Bullying Speech

Imagine getting beating up every day at school for no reason, by your classmate or maybe by some senior guy you don’t even know. Or maybe even by an adult. You come home in bruises and cuts and dried up blood. Can you imagine that? Or can you even image getting punch at and getting pick at, calling you names in class and threatening texts every minute whether you are in class or at home and you’re friends wouldn’t help you out because they are too scared of the bully and the bully would followed you home and wouldn’t you feel scared. Can you imagine that? There are people who experience this in their day to day life.When you bullied someone especially for a long time whether it is physical, verbal, social or cyber, it would make the person’s life very miserable and in some very bad cases it might lead to killing themselves because they just can't hand the pressure or the humiliation they face every day. I am going to tell you about bullying and why I think it is bad to bully someone. There are four types of bullying: Physical, Verbal, Cyber and Social. Physical bullying as you know is when the bully punches, kicks, hits or any other types of physical attacks. Then there is verbal bullying.Basically what verbal bullying is, when the bully uses words to hurt or humiliate you. Verbal bullying includes names callings, racist’s comments and insulting. Social bullying is when the bully is spreading rumours, ignoring or even rejecting you. Social bullying is a strange type of bullying because it kind of links with verbal bullying. Finally there is cyber bullying. Cyber bullying is when you are threatened, humiliated, harassed by the bully using the internet. There is no limitation of cyber bullying because there is so many things you could do in the internet to cyber bully.You could get cyber bullied in facebook, bebo, msn etc or in some cases, the bullies can cyber bully you by making a website just for you. Also the thing wi th cyber bullying is that it is a new type of bullying because if you go back 50 years, there wouldn’t be any internet, or any mobile phone, therefore no cyber bullying. Personally I think that physical bullying is the least dangerous type of bullying because when you get physical bullied there will be scars or marks and your parents will know that you have been bullied where as in verbal, yber, social there is no scar or marks and your parents wouldn’t know you have been bullied. Also when you get physical bullied you know your injures will heal where as in verbal, cyber, social you wouldn’t know when it will go away. For example: You won’t know when the bully will stop calling you names etc. Some of you might still argue that some bullying at young age can be good for you because it will make you have to overcome problems and you will develop some social skills and learn that life is unfair.I disagree with this because most of the victim’s wonâ⠂¬â„¢t stand up for themselves and how would you develop social skills if people are rejecting you. Everybody learns that life is unfair not through bullying but from maybe getting blame from things they didn’t do or having to do chores at home every day, or maybe even through your parents always picking on your younger brother and sisters side and not yours. So what do you think of bullying now? Good or Bad? I hope you agree with me.

Jung: Psychology and Religion Essay

Jung is accurate in his assessment that religion, to many, is a very personal thing. Despite the fact religious organization comprise of many millions of people, a religious experience in not exclusively a collective experience. To most people, religion remains a personal experience that is encoded and decoded in the psyche as well as the spirit. From this, derives the numerous interpretations of what should be an exclusive singular item: the bible. After all, if something is the word of God, then there should only be one religion that derives from it. The notion of taking bits and pieces from the bible, accepting what is acceptable, disregarding what are not acceptable or re-inventing variants of interpretation is absurd on a number of levels. Yet, this is commonplace when it comes to the numerous religions that exist. What occurs, essentially, is that a leader of a religion develops what he or she feels is the truth (often this notion of what is true is arrived at, at the exclusion of any other interpretation of truth) and presented to a collective whole that constitutes the remaining followers of that particular branch of religion. In speaking of religion, I must make it clear from the start what I mean by the term†¦Religion is a careful and scrupulous observation of†¦a dynamic effect†¦not caused by an act of will. (Jung 8) In other words, there is a great deal of assimilation involved with an individual’s being drawn into the world of organized and institutional religion. Since religion exists, oftentimes, as a large omnipresent shadow that envelopes people and, in short order, Jung: Psychology and Religion Pg 2 indoctrinates them. To that regard, there is no true act of will present in terms of the actual acceptance. Yes, there may appear to be an appearance of an act of will, a conscious decision, but the reality is that the true act of will designed to accept the tenants or lifestyle of a religion are in fact, manufactured by external forces. This is about as far from an actual act of will as possible, although it has the perception of being a legitimate, personal act of will. Jung outlines this in his assessment that many time people will cling to a religion as a means of escaping what is some sort of neurosis, also known as psychic forces that seek to harm or undermine the free will (thought) of an individual. Jung goes to show that people are subject to a wide variety of neurotic repressions of varying degrees of severity. While people accept these neurotic feelings as something that is part of them, they feel that the root of all neurosis come from an external source and therefore require another external source in order to alleviate the neurotic feelings that they may be experiencing. The existence of such cases does something to explain why people are afraid of becoming conscious of themselves. There really is something behind the screen. (one never knows) so people are content to consider the external factors outside their very consciousness (Jung 17) This is where the tragic irony of accepting religion as a substitute for therapy. In other words, people seem to be drawn to a source of knowledge in the form of a status quo conclusion. In order to reach the enlightenment they feel will alleviate all their Jung: Psychology and Religion Pg 3 problems in life, they become willing to accept an external force that will provide them with the security they seek. Many times, this security comes in the form of an organized religion, a commonly popular and safe method that they may be able to accept along with so many other people. This is not to say there is something inherently wrong with religion as much as it is an observation of the fact people will accept the role of organized religion as a means of providing the elements that are missing in their life as well as providing an established security from an external force. The notion of external force is highly important here. People have a tendency not to look inward for support. They are always looking for an external source and, many times, that external source is the world of organized religion. While religions have been the source of great good in the world, there is not the omnipresent solution to people’s problems. To a great degree, Jung’s criticism hedges on the fact that people have a tendency to overreach in their expectations of what religion can offer them. This is outlined extensively through Jung’s work in order to drive such a point home. This does not mean, however, that there will always be an open ended commitment to religion and faith in terms of organized religion’s ability to grasp a hold on the psyche of an individual nor does it mean the individual will forever hold on to the religious institution as a crutch. Protestantism, having pulled down so many walls carefully erected by the Church immediately began to experience the disintegrating and schismatic effect of individual revelation. As soon as the dogmatic fence was broken down and ritual lost its authority, nab had to face his inner experience without the protection and guidance of dogma and ritual. (Jung 21) Jung: Psychology and Religion Pg 4 To that regard, there will be an eventually fusion (on some people’s part) to where rational intellect may take over if religion is not able to overtake the deficiencies of institutional religion when it comes to saving people from neurosis or problems of the psyches. Of course, not everything is the proverbial â€Å"one hundred percent† and rational intellect does not automatically provide a cure for any deficiencies. To leave one form of bondage for another is not freedom. Jung contends this in his discourse on rationality. Jung addressed this problem as well and extrapolates on the limits of rationality in the following: It is a psychological rule that when an archetype has lost its metaphysical boundaries, it becomes identified with the conscious mind of the individual, which it influences and refashions in its own form. And since an archetype always possesses certain numinosity, the integration of the numen generally produces an inflation of the subject. (Jung 315) What Jung states here is significant in the manner in which he points out the fact that when what is metaphysical or supernatural loses its significance to its competition: rational reason.

Outline for Drugs

Outline 1. Introduction: Drugs are a major problem in our society. There are many people trying to stop it. Some techniques are imprisonment, school programs such as D. A. R. E. (Drug Abuse Resistance Education), and parental guidance. This simply is not making the drug use go down. What we have been doing in the past is not working. The best possible solution for this epidemic is to legalize drugs. 2. Body: More than 20 million American’s over the age of 12 use illegal drugs.Over the past 40 years it has cost the tax payer 1. 8 trillion dollars to stop the drug cartels. The failed war on drugs has cost billions of dollars, tens of thousands of lives, and incarcerated hundreds of thousands of people. There are plenty of people trying to fix this problem but there is a solution that is better which is legalizing drugs. 3. Solutions: In the past we have tried imprisonment by taking them off the streets, which failed. †¢Those same people come out and use drugs again.We have tried after school programs such as D. A. R. E. which also failed. †¢According to the U. S. General Accounting Office, the U. S. Surgeon General, the National Academy of Sciences, and the U. S. Department of Education, â€Å"Scientific evaluation studies have consistently shown that DARE is ineffective in reducing the use of alcohol and drugs and is sometimes even counterproductive—worse than doing nothing. † Talking to kids about drug use not working. †¢More and more kids are using drugs at a young age.Legalizing drugs is the best solution. 4. My Choice: Legalizing drugs is best solution †¢People use because it is illegal and enjoy taking a risk so by legalizing it would make less people wanting to do drugs just because it is legal †¢There wouldn’t be more people using, it would be the same people who use it now †¢Drug legalization would also reduce government costs and raise tax revenue, so a portion of the money made would b put back into drug rehab facilities and classes on educating the effects of drug usePartial Legalization of drugs †¢Drugs would be available only under controlled circumstances †¢Mandated labels with dosage instructions †¢Restrictions on advertising †¢Age limitations †¢Restrictions on the amount purchased at a time †¢Requirements on the form supplied 5. Call to Arms There are many children being raised without their parents because of drug use, overdose, and drug cartel violence. On Easter morning Sean, 12 years old woke up and found is father in his home office passed out with a needle in his arm.Emily never knew her father because he was sent to jail for drugs her whole life, every time he got out he would go use, and eventually he died of drug overdose. Legalizing drugs could have saved their lives by better educating them, using in controlled circumstances, and having restrictions. To think had we just legalized drugs there would be a decrease in drug abuse, eliminate drugs cartels and violence, and these young children would have grown up with their parents.

Forum 3 research methods Essay Example | Topics and Well Written Essays - 500 words

Forum 3 research methods - Essay Example It was found that people who wanted the inclusion of homosexuals into the protected group supported the hate crime law whereas others that wanted homosexuals out of the protected group rejected the hate crime law. As contained by the theory of identity politics, the data-supported path model helped the researchers find that the people who considered the hate crimes a source of fear among the victim group’s members as well as the economic and social liberals raised their support for the inclusion of the homosexuals into the hate crime laws. Rest of the research findings were not consistent with the theory of identity politics that considers the movement a united front. A surprising finding of the research was that the likelihood of belief in the increase of hate crimes was found to be more in the social conservatives as compared to the economic conservatives. All variables possibly having some kind of indirect or direct relationship with the dependent model included in the study were displayed in the form of a skeletal model shown in the article as Fig. 1. The skeletal model’s fundamental dependent variable was the general extent of support of a respondent for a hate crime law containing the condition of penalty enhancement. The definition of a variable as the dependent or independent variable depended upon the regression. In total, seven regressions were performed. In the first regression, the dependent variable in the skeletal model i.e. general hate crime law attitude was shown towards the extreme right with all of the independent variables towards the left. In the subsequent six regressions, â€Å"the dependent variables were homosexual inclusion, verbal aggression inclusion, hate crimes increased, fear among other group members, social liberalism/conservatism, and economic liberalism/conservatism† (Johnson and Byers, 2 003, p. 232), whereas the independent variables in these six regressions were all variables towards the left of but not above or

The Philosophical Foundations of the American Criminal Justice System Research Paper

The Philosophical Foundations of the American Criminal Justice System - Research Paper Example Some years after the independence before the alteration of its constitution, the courts were using a replica of the Great Britain courts. One reason that prompted a change in the constitution was that the British law did not offer equal justice and was favoring the English. Among the amendments that were made in the constitution was provision of due process that still exists in current U.S constitution that suspect possesses the right to be informed of accusations brought against him before appearing on the court and prepare for appropriate defense. The American police are responsible in the attainment of goals of the American criminal justice. They do this by arresting crime suspects, investigating crime, as well as facilitating correction. The American law enforcement is no exception of what America inherited from the Great Britain. Retribution is a method of punishment. Correction aims at reforming criminals and reshaping them to fit in the society. Yet again, it is important to remember that The American criminal Justice System borrows heavily from the Great Britain this notion of correction. Rehabilitation can be discussed under correction; however, it is far much better and humane form of punishment. As opposed to correction, which is a vindictive approach to crime, rehabilitation seeks to help convicted criminals to conform, embrace good moral behavior, and become useful members of the society. While The American criminal Justice has aims and principles that govern its operations, it is also founded on a philosophy.

Law of International Trade Element Essay Example | Topics and Well Written Essays - 2000 words

Law of International Trade Element - Essay Example to the rule under CIF contract the end consignee cannot reject the bill after its payment, despite unknowingly having no ideal due to the changed information. Nevertheless, there had no additional clause to exclude any transaction with the original shipper. He is hence left with accusations of the carrier which lie on false deceit and breach of contract for delivering false representation. The arising issues from the problem scenario between the original owner (Li) of the brown sugar goods and the last buyer (Xu) were as a consequent of rushed sales where an opportune buyer existed. The second seller (Chen) sought to sell the goods to Xu who allegedly had developed some poor reputation for any transaction with Li, due to poor delivery timing. The problems addresses the bill of lading, specifically the misconception of the actual shipper of the goods, accuracy in the bill of lading, and the issue of one bill at the time of payment in the agreed cash against documents transaction. The sellers of the goods under CIF contract have specific obligations they are required to fulfill with respect to shipment of the sold items at the load port. Under the CIF contract, the shipping documents and in this case the bill of lading is very crucial o enable future transactions of the buyer concerning the goods being shipped. The seller is responsible of acquiring or preparing the correct shipping documents and tender them to the consignee (buyer) to an individual he has nominated (Galdes, 2001). With respect to this statement both the sellers had made efforts to obtain the bill of lading for their buyers. Chen used the shipping documents that had been delivered to him from Li and no matter the hurry to sell the goods Xu while they were still on shipment, a bill of lading was presented to Xu. The seller had accomplished his mission in shipping the document though a single one. The other duties of the seller concern the shipped goods to the destination port. The seller is

Gender in TFA Research Paper Example | Topics and Well Written Essays - 2000 words

Gender in TFA - Research Paper Example His father’s lack of courage and financial insecurity stirs his obsession for masculinity and he is motivated to become a chivalrous warrior and a man of great wealth, who could provide everything his family needs. Thus, Okonkwo’s character thrives on the notion of filling a vacuum in the realms of masculinity that his father so cowardly left. On the other hand, he remains concerned about his son Nwoye of 12 years of age, whom he perceives as lazy. This causes the anguish in Okonkwo that his son will grow up to become an ‘efukfu’, a worthless loser like his father. Consequent to a settlement, Okonkwo acquires a virgin and a 15 year old boy named Ikemefuna as reward from another tribe and he envisions an ideal son in the latter. However, despite his love for Ikemefuna, he kills him just to save himself from appearing weak in front of others. Thus, through each thread in the fabric of TFA’s plot, Achebe emphasizes Okonkwo’s yearning for recognit ion as a manly hero in the patriarchal society that values masculinity as the most honored trait. Right from the beginning of the story, Achebe illustrates the significance of masculinity in the Umuofian society by referring to the fact that at the age of 18, Okonkwo has earned honor in the village by winning a wrestling contest with ‘Amalinze the Cat’ who has been the unbeaten champion for over seven years. Even while describing the fight, the author strives to accentuate the masculinity of both warriors by showing how every vein and â€Å"every muscle† on their arms, back and thighs stands out (Achebe Ch.1). Thus, the audience receives a clear idea of the pivotal role of masculinity in the Nigerian culture and how male characters in the story cherish the notion of manliness. On the other hand, Achebe also distinctly depicts the motivation of the male protagonist by orienting the readers about his father’s lack of masculinity by portraying Unoka,

Critically evaluate, in relation to the common law duty of care, the Essay - 10

Critically evaluate, in relation to the common law duty of care, the liability of employers for references. How, if at all, does - Essay Example Along these lines it is essential for the petitioner to secure that the litigant owed them a duty of care. The presence of a duty of care hinges on, upon the sort of misfortune and distinctive legitimate tests, applying to diverse misfortunes. This address recognizes the position in connection to particular damage and property harm. Critical Evaluations between a university and an employer in reference provisions Liability of a university such as Sussex in providing reference In the University of Sussex, It has dependably been clear that they owe a general obligation of consideration in planning references for learners. On the other hand, court decisions now make clear that this obligation has a particular legitimate measurement, and that an official may be subject for harms to the subject of a reference if misfortune is brought on to that individual through carelessness. Such obligation might come to fruition through lack of regard on matters of reality or estimation. In this way th ey guarantee that they put a duplicate of the reference you compose on the focal record. For current learners, this means the School record; for ex-people they send it to the Student Systems Office, Sussex House to be documented (Sussex, 2013). They likewise attempt to be reasonable, acknowledging the obligation of consideration owed to both the subject and the beneficiary of the reference, they also guarantee that the reference is genuinely exact and true as they are unequivocally encouraged to ask for, as suitable, the present School document or the filed index from the Student Systems Office and to check your realities as needs be (Sussex, 2013). It is additionally exceptional to note that they attempt however much as could reasonably be expected to oppose demands to compose up unsolicited references particularly when the person has not referred to you as a ref and likewise have halted from phone references as Oral references are effectively mis-interpreted, mis-listened, or misc onstrued (Sussex, 2013). This practice does not contrast much from the act of that of a manager to the procurement of references as is set to be laid out underneath or below. Liability of an employer providing References. There is no legitimate commitment on a boss to provide a reference for an ex-representative. This is liable to administrative prerequisites in certain divisions, for example financial services and where the gatherings have entered into an understanding, for example a bargain assertion under which they have contractually concurred a reference. A management's strategy on whether or not to give a reference needs to be dependable: a choice to provide a reference to some however not all ex-representatives could be discriminatory under the Equality Act 2010 (the Act) if this is linked to ensured qualities (Flint, 2013). Where a superintendent does provide a reference, he/she has a duty of care to the ex-representative and must take sensible care in the readiness of the r eference which must be accurate, correct and reasonable and not give a misleading image. While the given reference does not necessarily have to be comprehensive, it should not be misleading through oversight. A manager may be obligated for careless error where its reference gives an inaccurate impression and in great cases it might likewise be subject in the tort of double

Gobalisation and Corporate Social Responsibility Essay

Gobalisation and Corporate Social Responsibility - Essay Example study will focus on the example of a Japanese company, Toyota Motors Corporation, which has slowly but surely gone up in the ranking of profitable automotive manufacturing companies. According to several recent news reports, it has taken over General Motors Corporation as the number one company in terms of sales in the biggest automotive market in the world: the United States of America. The abstract is a 150-word (or less) summary of the key points of the research paper and will inform the interested reader what the research paper is about, how the researcher gathered and analysed information, and what conclusions were formulated. The Introduction contains a brief background of the major topics that would be researched and discussed in the research paper. This also contains the research objectives of the paper, how the research would be carried out (research methods), and how the data gathered would be analysed (methods of data analysis). This portion would also lay out the key terminologies that would need to be defined in the paper, such as globalisation, corporate social responsibility, and production chains. For purposes of this preliminary proposal, the research objective would be as follows: â€Å"To assess and analyse the corporate social responsibility principles and practices of Toyota Motors Corporation (TMC) across its globalised production chain.† For the research study, the primary method for data gathering is through the use of secondary sources which are analysed under the guidance of the research objective. Secondary sources are published materials coming from the company concerned (Toyota Motors) or from other third-party sources such as journals, industry, academic, government or semi-government reports, and newspapers. The Internet would also be helpful in gathering secondary source data. These secondary sources contain important information on the topics being studied, which are the globalisation process, the production chain,

Change management (organisation) Essay Example | Topics and Well Written Essays - 3000 words

Change management (organisation) - Essay Example To the hopeful it is encouraging because things may get better. To the confident It is inspiring because the challenge exists to make things better. It would be appropriate to distinguish between â€Å"change† and a â€Å"project† right at the out-set. A project is a temporary and one-time endeavor undertaken to create a unique product or service, that brings about beneficial change or added value. (1). A change, referred to in this context, includes a broad array of topics. From an individual perspective, the change may be a new behavior. From a business perspective, the change may be a new business process or new technology. From a societal perspective, the change may be a new public policy or the passing of new legislation. Successful change, however, requires more than a new process, technology or public policy. Successful change requires the engagement and participation of the people involved. (1). For organizations to develop, they often must undergo significant change at various points in their development. Change in organizations occurs when the organization changes its overall strategy for success, adds or removes a major section or practice, and/or wants to change the very nature by which it operates. (2). It also occurs when an organization evolves through various life cycles, just like people must successfully evolve through life cycles. (3). Ackerman (1997) has distinguished between three types of changes:- Transformational Change Also known as Organisational Change it is radical in nature comprising basically a paradigm shift in the organisation and its members. Transformation results in significantly different structure, processes, culture and strategy. Although the concepts and principles of change presented in this paper are applicable to all types of change, the essence of this paper is biased towards Transformational Change in higher educational institutions, particularly Northumbria University. (4). Northumbria University

Early Childhood Education in NZ Essay Example | Topics and Well Written Essays - 2500 words

Early Childhood Education in NZ - Essay Example Informing Children are naturally curious and full of wonder. In order to learn about their interests, they move around and play. It is the interactions with others, their thoughts and the materials in their environment facilitate them getting to learn about the world. Adults must be supportive of helping them understand how they learn and think best to reach their learning goals (Primary National Strategy, 2006). This is in relation to learning outcome 1.3 which is multiplying ways of knowing learners in-depth. Observing them keenly is one way of knowing what they are interested in and knowing how they react to things. However, knowing what children want to learn should not hinder them from discovery by imposing one’s own thinking or supplying the answers without letting the children find out for themselves. This is complying with learning outcome 2.3 which is about informed practice through the use of effective curricula and content knowledge, current assessment and planning processes and reflective practice. Confronting I believe the way I was raised and educated has much influence on how I think children learn. Growing up, I was exposed to adults spoon-feeding information to us, and we were expected to just accept the â€Å"wisdom† that our elders passed on to us. I did not realize that it did not matter what we children were interested in. We looked up to authority figures as dispensers of knowledge and we were grateful to them for this. It is only now as an adult that I realize how much our learning was limited because it was just dictated to us. We were not allowed to discover things on our own. Education in my homeland was very teacher-directed that children did not have much choice in directing their own learning paths. Growing up, I was accustomed and very comfortable with that kind of system that now in New Zealand, I find it difficult to let go of such practices with my own students. I am learning from my practice teaching that I need t o follow the child’s lead. I need to be more observant of children’s interests and follow those instead of my own ideas even if I think they are great and that the children will enjoy and learn much from it. My role is to extend their knowledge and skills by organizing their learning environment according to their interests and needs. I bring out some interesting choices of activities for them and let them freely select what they want to do. Te Whaariki respects children’s ideas that they should always be participative in the planning of their learning. This empowers them to know that their ideas are worth listening to and even trying out, as reflected from the principle of Empowerment of Te Whaariki. Reconstructing In order to be more efficient in child-centred strategies, I need to not only observe children in action but also pose more open-ended questions. I can ask them what they already know about or what they want to learn more about and solicit their idea s on their activities. It is good if all children can contribute to the discussion regardless of their backgrounds because I believe in inclusive classes and respect all children no matter where they came from or what their abilities are.

In what ways did popular culture Essay Example for Free

In what ways did popular culture Essay The entertainment profiteers encouraged a fai ade of classlessness which would undermine working class solidarity 3. This was not good for socialism; for a socialist state to emerge, the workers themselves need to take control. Socialism rests on the premise that the proletariat should be aware and proud of their background, and certainly not aspire to join the middle classes, the ones who are expected to be overthrown. Its interesting that the recommended alternatives to commercial entertainment, put foreword by socialists in the late 19th century, were often related to the natural countryside. For example, the Clarion (The weekly socialist paper founded in 1891 by Robert and Montague Blatchford and influenced by the ideas of William Morris) soon became a movement with its own hiking, climbing and cycling clubs. This leisurely, back to nature approach was intended to promote a healthy life and portray its followers as energetic campaigners, who could turn their backs on the urban squalor. According to David Prynn, such groups expressed a revulsion against the ugliness and anonymity of urbanised, industrial society, and a deep reverence for nature4. Nowhere were the negative effects of capitalism more visible than in the industrial towns and Engels describes this in detail in The Condition Of The Working Class In England. British socialists were likely to have been influenced by this key Marxist text. However, despite the popularity of the Clarion clubs, the easy availability and convenience of commercial entertainment must have played a part in preventing more from joining. Why would somebody, after a hard weeks work, want to travel out of the town when the pub, theatre or football ground was just round the corner? And the energetic nature of socialist pastimes (such as choir singing, cycling, hiking) did not really lend itself to the physically demanding shifts in the factories, mines and mills. Music Music hall entertainment was another realm of commercial recreation considered by socialist thinking as unhealthy passive entertainment. The gulf between performer on the stage and paying spectator in the audience discouraged the working class from making their own music. To socialists, the commercial revolution had eradicated a viable popular musical culture5. Music halls were seen as a threat to local performers and travelling showmen. Music played an important part in socialist circles, as it was recognised as arguably the most popular form of entertainment. Alternatives to Music hall shows were group choirs (For example, the nationwide Clarion Vocal Union) and sing-along political compositions, which not only emphasised community spirit by encouraging participation, but also were seen as essential for propaganda value, the lyrics instilling in people the ideas of the socialist cause. Music hall attendance, and the nature of the entertainment there, was therefore viewed as counter-productive to the cause. The music hall acts themselves would tend to reaffirm bourgeoisie values by reflecting everyday life and the songs could hardly be considered as inflammatory. According to John Kenrick: With women and children in the audience, the material was never more than mildly risqui. The songs were mostly sentimental and/or comic takes on everyday life, as well as spoofs of the rich and famous. 6 Furthermore, the diversity and variation of music hall acts was not good for creating a common musical heritage7, which was seen as important in cementing working-class unity. Folk songs were added to the socialist repertoire, considered to be timeless songs of the people. Conclusion The rising popularity of British socialism and its accompanying clubs and associations demonstrates that the working classes were not entirely diverted away from socialism, as this essay question suggests. Socialism (which, after all, was a new idealism in the late 19th century, and was born in the midst of the fastest growing industrial nation in the world and found itself having to compete with that nations capitalist values) never went away and continued to grow in strength through the next century. However, forces existed, of which commercial entertainment was one, which prevented socialism from being as popular as it might have been. As sport and leisure became new fields of investment for entrepreneurs, capitalism became an even bigger part of life for the masses. The money they made from wages was put back into the system via paid-for entertainment. The other reasons that Socialists were unable to win over more of the masses could be linked to the types of leisure activities they put foreword. These activities were physically demanding, as I have already explained, but also they were arguably the type of leisure enjoyed by the middle classes. The unintended result of this was that movements like Blatchfords tended to attract more middle class socialists, and had less appeal to the working classes. Socialists advocated leisure time spent in the countryside; but to travel out of the city every weekend could also have been regarded as the privilege of the middle class. Perhaps socialists needed to start their campaigns from within the towns where the workers lived, not from outside them. Word count = 1560 Bibliography Waters, C: British Socialists and the Politics of Popular Culture Manchester University press, 1990 Prynn, D: The Clarion Clubs, Rambling and the Holiday Associations in Britain since the 1890s Journal of Contemporary History 11,1976 Benson, J: The Working Class in England 1875 1914 Croom Helm, 1985 Marx and Engels : The Manifesto of the Communist Party Progress, 1952 Engels, F : The Condition Of The Working Class In England Oxford University Press, 1993 John Kenrick: The British Music Hall http://www. musicals101. com/musichall. htm James Sotheran SOCHI2036 IN WHAT WAYS DID POPULAR CULTURE AND PEOPLES PASTIMES DIVERT THE WORKING CLASS AWAY FROM SOCIALISM? Module Leader: Ray Physick 1 Waters, C: British Socialists and the Politics of Popular Culture Manchester University press, 1990, (P. 23) 2 Same as 1 (P. 44-50) 3 Same as 1 (P. 40) 4 Prynn, D: The Clarion Clubs, Rambling and the Holiday Associations in Britain since the 1890s Journal of Contemporary History 11,1976 (P. 65) 5 Same as 1 (P. 103) 6 John Kenrick: The British Music Hall http://www. musicals101. com/musichall. htm 7 Same as 1 (P. 105).

Edward Hopper and Tim Eitel Comparison

Edward Hopper and Tim Eitel Comparison Introduction The following pages will analyse and compare American realist Edward Hopper (1882-1967) and German contemporary realist Tim Eitel (b. 1971). The works selected are Office in a Small City, painted by Hopper in 1953 with oils on canvas, and Ohne Titel (Ausblick)/ Without Title (View) by Tim Eitel in 2002 with acrylic paints on canvas. Both artists portray loneliness, and share a common theme of isolation. This was conveyed in my fifth studio work, which is a semi-realist painting of a childhood photograph of me after my family and I moved to the United States from Germany. The event influenced my identity to a large extent, and I wanted to convey the isolation I felt. Therefore, I used similar techniques as Hopper and Eitel, mainly in terms of composition, tone, and shading. Hopper Analysis of formal qualities Stated to be one of the most prominent American artists, Hopper depicted realist urban and rural scenes of post-war American life, and rendered his personal vision of it. Born in 1882 in New York, Hopper studied illustration at university, though shifted to fine arts and was drawn to oil painting. He was heavily influenced by Edgar Degas and Èduard Manet, particularly their use of compositional devices and their depictions of modern urban life, which is apparent in his works. The height of Hoppers fame was achieved through his oil painting Nighthawks (1942) which renders weariness, concern, and tension of customers and a waiter in an urban, anonymous diner in the depths of the night. Like many of Hoppers works, it is believed to echo wartime anxiety and uncertainty through the sense of isolation produced through Hoppers use of composition. This theme of isolation is apparent in Hoppers later works as well, such as Office in a Small City (1952, oil on canvas, 71.1 cm * 101.6 cm). Arranged in a minimalist composition, the work depicts a man looking out at urban architecture and cityscapes. He seems isolated both physically and emotionally. Through the two large and open windows which almost seem to have no glass, the viewer can see in and out of the office. The figure is staring out of the window, and does not seem to be actively working, and instead perhaps waiting for something or daydreaming. He is the only figure in the piece and is detached from unseen possible co-workers. This triggers the sense of physical isolation. In the cold environment of a corner office which contrasts open windows and a blue sky, the man seems trapped, which furthers his physical isolation. Furthermore, he is framed by the office windows, and his head is profiled towards the windows and the wall of buildings beyond, which suggests containment within his environment. The figure is staring detachedly outside towards the nearby buildings and brilliant blue sky, perhaps with something akin to yearning of breaking free of the physical boundaries set which trigger his isolation. There is no indication of any particular profession, and the viewer cannot see any details of his face. The office features bland, mass-produced office furniture and the white walls indicate a similarly bland building. The anonymity, facelessness, and sombre solitude of the figure could be representative of Hoppers criticism towards post-war American business culture, as the man seems to be trapped by the boundaries set by his workplace. Therefore, Hopper could be criticising the surge in post-war American capitalism and perhaps the isolating effect this had on ordinary workers such as the figure portrayed. Furthermore, there is a strong contrast between the stark, utilitarian appearance of office building and the decorative, false front of the building opposite. This could indicate Hoppers ambivalence towards modern urban life which is demonstrated in his other works which also portray modern and urban American society. Annotations The subject matter of the piece is the common features of post-war American life and of its inhabitants, which was commonly portrayed by Hopper. In terms of visual properties, Hopper uses light, shadows, and cold colours to increase sense of loneliness, as well as an ambience of a mass produced and industrialised environment. The building itself is of bland design with large windows, which seem to trap the figure and is also an almost surrealist element, seeing as it is possible that the room has no windows at all, as there is so visible indication of glass. The stark, pronounced and parallel composition furthers the clean lines of the work. A sense of unity is produced through the solid grey colour of the wall, and the strong shade of blue of the sky. The overall technique and style of the piece is simplified realism, demonstrated through the clear and pronounced shadows and strong tones that have little variation. Quotes In general it can be said that a nations art is greatest when it reflects the character of its people. Hopper (via edwardhopper.net) Interpretation of function and purpose Hopper himself states that his aim was to try and give the sense of an isolated and lonely office interior rather high in the air, with the office furniture which has a very definite meaning to me. (metmuseum.org) He did not further state what definite meaning this was, yet as the office furniture is bland, plain, and mass-produced, one can assume that Hopper wished to further the idea of an isolated, melancholic and lonely worker confined both literally and physically by his environment, be it his work specifically or the larger society of post-war America. Produced in 1953, the society Hopper lived in during the time the piece was made experienced great change. The post-war economic boom caused the United States to become increasingly materialistic and capitalist, which triggered a large expansion of the middle-class and people who worked in large organisation, such as offices as portrayed in the piece. This shift of working in a more familiar, smaller environment to working in a l arge business as a mere employee, similarly to a cog in a machine. Furthermore, previously small industrial cities grew massively during this time. Therefore, one would have often felt isolated, which could be a possible reason why Hopper chose to portray the worker as physically and mentally isolated and distant. Hopper used emblematic and anti-narrative symbolism to convey this. Evaluation of cultural significance The work depicts isolation and loneliness of man in a uniquely stark fashion, which could be representative of post-war American consumerist and capitalist society through depicting an anonymous working man trapped in a confining and isolating environment. In another sense, it is important to note the context of the work. Painted in the 1950s, the piece features a reductive style, which is defined by clear lines, reduced formed, streamlined composition, and a clear composition. This style opposed abstract expressionism. Also a post- war movement, abstract expressionism sought to create works fuelled by the subconscious. Painting was seen as an automatic and spontaneous action. Hoppers realist style is in direct opposition to the works of Pollack and Rothko. Unlike prominent artists of the time, Hopper did not paint freely. Due to this, Hopper was often labelled as passà © old fashioned. Post-war, Hoppers success gradually declined, yet, he continued to work. His paintings remained carefully planned with an eye for composition. He continued to interpret American life with very little dramatics. His staged scenes seem ordinary, with isolated, frozen figures in almost awkward poses. Whilst other works at the time were lively and abstract , his pieces remained monotone, yet authentic. Hopper removes any superfluous details, and indeed, this authentic and uneasy realist style captivates and resonates with the viewer, even decades later. Eitel Analysis of formal qualities Born in 1971, German contemporary artist Tim Eitel is one of the most prominent realist painters of the twenty-first century in the European art scene. Eitel studied German language, literature, and philosophy before studying painting at university, resulting in his solo-debut in 2006. Eitels primary medium is oil on canvas, with which he creates minimalistic scenes in a realist style with a sense of abstract composition. Eitel is best known for depictions of a somewhat altered and staged reality, and especially his choice of background and composition are often abstract and, in a sense, surreal. This can be seen in his work Ohne Titel (Ausblick)/ Without Title (View) (acrylic on canvas, 2002, 30 cm * 30c cm). The piece shows a man staring out into a forest, perhaps standing before a window or door of some kind. It is not en-face. Dark blue borders surround a landscape of a forest. The interior has a Mondrian-like aspect through solid blocks of colour; mint and dark blue. It is unsure whether these are windows or doors, or a surrealist element of the piece. The man is alone, and gives a sense of solitude. The composition of the work- with the reflection of the figure on the floor and the man gazing out into the distance- reiterates the reflective nature of the work, as well as the loneliness portrayed. The thick, dark blue borders around the man create emphasis on the figure and isolate him physically. Mentally, the figure seems isolated in that we cannot see his face, and he is simply staring out into the distance. He is not interacting with the viewer, which creates a cold detachment. The dark borders seem to trap and constrain the figure, giving the work a somewhat surreal and ominous aura. The man, however, does not seem to acknowledge the borders, and instead stares longingly outside towards the forest, perhaps in an effort to escape this isolation. The environment is cold, an effect created through the cold colours used of white, light green, dark green and dark blue, which furthers the sense of isolation and creates unity through tone. It also highlights omnipresent solitude, and creates an ambiguous environment. The figure could be anywhere; inside or outside. Eitels technique of realism is very minimal and taken-aback. It seems to be boiled-down to clean lines and shading. He chooses to paint some features in greater detail, such as the mans head, in which he has striking variations of tone to create a lifelike quality. In his technique, he creates a contrast between the soft, light and varied tones of mint green of the forest and the harsh, manufactured, artificial dark blue border with no variation in tone. In the work, the man is in the focal point, and is accentuated through the contrast of light and shadows, as well as composition. He is placed in the centre of the square work, and surrounded by the dark blue borders. This theatrical and staged composition, with elements of surrealism and the unreal, are typical to Eitel. Through his realistic technique, the contrast between the real and staged is particularly effective. He seems to question how much of our true reality is staged through his inconspicuous depictions of ordinary and everyday scenes, which could have been imagined or real. Annotations The subject matter portrayed is a single man staring out into a forest. Eitel uses minimalist and cold tones to further a sense of isolation. The stark and thick borders of solid colours physically isolate the figure. Quotes I do not want to tell stories. Eitel (via youtube.com) It is painting and transposes our world into another world. In this way, painting is more like theatre. It is abstract. (à ¢Ã¢â€š ¬Ã‚ ¦) Just imagine a stage all in black, no light and just one spotlight on the protagonist. It is a lot like that. It creates this artificiality. Eitel (via freudevonfreunden.com/workplaces/tim-eitel) Its a weird kind of ambiguity Im looking for. It has this sense of space and depth, but its also in a way abstract, like this big void. Eitel (via artnews.com/2006/11/01/optical-delusions) Interpretation of function and purpose Eitel has explained that he does not want to tell stories. There is little narrative element to the piece, yet it is powerful nonetheless. The solitude and isolation portrayed is chilling, which is furthered through the figures detachment and lack of interaction with the viewer. Whilst there is no direct criticism to a larger idea or a clear narrative, the work depicts the solitude, loneliness, and isolation of man. Evaluation of cultural significance Whilst Eitel is a famous, up-and-coming contemporary painter- particularly in Europe- the work Ohne Titel (Ausblick)/ Without Title (View) is not his most famous work, yet it accurately portrays Eitels signature features. Realism traditionally portrays scenes truthfully and without artificiality, yet Eitels pieces have an ominous aura of mystery. They question the viewers idea of what is real and what is not through combining stylised and abstract environments and compositions with realist figures. A contrast between reality and staged theatrics can be seen in most of Eitels work. In another sense, Eitels work contrasts other German contemporary art pieces. As a realist, Eitel stands in opposition with surrealist realists such as Neo Rauch or the abstract works of Arno Rink. Specifically, Eitel distances himself from the prominent Neue Leipziger Schule, established in the 1970s. Students of the school were predominantly working with figurative and abstract elements. Eitel, however, is distinctly realist, and his paintings are more reminiscent of photographs in their clean composition, tones, and composition. Hence, Eitels pieces differ greatly from those of other key contemporary German painters. Hopper Eitel Making comparisons and connections The two works share most similarities in terms of formal qualities. The artists are both realists, yet the pieces have a surreal and unreal element. Both works have a minimalist composition, and depict a single, anonymous man who does not interact with the viewer and is faceless. The men are similar in appearance; both bald and middle aged. They are also both in isolation, an effect achieved through using cold colours and a constricting composition of borders. The key similarity of the pieces is the common theme of isolation In another sense, both works are connected in that they feature different contrasts. Eitel contrasts the light tones of the forest with the harsh borders, whereas Hopper contrasts the modern and bland architecture of the office building with the decorative faà §ade of the older buildings and the bright blue sky. Hence, both works could be said to contrast man with nature, or man-made buildings with nature, setting up the dichotomy of contextually modern inventions with nature. Furthermore, both pieces depict a mans loneliness, yet Hopper comments on post-war American society, whereas Eitel does not critique a larger idea. Hoppers piece has great contextual importance as it explores the loneliness of post-war American society and of an ordinary, working man. Therefore, one could say that Hoppers work has a greater cultural significance, and it is also far more famous. However, the striking mysterious solitude portrayed in Eitels work could be seen by some to have a similar critique on todays society; questioning the isolation of man in the twenty-first century, perhaps through modern technology which is often described to isolate. Critically, both artists stage situations and events. Their compositions are both rather similar, and feature repetitive elements in terms of perspectives and lines. Both Hopper and Eitel show figures in almost awkward poses in eerie compositions, free of any superfluous detail. In a way, both works are reminiscent of observing specimens in a jar, particularly the isolated, lonely man, thus making the two pieces powerful and resonating with the viewer. Making connections to own art making practice The outcomes of the comparative study were: My own studio work is connected to Eitel in terms of technique, method, and his concept. In my work, I wanted to convey isolation, as I painted a childhood photograph of me, taken a few days after my family and I moved to the United States from Germany. Similarly to Eitel, I examined the relationship between the figure and surrounding space, and created a cold and empty atmosphere and environment, symbolising the loneliness and isolation I felt. The ambivalence and artificiality of the space reiterates the personal emotions I felt at the time, which had a strong influence on my personal identity. Eitels technique influenced me in that I, too, used borders to reiterate the physical and mental constrictions and isolation I felt. The borders added depth to the work in terms of perspective. Through replicating Eitels minimalist style- almost like a field painting- and heavily reducing the colours, I further the isolation and loneliness and due to the col environment, the disunion between my childhood self and the empty space is deepened. Lastly, similarly to Eitel, the figure is staring into the distance and surrounded by a desolate environment, seemingly staring into infinity. This creates an uneasy feeling with the viewer, and thus echoes the emotions I felt at the time. Similarly, Hopper influenced my studio work in that Hoppers imagery, too, is very restrained, and shows disconnected and isolated figures. Through Hoppers use of light and composition, an almost awkward tension is created, which I replicated through the solitary figure in my work looking to the right, with a stiff posture and serious expression. The dramatic lighting highlights the isolation I experienced, and especially reflects the emotions I felt. Thus, both Hopper and Eitel work hand in hand to reiterate the message of my piece. Sources: http://www.smithsonianmag.com/arts-culture/hopper-156346356/?page=1 http://www.holzwarth-publications.de/media/Eitel_Terrain.pdf http://www.edwardhopper.net/edward-hopper-quotes.jsp https://www.youtube.com/watch?v=TWWi77nEMiA (?) Tim Eitel Optical Delusions

The History Of American Football Physical Education Essay

The History Of American Football Physical Education Essay American football  resulted from several major divergences from rugby, most notably the rule changes instituted by  Walter Camp, considered the Father of American Football. Among these important changes were the introduction of the  line of scrimmage  and of  down-and-distancerules.  In the late 19th and early 20th centuries, gameplay developments by college coaches such as  Eddie Cochems,  Amos Alonzo Stagg,  Knute Rockne, and  Glenn Pop Warner  helped take advantage of the newly introduced  forward pass. The popularity of  collegiate football  grew as it became the dominant version of the sport in the United States for the first half of the twentieth century.  Bowl games, a college football tradition, attracted a national audience for collegiate teams. Bolstered by fierce  rivalries, college football still holds widespread appeal in the US. The origin of  professional football  can be traced back to 1892, with  William Pudge Heffelfingers  $500 contract to play in a game for theAllegheny Athletic Association  against the Pittsburgh Athletic Club. In 1920 the American Professional Football Association was formed. This league changed its name to the  National Football League  (NFL) two years later, and eventually became the  major league  of American football. Primarily a sport of Midwestern industrial towns in the United States, professional football eventually became a national phenomenon. Footballs increasing popularity is usually traced to the  1958 NFL Championship Game, a contest that has been dubbed the Greatest Game Ever Played. A rival league to the NFL, the  American Football League  (AFL), began play in 1960; the pressure it put on the senior league led to a  merger  between the two leagues and the creation of the  Super Bowl, which has become the most watched television event in t he United States on an annual basis. First games Although there are mentions of  Native Americans  playing ball games, modern American football has its origins in traditional ball games played at villages and schools in Europe for many centuries before America was settled by Europeans. There are reports of early  settlers  atJamestown, Virginia  playing games with inflated balls in the early 17th century. Early games appear to have had much in common with the traditional mob football played in England, especially on  Shrove Tuesday. The games remained largely unorganized until the 19th century, when  intramural  games of football began to be played on college campuses. Each school played its own variety of football.  Princeton  students played a game called ballown as early as 1820. A  Harvard  tradition known as Bloody Monday began in 1827, which consisted of a mass ballgame between the freshman and sophomore classes.  Dartmouthplayed its own version called Old division football, the rules of which were first published in 1871, though the game dates to at least the 1830s. All of these games, and others, shared certain commonalities. They remained largely mob style games, with huge numbers of players attempting to advance the ball into a goal area, often by any means necessary. Rules were simple and violence and injury were common.  The violence of these mob-style ga mes led to widespread protests and a decision to abandon them.  Yale, under pressure from the city of  New Haven, banned the play of all forms of football in 1860, while Harvard followed suit in 1861. Boston game While the game was being banned in colleges, it was growing in popularity in various  east coast  prep schools. In 1855, manufactured inflatable balls were introduced. These were much more regular in shape than the handmade balls of earlier times, making kicking and carrying easier. Two general types of football had evolved by this time: kicking games and running (or carrying) games. A hybrid of the two, known as the Boston game, was played by a group known as the  Oneida Football Club. The club, considered by some historians as the first formal  football club  in the United States, was formed in 1862 by schoolboys who played the Boston game on  Boston Common. They played mostly between themselves, though they organized a team of non-members to play a game in November 1863, which the Oneidas won easily. The game caught the attention of the press, and the Boston game continued to spread throughout the 1860s. The game began to return to college campuses by the late 1860s. Yale, Princeton,  Rutgers, and  Brown  all began playing kicking games during this time. In 1867, Princeton used rules based on those of the English  Football Association.  A running game, resembling rugby, was taken up by the  Montreal Football Club  in Canada in 1868. Intercollegiate football Rutgers v. Princeton (1869) http://upload.wikimedia.org/wikipedia/en/thumb/2/2f/Firstfootballgame.jpg/200px-Firstfootballgame.jpg On November 6, 1869,  Rutgers University  faced  Princeton University  in a game that is often regarded as the first game of  intercollegiate football.  The game was played at a Rutgers field under Rutgers rules. Two teams of 25 players attempted to score by kicking the ball into the opposing teams goal. Throwing or carrying the ball was not allowed. The first team to reach six goals was declared the winner. Rutgers won by a score of six to four. A rematch was played at Princeton a week later under Princeton rules (one notable difference was the awarding of a free kick to any player that caught the ball on the fly). Princeton won that game by a score of eight to zero.  Columbia  joined the series in 1870, and by 1872 several schools were fielding intercollegiate teams, including  Yale  and  Stevens Institute of Technology. Rules standardization (1873-1880) On October 19, 1873, representatives from Yale, Columbia, Princeton, and Rutgers met at the Fifth Avenue Hotel in  New York City  to codify the first set of intercollegiate football rules. Before this meeting, each school had its own set of rules and games were usually played using the home teams own particular code. At this meeting, a list of rules, based more on soccer than on rugby, was drawn up for intercollegiate football games. Harvard, which played the Boston game, a version of football that allowed carrying, refused to attend this rules conference and continued to play under its own code. While Harvards voluntary absence from the meeting made it hard for them to schedule games against other American universities, it agreed to a challenge to play  McGill University, from  Montreal, in a two-game series. The McGill team traveled to  Cambridge  to meet Harvard. On May 14, 1874, the first game, played under Boston rules, was won by Harvard with a score of 3-0. The next day, the two teams played rugby to a scoreless tie. http://upload.wikimedia.org/wikipedia/commons/thumb/b/b9/1882RutgersFootballTeam.jpg/180px-1882RutgersFootballTeam.jpg The  Rutgers College  football team of 1882, wearing uniforms typical of the period Harvard quickly took a liking to the rugby game, and its use of the  try  which, until that time, was not used in American football. The try would later evolve into the score known as the  touchdown. In late 1874, the Harvard team traveled to Montrà ©al to play McGill in rugby, and won by three tries. A year later, on June 4, 1875, Harvard faced  Tufts University  in the first game between two American colleges played under rules similar to the McGill/Harvard contest, which was won by Tufts 1-0.  The first edition of  The Game-the annual contest between Harvard and Yale-was played on November 13, 1875, under a modified set of rugby rules known as The Concessionary Rules. Yale lost 4-0, but found that it too preferred the rugby style game. Spectators from Princeton carried the game back home, where it also became popular. On November 23, 1876, representatives from Harvard, Yale, Princeton, and Columbia met at the Massasoit House in  Springfield, Massachusetts  to standardize a new code of rules based on the rugby game first introduced to Harvard by McGill University in 1874. The rules were based largely on theRugby Football Unions code from England, though one important difference was the replacement of a kicked goal with a touchdown as the primary means of scoring (a change that would later occur in rugby itself, favoring the  try  as the main scoring event). Three of the schools-Harvard, Columbia, and Princeton-formed the  Intercollegiate Football Association, as a result of the meeting. Yale did not join the group until 1879, because of an early disagreement about the number of players per team. Walter Camp: Father of American football Walter Camp  is widely considered to be the most important figure in the development of American football. http://upload.wikimedia.org/wikipedia/commons/thumb/3/30/Walter_Camp_-_Project_Gutenberg_eText_18048.jpg/180px-Walter_Camp_-_Project_Gutenberg_eText_18048.jpg Walter Camp, the Father of American Football, pictured here in 1878 as the captain of the Yale football team As a youth, he excelled in sports like  track,  baseball, and soccer, and after enrolling at Yale in 1876, he earned varsity honors in every sport the school offered. Camp became a fixture at the Massasoit House conventions where rules were debated and changed. He proposed his first rule change at the first meeting he attended in 1878: a reduction from fifteen players to eleven. The motion was rejected at that time but passed in 1880. The effect was to open up the game and emphasize speed over strength. Camps most famous change, the establishment of the  line of scrimmage  and the  snap  from  center  toquarterback, was also passed in 1880. Originally, the snap was executed with the foot of the center. Later changes made it possible to snap the ball with the hands, either through the air or by a direct hand-to-hand pass. Camps new scrimmage rules revolutionized the game, though not always as intended. Princeton, in particular, used scrimmage play to slow the game, making incremental progress towards the end zone during each  down. Rather than increase scoring, which had been Camps original intent, the rule was exploited to maintain control of the ball for the entire game, resulting in slow, unexciting contests. At the 1882 rules meeting, Camp proposed that a team be required to advance the ball a minimum of five yards within three downs. These down-and-distance rules, combined with the establishment of the line of scrimmage, transformed the game from a variation of rugby or soccer into the distinct sport of American football. Camp was central to several more significant rule changes that came to define American football. In 1881, the field was reduced in size to its modern dimensions of 120 by 53 1/3 yards (109.7 by 48.8 meters). Several times in 1883, Camp tinkered with the scoring rules, finally arriving at four points for a touchdown, two points for  kicks after touchdowns, two points for safeties, and five for  field goals. In 1887, gametime was set at two halves of 45 minutes each. Also in 1887, two paid officials-a  referee  and an  umpire-were mandated for each game. A year later, the rules were changed to allow tackling below the waist, and in 1889, the officials were given whistles and stopwatches. After leaving Yale in 1882, Camp was employed by the New Haven Clock Company until his death in 1925. Though no longer a player, he remained a fixture at annual rules meetings for most of his life, and he personally selected an annual  All-American team  every year from 1898 through 1924. TheWalter Camp Football Foundation  continues to select All-American teams in his honor. Rules Field and players http://upload.wikimedia.org/wikipedia/commons/thumb/c/c5/AmFBfield.svg/250px-AmFBfield.svg.png The numbers on the field indicate the number ofyards  to the nearest end zone. American football is played on a field 360 by 160 feet (109.7 by 48.8 m). The longer boundary lines are  sidelines, while the shorter boundary lines are  end lines. Sidelines and end lines are out of bounds. Near each end of the field is a  goal line; they are 100  yards (91.4  m) apart. A scoring area called an  end zone  extends 10  yards (9.1  m) beyond each goal line to each end line. The end zone includes the goal line but not the end line.  While the playing field is effectively flat, it is common for a field to be built with a slight crown-with the middle of the field higher than the sides-to allow water to drain from the field. Yard lines  cross the field every 5  yards (4.6  m), and are numbered every 10 yards from each goal line to the 50-yard line, or midfield (similar to a typical  rugby league  field). Two rows of short lines, known as inbounds lines or  hash marks, run at 1-yard (91.4  cm) intervals perpendicular to the sidelines near the middle of the field. All plays start with the ball on or between the hash marks. Because of the arrangement of the lines, the field is occasionally referred to as a gridiron. At the back of each end zone are two  goalposts  (also called  uprights) connected by a crossbar 10  feet (3.05  m) from the ground. For high skill levels, the posts are 222  inches (5.64  m) apart. For lower skill levels, these are widened to 280  inches (7.11  m). Each team has 11 players on the field at a time. However, teams may substitute for any or all of their players, if time allows, during the break between plays. As a result, players have very specialized roles, and, sometimes (although rarely) almost all of the (at least) 46 active players on an NFL team will play in any given game. Thus, teams are divided into three separate units: the  offense, the  defense  and the  special teams. Start of halves Similarly to  association football, the game begins with a  coin toss  to determine which team will kick off to begin the game and which goal each team will defend.  The options are presented again to start the second half; the choices for the first half do not automatically determine the start of the second half. The referee conducts the coin toss with the captains (or sometimes coaches) of the opposing teams. The team that wins the coin toss has three options: They may choose whether to kick or receive the opening kickoff. They may choose which goal to defend. They may choose to  defer  the first choice to the other team and have first choice to start the second half. Whatever the first team chooses, the second team has the option on the other choice (for example, if the first team elects to receive at the start of the game, the second team can decide which goal to defend). At the start of the second half, the options to kick, receive, or choose a goal to defend are presented to the captains again. The team which did not choose first to start the first half (or which deferred its privilege to choose first) now gets first choice of options. Game duration A standard football game consists of four 15-minute quarters (12-minute quarters in high-school football and often shorter at lower levels),  with a 12 minute  half-time  intermission after the second quarter.  The clock stops after certain plays; therefore, a game can last considerably longer (often more than three hours in real time), and if a game is broadcast on  television,TV timeouts  are taken at certain intervals of the game to broadcast  commercials  outside of game action. If an NFL game is tied after four quarters, the teams play an additional period lasting up to 15 minutes. In an NFL overtime game, the first team that scores wins, even if the other team does not get a possession; this is referred to as  sudden death. In a regular-season NFL game, if neither team scores in overtime, the game is a tie. In an NFL playoff game, additional overtime periods are played, as needed, to determine a winner. College overtime rules are more complicated and are descr ibed in  Overtime (sport). http://upload.wikimedia.org/wikipedia/commons/thumb/5/5c/NSU_Football.jpg/180px-NSU_Football.jpg A  line of scrimmage  on the 48-yard line. The offense is on the left. http://upload.wikimedia.org/wikipedia/commons/thumb/4/42/Nate_Longshore_prepares_to_pass_at_ASU_at_Cal_2008-10.04.jpg/180px-Nate_Longshore_prepares_to_pass_at_ASU_at_Cal_2008-10.04.jpg A  quarterback  searching for opportunity to throw a pass. http://upload.wikimedia.org/wikipedia/commons/thumb/d/d8/2006_Pro_Bowl_tackle.jpg/180px-2006_Pro_Bowl_tackle.jpg A  running back  being tackled when he tries to run with the ball. http://upload.wikimedia.org/wikipedia/commons/thumb/6/63/Shea_Smith-edit1.jpg/180px-Shea_Smith-edit1.jpg A quarterback preparing to throw a pass. http://upload.wikimedia.org/wikipedia/en/thumb/0/01/Orton_To_Wolfe.jpg/180px-Orton_To_Wolfe.jpg Forward pass in progress, during practice. http://upload.wikimedia.org/wikipedia/commons/thumb/0/0d/Alabama_Field-Goal.JPG/180px-Alabama_Field-Goal.JPG A kicker attempts an extra point. Advancing the ball Advancing the ball in American football resembles the  six-tackle rule  and the  play-the-ball  in  rugby league. The team that takes possession of the ball (the  offense) has four attempts, called  downs, in which to advance the ball at least 10  yards (9.1  m) toward their opponents (the  defenses) end zone. When the offense succeeds in gaining at least 10 yards, it gets a  first down, meaning the team has another set of four downs to gain yet another 10 yards or to score. If the offense fails to gain a first down (10 yards) after 4 downs, the other team gets possession of the ball at the point where the fourth down ended, beginning with their first down to advance the ball in the opposite direction. Except at the beginning of halves and after scores, the ball is always put into play by a  snap. Offensive players line up facing defensive players at theline of scrimmage  (the position on the field where the play begins). One offensive player, the  center, then passes (or snaps) the ball backwards between his legs to a teammate behind him, usually the  quarterback. Players can then advance the ball in two ways: By running with the ball, also known as  rushing. By throwing the ball to a teammate, known as a  forward pass  or as  passing  the football. The forward pass is a key factor distinguishing American and Canadian football from other football sports. The offense can throw the ball forward only once during a down and only from behind the line of scrimmage. The ball can be thrown, pitched, handed-off, or tossed sideways or backwards at any time. A down ends, and the ball becomes dead, after any of the following: The player with the ball is forced to the ground (a  tackle) or has his forward progress halted by members of the other team (as determined by anofficial). A forward pass flies beyond the dimensions of the field (out of bounds) or touches the ground before it is caught. This is known as an  incomplete pass. The ball is returned to the most recent line of scrimmage for the next down. The ball or the player with the ball goes out of bounds. A team scores. Officials blow a whistle to notify players that the down is over. Before each down, each team chooses a  play, or coordinated movements and actions, that the players should follow on a down. Sometimes, downs themselves are referred to as plays. Change of possession The offense maintains possession of the ball unless one of the following things occurs: The team fails to get a first down- i.e., in four downs they fail to move the ball past a line 10 yards ahead of where they got their last first down (it is possible to be downed behind the current line of scrimmage, losing yardage). The defensive team takes over the ball at the spot where the 4th-down play ends. A change of possession in this manner is commonly called a  turnover on downs, but is not credited as a defensive turnover in official statistics. Instead, it goes against the offenses 4th down efficiency percentage. The offense scores a touchdown or field goal. The team that scored then kicks the ball to the other team in a special play called a  kickoff. The offense punts the ball to the defense. A  punt  is a kick in which a player drops the ball and kicks it before it hits the ground. Punts are nearly always made on fourth down (though see  quick kick), when the offensive team does not want to risk giving up the ball to the other team at its current spot on the field (through a failed attempt to make a first down) and feels it is too far from the other teams goal posts to attempt a field goal. A defensive player catches a forward pass. This is called an  interception, and the player who makes the interception can run with the ball until he is tackled, forced out of bounds, or scores. An offensive player drops the ball (a  fumble) and a defensive player picks it up. As with interceptions, a player recovering a fumble can run with the ball until tackled, forced out of bounds, or scores. Backward passes that are not caught do not cause the down to end like incomplete forward passes do; instead the ball is still live as if it had been fumbled. Lost fumbles and interceptions are together known as  turnovers. The offensive team misses a field goal attempt. The defensive team gets the ball at the spot where the previous play began (or, in the NFL, at the spot of the kick). If the unsuccessful kick was attempted from within 20  yards (18.3  m) of the end zone, the other team gets the ball at its own 20 yard line (that is, 20 yards from the end zone). If a field goal is missed or blocked and the ball remains in the field of play, a defensive player may pick up the ball and attempt to advance it. While in his own end zone, an offensive ball carrier is tackled, forced out of bounds, loses the ball out of bounds, or the offense commits certain fouls. This fairly rare occurrence is called a  safety. An offensive ball carrier fumbles the ball forward into the opposing end zone, and then the ball goes out of bounds. This extremely rare occurrence leads to a  touchback, with the ball going over to the opposing team at their 20 yard line (Note that touchbacks during non-offensive speplays, such as punts and kickoffs, are quite common). Scoring A team scores points by the following plays: A  touchdown  (TD) is worth 6 points.  It is scored when a player runs the ball into or catches a pass in his opponents end zone.  A touchdown is analogous to a  try  in rugby. Unlike rugby, a player does not have to touch the ball to the ground to score; a touchdown is scored any time a player has possession of the ball while the ball is on or beyond the opponents goal line (or the plane above it). After a touchdown, the scoring team attempts a  try  (which is also analogous to the  conversion in rugby). The ball is placed at the other teams 3-yard (2.7  m) line (the 2-yard (1.8  m) line in the NFL). The team can attempt to kick it over the crossbar and through the goal posts in the manner of a field goal for 1 point (an  extra point  or  point-after touchdown (PAT)[19]), or run or pass it into the end zone in the manner of a touchdown for 2 points (a  two-point conversion). In college football, if the defense intercepts or recovers a fumble during a one or two point conversion attempt and returns it to the opposing end zone, the defensive team is awarded the two points. A  field goal  (FG) is worth 3 points, and it is scored by kicking the ball over the crossbar and through the goal posts (uprights).  Field goals may be placekicked (kicked when the ball is held vertically against the ground by a teammate) or  drop-kicked  (extremely uncommon in the modern game, with only two successes in sixty-plus years in the NFL). A field goal is usually attempted on fourth down instead of a punt when the ball is close to the opponents goal line, or, when there is little or no time left to otherwise score. A  safety, worth 2 points, is scored by the opposing team when the team in possession at the end of a down is responsible for the ball becoming dead behind its own goal line. For instance, a safety is scored by the defense if an offensive player is tackled, goes out of bounds, or fumbles the ball out of bounds in his own end zone.  Safeties are relatively rare. Note that, though even more rare, the team initially on offense during a down can score a safety if a player of the original defense gains possession of the ball in front of his own goal line and then carries the ball or fumbles it into his own end zone where it becomes dead. However, if the ball becomes dead behind the goal line of the team in possession and its opponent is responsible for the ball being there (for instance, if the defense intercepts a forward pass in its own end zone and the ball becomes dead before the ball is advanced out of the end zone) it is a touchback: no points are scored and the team last in pos session keeps possession with a first down at its own 20 yard line. In amateur football, in the extremely rare instance that a safety is scored on a try, it is worth only 1 point. Kickoffs and free kicks Each half begins with a  kickoff. Teams also kick off after scoring touchdowns and field goals. The ball is kicked using a kicking tee from the teams own 30-yard (27  m) line in the NFL and college football (as of the 2007 season). The other teams kick returner tries to catch the ball and advance it as far as possible. Where he is stopped is the point where the offense will begin its  drive, or series of offensive plays. If the kick returner catches the ball in his own end zone, he can either run with the ball, or elect for a  touchback  by kneeling in the end zone, in which case the receiving team then starts its offensive drive from its own 20 yard line. A touchback also occurs when the kick goes out-of-bounds in the end zone. A kickoff that goes out-of-bounds anywhere other than the end zone before being touched by the receiving team is a foul, and the ball will be placed where it went out of bounds or 30  yards (27  m) from the kickoff spot, depending on which is mo re advantageous to the opposite team.  Unlike with punts, once a kickoff goes 10 yards and the ball has hit the ground, it can be recovered by the kicking team.  A team, especially one who is losing, can try to take advantage of this by attempting an  onside kick. Punts and turnovers in the end zone can also end in a  touchback. After safeties, the team that gave up the points must  free kick  the ball to the other team from its own 20 yard line. Penalties Fouls (a type of rule violation) are punished with  penalties  against the offending team. Most penalties result in moving the football towards the offending teams end zone. If the penalty would move the ball more than half the distance towards the offenders end zone, the penalty becomes half the distance to the goal instead of its normal value. Most penalties result in replaying the down. Some defensive penalties give the offense an automatic first down.  Conversely, some offensive penalties result in loss of a down (loss of the right to repeat the down).  If a penalty gives the offensive team enough yardage to gain a first down, they get a first down, as usual. If a foul occurs during a down, an official throws a yellow  penalty flag  near the spot of the foul. When the down ends, the team that did not commit the foul has the option of accepting the penalty, or declining the penalty and accepting the result of the down. Variations Variations on these basic rules exist, particularly  touch  and  flag football, which are designed as non-contact or limited-contact alternatives to the relative  violence  of regular American football. In touch and flag football, tackling is not permitted. Offensive players are tackled when a defender tags them or removes a flag from their body, respectively. Both of these varieties are played mainly in informal settings such as  intramural  or youth games. Another variation is wrap, where a player is tackled when another player wraps his arms around the ball carrier. Professional, intercollegiate, and varsity-level high school football invariably use the standard tackling rules. Another variation is with the number of players on the field. In sparsely populated areas, it is not uncommon to find high school football teams playing  nine-man football,  eight-man footballor  six-man football. Players often play on offense as well as defense. The  Arena Football League  is a league that plays eight-man football, but also plays indoors and on a much smaller playing surface with rule changes to encourage a much more offensive game. Another variation often played by American children is called Catch and Run. In this game, the children split into two teams and line up at opposite sides of the playing field. One side throws the ball to the other side. If the opposing team catches the ball, that player tries to run to the throwing teams touchdown without being tagged/tackled. If no one catches the ball or if the player is tagged/tackled, then that team has to throw the ball to the opposing team. This repeats until the game (or recess period) is deemed over.

The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies :: The Red Badge of Courage

The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies    The Red Badge of Courage by Stephen Crane, one of the most significant and renowned books in American literature, defies outright classification, showing traits of both the realist and naturalist movements. It is a classic, however, precisely because it does so without sacrificing unity or poignancy. The Red Badge of Courage belongs unequivocally to the naturalist genre, but realism is also present and used to great effect. The conflict between these styles mirrors the bloody clash of the war described in the book – and the eternal struggle between good and evil in human nature. There are many characteristics in Crane’s novel that would more readily fit within the category of realism: the ordinariness of his characters, the use of dialect, the portrayal of protagonist Henry Fleming as a complex individual, the description of nature as disinterested in human affairs, and the positive ending of the story. Realism, often described as "slice of life" or "photographic" writing, attempts to portray life exactly as it is, without twisting it or reworking it to fit it into preconceived notions of what is appropriate or what is aesthetically pleasing. In this book, Crane relies on neither the oversimplified rationalism of classicist literature nor the emotional idealism of romantic prose. Instead, he offers realistic, believable characters with average abilities. The soldiers are presented neither as epic heroes nor as bloodthirsty killers; rather, their most noticeable trait is their overwhelming normalcy. The soldiers of Henry’s regiment curse, fight, and argue just like normal people. This down-to-earth, gritty, everyday style is characteristic of realism. A particular convention used by Crane in convincing the reader of his characters’ existence is dialect. The distinctive speech of the soldiers enhances the photographic effect of the novel, lending it authenticity. Another distinctive trait of realism is complexity of character – a trait readily evident in Henry Fleming. As he switches between cowardice and heroism, compassion and contempt, and optimism and pessimism, the reader observes that he is more than just a stereotype. He is a person with fears, hopes, dreams, and foibles. Nature is often portrayed as indifferent or disinterested in the affairs of humankind. Whereas naturalism involves emphasis on the hostility of nature, realism lacks this trait. For example, after fighting a battle, "the youth [feels] a flash of astonishment at the blue, pure sky and the sun gleaming on the trees and fields. The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies :: The Red Badge of Courage The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies    The Red Badge of Courage by Stephen Crane, one of the most significant and renowned books in American literature, defies outright classification, showing traits of both the realist and naturalist movements. It is a classic, however, precisely because it does so without sacrificing unity or poignancy. The Red Badge of Courage belongs unequivocally to the naturalist genre, but realism is also present and used to great effect. The conflict between these styles mirrors the bloody clash of the war described in the book – and the eternal struggle between good and evil in human nature. There are many characteristics in Crane’s novel that would more readily fit within the category of realism: the ordinariness of his characters, the use of dialect, the portrayal of protagonist Henry Fleming as a complex individual, the description of nature as disinterested in human affairs, and the positive ending of the story. Realism, often described as "slice of life" or "photographic" writing, attempts to portray life exactly as it is, without twisting it or reworking it to fit it into preconceived notions of what is appropriate or what is aesthetically pleasing. In this book, Crane relies on neither the oversimplified rationalism of classicist literature nor the emotional idealism of romantic prose. Instead, he offers realistic, believable characters with average abilities. The soldiers are presented neither as epic heroes nor as bloodthirsty killers; rather, their most noticeable trait is their overwhelming normalcy. The soldiers of Henry’s regiment curse, fight, and argue just like normal people. This down-to-earth, gritty, everyday style is characteristic of realism. A particular convention used by Crane in convincing the reader of his characters’ existence is dialect. The distinctive speech of the soldiers enhances the photographic effect of the novel, lending it authenticity. Another distinctive trait of realism is complexity of character – a trait readily evident in Henry Fleming. As he switches between cowardice and heroism, compassion and contempt, and optimism and pessimism, the reader observes that he is more than just a stereotype. He is a person with fears, hopes, dreams, and foibles. Nature is often portrayed as indifferent or disinterested in the affairs of humankind. Whereas naturalism involves emphasis on the hostility of nature, realism lacks this trait. For example, after fighting a battle, "the youth [feels] a flash of astonishment at the blue, pure sky and the sun gleaming on the trees and fields.

Essay --

Willie Breslau Professor Pollak COML 1109 11/27/13 â€Å"Reluctance† by Robert Frost An extended metaphor of a road, that represents the mans life and journey he has taken, runs throughout Robert Frost’s poem â€Å"Reluctance†. The title and the last line help to break through the metaphor and understand the meaning behind it, as Frost deliberates humans’ hesitation to accept change and the inevitability of a natural end, whether of â€Å"a love or a season†. â€Å"Reluctance,† along with several other Frost poems, focuses on the change of seasons and how the narrator reacts to that change. However, while each narrator of â€Å"Reluctance†, â€Å"Spring Pools†, and â€Å"Nothing Gold can Stay† display different emotions about the seasonal changes they witness, they all display humans hesitation to except change and to hold onto what they have in the present. The sketch that I drew for this poem has a man who looks withered from travel with a long beard and wrinkled skin walking alone on a â€Å"highway†. Behind the narrator, I drew a small globe to represent that he is now returning from his travels around the world and in front of him a small town labeled home. Around the man stands on the highway are trees that have lost most of their leaves and leaves that are being blown on the snow covered ground. Other plants are drawn with fleeting life, as winter seems to be coming if not already here. â€Å"Reluctance’ consists of five stanzas each having six lines. The meter of the poem is tricky. In Frost terms, this poem could be considered to be in loose iambic trimeter, but would be more aptly described as trimeter. One interesting feature of this poems meter is that the last line of each stanza switches from trimeter to dimeter. Each stanza consists of the rhyme sc... ... In all three poems, change is represented as a transition between seasons with the narrator being enthralled by the present and not wanting time to change what they have. In â€Å"Reluctance† the seasons are more than actual seasons as the display a turning point in the narrators where he must decide to embrace change or follow his heart. In â€Å"Spring Pools† and â€Å"Nothing Gold Can Stay† the narrators both emphasize the short-lived beauty of nature because of the change in seasons and want so desperately the delay that change. However, both narrators almost reluctantly come to the conclusion that change can bring more beauty but are worried to lose what they have in the present. Frost’s mastery of poetry, nature, and human behavior are beautifully intertwined in these poems to create powerful messages that will continue to be relevant as mankind struggles to accept change.

Telecommunications Test :: essays research papers

TEL109 Quiz #1 Spring 2005 Instructions: 1.  Ã‚  Ã‚  Ã‚  Ã‚  This quiz is regarded as â€Å"open notes† only. This means you may use any notes you have taken in class, or any handouts that were give to you in class but not your textbook. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Each question carries equal weight (20pts each). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Partial credit will be given where warranted, but you must write out some response for each question. 4.  Ã‚  Ã‚  Ã‚  Ã‚  The grade for this quiz will be averaged together with the grade for quiz #2 and this average will represent 1/3 of your term grade. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Record all of your answers on these sheets. If you need additional pages, be sure that your name is on each one. Questions: 1.  Ã‚  Ã‚  Ã‚  Ã‚  What are the provisions of the Kingsbury Commitment? What was the major impact on the Public Telephone Network? The provisions of the Kingsbury Commitment were as follows: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AT&T would not buy any more Independent companies or service providers without the Justice Departments approval. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AT&T would allow Independent companies to connect to the AT&T network so that homes only needed one phone and one phone company to provide service. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AT&T would allow any company to interconnect with other independents and AT&T to complete calls anywhere in America. AT&T also declared that they would sell all its interest in Western Union. The major impact on the public telephone network was as follows:   Ã‚  Ã‚  Ã‚  Ã‚   The public telephone network was now all open to any company and this in turn made it open to any home with a telephone and telephone service to call anywhere in the US. Also this commitment helped to stop AT&T from completely buying out all the smaller telephone companies and monopolizing the entire telephone service provider market. This commitment made it possible for smaller phone companies to survive in this market. Lastly it also helped to prevent AT&T from having to deal with the consequences of the Department of Justice using the Sherman Antitrust Act to bring charges against them. 2.  Ã‚  Ã‚  Ã‚  Ã‚  What agencies are responsible for communications policy on the national and the local levels? The Federal Communications Commission (FCC) is responsible for all federal communications regulation of policy and the Public Utilities Commission (PUC) is responsible for regulating telecommunications within the state. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Explain what is meant by: (a)  Ã‚  Ã‚  Ã‚  Ã‚  Simplex Transmission Simplex Transmission is transmission of signals in one direction only, such as in radio and television there is no way to send a signal back it is strictly one way. (b)  Ã‚  Ã‚  Ã‚  Ã‚  Half-duplex Transmission Half-duplex Transmission is a when signals can go in both directions (to and from) they take turns such as with a CB radio, each side takes a turn sending and receiving over the same medium.

Affordable Healthcare Act in North Carolina Essay

Affordable healthcare coverage for all Americans was a challenge the government faced. The United States was the only developed country without national health care system in place for citizens. The government actively sought to provide affordable insurance while controlling escalating costs and improving quality care. Americans deserve to have an opportunity to prevent chronic illnesses before they transpire. The purpose of this paper is to discuss how the Affordable Healthcare Act impacted North Carolina, its impact on economics, and ethical implications. Impact of the Affordable Care Act on the Population The Affordable Care Act made a positive impact on the lower class Americans in North Carolina. People without insurance are less likely to go to the doctor due to costs. As a result, urgent care or the emergency rooms end up being their plan of care. Americans without health insurance â€Å"have less access to effective clinical services including preventive care and, if sick or injured, are more likely to suffer poorer health outcomes, greater limitations in quality of life, and premature death† (Institute of Medicine, 2009, p. 49). In 2011, childless, nondisabled, nonelderly adults, unemployed or homeless could not qualify for Medicaid (Milstead, 2013). According to the case study figures one (2009) and two (2014) provided by Milstead (2013), there was an increase of 62% in children between the ages of 6-18 years that are currently receiving health care though the Affordable Care Act. There are several factors that may have contributed to the increase of enrollees such as si mple requirements, pamphlets, websites, and healthcare professionals educated about the quality of care. This act will assist healthcare professionals in promoting primary prevention. This in turn, will assist in preventing advanced disease processes. Quality of care will improve with both the collaboration of an interdisciplinary team as well as preventative measures. Patients want fast and convenient access to quality care (White, 2011). The Impact of economics on patient care Economic status should not be a consideration when providing care. The wealthy can buy their way out of any approaches that limit choice or  restrict access to what is judged more convenient and perhaps higher quality care (Knickman & Kovner, 2011). Even within the United States, expenditures on health care vary a great deal across communities and states with little to no difference in health outcomes. In essence, cost containment in health care will happen if we can figure out how to invest in healthy lifestyles in ways that lead to long-term financial and health returns (Knickman, 2011). Preventive care is the best way to reduce health care costs. Relationship between patients’ quality care and cost The Affordable Care Act will provide individuals with health insurance and reimbursement will be based on quality and volume of individuals a clinician treats (Siberman et al, 2011). Because of the Affordable Care Act, there should be an increase of competent clinicians to treat and prevent chronic diseases. In order to receive quality care, health care providers must make ethical decisions about care, not decisions based off how much care would cost. Ethical implications of the act for organization and patient Ethical decision making involves explicit questions that should be answered in order to decide whether the proposed action is good or morally correct. Ethics applies to the determination of right and wrong in how people relate to one another. It is essential that all clinicians have ethics in mind when determining care. The education of professionals is included in the Affordable Care Act in hopes to increase quality of care, access, and treatment of patients (Kohlenberg, 2011). Clinicians should make appropriate decisions when ordering diagnostic tests to make sure they are not wasting the organization’s money yet still providing exceptional care. Conclusion The government actively sought to provide affordable insurance while controlling escalating costs and improving quality care. The Affordable Care Act made a positive impact on the lower class Americans in North Carolina. Economic status should not be a consideration when providing care. The Affordable Care Act will provide individuals with health insurance and reimbursement will be based on quality and volume of individuals a clinician treats (Siberman et al, 2011). In order to receive quality care, health care  providers must make ethical decisions about care, not decisions based off how much care would cost. It is essential that all clinicians have ethics in mind when determining care. In the end, patients want fast and convenient access to quality care (White, 2011). Reference Institute of Medicine.(2009). Uninsured Americans. In A. Kovner & J. Knickman. Jonas & Kovner’s Health Care Delivery in the United States. Springer Publishing Company, LLC. Laureate Education, Inc. Knickman, J. & Kovner, A. (2009). The Future of Health Care Delivery in the United States. Springer Publishing Company, LLC. Laureate Education, Inc. Kohlenberg, E. (2011). Contribution of nursing education programs to the implementation of the Affordable Care Act in North Carolina. North Carolina Medical Journal, 72(4), 289-292. Siberman, P. (2011). Implementation of the Affordable Care Act in North Carolina. North Carolina Medical Journal, 72(2), 155-159. White, H. (2011). What is Cost, Anyway? In A. Kovner & J. Knickman. Jonas & Kovner’s Health Care Delivery in the United States. Springer Publishing Company, LLC. Laureate Education, Inc.