4 Ways To Come Up With A Great Essay Idea

4 Ways To Come Up With A Great Essay Idea This is essential, because your argument has to have a clear definition of the terms you’re using in order for it to be coherent and responsive. This doesn’t mean you should use lazy constructions like “I am going to define ‘demarcation problem’ as ‘the question of how we can define ‘science””. That’s a perfectly reasonable definition (if you can defend it, and you should give a reason you’ve chosen a certain definition), but you need to be a little less clunky. In fact, write down a few potentially useful quotes verbatim. I still handwrite quotes in my notes, and I’m working on my PhD. There aren’t many ways in which I’d recommend being like me. There is a difference between reading to understand the topic, and reading that you plan to reference. It’s important to understand it, because it can be the key to getting a high mark. Sometimes it’s enough to point out that these assumptions exist, and then to proceed with the essay by clarifying the definitions you’re using and the assumptions you’re working with. Sometimes you might think that the assumptions are fundamentally mistaken, or disguise a more important question. In that case, you’ll need to point this out, and then proceed to explain why, and to make your arguments within the essay using your revised understanding of the question. Once you’ve proven that your argument stands, I want to know the significance of it. You’ll hear this quite a lot, and you’ll probably wonder what on earth it means. Use transition words to ensure a smooth flow of ideas from paragraph to paragraph. An outline shows your main ideas and the order in which you are going to write about them. Similarly, you may be asked to write a 5-page paper about volcanoes. Use secondary sources to find topics and provide context, but do not let them blind you to what you find in your primary research. Not everything written by a professional historian is true or persuasive. SeeHow to Read a Book.Readprimary sources critically as well. It is totally fine to use Wikipedia, Stanford Encyclopedia of Philosophy, lecture notes etc to familiarise yourself with the key arguments and concepts. If the reading list is really short, you’ll need to go beyond it. Look through the reference lists of the papers and books you’ve just read. Mark out a few of the most promising-looking readings. Have a think, put the argument and essay together. If there are special reasons why you do or do not believe what you read, say so in your paper. At CreativeLive, We are here to help you tell your story and share it with the world. These classes will help you build confidence, improve your writing skills and help you get published. In the context of the question you’re answering, and the frame you’ve provided for your argument, why should I care about the point you’re making at this point in the essay? You might, for example, begin by defining or explaining terms and concepts in your research question. Once you have done that, move on to another area you feel ready to discuss. Keep asking yourself what your reader will need to know, and write about that. By now you should have identified the three arguments you find most compelling in defending your thesis. If you have a pretty clear idea about the sequence in which you want to present them, an outline might be most appropriate to you. If you have not yet determined how you'd like to sequence them, mapping might feel more appropriate. Compare and contrast essays require you to indicate areas in which the things to be compared are similar and different. There are two main methods of presenting an argument, and in general the one you choose will depend on exactly how the essay title is worded. If the question is “what is the best solution to the demarcation problem? ”, you’re going to want to identify what you think the examiner means by the terms ‘solution’ and ‘demarcation problem’. How are you going to define and operationalise those terms in your essay?

Language, Consciousness and Experience in Waiting for Godot and Ulysses - Literature Essay Samples

Samuel Becketts Waiting For Godot and James Joyces Ulysses are strikingly similar in style, content, and most significantly a philosophy of life. The idea of language as doubly futile and liberating is central to both works. It is found in the playfulness of language in Becketts dialogue and Joyces description. Every aspect of each form is carefully utilized in communicating this point. Language is only one institution among many that control and confine the individual. But its many flaws and contributions to our lives can represent a larger realm of meaning. Both works strive consistently to define, however subtly or indirectly, the meaning of life and the self. Like language, consciousness and experience are factors in the frustrations of existence, and therefore central to both works.In both works, experience is reduced to its simplest meaning, its briefest form. This can be seen in the setting and dialogue in Becketts play and Joyces attention to extreme detail in each moment of one day. Beckett reduces the setting of his play to simply A country road. A tree. Evening. (Beckett, 1) And Joyces stream-of-consciousness style of writing inside of Leopold Blooms head piles detail upon detail. These are the units of experience that are then stretched out again to expand time and examine its passing. In the human consciousness, these units are experiences. In the English language, the building blocks are the words themselves, even down to the different letters that make them up. (Philip Fisher, in lecture, 10/25/99)Words trigger recognition in the mind of the reader or human being, in the same way experience serves the consciousness. And letters, until combined in a certain way, are absurd symbols without meaning. Like human life, the use of letters and words to create meaningful language is a process in question by both of these authors. In Ulysses, Leopold Bloom explains the meaning of the word metempsychosis to his wife Molly when she points it out in a book. ( Joyce, 52) Much later in Blooms day, he identifies the word as met him pike hoses because that is what she called it till [he] told her (Joyce, 126) Here, the word becomes four words and although it means the same to Bloom, it has been dissected and expanded for the reader. Mollys naà ¯ve blundering in pronouncing a large word makes a commentary on both the excesses and capacity for growth of the English language. And Bloom further conveys this subtle message with Shes right after all. Only big words for ordinary things on account of the sound. (Joyce, 126) This is dually a unit of experience and of language that is being explored. Joyce illuminates one word to propose ideas about language, and reveals one moment in Blooms consciousness to show an aspect of his relationship with his wife.The examination of language is different in Waiting for Godot because it must occur in dialogue, or an audience cannot see it. Beckett clearly doesnt have Joyces freedom in printing words on a page for readers to examine, letter by letter. Instead, he must achieve the same effect in the spoken form. Language survives a kind of transformation when it is actually spoken. The effect of speaking is noted when Vladimir shortens the question You want to get rid of him? to one word, You waagerrim? (Beckett, 31) In the same way metempsychosis became four words, Vladimir can make one word out of many. But language also transforms in different ways. To communicate this, Beckett makes use of repetition in dialogue. Characters say the same thing in different ways, and the audience is reminded of the capacity of language. When Vladimir asks the Boy Does he give you enough to eat? and The Boy hesitates, the question is simply rephrased as Does he feed you well? (Beckett, 56) Although these two sentences could seem to be the same question, they are not asking the same thing. This is illustrated by the fact that the boy responds to the second one, though he had hesitated to the first. There are many moments of renaming in this manner.The back-and-forth banter of Vladimir and Estragon creates the perfect form for reducing to smaller units and then repeating. The brief, nearly incomplete sentences of the two men mean something when they are said together, each component equally completing the expression. The simple observation of a tree brings about such a moment:ESTRAGON: What is it?VLADIMIR: I dont know. A willow.ESTRAGON: Where are the leaves?VLADIMIR: It must be dead.ESTRAGON: No more weeping.VLADIMIR: Or perhaps its not the season.ESTRAGON: Looks more like a bush.VLADIMIR: A shrub.ESTRAGON: A bush.(Beckett, 8)Here, one idea is fragmented into smaller pieces, but still communicated. Beckett zooms consistently into the language until arriving finally at two simple words. And the argument over shrub and bush when they are actually talking about a tree notes the frustration with languages limitations. Repetition illustrates this idea as much as showing the freedom of la nguage. A spectator realizes the futility and frustration of language by hearing the same phrases repeated again and again and again throughout the play.Both authors take standard phrases and turns of speech, especially those considered polite or required in communication, and present them for their audience to be reconsidered. In Beckett, this critique is found in a moment of saying goodbye. In being polite, one must say goodbye, and enter in a standard accepted course of interaction before leaving. This interactions silly repetition is illustrated when Pozzo wants to leave Estragon and Vladimir, in Act I:ESTRAGON: Then AdieuPOZZO: Adieu.VLADIMIR: Adieu.POZZO: Adieu.Silence. No one moves.VLADIMIR: Adieu.POZZO: Adieu.ESTRAGON: Adieu.Silence.POZZO: And thank you.VLADIMIR: Thank you.POZZO. Not at all.ESTRAGON: Yes yes.POZZO: No no.VLADIMIR: Yes yes.ESTRAGON: No no.Silence(Beckett, 50)It is unclear who is saying goodbye or who should be thanked. But the exchange is strikingly familiar. And the fact that no one moves points to the ability to separate words from their standard purpose. Goodbye is connected to the act of leaving because we agree to use it in this way. But it can be as meaningless at it is common and useful.This sort of comedy is not simply funny. It illustrates the absurd in real life by highlighting the silliness in things we do every day. It also communicates the stasis of life and language, ending finally in the double yes and no sequence, once again whittling the interaction down to its simplest words and meaning. The word yes is at the heart of Ulysses final chapter. It begins this chapter and even ends the novel. (Joyce, 644) It becomes a motif in this final chapter inside of Molly Blooms consciousness. Here, one word is used to explain a character, a relationship, and even the nature of gender roles. By repeating it throughout the only female-perspective narrative in the entire story Joyce is suggesting that yes, a one-syllable common word, i s at the core of the female character. And the repetition itself contributes to her character by making yes into a large-scale kind of acquiescence, and acceptance, even an invitation. This is an incredible expansion of one small word, taken so for granted. Once again, language expresses so much and too little.Language is not simply examined through small units and repetition, or social critique. Both Beckett and Joyce choose to play with language and words in a variety of ways. This often involves demonstrating the absurdity and flexibility of language as it is used every day. This is often comical, in both texts, as these are rituals an audience can surely recognize and relate to. Joyce includes this playfulness in his use of nonsense. Throughout Ulysses, he inserts words and sounds made up of recognizable letters in no recognizable order. For example, as Bloom sits in a carriage, the narration is taken to a situation outside by bracketing a sentence with: Oot: a dullgarbed old ma n from the curbstone tendered his wares, his mouth opening: oot. (Joyce, 77) This is one of countless moments involving nonsense words such as oot. What Joyce achieves with comical stream-of-consciousness, Beckett relates with vaudeville-inspired action on stage. An argument ensues between Vladimir and Estragon for no apparent reason, and becomes a funny play with words. After being called a moron, Estragon retaliates with Thats the idea, lets abuse each other, and the following purposeless argument occurs:VLADIMIR: Moron!ESTRAGON: Vermin!VLADIMIR: Abortion!ESTRAGON: Morpion!VLADIMIR: Sewer-rat!ESTRAGON: Curate!VLADIMIR: Cretin!ESTRAGON: (with finality) Crritic!(Beckett 85)Within moments theyve embraced and made up, and repeated words are used again. In a similar back-and-forth manner, the phrase our exercises is repeated as our movements, our elevations, and our relaxations, (Beckett, 86) While an audience is laughing, they are also witnessing the wide range of the English language .These meditations on language are not only funny. They also serve to illuminate aspects of human life through words. Joyce is concerned with the larger picture of everyday interaction and language. The phrases and rituals of daily life are interspersed throughout Ulysses, as they are in Waiting for Godot. In a chapter where food is the central theme, Joyce relates countless common phrases to food or the process of eating. In Blooms stream-of-consciousness, terms like Eat you out of house and home, (Joyce, 124) Have a finger in the pie, (Joyce, 127) I was souped, (Joyce, 133) or Bitten off more than he can chew,(Joyce, 139) are thrown together in an outpouring of food-related thoughts. They serve to highlight food in our lives, as something important enough to invade even our language. Here, Joyce is making significance out of the seemingly insignificant in life. Like the intersection of memory and experience to create consciousness, language and human needs cross to create everyday communication, an interaction we take for granted. Our shared understanding of hunger allows us to create a language that so generously refers to food in a metaphorical sense. Once again, the smaller units of life have been separated and re-unified through language.This method of creating significant commentary out of seemingly insignificant events is extremely important in examining the details of life. Both authors are able to address the larger picture through its tiniest components. Whether it be food or insulting language, or simply the word ÂÅ'yes, both texts refer back to the endless cycles of life. Most importantly, they illustrate the giant web in which each individual is operating, highlighting the relative insignificance of one being in the universe. Joyce speculates closely on the cyclical nature of the universe in Chapter IV when Bloom buys, cooks, eats, and expels a kidney. During the course of this chapter, endless references are made to the inevitable death in life and the making of life out of death. When Bloom is buying the kidney, he imagines the actual slaughtering of animals with those mornings in the cattlemarket, the beasts lowing in their pens, branded sheep, flop and fall of dung, the breeders hobnailed boots trudging through the litter, slapping a palm on a ripemeated hindquarter. (Joyce, 48) After he cooks his kidney, and eats it, he naturally [feels] heavy, full: then a gentle loosening of his bowels, (Joyce, 55) in the natural human cycle of digestion. As he goes to the bathroom, he walks through his garden, his train of thought alluding to excrement and its purpose: Make a summerhouse hereWant to manure the whole place over, scabby soilAll soil like that without dung. Household slops. Loam, what is this that is? The hens in the next garden: their droppings are very good top dressing. Best of all though are the cattle, especially when they are fed on those oilcakes. (Joyce, 55) Here, within an everyday human process, Joyce uses i magery of fertilization with excrement to illustrate constantly the bigger picture, the larger cycle happening all the time. The last word of this chapter is Dignam, (Joyce, 57) the name of a friend who has just died, in one final reminder of human mortality.Beckett illustrates his vision of a cyclical universe in many aspects of his play. The redundancy of Vladimir and Estragons wait, in the same unidentifiable place, every day is one large symbol of this idea. But within dialogue and action, Beckett refers to the cycles so apparent in Joyces worldview. Pozzo explodes with One day, is that not enough for you, one day he went dumb, one day I went blind, one day well go deaf, one day we were born, one day we shall die, the same day, the same second, is that not enough for you?They give birth astride of a grave, the light gleams an instant, then its night once more. (Beckett, 103) Beyond the idea of brief human life so clear in this chilling vision, is the unit of one day as a signifi cant event. Like the words that make up language, the days that make up a human life are worth examining. This inspires the entire structure of Ulysses in following one day, the same as any other but important in its details.Waiting for Godot goes beyond any particular single day to claim that every day is the same, unrecognizable from the one before. Like language, the labeling of days is another man-made institution that requires conformity. When Vladimir and Estragon realize that Godot asked for them on a Saturday, Estragon wonders But what Saturday? And is it Saturday? Is it rather Sunday? (Pause). Or Monday? (Pause). Or Friday? (Beckett, 10) Like peoples names, the names of days actually mean nothing beyond time cycling forward. Becketts characters experience moments of clarity where they can vocally consider this expanse of existence. Like Pozzos outburst, Vladimir later strengthens the same ideas with a dismal vision of the world: Astride of a grave and a difficult birth. Dow n in the hole, lingeringly, the grave-digger puts on the forceps. We have time to grow old. The air is full of our cries. (Beckett, 104) Both works consider the role of the individual in their brief, and relatively insignificant time on earth.The unimportance of single human beings is an idea alluded to in the use of names. There is the notion that names are simply labels, like so many public rituals and formalities. In Waiting for Godot, there are many nicknames and even incorrect names used to refer to the characters. Vladimir and Estragon often become Didi and Gogo. Both of these versions play with meaning and language. There is a hint of action with go and stasis with did. Moreover, the only thing separating one man from the next is his name. Characters do not recognize each other without names. And even once the names are known, they are more insignificant language. This is emphasized when Pozzo introduces himself to Vladimir and Estragon:VLADIMIR: Godot?ESTRAGON: Yes.POZZO: I present myself: Pozzo.VLADIMIR: (to Estragon). Not at all!ESTRAGON: He said Godot.VLADIMIR: Not at all!ESTRAGON: (timidly, to Pozzo). Youre not Mr. Godot, Sir?POZZO: (terrifying voice). I am Pozzo! (silence) Pozzo! (Silence.) Does that name mean nothing to you? (silence) I say does that name mean nothing to you?Vladimir and Estragon look at each other questioninglyESTRAGON: (pretending to search). BozzoBozzoVLADIMIR: (ditto) PozzoPozzoPOZZO: PPPOZZO!ESTRAGON: Ah! Pozzolet me seePozzoVLADIMIR: Is it Pozzo or Bozzo?ESTRAGON: PozzonoIm afraid InoI dont seem toPozzo advances threateninglyVLADIMIR: (conciliating). I once knew a family called Gozzo. The mother had the clap.(Beckett, 19)What seems another comic episode is once again a commentary on the stupidity of relying on names to identify people. Names can symbolize words and language, and thus the futility of language is alluded to again. Most of all, considering a name important relies on considering an individual important, an idea contradicted often in both works.In examining the place of the individual, both authors create characters and relationships to state their ideas. There are several themes that are considered in both texts through characterization. One of the most apparent is the slave/master relationship. Lucky and Pozzo serve as a vehicle to consider this manifestation in human relations. Bloom is essentially slave to Molly, as is revealed in the course of his thoughts during a normal day. Neither of these slave characters fits a traditional interpretation of slavery as a purely negative or imposed state. Pozzo explains Luckys position as a slave-by-choice: Ah! Why couldnt you say so before? Why he doesnt make himself comfortable? Lets try and get this clear. Has he not the right to? Certainly he has. It follows that he doesnt want to. Theres reasoning for you. And why doesnt he want to? (Pause) Gentlemen, the reason is thisHe wants to impress me. (Beckett, 30) It appears that slavery is as plausi ble a choice as freedom, in this life where one is slave to so many institutions regardless of their position.Blooms enslavement to Molly is less directly addressed, but certainly central to the novel. In Chapter fifteen, there is a strange sequence written in the form of a play. In this strange conglomeration of characters, Bloom confronts his mother and father, a bar of soap, many street characters, and even Stephen Dedalus. When Molly appears, having only heard a voice, his first words to her are At your service, (Joyce, 359) a clue to how he subconsciously views his relationship with her. References to Molly fill his day, invading his consciousness in a true mastery over his mind. His attempt at an affair with another woman does not go beyond an exchange of letters, under an assumed name. (Joyce, 63) He buys her a scented bar of soap (Joyce, 69) that he touches nervously when someone asks of her. This object operates like Luckys rope, a chosen tether to his master. What ties him most to Lucky is his choice in the matter. He remains married to her, and serves her, despite her infidelities. It seems to be for Luckys reasons as well. He cannot lose her, and so makes her master. Perhaps the most striking indication of the true power Molly holds over Bloom is his sense of his own body, an image devoid of strength or agency: He foresaw his pale body reclined in [a bath] at full, naked, in a womb of warmth, oiled by scented melting soapand saw the dark tangled curls of his bush floating, floating hair of the stream around the limp father of thousands, a languid floating flower. (Joyce, 71) Bloom is Mollys servant to a point of physical decay. This weak vision of his masculinity is a part of his preoccupation with her, a woman who is clearly confident in her sexuality, and her power over her husband.The striking similarity between Joyce and Beckett is not simply coincidence, but the sign of a deep friendship and understanding between these men. Surely their obsess ion with the futility of the English language was involved with their shared status as expatriates. Both Irishmen exiled themselves to write in countries other than their own. They spent time together in Paris, and Beckett even wrote in French. At the end of Ulysses, Joyce notes Trieste-Zurich-Paris, (Joyce, 645) careful to identify his separation from Ireland. The lack of location or nationality in Waiting for Godot creates an isolation and desolation that must stem from his self-imposed exile. Their similar frustration can be found in the use of silences or pauses in both texts. Though Joyce fills these spaces with the constant flow of Blooms consciousness, Beckett emphasizes many words by placing a pause after them. The directions pause, or simply silence, appear on nearly every page of Waiting for Godot, and create meaning as well as comic rhythm. In his famous Joyce biography, Richard Ellman explains this tendency with the friendship of the two men: Beckett was addicted to sile nces, and so was Joyce; they engaged in conversation which consisted often of silences directed towards each other, both suffused with sadness, Beckett mostly for the world, Joyce mostly for himself. (Ellman, 661) It is clear that these artists learned from each other, and suffused their work with events and conditions of their actual lives.As disappointed in the English language as these two men may have been, they certainly succeed in manipulating it to share their ideas. Perhaps their distance from their native tongue allowed an objective reconsideration of its strengths and flaws. Whatever the reason, they shared a vision of the world, and an ability to communicate it with language. It is strange that two of the most famous and central literary works attack the very form they have taken. Beckett and Joyce use the English language to analyze itself. Their detachment from Ireland perhaps allowed them the distance necessary for this sort of view. Although they present dismal vision s of the typical human life, they also create intricate relationships that justify life in some sense. The slave, in all his misery, has at least found purpose. Just as the husband, though defeated and weak in the face of a womans lust, can discover warmth and comfort in their own dependency. Most of all, one becomes adequately convinced of lifes inevitable paradoxes, and entranced by an institution so confusing as language itself.

How Educators Can Use Google Classroom

Google Classroom  is one of Google for Educations newest products and it has received rave reviews from many educators. It is a learning management system that allows you to digitally create and manage assignments as well as to provide feedback to your students. Google Classroom works particularly with  Google Apps for Education, a suite of productivity tools (Drive, Docs, Gmail, etc) that you may already use in your school.​ Google Classroom is beneficial for both novice and advanced users of Google Apps for Education. It is has a simple, easy-to-navigate interface that appeals to many teachers. If you are already pretty adept at using Docs and Google Drive folders to manage student work, you may be surprised to find that Google Classroom makes this process even easier for you. Google Classroom has evolved considerably since its debut last summer. New features seem to be added all the time, so stay tuned for future improvements! View this short introductory video  from Google and this presentation  by Heather Breedlove in order to familiarize yourself with Google Classroom. Important Links for Future Reference Here are four links that youll want to keep handy for future reference: Google Classroom on the WebGoogle Classroom iPad AppGoogle Classroom Help CenterGoogle Classroom Training Materials Step 1: Log in to Google Classroom   Go to  https://classroom.google.com/. Make sure you are logged in with your Google Apps for Education account. If you are using your personal Google account or are at a school  that does not use GAFE, you will not be able to use Classroom.You should see your Google Classroom Home. Below is a picture of my homepage with annotations to explain different features.Click on the sign to create your first class. Create one for an existing class or a practice one for purposes of this tutorial. Step 2: Create a Class Do the following practice activities. Notice that there are three tabs in a class: Stream, Students, and About. These support materials will help you with this step.   Select the About tab. Fill in basic information about your class. Notice that there is a folder in YOUR Google Drive that will contain files related to this class.Click on the Students tab and add a student or two (perhaps a colleague who will serve as a guinea pig for this experiment). Make sure to indicate what permissions you want these students to have in relation to posting and commenting.And/or, give the class code posted in the  Student tab to a student or colleague for practice. This code is also available on your Stream tab.Go to your Stream tab. Share an announcement with your class. Notice how you can attach a file, a document from Google Drive, a YouTube video or a link to another resource.Staying in your Stream tab, create a mock assignment for this class. Fill in the title, description, and give it a due date. Attach any resources and assign the assignment to students enrolled in this class. Step 3: Monitor Student Assignments   Here is information on grading and returning assignments.   On your Stream tab, you should now see your assignments in the left-hand corner under the heading Upcoming Assignments. Click on one of your assignments.This will lead to a page where you can see students status in terms of work completion. This is called the student work page. For an assignment to have been marked complete, the student will need to turn it into their Google Classroom account.Note that you can assign grades and points. Click on a student and you can send them a private comment.If you check the box next to a students name, you can email the student or students.If a student has submitted work, you can then grade it and return it to the student.To see all student work at the same time, you need to click Folder at the top of the Student Work page. This Folder link will be grayed out until students have turned in work. Step 4: Try Classroom From the Student Perspective Specific student help is available here.   Ask a colleague to invite you to their practice class and to create an assignment for that class.Pretend to turn in the assignment.Have your colleague grade this assignment and return it to you. Step 5:  Consider Creative Uses of Google Classroom How could we use Google Classroom in innovative ways?   To house professional development materials.To deliver digital citizenship curriculum.To manage departmental activities, meetings, and projects. Step 6:  Download the iPad App and Repeat the Previous Activities How does the Google Classroom experience on the iPad differs from the web experience? Any features that are unique to the app perspective? Discuss your findings with your colleagues and share your preferred method of using Google Classroom.

Women in Sports 19th and 20th Century - 1067 Words

Jen Pearlstein December 2, 2010 Kin 305 Women in Sports 19th and 20th Century Women’s participation in sports has changed over the centuries. In ancient times, men dominated societies. Women were viewed as the caretaker, a provider for life. Women who did participate were criticized and were thought of as threatening. In 18th century America, women were considered inferior to men because of the belief that women are the weaker sex. A woman’s purpose in life was to take care of the house, children, and husband. When they did want to participate in recreational sport, they need to be able to negotiate with men and with other women because societies did not make it easy for women to participate. For example, there was a†¦show more content†¦This led to the formation of organizations like the national committee on Women’s Sports, to provide rules and standards for athletic participation for women and girls. The AAU, Amateur Athletic Union, which was under the control of men, took control over women’s athletics. This stirred up conflict amongst physical educators and other leaders like, Lou Henry Hoover, Blanche Thrilling, and Agnes Wayman who opposed the AAU control and wanted women to govern the organization not men. They were against it because â€Å" only women could understand the psychological, motivational, and physiological need for women.† (Costa Guthrie, 91) Lou Henry Hoover was the leader of the National Amateur Athletic Federation, which was an organization that supported sport for everyone. She wanted to have a separate Women’s division because of the different ideal standards of women’s sport; and so was formed the women’s division of the NAAF. This organization set standards for women’s competition and encouraged them to participate in both school and non-school events. There still was a belief that women were too frail physically and mentally to participate in intense competition like Olympics. However, in 1932, Mildred â€Å" Babe† Didrikson disproved this belief by winning two Olympic gold medals and one silver medal in track and field. She had also won every golf tournament she competed in. Her great victories influenced the acceptance ofShow MoreRelatedVictorian Era Gender Roles and the Development of Women’s Football in England1054 Words   |  5 PagesBritain during the 19th century illustrates the transformation of gender roles in British culture in the context of Victorian era values and women’s football: â€Å"‘The Cultures of sport in Britain have been distinctively male, rooted in masculine values and patriarchal exclusiveness’† Through the introduction of female football into British society the system of Victorian values were challenged by expanding gender roles. 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Sociology of Hiphop free essay sample

Hip hop itself is a hustle and rappers have used it as a legitimate mean to make money and to establish a Black economic power in a mainstream society (Garner, 2009). This being said, hustling was rooted in the poor urban communities of the united States and was a viable alternative for those reprimanded by the oppression exerted from the White America. Hip Hop was their voice, and through this art each artists has engaged the Image of the black hustler into their music at deferent point of time, but their various ways of representing hustling in their situational setting share a common standpoint and background.Hustling was the response of the harsh realities endured by the African Americans and other group of minorities In the United States beginning in the mid ass (Garner, 2009). They were living in poor living conditions and were faced with racism, discrimination, poor economic resources, decreased opportunity and struggled to get their rights heard. Hustling was a cool pose which they adopted as a way to cope with the restrictive effects of their environment. The process of hustling implied a series of coping mechanisms through the adoption of behaviors, attributes and lifestyles to accommodate, ultimate ones manhood and to assure their survival. Those mechanisms adopted from Individuals living In poor communities were more or less against the values and norms of the mainstream society in which they were embedded. In fact, the hustler operated outside of the mainstreams moral correctness and constitute but not limited to the drug dealers, the pimps and the gangsters (Garner, 2009).Perhaps, the tragic trinity of hustling reinforced the stereotypes of the African American as drug dealers, pimps, gangsters and prostitutes by not leaving room for other types of hustling perceived as being more legitimate. It implies the criminal lifestyle adopted by a number of disadvantaged African Americans as a mean to make money and to rid them from their economic hardship. This over generalization of hustling is supported since rappers themselves glorify this lifestyles which In turn Is mimic by the vulnerable Black population.One of the first rappers to have put the society off guard and to violate its moral correctness through his offensive and explicit lyrics is Ice Cube (Garner, 2009). Growing up in the ass In South Central where there was an over unemployment amongst black males because of thousands of manufacturing bobs lost due to the economic crisis, the only way to escape this reality was by joining a gang, selling drugs or joining the music industry (Canton, 2006). Along with some friends from the ghetto he formed the group NNW.A track from the former group titled Gangs Gangs, details the trajectory of the hustling life of disadvantage Black African American: Heres a little something bout a Amiga like me Never should been let out the penitentiary Ice Cube would like TA say That Im a crazy mouth back from around the way Since I was a youth, I smoked weed out Now Im the mouth back that yea read about Thats what the hell I do, you dont like how Im living Well buck you!. Gangs, Gangs!Thats what theyre yelling Its not about a salary, its all about reality KIRKS One Hoping you sophisticated motherless hear what I have to say This part of the song portrays the gan gs life that Ice Cube and his fellow band members undertook. It clearly represents what the tragic trinity of hustling, which is the criminal lifestyle of the Black Man. However he had the ability to take that negative image and make money out of it and to become one of the pioneer of gangster rap music.In the early ass, a new philosophy of hustling emerged in the poor streets of black communities in the United States, the thug life. The thug life movement was introduced and put into practice by Outpace Shaker. Growing up in the poor neighborhoods of New York and belonging to a family of Black Panthers pioneers, he quickly understood that his life as a young African American in a restrictive and mainstream society wouldnt be easy (Edwards, 2002) Unlike any other rappers of his generation, he was aware and was involved at an early age in the Black political movement working against the oppression of the White America.It is by the aid of hip hop and by internalizing the identity of the black gangs, that he found a solution to overcoming the str uggle, poverty and misery faced by minorities community but mostly the Black African Americans. The thug life was a way of coping the injustice inflicted in the black community. It was an acceptance of the terms of society by adopting a lifestyle that will allow them to succeed against all odds ( Stanford, 2011). In other words, thugs refers to those living the difficult experience of the ghetto life, but trying to compensate their suffering through illegal assure of action.Outpace understood that in order to create at Black Power, it is by the aid of those people who uses illegitimate mean to survive and seen as deviant in society. Like the lyrics of his song Changes suggests: We goat make a change Its time for us as a people to start making some changes. Lets change the way we eat, lets change the way we live and lets change the way we treat each other. You see the old way wasnt working so its on us to do what we goat do, to survive Outpace reinforced the idea of a collective act as a back up plan for survival.We need to move away from the violent lifestyle that is killing our people who are experiencing the same suffering. Instead we have to build a community of thugs who share the same background and if they could come to an understanding, the hustler for a better living will come true. This is why Outpace suggested we should follow a code of thug life that is designated to politicized gang members or others activist to oppose the racist and economic oppression and to come to a better way of hustling by working together to improve community hardship (Stanford, 2011). Hustling was huge phenomenon that topped the chart of the U. S Billboard music chart in 2006. Powerful Miami drug dealer, turned himself into a gangs rapper and through his song, he promoted his lifestyle of hustling as a drug dealer. Every day Im hustling, Everyday Im hustling is well represented in the music video and gives us a broader view of what hustling consists of. In the beginning of the video, we see Rick Ross drive passing a woman selling water and another woman selling food from a truck. This moves away from stereotype of the tragic trinity of a black criminal male making an illicit income.However we see women that can be mothers struggling to survive who try to make some extra money. Because these days hip hop is over commercialese, the figure of the black hustler as a gangs or a drug dealer is a sell out and is well fitted in the screen. Rick Ross understood this and managed to portray this aspect of hustling in his first verse of his debut rap song: Who the buck you think you bucking with, Im the bucking boss Seven forty-five, white on white thats bucking Ross I cut me wide, I cut me long, I cut me fat (What) I keep me coming back (What), we keep me coming backIm in the distribution, Im like Atlantic I got them motherless flying cross the Atlantic. .. We see again in this portion of the verse the lifestyle of a black hustler. Rick Ross embodies the inner role or a boss drug dealer who owns a powerful drug business with people working for him which is in the process of making an illicit black economy which is societys views of the black hustler. As mentioned earlier, hustling is a coping process adopted by the marginalia communities for survival purposes but through this process, a stereotype of the black hustler have emerged from the mainstream society.This stereotype have been passed and fulfilled from rappers to rappers in order to exploit the image and gain recognition or financial mean through it. Then again hustling is a way of life to survive the injustice imposed on the poor communities and rappers have managed to talk freely about it and to promote that lifestyles that some considered criminal and non legitimate. BIBLIOGRAPHY Canton, D. A. (06/2006). The Political, Economic, Social, and Cultural Tensions in Gangs Rap. Reviews in American History, 34(2), 244-257 Edwards, W. (09/2002). From Poetry to Rap: The Lyrics of Outpace Shaker. WesternGarner, L. J. (09/2010). Cant Knock The Hustle: Hustler Masculinity In African American Culture. Protest, 71(3), 943 Stanford, K. L. (01/2011). Keeping It Real in Hip Hop Politics: A Political Perspective of Outpace Shaker. Journal of Black Studies, 42(1), 3-22 APPENDIX A N. W. A. Lyrics Gangs Gangs Heres a little something bout a Amiga like me Taking a life or two Well buck you! This is a gang, and Im in it My man Drexel buck you up in a minute With a right left, right left youre toothless And then you say goddamn they ruthless! Everywhere we go they say [damn! ] N W Ass bucking up that programAnd then you realize we dont care We dont Just say no, we to busy saying yeah! To drinking straight out the eight bottle Do I look like a mouth bucking role model? Too kid looking up TA me Life anti nothing but bitched and money. Cause Im that type o Amiga thats built TA last If yea buck wit me Ill putt foot in yea ass See I dont give a buck cause I keep bailing You, what the buck are they yelling [Chorus:] Hoping you sophisticated motherless hear what I have to say [Verse Two: Ice Cube] When me and my posse stepped in the house Al l the punk-ass inning start breaking out Cause you know, they know haspsSo we started looking for the bitched with the big butts Like her, but she keep crying l got a boyfriend pitch stop lying Dumb-ass hooker anti until but a Dyke Suddenly I see, some inning that I dont like Walked over to me, and said, Hasps? Rene started stomping me, and so did E By that time got rushed by security Out the door, but we dont quit Rene said, Lets start some shot! I got a shotgun, and heres the plot Taking inning out with a flurry of buckshot Boom boom boom, yeah I was gunning And then you look, all you see is inning running And falling and yelling and pushing and screamingAnd cussing, I stepped back, and I kept busting And then I realized its time for me to go So I stopped, Jumped in the vehicle Its like this, because of that who-ride N. W. A. Is wanted for a homicide Cause Im the type of Amiga thats built to last Buck wit me, Ill put my foot in your ass See I dont give a buck, cause I keep bailing You, what the buck are they yelling? Hell tell you exactly how he feel, and dont want a bucking thing back [Verse Three: Ice Cube] Homiest all standing around, Just hanging Some dope-dealing, some gang-banning We decide to roll and we deep See a Amiga on Damsons and we creepReal slow, and before you know I had my shotgun pointed in the window He got scared, and hit the gas Right then, I knew I has to smoke his ass He kept rolling, I Jumped in the bucket We couldnt catch him, so I said buck it Then we headed right back to the fort Sweating all the bitched in the biker shorts We didnt get no play, from the ladies With six inning in a car are you crazy? She was scared, and it was showing We all said buck you pitch! and kept going To the hood, and we was fin to Find something else to get into A bum rush, but we call it rat pack On a Amiga for until at allIce Cubes go stupid when Im full of eight ball I might stumble, but I wont lose Now Im dressed in the county blues If you buck wit me, Ill put my foot in your ass I dont give a buck, cause I keep bailing [Interlude: Ice Cube, DRP. Drew] Wait a minute, wait a minute, cut this shot (Man watch goanna do now? ) What were goanna do right here is go way back How far you going back? Way back As we ago ill something like this Slick Rick Heres a ill gangs, short in size A t-shirt and Levies is his only disguise Built like a tank yet hard to hit Ice Cube and Easy E cold running shot [Verse Four: Easy E, MAC Rene]Well Im Easy E the one theyre talking about Amiga tried to roll the dice and Just crapped out Police tried to roll, so its time to go I creeper away real slow and Jumped in the six-of Wit the Diamond in the back, sun-roof top Digging the scene with the gangs lean Cause Im the E, I dont slang or bang I Just smoke motherless like it anti no than And all you bitched, you know Im talking to you We want to buck you Easy! I want to buck you too Cause you see, I dont really take no shot [So let me tell you motherless who youre bucking with] Its not about a salary, its all about reality KIRKS one Hell buck up you and yours, and anything that gets in his way Hell Just call you a low-life motherhoods, and talk about your funky ways APPENDIX B Outpace lyrics Come on come on I see no changes. Wake up in the morning and I ask myself, Is life worth living? Should I blast myself? Im tired of been poor and even worse Im black.My stomach hurts, so Im looking for a purse to snatch. Cops give a damn about a negro? Pull the trigger, kill a Amiga, hes a hero. Give the crack to the kids who the hell cares? One less hungry mouth on the welfare. First ship me dope let me deal to brothers. Give me guns, step back, and watch me kill each other. Its time to fight back, thats what Hey said. 2 shots in the dark now Hues dead. I got love for my brother, but we can never go nowhere unless we share with each other. We goat start making changes.Learn to see me as a brother stead of 2 distant strangers. And thats how its supposed to be. How can the Devil take a brother if hes close to me? Id love to go back to when we played as kids but things changed, and thats the way it is [Bridge w/ changing ad libs] Thats Just the way it is Tithings never be the same awe yeah [Repeat] I see no changes. All I see is racist faces. Misplaced hate makes disgrace to races we under. I wonder what it takes to make this one better place Lets erase the wasted. Take the evil out the people, theyll be acting right. Cause both black and white are smoking crack tonight. And only time we chill is when we kill each other. It takes skill to be real, time to heal each other. And although it seems heaven sent, we anti ready to see a black President, uh. It anti a secret dont conceal the fact. .. The penitentiarys packed, and its filled with blacks. But some things will never change. Try to show another way, but they staying in the dope game. Now tell me whats a mother to do? You goat operate the easy way. l made a G today But you made it in a sleazy way. Selling crack to the kids. l goat get paid, Well hey, well thats the way it is. [Bridge] [Talking:] We goat make a change What we goat do, to survive. And still I see no changes. Cant a brother get a little peace? Theres war on the streets the war in the Middle East. Instead of war on poverty, they got a war on drugs so the police can bother me. And I anti never did a crime I anti have to do. But now Im back with the facts giving me back to you. Dont let me Jack you up, back you up, crack you up and pimp smack you up.You goat learn to hold yea own. They get Jealous when they see yea with yea mobile phone. But tell the cops they cant touch this. I dont trust this, when they try to rush I bust this. Thats the sound of my tune. You say it anti cool, but mama didnt raise no fool. And as long as I stay black, I goat stay strapped I never get to lay back. Cause I always got to worry bout the pay backs. Some buck that I roughed up way back. .. coming back after all these years. Rat-a-tat- tat-tat-tat. Thats the way it is. uh [Bridge till fade:] Some things will never change

Super Size Me Essay free essay sample

SuperSize Me shows that the food industry is to blame for the obesity epidemic in America. Do you agree? –Agree. Throughout the film, SuperSize Me shows that the food industry is to blame for the obesity epidemic in America. After watching the film, one would evidently come to terms with the fact that these industries are to blame. Spurlock presents information, outlining that these companies are only out to get your dollar, regardless of how they achieve their profits. As they continue to grow, these fast food industries find new ways to mass produce their food, quickly and cheaply. This in turn, sacrifices the quality of the food, as SuperSize Me emphasizes the cheap and health threatening ingredients they inject into their food though cartoons and other visual aids to help illustrate. Advertising also plays a major role in the companies’ scheme to inculcate their messages in your thinking, so you buy their product the next time you pass their stores. We will write a custom essay sample on Super Size Me Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The film also goes on to highlight that the convenience of these stores along with the addictive elements appended to them, will only have a short term effect on the consumer, stating if these â€Å"trends† continue for the average obese American, the average obese American may not be around for much longer. As one of the highlights of the film, SuperSize Me continually brings up the danger of fast foods has on our health. Spurlock shows the audience this each time he goes for his regular check up with his recruited army of doctors. Each time he attends, his heath clearly declines from its point of origin when the only dependent variable changing his body, is the food he consumes. Until the end of his diet, his ‘glorified’ poor health is accentuated through the words of his health experts as a result of the food he had been consuming. From a point of view outlining film technique, Spurlock ‘intimidates’ the audience with a disturbing 20 lbs. (9kg) jar full of fat placed on the table. This was a confronting move he played in order to get his audience thinking about the reality of the danger in fast food when it is placed in front of the individual. Even more so, Spurlock consumed 30lbs. of sugar by the end of his diet. Mostly in the coke, the sugar also accounted for about 10% of the meal, that is, the buns, meat and fries. The poor quality of the food also adds to the problem, in one snippet of the film, Spurlock continues about the â€Å"McFrankenstein† elements of meat they compose together to create foods â€Å"not utilised by the home cook. In this case, chicken nuggets were the issue. SuperSize Me also informs the audience of the use of advertising, and its psychological effects it can have on individuals. Fast food giants have learned that inculcating their messages into consumers’ minds; will get them in their stores and purchasing their products more often. They have seen advertising as an investment rather a waste of money as they spend â €Å"1. billion dollars on direct media advertising worldwide in 2001† By repetitively bombarding individuals with their brand or logo essentially brainwashes the way they make calculated decisions, next time meal time comes around. This is known as â€Å"brand imprinting† and the film focuses on how this infiltrates the minds of children in particular, stating each child will see â€Å"at least 10,000 advertisements on fast food alone each year. † Children chanting about the fast food brands at the start of the film is a great example of this; the repetitive chant effectively inundates the mind with constant thought of food. These brands aren’t just a food service; they are a basis of comfort as children conduct in playful games around these brands as if they are a part of their life. Spurlock conducted a small experiment on a handful of children to test this brand imprinting. He showed the kids multiple flash cards, each with an icon or image on it such as Wendy’s, Jesus, etcetera. Each time McDonalds came up, every child was able to identify it. Essentially, the bottom line of brand imprinting is to create a positive experience for the consumer at a young age. By doing so you create a safe haven for the customer experience, and as they become adults free to make their own decisions they are then hooked on the products of the company produces, and continues to purchase them. As the generations progress, this can pose a new problem with obesity having an echo effect on the generations to come. The convenience of these stores also contains contributing factors to the obesity epidemic. SuperSize Me shows fast food companies have made it too easy for consumers to get their hands on their products through the plethora of ways you can get your food. All too many times the audience is shown Spurlock receiving his food through the drive-thru or home delivery, but in some cases he will get it himself generally when McDonalds is just down the stairs from the sky rise he is in. The availability of these restaurants is also quite remarkable, Spurlock states â€Å"McDonalds operates over 30,000 restaurants in more than 100 countries on six continents† not to mention most of them never close up shop. On the other hand, some people seem to think that exercising personal responsibility can be the answer to the obesity casualty. This may be possible; however it is short-sighted thinking to overlook the facts about how these food giants have achieved to get to where they are now and continue to do. If we could exercise personal responsibility, then why didn’t we do so when these companies were at their weakest? They are where they are now because they worked around our will power with subtle plans of attack. SuperSize Me has given clear evidence that these food industries are a problem, and has taken an unfortunate turn to result in the harm of our general wellbeing. We can stop them by demanding change, rather than suing them for our problems we can go to our government and demand guidelines by which these companies has to follow by to serve fresh, healthy food that’s not loaded up with sugar and fat. By eating these foods, â€Å"we are part of the problem, but we are also part of the solution. † Wether chose to take action depicts the quality of life we bestow upon ourselves and future generations. â€Å"I guess the big question is, who do you want to see go first? You? Or them? †

To Kill Mockingbird essays

To Kill Mockingbird essays One theme of the novel To Kill A Mockingbird is the transition from innocence to experience. At the beginning of the story To Kill A Mockingbird Scouts world is limited to the boundaries of immediate neighborhood. She feels safe and secure, and totally confident that the way things are done in her home is not just the right way, but also the only way. The arrival of Dill, who comes from a broken home and has lived in another state, gives Scout her first hint of a variety of many experiences beyond her narrow horizons. Then, Scouts first day of school in Maycomb is not necessarily correct. She also learns that sometimes it is necessary to compromise in order to get along. Even though Scouts teachers ideas about how to teach reading may be wrong, Scout must respect her teachers authority. Her own father advises her to ignore the teachers ban on reading at home, but to pretend to go along with the teachers methods in the classroom. This kind of social hypocrisy is new to Scout, and sh e is surprised to hear her very own moral father Atticus advocating it. As the story progresses, Scout encounters other numerous examples of the complexity of human motivation. Sometimes characters that do evil things, such as Mayella Ewell, are nevertheless more pitiful than hateful. On the other hand, it is possible for some individuals to do the right thing for quite unexpected reasons. Mr. Underwood does not like blacks and is a mean-spirited person in general, yet he alone helps Atticus during the quarrel at the jail. By the final chapters of the novel, Scout has learned that good and justice do not necessarily triumph every time. Harmless individuals such as Tom Robinson and Boo Radley can become victims through no fault of their own. Sometimes the system can do nothing to defend them. In one of the final scenes of the story, the sheriff puts compassion ahead of the letter of the law so th...