Preistleys main aim Essay Example For Students

Preistleys fundamental point Essay Birlings character doesn't create at all through the play. Toward the end he is still similarly as mean and selfish as he was to start with. The main thing that worries him about the story of poor people young lady is his mortification on account of the open when the embarrassment is accounted for. He chides Eric, not in light of what he did to the young lady, however for adding to their issues. Birling is likewise amazingly uncaring. He can't comprehend why the Inspector is astonished and nauseated when he discloses to them that he terminated the young ladies. He just tallies being inhumane and mean as an aspect of his responsibilities. He just thinks about ascending the stepping stool, not whether anybody gets injured while he does it. This disposition is one that Preistley hates the most and is something contrary to communism. All in all, Birling is something contrary to everything that Preistley has confidence in and is the one that Preistley utilizes the most in indicating that society is corrupt. He is the exemplary entrepreneur who might have seen Preistley as a wrench and do-gooder. I believe that the play-writ prevails in his point with Birling as by the end you see him as an underhanded, mean, industrialist. Mrs. Birling is the spouse of Arthur Birling. About as brutal and narrow minded as her significant other, she is difficult. Preistley utilizes her to show that it isn't simply men who are the hindrance to the unification of society. Her view on the world, despite the fact that she is mean and coldblooded, is through rose-tinted exhibitions. She can't envision that Eric has been drinking by any means, not to mention intensely as this statement shows Mrs. B. Eric? Goodness Im apprehensive he may have had rather a lot to drink today around evening time. We were having a little festival here-Inspector Isnt he used to drinking? Mrs. B. No, obviously not. Hes just a kid. This statement likewise shows Mrs. Birlings hesitance to regard her posterity as equivalents. Right the manner in which the play she regards them as though they are both little youngsters. This reality likewise demonstrates her similitude to her significant other. At the point when it rises that she had addressed the dead young lady fourteen days back and she had, basically, killed her, she despite everything shows no regret and accepts she made the best choice on the grounds that the young ladies situation sounded crazy to me. Her wrongdoing according to Eva Smith is potentially the most noticeably terrible. Mrs Birling is the one that got the opportunity to spare her from her horrendously untimely destruction and she decided to release it since she was so self important. She accepts that a young lady of a subordinate class couldn't have sufficiently high ethics to quit tolerating taken cash. As though a young lady of that sort could ever deny cash! This lady is additionally foolishly silly. She is unequipped for envisioning that her child could have had a relationship with this young lady. With this character Preistley satisfies his point very well for sure. The character is delightfully composed and you truly get a feeling of how mean and affected she is. Her treatment of her youngsters, the Inspector, Gerald and her significant other all epitomize the things that Preistley abhorred about his general public.

Reproductive Regulation and the Construction of Relationships for Populace Control in The Giver and “Pop Squad” - Literature Essay Samples

In both Lois Lowry’s The Giver and Paolo Bacigalupi’s â€Å"Pop Squad† a regulation of reproductive rights in order to encourage a better future for the society. While both of these regulations differ in terms of application, and level of restriction both are successful in furthering the beliefs and needs of the society. In The Giver, sexuality, or Stirrings, is repressed through the use of medication. Sexual desire is also repressed through the control of love and partner selection, limiting the risk of sexual activity. In â€Å"Pop Squad†, it is merely reproduction that is forbidden. Even outside of the law, the societal perception of reproduction works as an additional persuasion factor. Although reproduction is forbidden, sexual activity is permitted. Romantic relationships tend to have less focus on commitment due to the longevity of life, however, which ultimately changes how and why people in â€Å"Pop Squad† love. The regulation of reproduct ion alters how people love and as a result keeps their respected societies self-serving. As self-preservation, rather than selfless love prevails, it becomes easier to manipulate individuals. It is not until the protagonist of their respected stories become acquainted with love that they choose to rebel for the benefit of others. By controlling sex, reproduction, and love, rebellion is less likely to exist as following order benefits the individual more. Sexual feelings, or Stirrings, are repressed in The Giver through the use of daily medication. This pill is mandated by those in power, aired through the Speaker to remind youth that â€Å"STIRRINGS MUST BE REPORTED IN ORDER FOR TREATMENT TO TAKE PLACE† (Lowry 47). By preventing citizens from experiencing sexual desire, they are controlled in several ways. First, and most importantly, this prevents unexpected pregnancy from occurring. This allows the counsel to control the population. This also prevents intentional non-Vessel births, ensuring citizens do not become attached to their biological children. By restricting sexual desire, the counsel is able to easily control the relationships of citizens who no longer experience a desire of longing for a particular person. By removing sexual desire, the counsel is able to create an easily manipulated society. Medication is also used in â€Å"Pop Squad† to prevent reproduction in citizens. This medication, rejoo, is the subst ance used by the society to achieve eternal life. It contains a birth control supplement in order to prevent a population boom from their consistent population. Aside from this functional purpose, it also helps the government in controlling their citizens. First, by having the rejoo and birth control in one, those who choose to have children will age and eventually die, phasing them out of society, causing them to be less of a problem. Additionally, as the vast majority of the population is without children, they do not have any dependants to worry about. This causes citizens to think primarily of their own well being rather than worrying of the well being of others. This ensures people will follow the rules as it is more beneficial to obey the law than to make the world different for another person. The life extending properties of rejoo paired with its birth prevention both regulate and discourage birth from occurring in the society. Romantic relationships do not exist in The Giver. In order to remove pain, all emotions have been removed from the population. This prevents people being able to experience love for another. Additionally, the societal norm has prevented people from selecting their own life partners. Partners are not selected by individuals for their compatible personalities but merely by the same willingness to help raise a child. These situations help to prevent committed relationships being formed. These are not lovers, but business partners, working towards forming functional members of society. This strictly professional relationship. Due to the lack of personal commitment between partners, their motives remain self-serving. While they are willing to assist in raising children, their lack of emotional bonds between one another prevent selfless decisions from being made. This discourages individuals to rebel as it is more beneficial for the one to follow order. Relationships in â€Å"Pop Squadâ⠂¬  are formed personally, though due to the longevity of life, are implied not to last forever. During an interaction between the narrator and his girlfriend she comments â€Å"‘If we weren’t going to live forever, I’d marry you’† (Bacigalupi 144). This implies that due to eternal life marriages and long-term relationships are no longer considered a norm. There is a limited need or desire for long, committed relationships due to the permanence of life. It appears to be an accepted fact that relationships will likely not last forever and are merely a short-term arrangement. This public acknowledgement of an almost certainly ending relationship enforces self-preservation within the character’s lives. It is more beneficial for a character to worry about their own needs rather than their partner’s as they will likely not be with this person forever. Because of this nature of a self-serving, non-committed society, it is unlikely that peop le will act in a way that benefits others while harming their own desires. Knowing that your partner will likely be replaced later in life limits the depth of love you feel towards that person. Neither Alice or the narrator directly express love for one another. While it is clear they appreciate one another, the established temporary nature of their relationship prevents either from sacrificing their own desires or morals for the other. This selfishness prevents people from rebelling to benefit their partners as it is easier, and more accepted to find another person to share your life with than to support reproduction. Parent/ child relationships in The Giver are also a fabrication of the community. Children are born from Vessels in the community and assigned to families they have no biological attachment towards. This helps to prevent biological love and attachment from forming within a family. Just as Jonas’ parents do not love one another, they do not love their children. When the Giver presents Jonas with the emotion of love, he questions whether his parents love him. His parents not only laugh at Jonas for this question, but attempt to convince him that love is â€Å"meaningless† (Lowry 127). Much like the distance between spouses prevents selfless acts that benefit others, the same logic applies here. As parents do not possess a biological instinct to protect their children, they are less likely to act out in an attempt to do what is best for their children. For example, Jonas’ father is aware he must release Gabriel, his technical son, and would oblige when it was time. Had he loved Gabriel, the father would neglect his duties as a Nurturer in order to protect him. He does not experience love towards Gabriel or a need to protect him – he does what is best for the community as that is what he feels is right. Children are kept from their biological parents in order to prevent a love-driven rebellion. Relationships between mother and child in â€Å"Pop Squad† are shown to be significantly more passionate than those in The Giver. First, merely birthing a child presents a large amount of risk mothers are willing to put forth for the benefit of their children. These mothers are aware that what they are doing is a crime. They are willing to risk their eternal life in order to bring a new one into the world. More so, the mothers experience a primal and instinctive reaction towards the arrival of pop squads. In the instance where the narrator kills the child in front of its mother, she is devastated calling the narrator â€Å"a bastard and a killer and bastard and monkey man and a fucking pig† (Bacigalupi 149). She is a rambling of passionate emotion, unable to control her own feelings. The is a striking difference from Jonas’ father’s reaction to killing Gabriel. While this mother is horrified having to watch the death of her child, Jonas’ father is content with the idea of killing what is essentially his adopted son. Parental love is clearly exhibited within â€Å"Pop Squad† through the emotional reactions of the mothers. Both protagonists begin to rebel once the experience or witness a forbidden form of love within their societies. When Jonas learns of love from the Giver he begins to experience it, particularly towards Gabriel, acknowledging that â€Å"[t]here could be love† (Lowry 129). Jonas develops love for Gabriel and exhibits this when he attempts to save Gabriel from release. Jonas, who once desired to only blend in with his peers, rebels against the desires of the committee in order to protect Gabriel. This shows the exact risks Jonas’ parents are not willing to make for each other or their children. While most in the world of The Giver are concerned with following rules for the sake of self-preservation, Jonas is able to identify that the needs of Gabriel are more important that preserving his role as a model citizen and does what he can in order to help save Gabriel’s life. When Jonas learns of love, he beings to rebel. It is shortly after Jonas stops taking his pill t hat he decides to go against the wishes of the counsel. Jonas desires to experience true emotions as he does through the memories he receives from the Giver. It is once Jonas’ sexual feelings are no longer repressed that he chooses to rebel against order and give memories and emotion to all in the town. These forbidden Stirrings provide Jonas with raw emotions that he experiences for himself and not through the Giver. By choosing to feel sexual desire, Jonas makes the first step towards rebellion. He chooses to experience all emotion rather than follow the rules put in place leading him closer to neglecting rules all together. The narrator of â€Å"Pop Squad† also neglects his duties as an officer when presented with parental love. After tracking a young woman he finds in a toy store, the narrator meets her and her daughter, Melanie. While he intends to shoot the child, he is unable to because the mother is holding her. This is a physical example of love protecting the child. The mother’s embrace prevents the narrator from shooting the child and grants enough time for the narrator’s interest to be piqued. He witnesses many natural acts of love between Melanie and her mother: nursing, playing games, and the mother’s overwhelming desire to protect her daughter. Witnessing the mother’s innate need to protect her child inevitably leads to the narrator choosing not to kill Melanie and arrest her mother. Although his act of rebellion is small, it speaks a great deal. In contrast to his previous depicted encounters between mother and child, merely leaving the situation without t ampering is a major stance against what he at one point believed was correct. His version of rebellion is small, though just as powerful as Jonas’. After experiencing what love between a mother and child looks like, the narrator of â€Å"Pop Squad† goes against societal rules and saves the life of Melanie and her mother. It is once he feels empathy for others the narrator is able to understand the struggles of those who have chosen to become mothers. This empathy is brought to him through the love he witnesses between Melanie and her mother which ultimately saves their life through the narrator’s rebellion. In both The Giver and â€Å"Pop Squad†, love is the withheld emotion that helps to prevent a rebellion in their respective societies. In The Giver, much is done to prevent love from forming in their community. Spouses are selected through a committee and not person preference, people do not raise their biological children, and even sexual fantasies are repressed. By taking these actions the risk of love occurring is reduced and people are less likely to act selflessly against the rules of the committee to benefit another. Once Jonas is able to feel love he begins to rebel in order to save Gabriel. He thinks about the benefits of others above himself leading to a rebellion. Similarly, the narrator in â€Å"Pop Squad† is able to ignore what he once deemed â€Å"right† after viewing the unconditional love between mother and child. Although he has encounter these relationships many times in his past, it is when he takes the time to understand one that he begins to sy mpathize. Although he is aware it is wrong, he allows Melanie and her mother to live as his own form of rebellion. In both pieces of fiction, love is what leads to the beginning of a rebellion.

The Victorian Period Was a Time of Change

The Victorian Period revolves around the political career of Queen Victoria. She was crowned in 1837 and died in 1901 (which put a definite end to her political career). A great deal of change took place during this period--brought about because of the Industrial Revolution; so its not surprising that the literature of the period is often concerned with social reform. As Thomas Carlyle (1795–1881) wrote, The time for levity, insincerity, and idle babble and play-acting, in all kinds, is gone by; it is a serious, grave time. Of course, in the literature from this period, we see a duality, or double standard, between the concerns of the individual (the exploitation and corruption both at home and abroad) and national success — in what is often referred to as the Victorian Compromise. In reference to Tennyson, Browning, and Arnold, E. D. H. Johnson argues: Their writings... locate the centers of authority not in the existing social order but within the resources of individual being. Against the backdrop of technological, political, and socioeconomic change, the Victorian Period was bound to be a volatile time, even without the added complications of the religious and institutional challenges brought by Charles Darwin and other thinkers, writers, and doers. Consider this quote from Victorian author Oscar Wilde in his preface to The Picture of Dorian Gray as an example of one of the central conflicts of the literature of his era. All art is at once surface and symbol. Those who go beneath the surface do so at their own peril. Those who read the symbol do so at their own peril. Victorian Period: Early Late The Period is often divided into two parts: the early Victorian Period (ending around 1870) and the late Victorian Period. Writers associated with the early period are: Alfred, Lord Tennyson (1809–1892), Robert Browning (1812–1889), Elizabeth Barrett Browning (1806–1861), Emily Bronte (1818–1848), Matthew Arnold (1822–1888), Dante Gabriel Rossetti (1828–1882), Christina Rossetti (1830–1894), George Eliot (1819–1880), Anthony Trollope (1815–1882) and Charles Dickens (1812–1870). Writers associated with the late Victorian Period include George Meredith (1828–1909), Gerard Manley Hopkins (1844–1889), Oscar Wilde (1856–1900), Thomas Hardy (1840–1928), Rudyard Kipling (1865–1936), A.E. Housman (1859–1936), and Robert Louis Stevenson (1850–1894). While Tennyson and Browning represented pillars in Victorian poetry, Dickens and Eliot contributed to the development of the English novel. Perhaps the most quintessentially Victorian poetic works of the period are: Tennysons In Memorium (1850), which mourns the loss of his friend. Henry James describes Eliots Middlemarch (1872) as organized, molded, balanced composition, gratifying the reader with the sense of design and construction. It was a time of change, a time of great upheaval, but also a time of GREAT literature!

Analysis Of The Poem Dream Deferred - 878 Words

Pursuing Dreams The overall meaning of this poem is about the consequences of not pursuing your dreams. For some this can be a horrible thing while for others, it can be a blessing in disguise. The poem begins with a simple question, â€Å"What happens to a dream deferred† (line 1)? What occurs when an individual goes in another direction from a goal or ambition they had once desired? Does it cause a weight to be lifted? Does it cause fear and anxiety? This poem focusing on the consequences or benefits that are the result of a dream that goes unachieved. The speaker lays out the possible different outcomes that would occur when someone gives up on their dreams. The first of the possible scenarios is listed as â€Å"Does it dry up / like a raisin in the sun† (lines 3-4)? The dream begins as a youthful, ambitious goal for life. This goal slowly begins to fade as the person ages. Whether this is due to shifts in priorities or unforeseen circumstances, things have changed over time. A drea m that once seemed to be very achievable is now nothing more than a small memory in the back of ones mind. The metaphor that is used here is a grape drying up to become a raisin, just like their dreams can shrink down into a fraction of what they once were. The next scenario is a how a deferred dream can affect you a little more harshly. The speaker asks, â€Å"Or fester like a sore- / And then run† (lines 4-5)? The sore that is mentioned can be thought of as more of a wound. It is not so much the resultShow MoreRelatedAnalysis Of The Poem Dream Deferred 980 Words   |  4 PagesThe play illustrates the theme of the poem through the words, the words helps the reader to understand what can happen to dreams. What is a dream deferred? A dream deferred is what happens when life gets a whole of that dream. Sometimes dreams are able to manifest them but there are times when it dries up like a raisin in the sun. Each member of the Younger family has dreams that may come true or may the deferred. Lena, the mother of family always wanted a better place for her family, a betterRead More Harlem, An Analysis of a Langston Hughes Poem Essay1405 Words   |  6 PagesHarlem, An Analysis of a Langston Hughes Poem The short but inspirational poem Harlem by Langston Hughes addresses what happens to aspirations that are postponed or lost. The brief, mind provoking questions posed throughout the poem allow the readers to reflect--on the effects of delaying our dreams. In addition, the questions give indications about Hughes views on deferred dreams. Harlem is an open form poem. The poem consists of three stanzas that do not have a regularRead MoreAnalysis Of A Raisin In The Sun1185 Words   |  5 PagesHughes poem called A Dream Deferred which was written as an example of life in harlem. The lines are a introduction to the white societys actions to take away equal opportunity from black citizens. Hughes main point is that there could be consequences when peoples frustrations build up or accumulate to the point where they have to either surrender their dreams or allow strenuous circumstances to literally devour their aspirations. With Hughes poem as a background, the theme of the poem and theRead MoreLiterary Analysis of Langston Hughess A Dream Deferred1028 Words   |  4 Pagescirculated, analysis of the poem must take place. It unveils and discusses the themes, figures of speech, word placement, and flow of the piece, and A Dream Deferred, is no exception. In Langston Hughess poem, A Dream Deferred, the theme is tha t no really knows to dreams if they are not reached, and very realistic figures of speech help convey this idea; the poem can be surprisingly related to Mr. Hughess life through the subtitle and quotes from Langston himself. The meaning of, A Dream DeferredRead MoreEssay about Analysis of Dream Deferred by Langston Hughes615 Words   |  3 PagesAnalysis of Dream Deferred by Langston Hughes Dreams are the driving force of America today. Every person has some sort of dreams and or goals. Although in life everyone has dreams and goals, there are obviously more struggles for some ethnic groups than for others. The poem, Dream Deferred, by Langston Hughes, is one mans expression of his dreams during a difficult time period. As a black man in a time period where African-Americans were considered an inferior group of peopleRead MoreHarlem: a Dream Deferred1043 Words   |  5 PagesHarlem: A Dream Deferred Langston Hughes Literally Analysis Dreams are aspirations that we hope to reach on our lifetime. They are the day that gives us the drive to live our lives and accomplish our goals. When reaching our goals, we will do anything to get to our destination. But what happens when your dreams deferred and put on hold due to unseen circumstances? Or what do you so when someone tells you that you can not so the things you want to so because of the pigmentation of your skinRead MoreAnalysis Of The Poem Harlem 1303 Words   |  6 Pagesâ€Å"famously wrote about the period that ‘the negro was in vogue.’† (Langston). Throughout his body of work, Hughes spoke eloquently to the full spectrum of dreams - both their inspirational power and their heavy burden, if not fully realized. His famed poem, â€Å"Harlem (Dream Deferred)† uses heavy symbolism, falling into three definitive categories: 1. Dreams; 2. Food and Domestic Life and 3. Violence and Oppression(Shmoop). This trio of topics coalesces itself masterfully into further analytical study, asRead MoreDream Deferred1590 Words   |  7 PagesAnalysis of a Dream Deferred by Langston Hughes This poem by Langston Hughes is a very complicated. In it the speaker paints a picture of what might happen to someone’s dream if it is postponed too long. This idea is the overall theme of the poem and it is what unifies and connects each line to the poem as a whole. There are also indirect references that this is not only the dream of an individual, but an entire race’s struggle to achieve peace and liberation. This poem consists of a seriesRead MoreLangston Hughes ´ Memories in His Poems Essay834 Words   |  4 Pagesthe voice of his people and the force to help the dreams of many to move forward. The idea of whether or not to pursue a dream is addressed in one of his poems where he asks â€Å"What happens to a dream deferred?† (Langston Hughes, Dreams Deferred). The style of writing in this poem takes the use of questions as a way to have the reader really ponder about a dream that is not pursued. In a sense, Hughes is trying to paint the picture tha t the dreams that people do not fight for eventually fade awayRead MoreAnalysis of Harlem by Langston Hughes602 Words   |  3 PagesAnalysis of Harlem by Langston Hughes Through the turbulent decades of the 1920s through the 1960s many of the black Americans went through difficult hardships and found comfort only in dreaming. Those especially who lived in the ghettos of Harlem would dream about a better place for them, their families, and their futures. Langston Hughes discusses dreams and what they could do in one of his poems, Harlem. Hughes poem begins: What happens to a dream deferred... Hughes is asking

Whitman vs Hughes free essay sample

After reading two poems from Walt Whitman and Langston Hughes, you can see that Whitman speaks about and based his poem on the employed people, working and enjoying their jobs. In contrast Langston Hughes focuses more on the other unemployed people having no jobs while maintaining optimism. Therefore, Walt Whitman’s â€Å"I Hear America Singing† and Langston Hughes’ â€Å"I, too, Sing America† present American way of life in two different prospective. Walt Whitman’s poem, â€Å"I Hear America Singing† is different from Langston Hughes’ poem because he focuses on the people working at everyday jobs. He uses the word â€Å"singing† to symbolize appreciation and pride in their professions. For example, he says the carpenter is â€Å"singing his as he measures his plant or beam. â€Å" This means that the carpenter along with the other people love doing what they do at their jobs. The only time in the poem where the people literally sing â€Å"with open mouths† is during night when everyone’s off work. We will write a custom essay sample on Whitman vs Hughes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Furthermore, Whitman’s poem also differs from Hughes’ because he lists occupations, making his poem a catalog poem. He lists from shoemakers making shoes, masons building with stones to mechanics working with machines. Walt Whitman is able to convince people that America is a perfect place where every one is accepted by showing all these people working and singing, loudly together. Unlike Walt Whitman, Langston Hughes shows the reality of America and that not everyone is accepted or have jobs but he remains very optimistic. For instance, in â€Å"I, too, Sing America. â€Å" he says that he’ll â€Å"laugh, and eat well, and grow strong† even if he is forced to go â€Å"eat in the kitchen when company comes† because one day the people who ever doubted him will see how â€Å"beautiful† he really is and will â€Å"be ashamed† for he, too, is America. Langston Hughes knows that America is not perfect but still stays positive. He uses the word â€Å"tomorrow† to symbolize the future. He says that â€Å"tomorrow† he will be eating at the table when company comes and no one will tell him to go â€Å"eat in the kitchen. This shows Hughes’ optimism on life and he is sure that one day in the future, people will see how successful he can be and how he is part of America too. Although both poets have many differences, they have some similarities too. Both poems were written in free verse. There was no specific rhyme scheme or format. Also, Hughes along with Whitman love America. Whitman claims to â€Å"hear America singing the varied carols† and Langston Hughes states that he â€Å"too, am America. † This means that Whitman takes notice of the Americans â€Å"singing† out loud to show how proud they are to be part of America. Langston Hughes includes himself as an American. He also represents and encourages the unemployed people by staying positive and that one day they, too, can unite and show people they can be just as good as them. To sum it up, there were similarities along with differences among the two poems. They differ because Langston Hughes zooms in on the unemployed people while Walt Whitman keeps his focus on the employed people of America. They are similar in that both poets have a love for America and are proud to be apart of it. Despite everyone‘s differences, maybe one day all of America will sing loudly and proudly together.

INtroduction Essays (691 words) - Sports, Basketball Statistics

INtroduction Introduction BASKETBALL Bill Buggey Hailey Kellerman Period: 7 Basketball Then Basketball was first invented in 1891 in Springfield. The creator was Dr. James Naismith (Nov 6 1861-Nov 28 1939) It consisted of peach baskets and a soccer style ball Rules in 1861 The ball may be thrown in any direction with one or both hands The ball may be batted in any direction with one or both hands. A player cannot run with the ball. The player must throw it from the spot on which he catches it, allowance to be made for a man who catches the ball when running at a good speed if he tries to stop The ball must be held in or between the hands; the arms or body must not be used for holding it No shouldering, holding, pushing, tripping, or striking in any way the person of an opponent shall be allowed; the first infringement of this rule by any player shall count as a foul, the second shall disqualify him until the next goal is made, or, if there was evident intent to injure the person, for the whole of the game, no substitute allowed A foul is striking at the ball with the fist, violation of Rules 3, 4, and such as described in Rule 5 If either side makes three consecutive fouls, it shall count a goal for the opponents consecutive means without the opponents in the mean time making a foul A goal shall be made when the ball is thrown or batted from the grounds into the basket and stays there, providing those defending the goal do not touch or disturb the goal. If the ball rests on the edges, and the opponent moves the basket, it shall count as a goal. Rules in 1861 When the ball goes out of bounds, it shall be thrown into the field of play by the person first touching it. In case of a dispute, the umpire shall throw it straight into the field. The thrower-in is allowed five seconds; if he holds it longer, it shall go to the opponent. If any side persists in delaying the game, the umpire shall call a foul on that side The umpire shall be judge of the men and shall note the fouls and notify the referee when three consecutive fouls have been made. He shall have power to disqualify men according to Rule 5 The referee shall be judge of the ball and shall decide when the ball is in play, in bounds, to which side it belongs, and shall keep the time. He shall decide when a goal has been made, and keep account of the goals with any other duties that are usually performed by a referee The time shall be two 15-minute halves, with five minutes rest between The side making the most goals in that time shall be declared the winner. In case of a draw, the game may, by agreement of the captains, be continued until another goal is made Top 10 biggest names of basketball of all time Michael Jordan #23 Kareem Abdul-Jabbar #33 Lebron James #23 Magic Johnson #32 Wilt Chamberlain #13 Larry Bird #33 Bill Russell #6 Tim Duncan #21 Shaquille ONeal #34 Kobe Bryant #24 or #8 How basketball came about It came about from James Naismith when he was told to invent a new game for the young men at a physical education class he taught at a YMCA. He thought of a game that he used to play called Duck on a rock Duck on a rock was a game where you tried to knock a large rock off of a boulder by throwing smaller rocks. James then recalled watching rugby players tossing a ball into a box at a gymnasium. He had the idea of nailing boxes up into which players would throw a ball into. How basketball came about Once he couldnt find boxed he then used baskets. After he had the game materials he made up the rules in about an hour. The game was created for you to do something indoors during the winter season. The spread of basketball How basketball got popular was because of all the graduates that went to YMCA widely traveled and spread the word of the newly invented game.

Gender and Sexulaity Essays

Gender and Sexulaity Essays Gender and Sexulaity Paper Gender and Sexulaity Paper Jackie Pappas Professor Winchock ENWR 106-AN March 5, 2013 Paper #2 – Middle Draft Gender Sexuality Our everyday lives are greatly affected by ones gender and sexuality. They shape who we are and define our identities. Society expects a certain gender to behave in a specific way and if this does not happen, one is seen as shameful and wrong, leaving the individual to feel defeated and out of place. In society only a few decades ago, women were meant to be silent and restricted. Men were the superior ones who had a voice. They freely got to do whatever they pleased. In Julia Avarez’ â€Å"Daughter of Invention and Judith Ortiz Cofer’s poem â€Å"The Changeling,† women were restricted of their true identities and their voices were silenced by the Ppallogocentric order. As a female in society, one was not permitted to speak freely of her opinions because of men. She must remain silent. It is evident that the narrator, often referred to as Cukita, in â€Å"Daughter of Invention† cannot speak what she wants. She reads poems from a book her father bought her written by Walt Whitman. She reads his free words; words he can openly speak. These are words of â€Å"a flesh and blood man† (Alvarez 14). : Because Walt Whitman was a man, he could speak and write what he so choose. However, when Cukita â€Å"plagiarizes† his words, because she was a woman, she was not â€Å"permitted† to read her work at the assembly for which she was writing. When she read her speech to her mother, her mother beamed with pride. It was quite the opposite when she read this speech to her father. He was shocked that his wife would let their daughter read the speech she wrote. â€Å"You will permit her to read that? † (Alvarez 15) Cukita’s father said as if she needed permission to speak what she believes. As your father, I forbid you to say that eh-speech! † (Alvarez 15). Since he was a man, he had the final say in what his daughter said. He could say whatever he liked but his daughter, because she was a woman, could not. Women were expected to be silent and could only speak in the male voice. We see the silence of a girl in Cofer’s â€Å"The Changeling. † I n this poem, the speaker recalls a memory of when she was a young girl. She dressed in her brother’s military clothes which â€Å"[molded her] into boy shape† (Cofer 725). Her father found it very amusing. He would listen with a smile† (Cofer 725). She loved dressing up as a boy and pleasing her father because it was the only time he noticed her. The speaker pretended to tell stories of her times in the war as a man and this was the time that her father would pay attention to her. The only time he would listen to her words was when she was speaking in his voice in a man’s voice. All other times, her words were not important to her father; they did not matter to him because she was not his son, she was his daughter. Females were restricted in what they could say and do. Women were not allowed to do as they pleased. They were limited not only in what they said but what they could do. In â€Å"Daughter of Invention,† Cukita’s mother liked to work on her inventions. â€Å"She always invented at night, after settling her house down† (Alvarez 10). The mother could only work on her projects after she had completed her obligations as a woman. It was a woman’s responsibility to take care of the house and keep her husband and family happy; putting her wants and wishes aside until these are taken care of first. Even her inventions were restricted. She would not invent things that would help the world as a whole but come up with ideas that would only help with your everyday life, particularly for the typical American woman. When discussing her inventions and why they did not help the greater good, â€Å"she would have said that was for men to do† (Alvarez 10). This shows that she was not allowed to create what she really wanted to invent. American women were not the only women who were restricted. It was common for women to be restricted all over the world. The narrator, Cukita, talked about the fact that her mother did not want to return home. She did not want to go back to the old country where she was only a wife and a mother† (Alvarez 14). In the Dominican Republic under Trujillo’s rule, women were only expected to be two things: a wife and a mother. They were restricted to being anything but. They did not have permission to explore their interests such as inventing. Women were expected to take care of t he house and the family and if they did anything else, saying they’d be in trouble is an understatement. Women were not allowed to be free to be who they are. Women were expected to only take care of the family and the house even if they wanted to do something else. It is still joked about today all over the Internet that women belong in the kitchen. While it is meant as a harmless joke, it is a reality for others. For example, it was a reality for the speaker in â€Å"The Changeling. † While her father was very amused with his daughter dressing as a man, her mother was not. When it was time for the family to sit down for dinner, the mother â€Å"[forbad her] from sitting down with them as a man† (Cofer 725). The mother felt that when her daughter dressed in her brother’s clothes, it was distracting her from being a girl. She is forced to go back into the closet to change back into her expected outfit. The speaker, who once saw a closet full of adventure, then saw the same closet as a dark space (Cofer 725). When she emerged from the closet, back into reality, she walked back into â€Å"the real world of her [mother’s] kitchen† (Cofer 725). For the speaker, a woman belonging in the kitchen was no laughing matter; it was her reality. She longed to be able to do the things a man did but she could not because she was a restricted woman. She wished to have the same power that a man did. After explaining about how powerless a woman was, it is clear that men were the superior ones. In â€Å"Daughter of Invention† after the father disapproved of his daughter’s speech, the mother and daughter felt the need to â€Å"rebel† and â€Å"join forces† (Alvarez 16) against the father. They knew that he was the man in charge. They could not simply tell him what he was doing was wrong and they certainly could not do it alone. It took two women to stand up to one man and they still lost, the father tearing his daughter’s speech to shreds, tearing her to shreds in turn. As the father, he had the final say on what happened. After calling her father the hated nickname of their former dictator Trujillo, the narrator ran to her room. Her father â€Å"ordered [her] on his authority as [her] father to open that door† (Alvarez 16). Because he was a man, he held the power in the house. He got free reign to tell his daughters and wife what to do and they must obey. In Dominican Republic, men were so superior that giving birth to a daughter was not as great as giving birth to a son. A mother was seen as a failure if she did not give birth to a son. When Cukita and her mother went into the father’s room, â€Å"his face rightened as if at long last his wife had delivered a son† (Alvarez 15). Fathers were happier when their wives bore them a son. There were fathers who did not pay attention to their children if they were not a boy. In â€Å"The Changeling,† the speaker must â€Å"[vie] for [her] father’s attention† (Cofer 725). Because she was not a man, the only way she co uld get her father to notice her was to dress, speak, and act like the son he always wanted her to be. After he mother made her change back into the girl she was supposed to be, she â€Å"return[ed] invisible† (Cofer 725). Since she was no longer dressed as the superior man her father so wanted her to be, he did not pay any mind to her and she felt as if she was no one; as if she was invisible. It is because of her gender that she did not fit into society. Gender plays a major role in our everyday lives. Men and women were expected to act in a specific manner or otherwise they end up defeated. Women were meant to keep their thoughts and opinions silent. They were also not allowed to act as freely as they would like. Women were restricted in what they said and did. Because women were so repressed, it was evident that men were the superior ones. In modern society, women have earned the right to be treated as equally and as fairly as men. However, there are still some areas in society where women are more oppressed than men are. Alvarez, Julia. â€Å"Daughter of Invention. † Approaching Literature. Eds. Peter Schakel and Jack Ridl. Boston: Bedford/St. Martin’s, 2012. 10-19. Cofer, Judith Ortiz. â€Å"The Changeling. † Approaching Literature. Eds. Peter Schakel and Jack Ridl. Boston: Bedford/St. Martin’s, 2012. 725.