Emile Bronte and Wuthering Heights Essay Example for Free

Emile Bronte and Wuthering Heights Essay Wuthering Heights is one of the most influential novels of 19th century; even though a dark and powerful novel the deeper aspects of life and strong emotions form the pillar of the novel. The novel is intricately weaved with strong emotion, powerful imagery and the conflict of possession. It reveals the most complex love story interlaced with separation and union under most conflicting circumstances. Love has been portrayed as a very evasive powerful emotion where give and take is exercised in complete isolation, just with the individual soul, and in that manner every character is lonely and isolated. It has been critically analyzed that the circumstance and the characters in the book reflects close similarity to the writer Emile Bronte’s personal life and surrounding. Wuthering Heights is the only novel which she wrote and since Emile Bronte’s life was dark and dreary, Wuthering Heights was influenced by her experience of isolation. Emily Bronte was an extraordinary writer of 19th century known for her imaginative and inspiring streak which reflects in her work as well as her life. Emily never married, stood up for her inner convictions and lived all her life at her family’s home in Haworth Parsonage, near Yorkshire Moors in northern England. She loved her home and her surrounding, which was rugged, dreary and wild in landscape, full of storms and harsh and unpredictable weather. Her novel Wuthering Heights is very clear imagery of her home surrounding in manner of exposure to the moors, cliffs and the isolated and dark setting. (Jennings). The early tragedies of loss of her mother and her two elder sisters as a result of terrible illnesses, affected her very deeply being very closely associated with pain and isolation. She lived with her other siblings two other sisters and a brother creating an imaginary world inspired by the toy soldiers which was a gift from her father. Emily seemed to be more overpowered by this imaginary world, even as an adult unlike her other siblings. Her fantasy world was called â€Å"Gondal†, and this private world provided her with immense strength and inspiration. In this world which was ruled by a woman she was in charge and control of her life. The character of Catherine Earnshaw in Wuthering Heights reflects this aspect of her personality in imagination, holding on to her past and in her intensity of love, which gives her more pain than pleasure. The intensity and the passion is in proportion of the pain and anguish to save what she has in the depth of her heart fighting with the external environment tormented by harsh winds and storms. Wuthering Heights is in many ways a clear reflection of Emily’s life, and the society in which she lived where women were not treated as an equal with the men of the society. The rules by which women had to live were very strict and allowed for little freedom or independence. Catherine, merges with Emily in her thinking, feeling and intensity. Even the steps she takes to make compromises in her life, is reflection of her courage and strength as it is taken to ensure security for Heathcliff or to ensure that her love thrives in more secure circumstances. Catherine is wild and intense and follows her heart, in sincerity, the main objective of her life is make things better for Heathcliff, who is her other image. Heathcliff and Catherine are inseparable, they are like two bodies with one soul. They cannot live without each other, and all their life they are drawn in relationship, which changes with the change of identity for Catherine from Catherine Earnshaw as a girl and teenager who is madly and inseparably in love with Heathcliff, to Catherine Heathcliff as two inseparable identities merged into one and Catherine Linton who is the regeneration of the Catherine, to keep her alive through her spirit and beauty. The story of Wuthering Heights begins with the introduction of the pages from Catherine’s diary, a love story which is ready to be brought before the world as one of the most intense stories of the time with timeless passion and intensity which begins with life and carries until the grave. There are intrusions but there is always the clarity of focus on who really belongs to whom, in the inner world of heart and soul. This is so closely connected with the conditions of Emily’s life and her close bond with the novel Wuthering Heights, Catherine’s diary can be said as Emily’s diary where she is trying to reveal her inner world to the outside world, it is intimate, personal and deep. She expresses her free and independent attitude thorough Cathy, with similar rebellion and strength of character, to stand up against the injustice done towards Heathcliff. There is a very intimate relationship between the dream and the reality, which is guided through the pages of the diary. The different inscriptions of Catherine’s name are reflective of the movement of the novel from one generation to another linking the key relationships which are covered under layers of hypocrisy. â€Å"When you have processed the information you have been waiting for, you see the point of the order of the scribbled names, as Lockwood gives them: Catherine Earnshaw, Catherine Heathcliff, Catherine Linton. Read from left to right they recapitulate Catherine Earnshaw’s story; read from roght to left, the story of her daughter, Catherine Linton. The names Catherine and Earnshaw begin and end the narrative this is an account of the movement of the book: away from Earnshaw and back, like movement of the house itself. (MW,419-20) (Jacobs 1979) The sequential order of the names as they first appear on the window ledge, then in the diary and elsewhere, connects the story with past and present, interweaving in it the aspect of darkness of the nightmares and the dreams and the powerful influence of nature with the supernatural element, overshadowing the moors and the Wuthering heights. The sinister darkness of the towering Wuthering heights, can be compared to the dark impressions left on her tender mind of the loss of her mother and the sisters, the personal loss and pain have emerged as the source of darkness and the isolation, which the inhabitants of Wuthering Heights have to endure and live day after day without any clear sign of hope and light. The outside physical world is dark and gloomy; the only refuge is in the sanctuary of the heart and soul, which drives the novel from beginning to end in the service of love, regardless of social constraints. The isolation which the characters of the Wuthering Heights experience is beyond imagination. It is sheer inner strength which allows for the characters to emerge from the dreary darkness, just like Emily, whose inner strength and courage made her survive the road of solitary path in the midst of social stigma and environmental control. This isolation can be seen almost all of her characters in Wuthering Heights. This aspect can be seen as the homelessness and the anguish of isolation is experienced by Hindley when he is forced from home, after old Earnshaw’s death Heathcliff is driven away, returning some years later, on the death of Heathcliff finally Hareton has a chance to live who had live almost in destitude and isolation within the walls of Wuthering Heights. Isabella first leaves her home in The Grange for life with Heathcliff, and then is devastated by her marriage with Heathcliff escapes to anonymity with impossibility for return. Her son Linton is first uprooted to his uncle’s home and then to his fathers home. The young Catherine, daughter of Catherins Earnshaw is first taken from Thrushcross Grange as Heathcliff’s temporary prisoner and then is forced to become his daughter-in-law and his permanent prisoner. The ultimate of isolation and exile is the conscious choice made by Cathy(Catherine Earnshaw ) who creates her exile as a conscious act of imagination, just like Emily in her Gonad world: â€Å"If I were in heaven, Nelly, I would be extremely miserable. I dreamt one that I was there. Heaven did not seem to be my home; and I broke my heart with weeping to come back to earth; and the angels were so angry that they flung me out, into the middle of the heath on the top of Withering Heights; where I woke up sobbing for joy† (Jacobs 1979) The marriage to Edgar fulfils this prophecy of homelessness from which only death promises respite. Yet, Cathy’s death is again another self-imposed exile, as she refuses to get better and wants to die, this scene has amazing similarity with the manner in which Emily died. The manner, in which Emily dies in isolation, is an example which captures the synthesis of the conviction and the courage with which she lived her life. Emily was the strongest and the most sincere of the Bronte family, who had the inner strength to stand for her inner faith and conviction, unruffled by the outside world and its changing influences. â€Å"She was a strong willed person who remained true to herself and her vision, even until her very last breath. † (Jennings). She was very ill, just like the protagonist of the novel Wuthering Heights, Cathy, â€Å"she was suffering from severe lung infection, but she refused to give in to her illness and continued to live as she always had: believing her own strength would help her endure and survive and ultimately overcome the physical limitations of her life. Emily Brontes life and death of courage and independence is a lasting example to us all†(Jennings) Emily Bronte valued life greatly and her novel reflects her close vision about the preciousness of life and the power of the inner self (soul). She had strong conviction that no matter how violent the turmoil outside, as is reflected in many aspects of Wuthering Heights in relationships, weather and social conflict, the human soul had the power to endure and go beyond the barriers and the hardships which inflict pain and suffering as part of our experience in life. Her greatest accomplishment was writing her novel Wuthering Heights, which is the only novel she ever wrote and through which â€Å"she was able to speak her mind able to speak her own mind, make clear the power of her voice, and reveal her entire vision of humankind to the world. It has been 150 years since Wuthering Heights was first published, yet it is still a widely-read book and is studied in many schools. Emily Brontes story of two childhood companions who are unable to remain together once they are adults is powerful and moving. It reminds each of us, no matter who we are, that we are often left alone in the world, and that we all long to be a part of something more than ourselves, but that it is only through love of ourselves that we can truly find love with others. The story is written in one of the most unforgettable, original voices ever heard, and almost everyone who has read this novel has been deeply affected by it. Emily died at the age of thirty, only a year after Wuthering Heights was published, but she still speaks to us through her writing. † †(Jennings) No Coward soul is mine No trembler in the worlds storm-troubled sphere I see Heavens glories shine And Faith shines equal arming me from Fear There is not room for Death Nor atom that his might could render void Since thou art Being and Breath and what thou art may never be destroyed

Charging Overweight Passengers by the Pound Essay Example for Free

Charging Overweight Passengers by the Pound Essay In the world today, obesity is becoming a serious problem that affects ones life in different situations. One of these situations is flying in the airplane. David Landsel in his article Some Airlines Make Obese Passengers Buy Two seats pointed out that different airlines are taking some policies concerning this issue. However, united airlines are not taking any policies. Southwest and Midwest airlines claimed that overweight passengers should buy an extra seat. If the airplane is not full, and more seats are available, a refund will be returned to the passenger. American airlines put limitations on the services that the airline provides, but passenger is not forced to purchase an extra seat. Air France travelers that suffered from obesity will have the opportunity to buy the extra seat with a 25 percent discount. With these different deals about the fat passengers, there is surely a disagreement about accepting these policies or rejecting them. Obese passengers should buy two airline seats. This is because of several reasons that may be benefit for the obese passengers and the normal weight passengers. So this will help make everyone more comfortable. Some critics claim that obliging obese passengers to buy an extra seat is a ridiculous statement. They should not be penalized for something that they may not be able to deal with. They might have a disease that makes them that way. They argued that this is discrimination to obese people and should not be practiced. But this is not true. Discrimination against someone for something is based on an opinion without objective truth. In this case, it is completely obvious that the passenger is taking up more space than the accommodated seat space. So the argument of the opposing side fails to take into account. Other critics argued that airline tickets are sold per individual not per pound, and people should not be penalized because of their weight. This is a non convincing argument since airlines sell tickets by seat not per person. If someone takes up to two seats, he should have to buy two seats. That is how it is and should be. Obese people sitting in a single seat can become a serious issue. Passenger will seriously squeeze the passengers beside him, leading discomfort and cause a struggle to get out of the seat to the toilet. No one would accept an obese person sitting next to him squishing and taking more than his space for the whole entire flight. It is not fair to the people sitting next to fat travelers who are crushed and uncomfortable for the whole flight. Skinny people will be crowded out by overweight people. Second, airplane seats and seat belts are designed to hold an average weight of 170 pounds, so seat belts fail to restrain heavy passengers. This poses a safety risk for them on the aircraft. Another airline obesity issue is that obese passengers can affect the balance of the airplane by adding more weight. This excess weight requires more work for the plane to move a heavier object which makes the airplane sometimes in a dangerous position. One third argument that supports the statement that obese travelers should buy two airlines seats is that everyone is entitled to hundred percent of the seat for which he paid. Severely, obese people spill over to the next seat that is occupied by the person that purchased the ticket to that seat. Sometimes, fat passengers took up one third to one half of the other passenger seat space. So if any person takes up more than one seat space, he must purchase the additional space he requires. Urging passengers with high body mass to purchase an extra seat is a fair policy that needs to be done by the airlines in order to keep all their flights safe and comfortable for all the passengers. So, obese people must know that airlines are taking these policies to protect them. Deltas Suzan Elliott states that the airline has no plans to implement any policy that discriminates against any of our passengers. This is how all the airlines think about this issue, but the difference is the way they practice these policies and deal with them with regard to the refund and the cost of the extra seat.

Application of Learning Theories to Teaching

Application of Learning Theories to Teaching THEORIES AND PRINCIPLES FOR PLANNING AND ENABLING LEARNING TASK 1 Learning Styles Learning styles impact on every aspect of our lives: how we gather information, how we use it and how we link it together are all determined by our learning style. Nicholls Le Versha 2003, p. 57 Learning styles, or cognitive styles, refer to how individuals learn in different ways and are of particular importance to teachers who wishes to create inclusive and effective learning situation. Learning styles are divided primarily, but not exclusively, into the three groups of visual learners, aural learners and kinesthetic learners. Whilst the first group learns best by seeing information, such as on the board or visually demonstrated, the second group takes in information aurally and needs to hear what is happening. The third group understands best in a hands-on, tactile manner such as holding the materials or practicing working with them. The importance of catering for learning styles links to the importance of understanding how best to cater for cognitive development. Learning style research has its roots in the humanistic social constructivism generated by Vygotsky and his follows. Here the stress is on the interaction of socio-cultural factors in the development of the indi vidual and it is easy to see how necessary it is to make information available to students at a number of levels and thereby take into account their individual approach to learning. Motivation Motivation is a complex area and can have a huge impact on learner achievement and behavior which means that motivational teaching strategies need to be carefully considered. Extrinsic motivation is essentially a behaviourist concept in that certain behaviours are encouraged by rewards, ranging from praise to money. The use of extrinsic motivation in teaching corresponds to Pavlov and Skinner’s early work in that the reward is used to induce certain behaviours, such as praise for completing a test resulting in a positive approach to the next text. Intrinsic motivation is more of an internal driving force that may come from factors as diverse as curiosity to enjoyment. It could be argued that promotion of the former concept tends towards competition whilst the latter is more focused on individual achievement through improvement. Competition is often seen as a negative and seen as ‘undermining student motivation’ (p. 275) in that it de-motivates those who consistent ly fail as well as providing little incentive for those who already make the grade. Therefore, to encourage and inclusive approach means providing sources of motivation that best suit the student but always aim to achieve intrinsic, progress based achievement. Low Literacy At a more pragmatic level, the impact of low literacy (and numeracy) upon student’s confidence and learning can be enormous. Whatever the cause, be it students with English as a second language, or those struggling with work that is beyond their emotional age or cognitive stage, it is essential for the teacher to assess literacy levels through a diagnostic assessment and plan accordingly. It may be that students metalinguistic (how language works) awareness can be built up using the subject, such as working through an understanding of acids and alkali’s as they relate to beauty treatment. The use of IT as well as text to develop literacy has also stimulated a vast body of research (e.g. Larson Marsh 2005). This area deserves far more attention than the brief mention given here, but it is also an area that may benefit from an action research approach whereby the literacy strategies of the class are assessed, observed, analysed and acted upon in an ongoing reflective cyc le. Classroom Environment The learning environment and its impact upon students have also generated a considerable body of literature. Whilst Maslow’s Hierarchy of Human Needs (1970) looked at a generic sequence of responses to environments, a more holistic understanding of the environments that affect a student’s learning have been studied by those such as Bronfenbrenner (1998) who conceptualized a variety of ecological systems, from the micro to the macro. The microsystem involves the individual’s direct interactions with other individuals whilst the macrosystems take into account the socio-cultural values and ‘norms’ (Krause et al. 2003, p. 264) . The classroom environment not only needs to provide a safe, secure and supportive atmosphere, it also needs to provide an inclusive setting for all individuals which means taking factors such as gender, race, ethnicity, age and stage etc into consideration. Alongside these runs the teachers own teaching styles – permissive , authoritative or authoritarian (Whitton et al. 2004, 185) – and how they respond to the students. Effective Planning and Intelligence If the goal of teaching is to provide learning environments that work for all students, then clearly planning is an integral element. To take one part of the teaching cycle, planning, is to look at one aspect of this vast area. In a constructivist paradigm, planning needs to both develop knowledge and play to students strengths. Rather than look at this structurally, as in planning using cooperative groups, whole class or individual working, this section considers interpretations of intelligence such as Gardner’s multiple intelligences (Krause et al 2003, p. 201) and Sternberg’s triarchic model of intelligence (ibid p. 202). As with learning styles, failure to plan effectively in order to encourage a range of cognitive strengths may act as disincentive. Sternberg differentiated between analytic, creative and practical intelligences and suggested applying these to the curriculum. They provide a useful strategy for inclusive teaching. TASK 2 Engagement Theory Whilst this has its roots in distance learning and the use of IT (Kearlsey Shneiderman 1999), the premises upon which it is based appear particularly useful to effective, inclusive planning. One of the primary principles is to plan for authentic learning through student interaction and provision of meaningful tasks. Secondly, this is essentially a constructivist approach aimed at enabling the individual’s translation and internalization of knowledge through guided progression to various zones of proximal development. Thirdly, in common with situated learning, engagement theory is underpinned by a wish to create learning experiences that intrinsically motivate through exposing students to real-world problem solving situations. The levels of engagement also relates to inclusive planning for learning styles and multiple intelligences. With regard to planning for engagement, lessons need to include a range of teaching strategies such as questioning, reasoning, analysing, creating and judging. This involves creating practical, curriculum linked situations and designing the lesson around them. For example, one lesson may involve a scenario, analysis of that scenario, role play of the events, creating alternatives and assessing final comprehension. This methodology allows for an inclusive approach designed to allow information to be made available to students in a variety of ways and formats. Principles of Empowerment This is also a somewhat generic principle yet it applies to teaching very successfully. One of the underlying goals is to set students up for success by ensuring the tasks are age and stage appropriate and that they stretch the student towards their zones of proximal development whilst ensuring successful outcomes. Another aspect of this principle is that students take responsibility for their learning. Ownership of one’s development has been shown to be a powerful motivator and motivation is recognised a key element to learning. Motivation resides entirely in the person motivated. It can be inspired and encouraged by others but not given. Leamnson 1999, p. 54 A third element of this principle refers to student choice. Whilst the learning requirements remain the same, the choice of learning strategy, resource use and methodology may be used to allow students to choose their favored approach. Planning to empower students and therefore engage them in their learning once again means catering for all learning styles and planning for choice. Working in the area of Beauty therapy allows for considerable choice of approach and lends itself to practical training. This does mean that resources and activities have to be well structured and planned before implementation but it also means students can find a number of ways of achieving the required learning. A criticism is that students will not be required to use their less favoured approach and thereby develop areas they feel less confident in. TASK 3 Reflection I find that catering for all learning styles is a far more complex area that needs more consideration. For example, at one level catering for learning styles means providing information in a way that an individual can take in. However, at another level, it also requires a more holistic overview that takes into consideration the students socio-cultural values and ‘norms’. Therefore, integrating this overview within my planning cycle requires several considerations. For example, it requires the allowing of space and consideration for analysing and assessing the student’s background knowledge, understandings and value systems. This will strengthen my understanding of how best to communicate with individual students and support their own sense of value and security within the classroom. It is anticipated that this approach will allow for a better consideration of student comfort and perceptions of security through providing familiar formats and establishing a comfort zone. As Maslow’s Hierarchy of Human Needs showed, it is difficult for students to function psychologically at a higher level if they do not feel safe and secure within their environment. Therefore, when planning, I intend to not only cover the various learning styles but to integrate this with socio-culturally and linguistically inclusive practice. Depending on the situation, this can be as diverse as providing materials in more than one language or selecting cooperative groups with common understandings. This is not to say that the expectations will be lessened. These need to be clearly established and provide the working format for the students. For example, they will be expected to achieve certain goals and be able to effectively communicate or demonstrate their learning. Catering for learning styles is an inclusive strategy as is that of catering for different students cognitive strengths. Consideration of practical application of strategies that include the diversity of multiple intelligences appears to be somewhat over-whelming. Sternberg’s triarchic model (Krause et al. 2003, p. 202) simplifies this into a planning procedure that endows each subject with an analytic, creative and practical component. This is particularly helpful for the beauty industry as it encourages an all round interaction both with the information, the practice and the people concerned. As a practical vocation, beauty requires strong communication and practical skills and the tendency is to stress this practical element. However, Sternberg reminds us that a triarchic approach is more inclusive and works better for a wider range of people. I would like to bear this in mind when planning my lessons and appreciate that this will demand constant assessment and reflection i n order to be at its most effective. Professional development The following is a professional development plan involving some of the primary issues looked at in this essay. It is very much an overview and the course titles are purely to provide direction rather than actual titles. It is anticipated that this will change as the reality of working within specific scenarios provides the benefit of experience. This table is also specific to the area of inclusivity and its associated planning. There are many other areas that would also benefit my practice. Professional Development Plan GOALS COURSES EXAMPLE THEORIES PROVIDERS DATE Improve Instructional Process Theory into Practice Learning styles Engagement and Motivation Improve inclusive planning Cultural inclusivity Curriculum links How to Apply Theory to Improved Practice Catering for Learning Styles How to Empower and Motivate Students Planning to include cultural diversity – setting expectations and treating diversity positively Assessment for Planning Curriculum correspondence with inclusive teaching practice SOCIAL CONSTRUCTIVISM HUMANISM AND BEHAVIOURISM Vygotsky’s social constructivism Piaget’s age and stage theories Gardner’s theory of multiple intelligences Sternberg’s triarchic model of intelligence Weiner’s attribution theory Bandura’s behavioural theories of learning Maslow’s hierarchy of human needs Bronfenbrenner’s ecological systems theory Erikson’s psychosocial development stages NB there is considerable interaction between the theories/principles listed here and the list is by no means exclusive. References Bronfenbrenner, U. Morris, P (1998) ‘The ecology of developmental processes’ in R M Lerner (Ed) Handbook of Child Psychology, Vol. 1. Theoretical models of human development, 5th Ed., pp. 535-584, Wiley: New York Kearsley, G. Shneiderman, B (1999) ‘Engagement Theory: A framework for technology-based teaching and learning’, accessed 28th September 2008, http://home.sprynet.com/~gkearsley/engage.htm Krause, K-L., Bochner, S. Duchesne, S (2003) Educational Psychology for teaching and learning, Thomson: Southbank, VIC. Larson, J. Marsh, J (2005) Making Literacy Real: Theories and Practices for Learning and Teaching, Sage: London Leamnson, R (1999) Thinking about Teaching and Learning, Stylus Maslow, A (1970) Motivation and Personality, 2nd Ed., Harper Row: New York Nicholls, G. Le Versha, L (2003) Teaching at Post-16: Effective Teaching in the A-Level, AS and GNVQ Curriculum, Kogan Page: London Pressley, M. McCormick, C (2007) Child and Adolescent Development for Educators, Guildford Press: New York Whitton, D., Sinclair, C., Barker, K., Nanlohy, P. Nosworthy, M (2004) Learning for Teaching, Teaching for Learning, Thomson: Southbank, VIC.

Frankenstein: Shelley Use of Mascuine and Feminine Roles :: Free Essay Writer

Frankenstein: Shelley Use of Mascuine and Feminine Roles Shelley began writing ‘Frankenstein’ in the company of what has been called ‘her male coterie’, including her lover Percy Shelley, Lord Byron and his physician John Polidori. It has been suggested that the influence of this group, and particularly that of Shelley and Byron, affected her portrayal of male characters in the novel. As Ann Campbell writes: ‘[The] characters and plot of Frankenstein reflect . . . Shelley’s conflicted feelings about the masculine circle which surrounded her.’ Certainly the male characters in ‘Frankenstein’ are more developed that those of the females. Elizabeth Fay has suggested that the female characters are ‘idealised figures’ in much of Shelley’s work, particularly in the descriptions of Caroline and Elizabeth, the two mother figures in the novel. Caroline is, on surface value, a perfect parent, together with her husband, which renders Victor’s irresponsibility in abandoning the creature more unforgivable. She ‘possessed a mind of uncommon mould’ which was also ‘soft and benevolent’; she is compared to a ‘fair exotic’ flower which is sheltered by Alphonse; she drew ‘inexhaustible stores of affection from a very mine of love to bestow’ on Victor, and her ‘tender caresses’ are some of his ‘first recollections’. She is the idealised mother, a figure that Shelley viewed wistfully, as her own mother died when she was ten days old to be replaced by a disinterested stepmother. Caroline’s parenting provides the care that Frankenstein might well have lacked, had he been left to his father alone – his father dismisses Agrippa’s work without explanation, thereby setting Victor on his course towards ‘destruction’. This is the first introduction of a theme that continues throughout the book, that of the necessity for female figures in parenting and in society. Without a mother figure and left only with Frankenstein who subsumes both parental roles, the creature’s life is blighted by his imperfection and lack of companionship. However, Caroline is also the trigger to Alfonse’s chivalry, thus presenting him in an improved light and allowing his character to develop at the expense of her own weakness. This is a feminist comment from Shelley, whose mother Mary Wollenstonecraft was a notorious feminist and an important influence. Justine, too, is an ‘idealised figure’, described during the trial as having a countenance which, ‘always engaging, was rendered, by the solemnity of her feelings, exquisitely beautiful.’ She is the archetypal innocent, being beautiful, weak and entirely accepting of her fate to the point of martyrdom.

Running Training Essay -- Compare Contrast Papers

Running Training For the past several years runners all over the world have been trying to figure out and arguing over the simple question: â€Å"Is high mileage training better than low mileage, during training season?† Kenyan’s in Africa have been running unbelievable amounts of mileage for years, and tend to always be in the top field in any race over five thousand meters. While Africans have been leading the fields for years, where do the best US runners end up? Not in the lead pack! Perhaps they are training too hard to be like their Kenyan counterparts. I think a lot of runners believe that if they train like the runners from Kenya that they will have the same results. When in truth they end up running themselves into the ground. Perhaps that is why there are others that think that if they train light and more to their athletic ability level that they will have better results. Many runners think that less mileage is better for a runner during training season, as does George Sheehan who wrote the essay titled â€Å"Training: More or Less.† In his essay he claims that he believes the optimal distance for athletes is twenty to twenty-five miles per week, including speed work, and races. While his theory on training might be correct for his level of training, it may not be sufficient for other runners who are serious about training with all they have. Many believe that in order to get better they must put in the miles on the road, which will get their legs used to the stress put on their muscles and feet during the course of a race. As a distance runner for the Buena Vista University Cross Country and Track team, in Storm Lake, Iowa, my experience with low mileage training and high mileage training came out wit... ... further distances. Runners are entitled to their own opinion, because everybody’s bodies are different and are more fit for running different levels of mileage. While those runners are training with low mileage, others who are against running low mileage because they believe that getting the body used to running further distances will improve their running. The above research gave plenty of examples of how there is a rebuttal going on where some runners believe that less training means more output, as well as how some believe that more training means more output. Examples are given throughout the paper to support both ideas. Works Cited Hage, Jim. When Less Really is Less. 15 Apr. 2002 . Sheehan, George. Training: More or Less. 1991. 15 Apr. 2002 .

The Scarlet Letter :: essays research papers

The Scarlet Letter   Ã‚  Ã‚  Ã‚  Ã‚  In the novel The Scarlet Letter by Nathaniel Hawthorne three main characters are taught that they are forced to live with the mistakes they have made. 'One must be response for his/her own actions and be willing to accept the consequences of those actions.'; Hester, Dimmesdale and Chillingworth must all face these 'consequences.'; If you do something in life and you know its wrong that means yu are willing to accept the consequences.   Ã‚  Ã‚  Ã‚  Ã‚  Hester knows she has done something wrong. She has committed a sin and knows she will be punished for it. She is punished by being forced to wear the letter 'A'; on her bust and never remove it and to also stand in front of everyone on the scaffold in the center of town. She is reminded of her sins because of her daughter who was a result of the affair. She sees her everyday and cherishes every moment she has with her. They try to take Pearl away but Hester will not allow them to.   Ã‚  Ã‚  Ã‚  Ã‚  Dimmesdale has also committed adultery with Hester. As a result he is forced to keep this secret deep with in. His punishments are for it to eat him alive and slowly tear away at his heart until he is actually dead. He knew what he did is wrong he just could not tell anyone because he was ashamed of it, but this is not saying that he's not in love with Hester because that's why it happened. That is his second punishment being denied the wish of spending the rest of their lives together.   Ã‚  Ã‚  Ã‚  Ã‚  Chillingworth committed the worst sin out of all of them. He wanted to get back at Dimmesdale so he was trying to commit revenge. In fact his punishment for this was watching Dimmesdale dye but not by any fault of his own but by the secret he had kept from everyone else. Chillingworth fate was to dye knowing what happened and be able to do anything about it because he is a cold-hearted evil man.

Media Shaping Women Essay

The media has clouded women’s perceptions in their body image by demonstrating the ‘ideal bodies’ on TV and magazines through print and film advertising, increasing the pressure for women and young girls to be ‘thin’, further leading to a more complex issue of Eating Disorders. Women who do not live up to societies expectations, and are suffocated with the phoney concept of the ‘ideal’ are treated with disregard and discrimination. For instance, Adrian Furnham and Nicola Greaves (1994) argue that the core of body image dissatisfaction is a discrepancy between a person’s perceived body and their ideal. They further argue that a failure to match the ‘ideal’ leads to self- criticism, guilt and lowered self worth. This effect is stronger for women than for men due to the cultural pressures on women to conform to an idealised body shape are more powerful and more wide spread than those on men. Psychologists have suggested that the media can affect women’s body esteem by becoming a reference point against which unfavourable body shape comparisons are made (Grogan 1999). These visions are then propagated through popular culture via television reality make over shows of re shaping the body, â€Å" if films of body transformation provide the vision that inspires women to re- make their bodies, the cosmetic and â€Å"aesthetic medicine† industry sell them the equipment† (Fox-Kales, 2011, p. 74. ) Women are objectified by an unrealistic expectation of beauty, put forward by models and actresses who do not reflect the average appearance of women in society. Print advertising, in particular, provides a not only unrealistic, but unhealthy ideal of what it means to be physically attractive. By these false images being presented, the media has created an ideology of attractiveness. Images have powerful effects on their readers, serving to maintain a ‘cult of femininity’ and supplying definitions of what it means to ‘be a woman’. Marjorie Ferguson (1985) investigated women’s magazines from a sociological perspective. She argued that women’s magazines contribute to the wider cultural process, which helps to shape a woman’s view of herself, and societies views of her. The media is littered with mages of females who fulfill these unrealistic standards, making it seem as if it is normal for women to live up to this ideal. Dittmar and Howard (2004) made this statement regarding the prevalence of unrealistic media images: Ultra-thin models are so prominent that exposure to them becomes unavoidable and ‘chronic’, constantly reinforcing a discrepancy for most women and girls between their actual size and the ideal body (p. 478). Research has repeatedly shown that constant exposure to thin models and actresses fosters body image concerns and disordered eating in many females. Eating Disorders are a direct result from the medias influence to look ‘thin’. Eating disorders theorists and feminist scholars have long indicated fashion magazines, movies, television, and advertising for their advocacy of disordered eating (Levine & Smolak, 1998). Media images of women make it difficult for individuals to hold an internalized ideal body that is realistic and attainable. With exposure to repeated images of ultra thin women, an individual’s internalized ideal body often becomes much thinner. This increases the gap between what a person feels their physical appearance is, and what it should be. Researchers have found that women who have an internalized ideal body that closely resembles the socially represented ideal body are at a particularly high risk to develop body image disturbance and disordered eating patterns (Sands & Wardle, 2003). Naomi Wolf argues that our culture disempowers women by holding them prisoner to an unattainable beauty ideal (Wolf, 1990). The epidemic proportions of drive for thinness, body dissatisfaction, and unsafe weight control methods among women have led theorists to posit the existence of mechanisms that are capable of reaching a large number of women (Levine & Smolak, 1998). Today’s expectations reveal that looks matter more than personality and intelligence as seen on various dating shows. It is universally agreed upon that people on these shows usually pick the best looking counterpart out of the group of contestants. Both men and women are concerned with appearance than personality on these types of programs. This phenomenon is transferred into the job market, where people are now more prone to hire the more attractive candidate. Research has found that more attractive workers even receive higher compensation than unattractive counterparts even where they perform the same work and have similar levels of work experience. The media targets young women drilling thinness and having no flaws as the height of being beautiful. Now, with the common use of plastic surgery you can change your overall appearance. Plastic surgery has become a more than 8 billion a year industry† (Hess – Biber, 2005:96). Women feel they need to have the perfect nose, and cheek bones to fit in to the media’s criteria, in order to appear more attractive to the opposite sex. Therefore, it is evident that the media has played a significant role in ‘shaping women’s bodies’ to suit ‘societies expectations’ by showcasing the recurring idea to be ‘thin’. These ideas are brought upon through various television shows and magazines, which further stimulate eating disorders.