REVERSED DYNAMICS Movie Review Example | Topics and Well Written Essays - 500 words

REVERSED DYNAMICS - Movie Review Example 2) Interracial relationships have always been debatable ground for society as a whole and irrespective of gender; people in interracial relationships do grab unwelcome eyeballs from their near and dear ones. However, there are many significant instances which prove that women and men are indeed viewed and judged on a different scale. In the movie Something New, Kenya, a black woman is denounced by her mother and younger brother for blind dating, and moreover, dating a white man, while her brother forms a new relationship every few weeks, and is still the object of their mothers adulation. Also, in the essay written by Ruben Martinez, the author being of brown skin is rejected by white girls. He mentions; I hadnt stopped to notice that there wasnt a single interracial couple on the entire campus, except for a few Anglo-Asian pairings (always white boy and Asian girl; never the other way around). (Martinez 255). Thus, the gender bias again comes in the forefront, although in a lopsided manner.Therefore, in spite of not being tilted completely towards one side, there is a prominent gender bias, while evaluating interracial relationships. 3) In the movie Something New, Kenya Mc Queen, a successful businesswoman draws flak from her family and friends when she begins dating Brian, a white man who is a landscaper. To an extent, I agree with the statement that if she had been a man and had been dating a white girl, the dynamics would have been reversed to a great extent. There is a particular scene in the movie where Kenyas brother has an argument with her when he learns that she went on a blind date, which further heats up when he learns that her date was white. The significant pointer here is that her brother himself is portrayed as a Casanova, while he reprimands his elder sister for going on blind dates. On a similar note, Kenyas parents,

Education and Happiness Essay Example for Free

Education and Happiness Essay Mosley refers to the status quo in a negative way and I do agree with his points of view. Americans just don’t seem to have some happiness in their lives anymore, and we should wonder why that is the case. The educational system doesn’t seem to be any better when it comes to helping us out with our own happiness there are just too many restrictions going on. The students can’t be themselves. Employment has become a need rather then people wanting to wake up every morning and looking forward to going to work. There is just so much going on, like economic problems, job cuts and people can’t find happiness anywhere. A person’s wellbeing should always be first especially when it comes to there happiness. It seems that the American government has put aside what their first responsibility to Americans is, which is making sure that the people are happy. In â€Å"Get Happy† Mosley says, â€Å"But our potential for happiness has lagged far behind,† and what I’m getting from this is that our citizen‘s wellbeing isn‘t put first, rather it is being put to the side and not being an important element of people‘s lives. The government isn’t doing their job in making sure we’re happy. They seem to be doing the bare minimum and just worrying about what is necessary to â€Å"help† the people in every way they can, but they don’t show any interest in their happiness. Education is now a big issue as well, for the fact that now schools are being referred to as being â€Å"prisonlike.† What I’m getting from all this is that there are just too many restrictions on students, and there is no sense of freedom at schools. Schools are being built in a prison like manner and just like in prison there is always someone of higher authority watching over everyone which might make people feel like they can’t be themselves and express how they might feel about certain things. Americans just aren’t happy with anything that’s going on around them because they’re being treated as is they were insignificant. We have the right to be happy, but its like no one is pursuing that goal anymore. They are settling for what they have. In other words, they’re just learning to live their lives the way they are. Jobs now have become so meaningless, and the only reason people stick around at their jobs is because they have to in order to be able to provide for their families. We are now just being controlled as if we were puppets. The government’s priorities have changed so much and happiness for Americans isn’t important to them anymore. In the reading it says, â€Å"Citizens are not treated like members of society but more like employees who can be cut loose for any reason large or small,† this just goes to show that people don’t seem to be important, especially them being happy. Citizens just feel the need to work because that’s one of the only way they can make it in life, and be able to provide for their family, even if it means waking up every morning and not looking forward to going to work. Citizens are unhappy because they have to take labor intensive jobs that enslave them. People even think that the more money they have that they have the happier they will be, but the reality is that money does not buy happiness. It might buy you what you want like a huge television, but doesn’t mean you’ll be happier. If a person has a good empowering education they might be more confident and want to accomplish many goals. This will bring them more happiness because they know they were able to take control of their own lives and get to where they want to be. For example, when someone has a job they hate and don’t look forward to going to work its because they might not of had the same opportunities as someone else. No one should have to settle for what they have, if a person keeps trying they can reach their happiness. If the school system is bad then of course the students won’t feel encouraged but rather feel forced to be there since most of the times there is no other choice. Of course having a dull job and bad school system will lead to a person’s unhappiness. When a person sets their own goals and doesn’t give up no matter the obstacles, and later make their goals come true a person will be a lot happier. Just knowing they accomplished what they set their mind will show them that they don’t have to settle for a meaningless job and especially being an unhappy person. A person’s happiness should always come first like it was set out to be by the government.

Effectiveness of Sports Psychology

Effectiveness of Sports Psychology With reference to published literature critically discuss the factors influencing the effectiveness of a sport psychologist Introduction Sport psychology has grown remarkably from its roots in the amorphous and poorly understood disciplines of athlete motivation and performance counselling 40 years ago (Dosil, 2005; Cox, 2005). Modern sport at every level of competition and in virtually every sporting activity has benefited from the application of psychological principles and mental training in the pursuit of maximum athletic performance, stress management, improved training attitude and every other aspect of sport where the mind, emotions and physical performance intersect. Sport psychology is unique amongst the applied psychology disciplines for a number of reasons. The phrase suggests that there are accepted common practices employed by sports psychologists and its is acknowledged as with any science, the baseline approaches to the education, training and certification of the sport psychologist are well understood across the world of sport and athletic competition. The feature of sports psychology practice that tends to differentiate it from other form of applied psychology is the general closeness of the relationships developed between an individual athlete and their psychologist. The common professional boundaries of professional detachment are different in sports environments where intense emotion and competitive desire are the fuel that both drives the athlete onwards and makes them vulnerable to psychological stresses. Many sport psychologists play a multi-dimensional role in the lives of their athlete clients trained professional psychologist, friend, sounding board, confidante and advisor are each possible and entirely ethical component to the relationships that may develop in practise (Watson, 2008, 1). This paper considers the question of effectiveness of the sports psychologist as considered within the following analytical and discussion framework. A detailed and properly academic analysis of why the science of sports psychology is effective in the context of competitive and recreational sport is beyond the scope of this paper. The discussion that is developed below is premised on the proposition that sports psychology is a proven and well accepted body of science that applied in accordance with its principles will generally benefit an athlete. All athletes in all sports, team and individualÂÂ   from cross country running to equestrienne events, in all age groups and genders are amenable to its benefits (Kornspan McCracken, 2003: 36: Donohue, 2001: 19). The important question in the present context is what factors, professional and personal render a sports psychologist successful in a particular application. Included in this discrete issue are a wide variety of potential eth ical considerations. The question requires that a preliminary working definition of sport psychologist be articulated; the definition as stated below also assists in defining the general areas of professional engagement within sport. The discussion will then engage two broad and interrelated questions: what steps sports psychologists take in any given assignment to achieve maximum effect with their athlete; where are the typical problem areas that require attention in the sports psychologist / athlete relationship? The emphasis of the discussion will be directed to Educational Sports Psychologists as this area of sport psychology provides the most immediate connections between athletic performance and the application of psychological principles. These questions also require consideration of the type of person who is more likely to succeed as a sports psychologist as with any professional activity where the subject is a human being, the delicate interface between the knowledge based psychological education that helps to comprise ones intellect and the often empathetic talent of dealing with people is important (Armstrong, 2001; Griffin, 2008:10). The paper draws upon the significant representative sampling of the authorities as appended to this paper in this regard. The paper concludes with some thoughts concerning the anticipated continued expansion of the sport psychologist role at all levels of sport. If these professionals have not already achieved such status in most sports, it is submitted that the progression observed in the relationship between athletes and sports psychologist will trace the progression from pop psychology to important training and coaching asset to an indispensible component of the training regimes and competitive performance of all serious athletes.ÂÂ   Sport Psychology definition and scope of the discipline The literal definition of sports psychology is a deceptively straightforward one. According to Cox (1998) and confirmed as accepted throughout the literature, sport psychology is a science in which the principles of psychology are applied in a sport or exercise setting (p.4). The definition does not depend on the presence of a professional relationship with elite or aspiring high performance athletes; the principles of sport psychology apply with necessary circumstantial modification to every level of athlete. In this paper, the term sport psychologist shall extend to any professional engaged in the psychology of sport or exercise (Douthitt Harvey, 1995: Griffin, 2008)). As a general proposition there are three different types of sport psychologists recognised in the field; a great deal of the work carried out by a sport psychologist may include work in more than one category in the case of a particular athlete or assignment. For the purposes of the discussions set out below, the boundaries between each sub discipline shall be regarded as relatively fixed. In the present discussion, it is assumed that each category member is a fully trained and accredited psychologist as defined by the relevant statue I their jurisdiction (British Psychological Society, 2009: American Psychological Society, 2009). The first category is the Clinical/Counselling Sport Psychologist (Cox, 2005).This person is trained in clinical or counselling psychology and is a licensed psychologist. These psychologists are trained to assist athletes to deal effectively with emotional and personality disorder issues that affect particular athletes. The range of prospective sport patients that this professional might assist is very broad; an example would include treating a female gymnast who suffers from bulimia or other eating disorder given the competitive pressures to perform at a specific weight. Treating a downhill skier of motorsports racer who has difficulties recovering from a particular crash or injury might be another. The second category is the grouping that includes the Educational Sport Psychologist (Cox, 2005; Kramer Moran, 2008). These psychologists come to sport with an extensive academic and practical background in university departments of physical education and sport specific training. The objective of an intervention or ongoing assistance provided by these individuals is to assist the athlete to develop a wide range of potential psychological skills for performance enhancement. Specific techniques such as various mental imagery sequences, self talk, the building of per performance or per competition routines are all included in the work carried out by the psychologists in this category (Morris Summers, 2004; Boyce King, 1993). These psychologists also provide services to athletes in a team environment. This particular definition also provides an important qualification concerning the general role of psychology in sport. Sport psychologists are not monopolists in this area. Many athletes have the benefit of psychological support as provided by a trainer, a position coach or a team manager (Kornspan Duve, 2006; Wilson Stephens, 2005). This element of sport psychology is very important but is excluded from consideration here. The final category is the Research Sport Psychologist. This group is comprised of scientists and scholars of sport psychologist. Theirs is an important support role to the entire discipline (Cox, 2005). Sport provides science with ongoing opportunities to gain access to athletes and teams in every sport from its preseason, in season and post season /off season periodization. The psychologists engage in ongoing research and experiments in the field. Applied sport psychology Applied sport and exercise psychology involves the extension of psychology theory and research into a specific field. While the particular athlete or team will inevitably attract the most attention in these applications, given that the pursuit of athletic excellence is a primary objective, the psychologist has a significant role to play in the education of any coaches, teammates, parents, fitness professionals, and athletic trainers about the psychological aspects of the specific sport or exercise activity. Applied sport and exercise psychologists seek to facilitate maximal involvement, performance, and enjoyment in any sport environment. The practice of applied sport and exercise psychology usually involves a combination of individual and group consulting or counseling depending on the style of the professional conducting the intervention and the needs of the client. The realty of amateur sport is that many athletes do not have the access or means to have a personal psychological consultant (Maclean Hamm, 2008: 352). Notwithstanding access questions, the principles that support a proper practitioner / athlete relationship are the same. Key Issues Sports psychologists face similar professional demands in areas such as continuing education and training. It is submitted that given the ceaseless commitment to athletic improvement, the development of new training techniques, nutritional and supplement approaches, physical monitoring, equipment trends and related factors places a substantial pressure on a sports psychologist to remain current in all aspects of their practice (Nesti, 2004). At its best articulation, sport psychology has a transformational power that elevates performance (Armstrong, 2001, 4). Experiential learning cycles are often at the heart of successful sport psychology practice, because sport performance typically provides immediate feedback as to the efficacy of the cycles developed for the athlete. Sport psychology encourages an intensely personalized approach to all facets of it application; a significant relationship exists between the personality of the practitioner and the effectiveness of the applications; the simple observation that not every psychologist can succeed in this area due to the limitations of their own personality is reinforced here. For even the most engaged and cutting edge practitioners, there are practical considerations to the discipline that are submitted as both constants and as overarching issues that never decline in their importance. These are discussed here under the general rubric of ethics; as the examples below illustrate, the boundaries between professional competence, the duty of care to the athlete, continuing education concerning best practices, and the maintenance of appropriate ethical standards in all matters involving an athlete or team are not always clear cut. It is important to appreciate that notwithstanding the unique demands of an individual sport or the immediacy that may be a part of the practitioner / athlete relationship, a psychologist remains bound by the statutory provisions and the ethical regulations of their jurisdiction. The various Codes of Conduct do not create separate regimes for the sports psychologist; the attention to the athlete relationship must be observed with the same care as patient relationships in clinical or therapeutic settings. It may be observed that in an elite sports team setting, where there is a large staff of professional sport persons that span a number of disciplines, only the team physician and the sport psychologist are liable to a standard of ethical conduct that extends beyond their contractual obligation to the team or the common law duties of care that might apply to a coach athlete or trainer athlete scenario (Nesti, 2004; Watson, 2008; Morris Summers, 2004). Ethical codes may be clearer c ut when the practitioners relationship is with a adult professional golfer or well paid footballer; the youth and overall potential for vulnerable persons to be working with a sports psychologist render the standard ethical duties very important in practice. One might conclude that given the acceptance of sport psychology as an important element of modern sport training and competition, that the more closely one could integrate physical and psychological, athletic training the more efficient the training over all and the more successful the athletic enterprise. Leaving aside the impossibility of installing combined coach / practitioners at every level of sport, a seeming next best option would be to ensure a close and centralised relationship between the athletic and psychological training programmes. There are clear advantages to such a coordinated approach. The training time required for each aspect would be optimized; the psychological training could be seamlessly integrated into every segment of the physical training routines. The trust implicit in the athlete / coach relationship could assist the athlete in overcoming any apprehension about what to them may be novel or disconcerting mental training approaches (Wright Erdal, 2008: 187). The disadvantages are equally stark and it is submitted that the maintenance of practitioner and coaching boundaries is important in several potential areas of difficulty. Where the coach and the psychologist are working very closely together in a team sport environment, there is the concern that the athlete may be apprehensive about confiding in the psychologist or making a complete commitment to a psychological training programme for fear of any mental / emotional weakness being revealed to the coach and thus compromising playing time or status on the team (Watson Clement, 2008, 3). The relationship between psychologist and athlete, like coach and athlete is inherently a power relationship; the knowledge that the practitioner applies to the psychological aspects of training create a dependency that must not be permitted to influence any other relationships that the athlete has.ÂÂ   As Nesti notes (2004), the task facing the practitioner is to simultaneously maintain openness to the athletes and coaches without abandoning or diluting their most personal and deeply held values. This makes considerable demands upon the psychologist working in a sports environment where the dominant values are those centred on self-preservation and material gain.(102) The ethics rubric takes on a further and more complex dimension when a team or sports organisation retains a sport psychologist to provide training. The ethical duties and their corresponding lines can become blurred. The following hypothetical will illustrate the issue. A sport psychologist is retained by a football team to help develop what the coach describes as mental toughness (Wann Polk, 2007).ÂÂ   The coach wants his players to be more aggressive, more truculent and more physical in their approach to the game Im tired of our guys getting pushed around. It may be readily appreciated that there is a thin almost indiscernible boundary between the coachs toughness and a training programme that may as easily promote rough, violent or anti-social attitudes amongst the players. The coach is determined to take newfound toughness instilled in the mental training regime to a new competitive level. The psychologist is now placed in a difficult position to train as the clubs retai ner requires, or to potentially assist in the promotion of emotional attitudes that are not necessarily in the individual athletes interest (Goldstein Iso-Ahola, 2006). The sports psychologist has an important preventative / restorative role in all aspects of athletic training. Burnout is a psychological problem at every level of competitive sport, youth leagues to the professional ranks. (Kalliath Beck, 2001; Matheson, Mathes Murray, 1997) The same fundamental trust relationship between practitioner and athlete that build mental power in sport must also be applied where appropriate to protect if an athlete is not emotionally suited to a particular type of training a practitioner has a positive ethical obligation to discontinue it, no matter who is paying for the services. Future Directions in Sport Psychology It is impossible to provide a definitive conclusion as to the future direction of sport psychology within the framework of this paper. However, two tentative propositions may be advanced. The first is a predicted even greater reliance by elite athletes on sport psychologists to provide them with support in training and competition. Every athlete in every sport seeks the proverbial edge, so often measured in millimeters or milliseconds. In an era of immense potential financial returns for sport success, a sports psychologist is a cost-effective training aid. The second prediction is connected to the development of the discipline itself. Competitive athletes are result driven; for society as a whole, there are fewer ways to empirically measure societal athletic or sport exercise success. The cost of health care as attributed to poor life style choices and sedentary attitudes may militate in favour of a public push to incorporate sports psychologists into the public health mainstream, on the same cost effectiveness rational as observed in elite sports. Works Cited American Psychological Association Ethical Principles of Psychologists and Code of Conduct (2009) [online] Retrieved November 18, 2009 at: Armstrong, Scott. Are You a Transformational Coach? JOPERDThe Journal of Physical Education, Recreation Dance 72.3 (2001): 44 British Psychological Society Ethical Guidelines (2009) [online] Retrieved November 21, 2009 at: Boyce, B. Ann, and Valerie King Goal-Setting Strategies for Coaches JOPERDThe Journal of Physical Education, Recreation Dance 64.1 (1993): 65+. Questia. Web. 24 Nov. 2009. Cox, Richard H. Sport Psychology: Concepts and Applications (5th ed.) Toronto: McGraw Hill (2005) Donohue, Brad, et al. The Development and Initial Evaluation of Two Promising Mental Preparatory Methods in a Sample of Female Cross Country Runners. Journal of Sport Behavior 24.1 (2001): 19 Dosil, Joaquin, ed. The Sport Psychologists Handbook: A Guide for Sport-Specific Performance Enhancement Chichester, West Sussex: John Wiley Sons, (2005) Douthitt, Vicki L., and Mark L. Harvey Exercise Counseling How Physical Educators Can Help JOPERDThe Journal of Physical Education, Recreation Dance 66.5 (1995): 31 Goldstein, Jay D., and Seppo E. Iso-Ahola Promoting Sportsmanship in Youth Sports: Perspectives from Sport Psychology; Sport Psychology Provides Crucial Insights for Improving Behavior in Sport. JOPERDThe Journal of Physical Education, Recreation Dance 77.7 (2006): 18 Griffin, Joy. Sport Psychology: Myths in Sport Education and Physical Education Sport Psychology Isnt Just for the Elites; It Can Benefit Everyone in Youth Sports and Physical Education. JOPERDThe Journal of Physical Education, Recreation Dance 79.8 (2008): 11 Kalliath, Thomas J., and Alexandra Beck Is the Path to Burnout and Turnover Paved by a Lack of Supervisory Support? A Structural Equations Test New Zealand Journal of Psychology 30.2 (2001): 72 Kornspan, Alan S., and Mary J. McCracken The Use of Psychology in Professional Baseball: The Pioneering Work of David F. Tracy. Nine 11.2 (2003): 36 Kornspan, Alan S., and Michael A. Duve A Niche and a Need: A Summary of the Need for Sport Psychology Consultants in Collegiate Sports. Annals of the American Psychotherapy Association 9.1 (2006): 19 Kremer, J., Moran, A. P. Pure Sport: Practical sport psychology. London: Routledge (2008) Maclean, Joanne, and Shannon Hamm Values and Sport Participation: Comparing Participant Groups, Age, and Gender. Journal of Sport Behavior 31.4 (2008): 352 Matheson, Hilary, Sharon Mathes, and Mimi Murray The Effect of Winning and Losing on Female Interactive and Coactive Team Cohesion Journal of Sport Behavior 20.3 (1997): 284 Morris, T., and Summers, J., eds. Sport psychology: theory, application and issues (2nd Ed.). Chichester: Wiley (2004) Nesti, Mark. Existential Psychology and Sport: Theory and Application. New York: Routledge, 2004 Wann, Daniel L., and Joshua Polk The Positive Relationship between Sport Team Identification and Belief in the Trustworthiness of Others North American Journal of Psychology 9.2 (2007): 251 Wilson, Marcia A., and Dawn E. Stephens Great Expectations: How Do Athletes of Different Expectancies Attribute Their Perception of Personal Athletic Performance? Journal of Sport Behavior 28.4 (2005): 392 Watson, Jack C and Damien Clement Ethical and Practical Issues Related to Multiple Role Relationships in Sport Psychology (2008) [online] Retrieved November 22, 2009 at: Wright, Perry B., and Kristi J. Erdal Sport Superstition as a Function of Skill Level and Task Difficulty Journal of Sport Behavior 31.2 (2008): 187

Use of Repetition, Word Choice, and Imagery in Neuromancer :: Neuromancer Essays

Use of Repetition, Word Choice, and Imagery in Neuromancer While reading "Neuromancer", one may become extremely baffled if he or she cannot interpret the terminology used or the framework in which the book is written. Hence, the use of the formalistic approach is necessary in order for the reader to actually understand the concepts trying to be declared by Gibson. Through the formalistic approach one can begin to see that Gibson uses repetition, and specific word choice to set the tone for the novel, and imagery to relate the content of the book to the lives of his readers. Gibson chooses words to aid the reader in imagining the "dystopia" of the Freeside, a place where the main portion of the book takes place: "For Case, who'd lived for the bodiless exultation of cyberspace, it was the Fall" (6). "The sky above the port was the color of television, tuned to a dead channel" (3). Gibson describes Freeside as if it is one of the worst places to go. Katie Cooper also describes the dystopia portrayed in this book as well. Gibson also uses words out of the science fiction terminology such as "jack-in and flatline" to encourage the reader to feel as though he or she is actually in the mist of cyberspace. Even the title of the novel depicts a certain characteristic of the book: "'Neuromancer,' the boy said, slitting long gray eyes'The lane of the land of the dead. Where you are, my friend Neuro from the nerves, the silver paths. Romancer" (243). Through Gibson's use of specific words he creates a constantly depressing mood and he allows the reader in many ways to visualize cyberspace themselves. William Gibson is able to project a clear-cut conception of human communication and exactly how we interact with one another through imagery. He symbolizes this relationship through the use of the two Artificial Intelligence's (AI), Wintermute and Neuromancer. In the book, the AIs live completely different contexts than the other characters such as Case, Molly, or Linda. "No. I saw her death coming. In the patterns you sometimes imagined you could detect... My methods are far more subtle than Wintermute'. I brought her here. Into myself" (259). Neuromancer, one of the AI's, uses Case's close friend, Linda, to try and deceive Case into staying on the beach. Hence, the AI's speak through old friends of the characters to communicate with them.

Ethan from †Realism Essay

The rise of Realism in 1855 was the time when farming began to industrialize, communication expanded through railroads, and Nationalism was yet again revived. On top of all these important transformations that have marked this period of time was the significance for literature with a new audience, new settings, and new characters. The novel, Ethan Frome, by Edith Wharton, is a magnificent example of literature from the Realistic period. First, Realism is a definite movement away from the Romantic period. Romantics wrote regarding the unique and the unusual, whereas in Realism, literature was written about the average and ordinary. The town where the novel takes place is Starkfield, an average farming community. There is not much in the town that is of interest or anything extravagant to be known for. In addition, literature from Romanticism focused on hopes, while Realistic literature illustrated skepticism and doubt. The narrator describes the scene where Zeena declares to Ethan that her sickness is getting serious, saying, â€Å"She continued to gaze at him through the twilight with a mien of wan authority, as of one consciously singled out for a great fate. I’ve got complications,’ she said† (108 Wharton). Hope for Zeena’s health is nonexistent, and she, being a hypochondriac, confirms the fact that she feels doubtful about life. The Romantics wrote about the unusual and hopeful, which are characteristics that are not strongly represented in Realistic literature. The second aspect of Realism is the idea of Regionalism. One indication of Regionalism in literature is the characters’ dialect. An excellent depiction of dialect is where Harmon Gow says, â€Å"Wust kind, . . . More’n enough to kill most men† (6). His regional accent is shown by the spelling and punctuation, allowing the reader to have an idea of how Harmon would have said it. Another aspect of Regionalism is the customs and the way of life of the characters. One way of life that the characters are accustomed to is the normality of marriage between cousins. As this practice is not enthusiastically accepted everywhere, it brings the Regionalistic aspect to the novel. Regionalism, which includes the characteristics of dialect and customs, is a critical component of Realism. Third, Realistic literature uses the concept of Naturalism. In Ethan Frome, the bleak winter setting is a primary clue that nature plays a key role in the story. Nature is displayed as a powerful and malevolent force that is indifferent to humankind. In the novel, the narrator once stated, â€Å"But when winter shut down on Starkfield, and the village lay under a sheet of snow perpetually renewed from the pale skies, I began to see what life there–or rather its negation–must have been . . . † (7). This statement depicts the winter seasons in Starkfield as gloomy and undesirable weather. Aside from the setting, the basic animal nature of humans also draws out the Naturalistic traits in Realism. The narrator tells what was going through Ethan’s mind following the smash-up, † . . . and far off, up the hill, he heard the sorrel whinny, and thought: `I ought to be getting him his feed. . . ‘ † (172). At such an intense moment, Ethan’s animal nature brings him to think about tending to his hungry horse instead of caring about his and Mattie’s teetering lives. These examples signify the sense of nature and its forces used in the literature of Realists. Edith Wharton’s novel, Ethan Frome, is a wonderful example of Realistic literature. Its style shows signs of a distinct shift away from Romanticism and illustrates the aspects of Regionalism and Naturalism, two major components of Realism. Authors of the Realistic period depicted life as typical, everyday people lived and knew it to be, using these important points. The ordinary characters that dealt with common problems and situations in the literature brought a new group of readers, establishing a unique new era that has changed the way people perceive life forever.

The War In Afghanistan essays

The War In Afghanistan essays In the early morning of September 11, 2001, the United States was awaked to the news that the World Trade Center and Pentagon had been hit by commercial airlines. The deed was stated by President Bush, as an apparent terrorist act. The initial response of America was to go and hunt down all who practice the Muslim faith and to retaliate and possibly initiate a war. But is violence the right way to react. In this case, violence is an acceptable way to respond. If the United States did not fight back in some way, shape, or form, it may have lead other countries to believe that we have no way to defend ourselves, therefore making it seem that we are an inferior nation. As a nation, when a problem like this comes about, we should not just brush it off and say it happens, but we should find some means of defending ourselves. If somebody was threatening your life, you have the right to defend yourself. Though some people may believe in nonviolence, in modern society, this is not the best way of getting your point across when you are dealing with possible war. Following the attacks on September 11th, President Bush announced that the reason he would strike back was not only to get vengeance, but also to wipe out terrorism. In his address to the nation he stated: America and our friends and allies join with all those who want peace and security in the world and we stand together to win the war against terrorism (Bush page 2). If his purpose for violence is to help expunge evil, does that still make it wrong? The United States is the most powerful country in the world. But that does not mean that the USA is the most liked. As a country we need to live up to the standards set to us by the world. By standing around after the attacks, that may be seen as weak. If the USA retaliates it will show other countries that the USA is the most powerful country and is not to be reckoned with. This retribution ...