monitoring. It becomes sobering to realize how we are moving from being told about sports to choosing what stories we want to follow; in other words, we are increasingly becoming more active in the process. 3. Cite some examples of sportscasters as sponsors, and then consider the issue of how some of them become bigger than the events they are covering. Who are â€Å"homers†? Who are former athletes? Who are newsmakers? Include considerations of race, gender, homophobia, and the like. 4. What is real relative to sportscasting? What differences are there between how reportage is received from print media, radio or television, the Internet, iPods, and other technologies? Discuss various production techniques, such as slo-mo replays, time-lapse shots, telestrators, wireless microphones, cameras attached to items like pucks, and how they might determine how a story is delivered. And consider how editing and videotaping have revolutionized not only what we see but also when and how we see it—remote controls, Tivos, and general zipping and zapping of ads and programs. The potential for great sports viewing, and for learning about new sports and other countries’ sports, is outstanding—but will we settle for the same old/same old? Will we ask more from our sports, and from our sportscasters? Chapter 3 The Economics of Sports, Sportscasters, and Sportscasting Exercise 3. 1: Sports Tourism As one of the fastest-growing niche markets in the more than $500 billion tourism industry, sports tourism encourages us to participate directly, such as on ski trips, at golf or tennis camps, on theme cruises, or as spectators for events such as the Olympic Games, Super Bowl, World Cup, and the like. Tell about your own experience in sports tourism. You might want to refer to some of these books: Brabazon, Tara (2006). Playing on the periphery: Sport, identity and memory. London: Routledge. Gibson, Heather (2006). Sport tourism. New York: Routledge. Higham, James (2004). Sport tourism destinations: Issues, opportunities and analysis. Burlington, MA: Butterworth-Heinemann. Hinch, Thomas and James E. S. Higham (2004). Sport tourism development. Clevedon, UK: Channel View Books. Hudson, Simon (Ed. ) (2002). Sport and adventure tourism. Binghamton, NY: The Haworth Press. Ritchie, Brent W. and Daryl Adair (Eds. ) (2004). Sport tourism: Interrelationships, impacts and issues. Oxon, UK: Multilingual Matters. Robinson, Tom (2004). Sports tourism: An introduction. Boston, MA: Thomson Learning. Robinson, Tom, Sean Gammon, and Ian Jones (2003). Sports tourism: An Introduction. London: Continuum. Rowe, David and Geoffrey Laurence (Eds. ) (2000). Tourism, leisure, sport, and critical perspectives. Cambridge University Press. Ryan, Chris (2003). Recreational tourism: Demand and impacts. Celevedon, UK: Channel View Publications. 19 20 EXERCISES IN SPORTSCASTING Scarrott, Martin (Ed. ) (1999). Sport, leisure and tourism information sources: A guide for researchers. Butterworth-Heinemann. Standeven, Joy and Paul DeKnop (1999). Sport tourism. Champaign, IL: Human Kinetics. Turco, Douglas Michele, Roger S. Riley, Kamilla Swart (2002). Sport tourism. Morgantown, WV: Fitness Information Technology. Van Der Wagen, Lynn (2002). Event management: For tourism, cultural, business, and sporting events. Prentice-Hall. Weed, Mike and Chris Bull (2003). Sports tourism: Participants, policy and providers. Burlington, MA: Butterworth-Heinemann. Exercise 3. 2: The Economics of Sports (book review) From the bibliography, choose a book and critique it, including the following information: 1. The book: full name of the title, author(s) name, when and where published and by whom, number of pages and illustrations. 2. Author(s): who she or he is—profession, background, experience, and other publications. 3. Frame of reference: the writer’s point of view, or bias. Do you think he or she is qualified to write about this subject? Is the book based on personal experience? 4. Thesis: what is the main point here? Why do you think this book was written? Read the preface and the book jacket, if applicable. Give a brief description of the book in terms of its thesis, and give your opinion on how well it is supported. 5. Evidence: what kinds of arguments does the author use, and how successfully? Do you think the facts are valid? Are the conclusions under- or overstated, and how do they stand up? 6. Contribution to knowledge: what does this book add to both your education and that of others who might read it? Who might like to read this book? 7. Your evaluation of the book: was it well written? Well organized? Would you read more books by this author? 8. Overall personal reaction: was reading this book and writing this book report a worthwhile experience for you? Did you discuss this book with anyone? Instructor’s Manual. Bibliography on General Sports Economics 21 Andrews, David L. (Ed. ) (2001). Michael Jordon, Inc: Corporate sport, media culture, and late modern America. Albany: State University of NY Press. Andrews, David L. (2006). Sport-commerce-culture: Essays on sport in late capitalist America. New York: Peter Lang. Aris, Stephen (1990). Sportsbiz: Inside the sports business. London: Hutchinson. Fizel, John, Elizabeth Gustafson, and Lawrence Hadley (Eds. ) (1999). Sports economics: Current research. Westport, CT: Praeger. Goff, Brian L. and Robert D. Tollison (eds. ) (1990). Sportometrics. College Station, TX: Texas AM UP. Gorman, Jerry and Kirk Calhoun (1994). The name of the game: The business of sports. NY: John Wiley Sons. Graham, Peter J. (Ed. ) (1994). Sport business: Operational and theoretical aspects. Madison, WI: WCB Brown Benchmark. Hofmann, Dale and Martin J. Greenberg (1989). Sports$biz: An irreverent look at Big Business in pro sports. Champaign, IL: Human Kinetics. Klatell, David A. and Norman Marcus (1988). Sports for sale: Television, money, and the fans. New York: Oxford. Rosentraub, Mark S. (1997). Major League losers: The real cost of sports and who’s paying for it. New York: Basic Books. Sheehan, Richard G.( 1996). Keeping score: The economics of Big-Time sports. South Bend, IN: Diamond Communication. Staudohar, Paul D. and James A. Mangan (Eds. ) (1991). The business of professional sports. Urbana, IL: University of Illinois Press. Walsh, Adrian (2006). Ethics, money sport: This sporting mammon. New York: Routledge. Weiss, Ann E. (1993). Money games: The business of sports. Boston, MA: Houghton Mifflin. Bibliography on Law/Legal Issues Berry, Robert C. and Glenn M. Wong (1993). Law and business of the sports industries: Common issues in amateur and professional sports. Westport, CT: Praeger. Champion, Walter T. , Jr.(1993). Sports law in a nutshell. St. Paul, MN: West Pub. Cotton, Doyice J. and T. Jesse Wilde (1997). Sport law for sport managers. Dubuque, Iowa: Kendall/Hunt. Cozzillio, Michael J. and Mark S. Levinstein (1997). Sports law: Cases and materials. Durham, NC: Carolina Academic Press. Dougherty, Neil J. (1994). Sport, physical activity, and the law. Champaign, IL: Human Kinetics. Fotiades, John M. (1989). You’re the judge: How to understand sports, torts courts. Worcester, MA: Edgeworth and North Books. 22 EXERCISES IN SPORTSCASTING Greenberg, Martin J. (1993). Sports law practice. Charlottesville, VA: Michie Co. Greenfield, Steve and Guy Osborn (Eds. ) (2000). Law and sport in Contemporary society. London: Frank Cass. Hladczuk, John (Comp. ) (1991). Sports law and legislation: An annotated bibliography. New York: Greenwood Press. Jarvis, Robert M. and Phyllis Coleman (1999). Sports law: Cases and materials. St. Paul, MN: West Group. Jones, Michael E. (1999). Sports law. Upper Saddle River, NJ: Prentice-Hall. Lowe, Stephen R. (1995). The kid on the sandlot: Congress and professional sports, 1910-1922. Bowling Green, OH: Bowling Green State University Popular Press. O’Leary, John (Ed. ) (2001). Drugs and doping in sport: Socio-legal perspectives. London: Cavendish. Quirk, Charles (Ed. ) (1996). Sports and the law: Major legal cases. New York: Garland. Shropshire, Kenneth L. (1990). Agents of opportunity: Sports agents and corruption in collegiate sports. Philadelphia, PA: University of Pennsylvania Press. Tokarz, Karen (1986). Women, sports, and the law: A comprehensive research guide to sex discrimination in sports. Buffalo, NY: W. S. Hein. Weiler, Paul C. (2000). Leveling the playing field: How the law can makes Sports better for the fans. Cambridge, MA: Harvard UP. Weiler, Paul C. and Gary R. Roberts (1993). Cases, materials and problems on sports and the law. St. Paul, MN: West Pub. Wong, Glenn M. (1994). Essentials of amateur sports law. Westport, CT: Praeger. Wong, Glenn M. and T. Jesse Wilde (1994). The sport lawyer’s guide to legal periodicals: An annotated bibliography. Buffalo, NY: W. S. Hein. Yasser, Raymond L. (1985) Torts and sports: Legal liability in professional and amateur athletics. Westport, CT: Quorum Books. Yasser, Ray, James R. McCurdy, and C. Peter Goplerud (1990). Sports law: Cases and materials. Cincinnati, OH: Anderson. Bibliography on Sports Marketing/Management Brooks, Christine M. (1994). Sports marketing: Competitive business strategies for sports. Englewood Cliffs, NJ: Prentice Hall. Cuneen, Jacquelyn and M. Joy Sidwell (1994). Sport management Field experiences. Morgantown, WV: Fitness Information Technology. DeSensi, Joy T. and Danny Rosenberg (1996). Ethics in sports management. Morgantown, WV: Fitness Information Technology. Graham, Stedman, Joe Jeff Goldblatt, and Lisa Delphy Neirotti (2001). The ultimate guide to sports marketing. New York: McGraw-Hill. Howard, Dennis R. and John L. Crampton (1995). Financing sport. Morgantown, WV: Fitness Information Technology. Jones, Ian (2003). Research methods for sports studies. New York: Routledge. Instructor’s Manual 23 Masteralexis, Lida Pike, Carol A. Barr, and Mary A. Hums (Eds. ) (2004). Principles and practices of sports management. 2nd ed. Gaithersburg, MD: Aspen. McDonald, Mark A. and George R. Milne (1999). Cases in sports marketing. Sudbury, MA: Jones and Bartlett. Miller, Lorik (1997). Sport business management. Gaithersburg, MD: Aspen. Milne, George R. and Mark A. McDonald (1999). Sports management: Managing the exchange process. Sudbury, MA: Jones and Bartlett. Mullin, Bernard J. , Stephen Hardy, and William A. Sutton (1993). Sport marketing. Champaign, IL: Human Kinetics.

Media Control Essay -- Argumentative Persuasive TV Ads Essays

Media Control In the United States, most of us probably feel that we live in a relatively free environment. We are proud to live in a country in which we are supposedly given the freedom of choice. We are proud of our freedom to voice our opinions. We feel no pressure to conform, but we do every day in ways that we are completely unaware of. We are oblivious to the messages we are constantly receiving from the media, messages that tell us how we should think, feel, and act, and this oblivion makes us all the more vulnerable. In the U.S., the average person sees 25,000 commercials a year. These commercials are not just advertising a product. They are also advertising the values and lifestyles that surround it. Take, for example, our countries burst of patriotism after the September 11th attacks. Soon after the attacks, the cover model of Vogue appeared on the November issue wearing an American flag T-shirt, and a page of the magazine was dedicated to advertising the new style of â€Å"chic, patriotic† clothing. Television commercials as well have taken a turn towards patriotism, some in very subtle ways. It seems that many ads now emphasize families, comfort, sentimentality, and security, things that are desired by many U.S. citizens after the attacks. Through indirect messages, ads not only promise these things to those who purchase their products, they also promote these desires and feelings, wrapping us all up in warm, patriotic comfort instead of encouraging any kind of critical thinking or exa mination of the issue at hand. Few of us are safe exempt from receiving these messages, as 98% of all homes in America own a TV set, and the average person spends four hours a day watching it. Unfortunately, it isn’t just the c... ...dcasters, which is paramount†. By law television broadcasters are obligated to â€Å"serve the public interest, convenience, and necessity† and broadcast programs that inform communities on local, national, and global issues from diverse perspectives. The ideal media would reflect the interest of the entire population, not just an elite few. There are already many independent news sources though they reach a significantly smaller audience than the mainstream media. If we could turn the media so that it works for the people it could be an amazingly useful tool for informing and educating the public on vitally important issues that do not currently receive enough attention. As Lester Brown, author of the State of the World book series says, â€Å"The communications industry is the only instrument that has the capacity to educate on a scale that is needed in the time available.†

Organizational Change Essay

Organizational change is common when companies go through a transformation and need to either change business strategies or restructure the operation. Organizations are open systems that survive by maintaining good standing with the economic environment around them. By fundamentally changing the environment of a company, it means altering ways and means of production, downsizing, or even dropping dead weight as Ford did eliminating whole brands such as Mercury. In some cases the whole culture may need to change in order to rebrand a struggling company. According to McShane, effective change occurs by unfreezing the current situation, moving to a desired condition, and the refreezing the system so that it remains in the desired state. (McSane, 2014) Easier said than done because some of the main challenges when it comes to organizational change involve the employees who are restraining the driving forces of upper management. Resistance can prove toxic if untreated or left unnoticed creating silos or just counterproductive thoughts, words, and actions. Productive persuasion is tricky when you have to explain how to do things one way after explaining to do them another before. Credibility can be tarnished if reasoning and logic do not follow the definitive command. When Upper management has to restructure it can mean losing the respect of subordinates in some cases because they may be challenged more often in the future. Organizations can improve the likelihood of success in their change efforts by putting all the cards on the table. Explanations should be given that include positive results for them in the future justifying why change is needed. Communication and employee involvement reduce the restraining forces and promote an open learning environment. In Ford’s case, the fear of unemployment for many workers due to the economy was motivation enough to embrace change with open arms hoping to float by in the financial hurricane. This open-mindedness kept them ahead of the competition and rallied them behind the creation of the Fusion and Escape. Focusing more attention on smaller fuel-efficient cars has paid off mainly because of rising gas prices and environmental considerations. According to Rosevear, while the V8-powered GT version of Ford’s Mustang  sells well, higher-performance models are typically niche products. That niche is growing — Ford says that sales of high-performance models have risen 70 percent in the U.S. since 2009, and 16 percent in Europe over the same period — but it’s still small. High-performance versions of mainstream models generally make up less than 10 percent of the model’s total sales. But those sales can be very profitable. Ford’s compact Focus starts at under $17,000, but the sticker price on a loaded high-performance ST model is close to $29,000. There’s a lot of profit for Ford in that $12,000 difference. (Rosevear, 2015) The profit margin seems to be growing as production methods become faster and more efficient, creating an environment worth changing towards. When companies look back for examples to give about successful organizational changes, Ford should be on the forefront of their minds as a good example. McShane, S., & Glinow, M. (2014). Introduction to the Field of Organizational Behavior. Organizational Behavior (2nd ed., pg. 273). Boston: McGraw-Hill/Irwin. Rosevear, J. (2015, January 10). How Ford Will Chase Younger Buyers in 2015. Retrieved from http://www.dailyfinance.com/2015/01/10/how-ford-will-chase-younger-buyers-2015/

A Double Edged Sword Cuts Both Ways Essay

The phrase â€Å"a doubled edged sword cuts both ways† means that something has both beneficial and adverse outcomes. The comparison is made to a double-edged sword because it allowed the wielder of the sword to slash on the backswing without having to pivot the weapon in their hand, but it also allowed the wielder to cut themselves on the backswing. The actual origin of the phrase is unknown, but the earliest mentions of it can be found in the Bible. This phrase can be applied to literature, art, music, and society throughout history. The phrase rang true in its Biblical inception and remains relevant in the media of today. Many facets of our society wield double-edged swords from our political issues to our everyday entertainment. I selected this phrase because the broadness of the quote allows it to apply to many subjects across the whole of time. â€Å"A double edged sword cuts both ways† demonstrates that every decision can have consequences and benefits, and itâ⠂¬â„¢s important to think before you act on impulse. In the dramatic short story â€Å"The Tell-Tale Heart†, Edgar Allen Poe demonstrates that humans are not capable of enduring extreme guilt. The story’s narrator lives with an old man and is constantly haunted by the old man’s eye. The narrator is mentally ill, and he decides that he can no longer endure seeing the eye anymore and resolves to kill the old man. After the murder, the narrator hallucinates that he can hear the old man’s heartbeat underneath the floorboards, and he turns himself in to the police to silence the sounds of his guilt. The biggest motif in this work is the concept of time. The amount of time spent with certain actions is never specified, only that it takes a long time to do so. Time is used to describe the heartbeat of the old man right before his murder and the hallucination of it afterwards. Time is what tortured the old man while he was awaiting his death, and time spent dealing with the old man’s eye is what made the narrator insane. My quote is â€Å"a double edged sword cuts both ways†, and, in the context of this story, the truth cuts both ways. â€Å"Yet the sound increased †¦yet the officers heard it not. I talked more quickly —more vehemently; but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased.† The narrator is hallucinating that he can hear the old man’s heartbeat. He believes that the officers can hear the heartbeat as well, so he tries to speak louder to cover up the sound. â€Å"Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die†¦Ã¢â‚¬â„¢I admit the deed! —tear up the planks! Here, here! —It is the beating of his hideous heart!’† The narrator can no longer bear the sound of his hallucinations and admits to his murder to stop the heartbeat. This coincides with my qu ote because admitting the murder would obviously put him in jail, but it would free him of the hallucinations that he knows are going to push him further into insanity. Admitting his murder is the narrator’s double-edged sword. In the poem â€Å"England in 1819†, Percy Shelley demonstrates that the government can be corrupt just as easily as it can be good. The poem tells of the rule of the dying king and his sons that take over the throne. The people are starving and dying, and the laws and army, which were implemented to protect the people, have turned against them and are now their oppressing force. A major metaphor in this work is the comparison of the government to unseeing, unknowing leeches that live for their own benefit while sucking life from others. This poem is related to my quote because it frames the law as a double-edged sword. â€Å"An army, which liberticide and prey/ Makes as a two-edged sword to all who wield.† This conveys that the army, a force meant to protect the people, has turned against them. â€Å"Golden and sanguine laws which tempt and slay† expresses that the supposedly perfect laws are the r eason for the oppression in England. This corresponds with my quote because the sovereignty of the government can create security or oppression depending on how the power of the government is used. In the science fiction movie The Eternal Sunshine of the Spotless Mind, Michel Gondry conveys that memories are the best and worst things people can have. The main characters of the movie, Joel and Clementine, meet at the beginning of the movie and quickly start dating. Their relationship takes a turn for the worst, and Clementine goes to a clinic to have all memory of Joel literally erased from her mind. Joel learns about her procedure and decides to do the same for himself. During the procedure, however, Joel becomes consciously aware of all the memories he’s losing and attempts to reverse the process. The most prevalent theme throughout the film is the parallels of Joel and Clementine and Hermes and Aphrodite. Not just the personalities of the deities that are portrayed in the film through the characters, but there are multiple events in mythology between the couple that were cleverly re-enacted in the movie. This film connects to my quote because Joel’s memories are his double-edged sword. Keeping his memories of Clementine would be painful, especially since she had her memories of him erased, and getting them erased would make him forget that pain but at the cost of all of the wonderful times he had with Clementine. Regarding Joel’s consideration to forget the painful memories, he is told, â€Å"Blessed are the forgetful, for they get the better even of their blunders.† On the other side of his sword, Joel has his memory wiped and, after failing to reverse the process, says to Clementine, â€Å"Come back and make up a good-bye at least. Let’s pretend we had one.† Through every step of the movie, before the procedure, during the procedure, after the procedure, and before he even knows the procedure exists, memories serve as a double-edged sword for Joel. In the vivid painting Death of Caesar, Vincenzo Camuccini portrays that misuse of power will have consequences that displace that power. This painting illustrates the stabbing of Julius Caesar by his subjects and fellow court members. The focal point of the painting is Caesar (rather dramatically and arrogantly, even as he’s being stabbed) falling to the ground with several men around him wielding knives. The most apparent symbolism in the painting is depicted with the coloration of Caesar and his attackers. Caesar is depicted in red and his attackers in white. Red is meant to symbolize evil or oppression and white cleanliness or purity. Another man standing near Caesar is also depicted in red; this is believed to be Brutus because he and Caesar were friends, yet he was still the one that initiated the rebellion. Julius Caesar did many fantastic things politically and militarily for Rome, but, after assuming full control over the government, he became a dictator. His power-hungry oppression caused his fellow statesmen to plot against and murder him. The scene illustrated in the painting displays the anger ignited in the conspirators because of Caesar’s misuse of power. The painting is pertinent to my quote because power is displayed as a double-edged sword. â€Å"A double edged sword cuts both ways† is a reminder that everything you do, even if it seems like a good decision at the time, can have consequences. It encompasses the human tendency to be indecisive, to fear the unknown, or to act on impulse to avoid that fear. This quote is woven throughout history, and it’s meaning is still pertinent today. This phrase reiterates the importance of taking the time to weigh out every option and truly understand the repercussions of your actions.

Humorous Fathers Day Quotes

Humorous Fathers Day Quotes Looking for humorous quotes about fathers? Here are some funny Fathers Day quotes. These quotes reflect the subtle wit with a touch of sarcasm. Poke your dad with your own brand of humor. What fathers love most is a relaxed holiday in the company of their kids. Your father may seem broody on other days, but with a touch of tender love, watch your dad turn into a giant candy-dispensing, singing and laughing, happy old man. Humor is the best way to reach out. It can soothe hurt feelings, calm tempers, and build strong relationships. Share a joke with your dad and watch his lips curve into a sly smile. Tickle him further with more jokes, quips,  and quotes. Read him funny verses or funny Fathers Day sayings to bring out the chuckles. Once  the floodgates open, you will find a very different father beneath the veil of sobriety. Funny Fathers Day Quotes Red ButtonsNever raise your hand to your kids. It leaves your groin unprotected. Jimmy Piersal, on How to Diaper a BabySpread the diaper in the position of the diamond with you at bat. Then, fold second base down to home and set the baby on the pitchers mound. Put first base and third together, bring up home plate and pin the three together. Of course, in case of rain, you gotta call the game and start all over again. Ernest HemingwayTo be a successful father, theres one absolute rule: when you have a kid, dont look at it for the first two years. Phyllis McGinleyThe thing to remember about fathers is... theyre men. A girl has to keep it in mind: They are dragon-seekers, bent on improbable rescues. Scratch any father, you find someone chock-full of qualms and romantic terrors, believing change is a threat, like your first shoes with heels on, like your first bicycle... John AubreySir Walter, being strangely surprised and put out of his countenance at so great a table, gives his son a damned blow over the face. His son, as rude as he was, would not strike his father, but strikes over the face the gentleman that sat next to him and said, Box about: twill come to my father anon. James BaldwinIf the relationship of father to son could really be reduced to biology, the whole earth would blaze with the glory of fathers and sons. Helen HayesWhen Charles first saw our child Mary, he said all the proper things for a new father. He looked upon the poor little red thing and blurted, Shes more beautiful than the Brooklyn Bridge. Peter De VriesMy father hated radio and he could not wait for television to be invented so that he could hate that too. Robert OrbenLife was a lot simpler when what we honored was father and mother rather than all major credit cards.

How to Perform Better at the Examination

How to Perform Better at the Examination Does Persistent Studying Improve Your Performance? Would you believe me if I told you that taking a 360-degree shift in your study routine during one of the semesters could transform and change your grades for the better? As the adage goes, ‘practice makes perfect. Every endeavor, be it sports, singing competition or a spelling bee, practice is essential to guarantee good results. University education is no exception, and persistent studying is vital for delighting grades. Is this article relevant and helpful to you? Did its title spark questions in you like what type of a student and reader I am? Am I conducting my studies the right way and so forth? Did it attract, make you curious to find out what its contents were perhaps because you thought the information would be of help to you? If not, were you on the internet and came across it? The purpose of these questions is to demonstrate that reading at the university is dissimilar to other forms of text. For example, reading a thriller novel by your favorite author is utterly different from university reading. Even though many students are aware of this fact, a majority do not practice constant studying and only get engaged when the examination is nearly approaching. Persistent reading has a considerable impact on your performance as it tends to improve it. A students ability to read and understand a great deal of content has two main benefits. Foremost, at the institutions of higher learning, students are required to read plenty of materials for different subjects and expected to attain a particular grade in an examination. Being able to read and understand within a short period will come in handy. The other benefit is that great reading skills will help you sail through the not so exciting topics you need to learn regardless. As opposed to reading an amusing article from a fashion magazine or a novel that you have picked for yourself, some university materials can be not as engaging. The objective of this article is to provide you with some studying and revision techniques that will guide you as you prepare for the exam but have little time on your side to go through all the notes. What is persistent reading? According to the Cambridge English Dictionary, an inert person is who has little or no impact on something and lack the desire to do so. Similarly, a passive reader does not bother to examine, scrutinize or appraise any content. On the contrary, an active reader takes the whole process to another level as they put in more effort. They not only read through the pages, but they are eager to know why the author is inclined to their views or statements, they are inquisitive. Reading to them is like a deliberation, the reader seeks facts, critiques and evaluates the information before processing it. Three phases characterize the study activity; before the study, during the research and post-study and the three stages play a different role in the study process. Active and passive readers will employ different tactics through the three stages of studying. Before the study, an enthusiastic reader kicks off the process by identifying the topic under review, think about it and highlight the things they need to know at the end of the study. For the duration of the study, the lively reader will divide the topic into small sections/subheadings that will organize the process as each subsection is assigned a specific time. Additionally, the learner poses queries which they anticipate the material to respond to as the contents unfold. Ultimately after completing the study, an active reader will make short notes that recap what they have learned. The remaining question that lingers is, how do I become an active reader? Or if you are already one, how do you perfect this art? Well, the answer is simple, practice, dedication and more practice. Below are some tacks that will guide you as you endeavor to polish your reading habits. Popular active studying methods Flick through the material Perusing through the material is the practice of highlighting and memorizing the important parts of the content exclusive of an in-depth revision. Flicking through is convenient for you especially when you are facing time constraints although, for an active reader, this is merely the beginning of the study process. During the period leading to the examination, browsing through the chapters will shed some light on what the topics are about giving you a rough idea of what to expect. Lively learners do not regard perusing as a study technique as it comes before the reading process (outlined earlier). Perusing is only intended to feed their curiosity of what to anticipate. Analytical studying Parallel to active studying where the students pose many queries that the material needs to clear up as it unfolds, analytical studying is comparable to this. Analytical studying involves the reader trying to get into the mind of the author, understand what they were thinking and feeling at the time and figure out the relevance of their message in regards to the context. Afterward, the students offer a critique of the material. Analytical reading and critiquing the material read does not imply that you have to be disapproving and pessimistic, but you give your honest opinion. However, in many cases, analytical studying involves being disapproving. Examining Examining is the process of paying close attention to something. Dissimilar to flicking through the material, scrutinizing takes more time as it seeks to find a specific answer to a particular question. Suppose you are doing your math take away assignment and cannot quite remember how to solve the problem, carefully examining how you went about it in class will help you solve the problem. Examining is particularly vital for the ‘after study phase. The SQ3R System The SQ3R is one of the most successful studying systems that a majority of students apply. This system advises students to survey (S), question (Q), read, recall, and review (3R). SQ3R is a sophisticated study technique perfect for students in higher learning institutions. The method will assist you as read either journals, textbooks, discussion papers and so forth. Unlike the other study methods discussed earlier, the SQ3R will give you a better understanding of the materials you are reading. This understanding, however, does not come easy, the SQ3R is time-consuming. The SQ3R reading technique will improve your study speed while reading classroom-related materials, but longer compared to reading articles that are of interest to you, say an article on Forbes Magazine on the 10 Richest Entrepreneurs in the World. The use of SQ3R results in better performance making the efforts exerted profitably rewarding. Consequently, what is SQ3R all about? Survey The survey involves perusing through the materials and identifying the important aspects such as the title, the outline, table of contents and if there are any demonstrations like charts, tables, graphs and pictures in the chapter. Essentially, by surveying, you are observing the chapter to determine the theme(s) that run through to get a feeling of what to expect when you begin reading. You will also want to be on the lookout for jargons (words you are seeing for the first time and do not know how to pronounce or spell them). Surveying gives you ample time to research the words on the internet or by using a dictionary. Ideally, the survey should take as little time as you possibly can depending on the length of the chapter. At this juncture, critical reading and evaluation are of no importance since you only need to get a hold of the principal theme. Question At this point, you need to ask yourself these four main questions and attempt to answer them. What is the fundamental idea? Is there any proof to uphold the idea? What are they? Are there illustrations used as proof? How does this idea associate to the journal (or any other material you are reading) and to me as a person? The best way to go about this is to read every first heading, subheading, sentence of each passage and convert it into a question. The questions will to some extent convey the idea(s) the author is trying to put across. Forming the questions is not the only task at this stage. You are also required to answer them or at least make an effort. By simply forming the questions you will not have satisfied the conditions necessary for this step, and your efforts will have been in vain. Read This word means exactly how it spells, read. Take your time and study. Studying can be tiresome as it is a weak competitor for most students, but still, you need to study. To break the monotony, take a short break ranging from 10-15 minutes between your studying. You can choose to use the Pomodoro system of productivity and assign each topic a specific time incorporating short breaks in between. This method will help you remain focused on accomplishing the mission at hand. The best way to ensure that you truly understand what you are reading is by writing short notes, highlighting or writing on the margin. The short notes should be the main points, facts or formula you come across while studying. The benefit of writing short notes or highlighting is it not only improves your level of comprehension, but it also guarantees that you capture the man ideas expressed. In case you are using the marker, ensure you do not go on a making spray as the aim is not to be the best ‘highlighter but fathom the material. Recall This step is the defining factor that concludes whether you have grasped and understood what you have been reading. Different people term it differently, but the meaning remains uncorrupted. The suggested procedure is first to put your books aside and try to recall what you have learned and recognized vociferous (you can record for future usage). Finally, look at the questions you had set up and establish whether you answered them or not and if not, repeat the process and reread the materials and see if you will capture something new. If you have fully understood, reciting the content will be a walk in the park, but if not, you will find it a challenge and, in this case, it advisable that you go through the chapter and re-read. Each student has unique cognitive capabilities. Some students can recite a whole chapter while others might find it difficult and prefer to recite after every subsection. Recollecting a whole chapter from memory can prove to be an intricate test after all are we not humans? It is entirely up to you to figure out where you lie and pick the option more suitable for you. Review Reviewing is the last step in the SQ3R reading system. Reviewing is perhaps the most important step that as a student you should adhere to carefully. Owing to the human nature, we tend to forget things over time and as such, you should constantly review what you read, recite it over and over again and in case you have forgotten, please consult your book. A few days to the test, you should reread your materials more frequently (maybe in the morning and at night before going to bed), but if the exam is a few weeks away, weekly reviews should be enough. To put it briefly†¦ At the beginning of this article, we introduced you to the concept of lively and inert readers. My advice, strive to be as enthusiastic as you can during your class readings as it matters a lot. For your other leisure readings, you can be inert or decide to take the active reading all the way. Subsequently, we introduced you to the different methods of persistent studying (try and recall them). The SQ3R stood out form the rest due to its unique features; besides being time consuming and effort dependent, it yields satisfying results. Investigate which one works best for you and run with it towards your goal of becoming a competent reader. Persistent studying is vital for any student especially for article writing and responding to argumentative questions. Active studying not only improves the students comprehension ability, but it also makes them good at articulating issues by asking questions before processing any information. ‘Change is the only constant thing in life, most people say. Change takes time, and you should not pressure yourself beyond your ability while adopting the new study techniques. Take each day at a time in perfecting your art of reading, and with time, you will get there.

Comparative Religions, Christianity Essay Example | Topics and Well Written Essays - 750 words - 1

Comparative Religions, Christianity - Essay Example When I do my ablutions and bow down, at the point my forehead touches the ground I have a sense of the greatness and might of Allah, and a sense of how irrelevant I really am. This propels me to adhere to the requirements the Prophets laid out for us in the Koran and the Sunna. There is a time I had a deeper religious experience. This was when all the men in my family circle did a pilgrimage together. Having prepared us through fasting when we chanted and prayed together I really felt that a real person gripped me. The other religious experience I had was when I was faced with some difficulty in completing my studies. Some friends and family of mine got together and helped me out. All of them coming together at this point, I felt there was a common bond that Allah has set for us which can never be broken, and nothing should be allowed to ever break it. My Encounter: I have been around Christian people for some time now. This special encounter started when I was seated at a diner alone and the person who was seated opposite me bowed his head and said something. I realized he was praying. When he finished I told him that he must be a really religious man. He said that he tried to do what is right but that he really wants to be thankful for what he has, because there was a time he did not have much. So every time he eats food he thanks his God, because he remembers a time where he did not have much food. That seemed a really sincere answer, so I asked him as to whom he prays to. He replied that he prayed to God in Jesus name. I was confused because I thought that the Christian God was Jesus. So I inquired along those lines and he said that Jesus was the Son of God. This is a very blasphemous thought. How could God have a Son? So I gestured in a flustered way and said you cannot do this. You are making God to look like humans with a f amily. I did not tell him