The Effect of World War and other World Events on the Development of Sport Essay Example for Free

The Effect of World War and other World Events on the Development of Sport Essay World War 2 effected the development of sport more dramatically than any previous world event/war, simply because it was a totally different war, civilians were in danger as well as the soldiers, due to the new style of fighting. WW2 was a much more mobile war then any other war as it was the first time when bombing was really introduced on a large scale; meaning that even if you were a civilian hundreds of miles away from the brunt of the fighting you could still be attacked from the air. This meant that you could never play sport out in the open in complete safety as bombing raids could come at any time; civilians had other more pressing matters no their mind other than playing and developing sport. Also PE in schools was set back considerably due to many PE teachers being enlisted into the army and many were used to train military personnel. Any PE that was taught in school was mainly based around individual initiative and survival rather than the concepts on sport. PE taught during the Second World War is very different to the conventional PE that we know now, although it had educative intentions, the practical side of it was predominantly physical training, rather than learning how to play particular sports. Four things mainly effected the changes that occurred in the inter-war syllabuses. The first influence being F.J.C Marshal and E. Major who published several books, they wanted to increase the importance of skill learning and the use of apparatus (possibly to make practical PE lessons more like the army style of training, i.e. assault courses etc). The next influence was the publication of female physical educationists. Veronica Tyndale-Biscoe (1945) described modern dance as using the body as a medium of expression. Similarly a gymnast Ruth Clark (1946) suggested that working on apparatus at his own value has particular value to the timid child, who gains courage through the discovery for himself of his own capabilities. So they also believed that apparatus should be used, but in such a way that children would learn about their sporting strengths and weaknesses themselves. The third influence was C.E. Cooke who extended F.J.C. Marshall and E. Majors views, by actually bringing new army apparatus into schools after seeing them in use by commandos in the Northern Command Physical Training School; she believed the children would enjoy the skill and adventure provided by the apparatus. Even though she thought the children would enjoy the skill it was still mainly aimed at physical training rather than the skills of playing sport. The last main influence of the inter-war syllabus was a woman named Miss Dudgeon, who was working at a children rehabilitation clinic. PE had always been aimed at making children react to a set task. But she believed in setting open tasks where children could respond in their own time. So sport at a PE level was affected significantly by the Second World War, but sports them selves were affected by the war as well. There was a 12-year gap between the 1938 World Cup in France and the 1950 World Cup in Brazil. The Olympics also had to be cancelled due to the Second World War as in July of 1939, just one year before the Games were to be held, The IOC awarded the Games to Helsinki, Finland. Helsinkis organizing committee prepared for the Games, but when Finland was attacked by the Soviet Union in November, they had to withdraw. The IOC (International Olympic Committee), realizing the futility of trying to find a venue for the Olympics during what would come to be known as World War II, abandoned the idea of holding the Summer Games in 1940. The 1936 Olympics were also affected by the up and coming war as the games were manipulated by the Nazi government to promote the countries political ideals. Many Germans were imprisoned so they couldnt disrupt the games. Only Germans of Hitlers so call Aryan race were allowed to compete for Germany. This had a huge affect on the game as other Germans were banned from taking part. Not only did the war effect sporting competitions that were going to happen, but also many sports players were enlisted into the army and died in battle, and therefore crippling many sports of their star players and teams. Other events have also affected sport in quite a large way; the most recent being the terrorist acts that happened on September 11th 2001. As a result of this the 2001 Ryder Cup, which was due to be played at The Belfry in England was called off, and rescheduled with the same teams and players for September 2002, again at The Belfry. All Champions League and UEFA Cup games were postponed and the Davis Cup tie between USA and India was played 12-14 October instead of its original date. The tragedy of September 11th had a big affect on sport and the athletes competing just as all other past world events have. Foot and mouth was a disease which hit England quite badly in terms of sport, as not only did it postpone professional sports but even more so amateur sports, for example most Sunday football leagues were basically stopped because of the disease spreading so rapidly. The team I played for at the time had half of their season cancelled due to our home ground being next to a farm. Also all inter school competitions were cancelled due o the outbreak. Foot and mouth effected professional bowls when the British Isles International indoor series was postponed, and the World Indoor Championships were also postponed by foot and mouth. Nearly all sport fixtures in Ireland were postponed due to the outbreak of foot and mouth, in particular games during the 6 nations cup had to be postponed, for example international matches between England and Ireland were rescheduled. There have been many events which have hindered the development of sport but it seems the societies want to play them and to play them in competition has kept sport alive, in such a way that governing bodies have been formed to increase the level at which we play. Even games like darts and snooker which might be consider as pub games have become into professions for some people. References B Davis, R Bull, J Roscoe, D Roscoe 199 Pyhsical Education and Mosby the Study of Sport Forth Edition http://www.olympic.org/uk/index_uk.asp http://news.bbc.co.uk/sport1/hi/other_sports/1207132.stm http://www.jenk1ns7.freeserve.co.uk/6nationsquotes.htm

Non-masculine Roles in Othello Essay -- Othello essays

Non-masculine Roles in Othello  Ã‚        Ã‚   In William Shakespeare’s tragic drama Othello the three women characters have interesting roles. Through the dialogue and action other roles are stated or implied as applying to women.    In â€Å"Historical Differences: Misogyny and Othello† Valerie Wayne presents Desdemona’s reaction to Iago’s verbal expressions concerning women’s role as sexual objects:    Iago instead claims that four different kinds of women are sexually wanton: either their beauty or intelligence help them to bed, or their ugliness or foolishness get them there anyway. Fair or foul, wise or foolish, women are all whores to him. Desdemona dismisses this ‘miserable praise’ as ‘old fond paradoxes to make fools laugh i’ th’ alehouse’ (136-7), but it is a particularly rank form of such mockery that dilates in every instance upon women as objects for sexual use and then blames them, as whores, for a use constructed by that discourse. (163)    At the outset of the play Iago persuades the rejected suitor of Desdemona, Roderigo, to accompany him to the home of Brabantio, Desdemona’s father, in the middle of the night. Once there the two awaken the senator with loud shouts about his daughter’s elopement with Othello. This is the initial reference to the role of women in the play – the role of wife. In response to the noise and Iago’s vulgar descriptions of Desdemona’s involvement with the general, Brabantio arises from bed. Iago’s bawdy references to the senator’s daughter present a second role of women – that of illicit lover. With Roderigo’s help, he gathers a search party to go and find Desdemona and bring her home. The father’s attitude is that life without his Desdemona will be much worse than before:... ...er own husband as the evil mastermind behind the murder results in Iago’s killing her. Despondent Othello, grief-stricken by remorse for the tragic mistake he has made, stabs himself and dies on the bed next to his wife.    Thus it is seen that the roles of women are many and varied – and are key to the successful development of the story.       WORKS CITED    Bevington, David, ed. William Shakespeare: Four Tragedies. New York: Bantam Books, 1980.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wayne, Valerie. â€Å"Historical Differences: Misogyny and Othello.† The Matter of Difference: Materialist Feminist Criticism of Shakespeare. Ed Valerie Wayne. Ithaca, NY: Cornell University Press, 1991. e implicates

Language Learning Strategies Essay

Japanese designed site meant for starters in English language. In it are so many great links that are not only useful but also interesting to kids and other ESL learners. The reason for making it interesting is that kids may get bored if the material is not appealing to them. This site is maintained by TESL, the internet journal and the input is from teachers across the globe. This gives a lot of credibility to the site. Several books also have information meant for ESL learners and teachers. One of them is Oxford’s (1990) Language Learning Strategies outlines what a teacher should know in his/her quest to make learners be competent in English as a second language. It gives all the strategies, their pros and cons, the appropriate level of learners’ cognitive abilities that are in tandem with each strategy and the methods of evaluation of the learners’ understanding after a new concept is initiated. The book cannot be said to fully cover all the participants in the learning environment. Teachers and what they should know have been heavily outlined but the learner has been considerably left out. The ESL competence of the learner will by and large depend on what the teacher has to offer and not what the learner can do to improve his/her ESL competence. Mayer, in Weinstein (1988), Learning and Study Strategies: Issues in Assessment, Instruction and Evaluation tackles issues pertinent to holistic ESL learning namely assessing, instruction and evaluation. The learner needs to be instructed, assessed and evaluated on the much that a teacher has taught him/her. The book is therefore a masterpiece in enabling a well structured acquisition of ESL competence by a learner. The focus here is on the learner and has he teacher as guide, an assessor and evaluator of the progress the learner has made after a given time. The kindergarten kids have been catered for those teaching them will gain the skills to lead them in becoming competent. Elly (`1991), in his book Acquiring Literacy in a Second Language maintains that other than using structured audio-lingual programs , children should be exposed to a variety of story books and motivated to read and share what they get with other children. This way, they are able to acquire the second language easily. Their grasping of vocabularies becomes easy since they find them in the books they read as opposed to teaching them vocabularies non-contextually. The implication in Elly’s book is that practical as opposed to theoretical approach to ESL teaching and learning should be adopted. In terms therefore it content value, this book is invaluable. Boyle and Suzanne (1990) in Literary Scaffolds outline the strategies for firs and second language leaders and writers. It provides scaffolding activities which enhance successful intercourse with the print works and shows children how to read and write. Scaffolding is discussed and how it enhances writing and reading. Teachers and students of ESL can find invaluable information in this book. Genishi (1989) in Observing the Second Language Learner: An example of Teachers Learning illustrates how a kindergarten teacher recorded her observation of some ESL learners thus making critical points on effective language teaching and learning. She observed, according to this book, that each learner followed his/her own timetable and a unique path in learning a second language. It also states that it is important to enhance the activities and situations that provide an opportunity of talking by learners. Lastly, it emphasizes the central part the teacher plays in the language learning environment. This way, they are able to practice what they already know via exchanging with others. This book borrows from the Psychological aspect of behavioral learning whereby children learn from the environment and thus cutting a niche in being one of the best books for use by both teachers and college or University students learning or preparing to teach ESL. In conclusion, the books used are generally relevant based on their individual assistance to learners and teachers of ESL although they most of them are a decade old. The sites too provide the necessary information for those teachers of ESL wishing to help kindergarten kids acquire ESL competence. Students of ESL in colleges and Universities will find these sites vital. References Starters in English language, (2005), available at http://www. aitech. ac. jp/~iteslj/ESL. html: retrieved on 12 Feb 2009. Strategies for learning English as a second language, (2007), available at theenglishweb. com, retrieved on 13 Feb 2009. English as a second language, (2008), available at http://cla. univ-fcomte. fr/english/index_s. htm: retrieved on 14 Feb 2009. ESL for Kindergarten kids, (2006), available at http://home. earthlink. net/~mediadesigns/Calendar. html, retrieved on 12 Feb 2009 ESL teaching strategies, (2007), available at http://iteslj. org/Articles/Lessard-Clouston-Strategy. html retrieved on 10 Feb 2009. Oxford, R. (1990): Language Learning Strategies. New York, Newbury House Mayer, R. (1988): Learning Strategies: An Overview, in Weinstein, C et. al (Eds. ) New York, Academic Press. Genishi, C. (1989) Observing the Second Language Learner: An Example of Teacher’s Learning New York, Prentice Hall Elly, W. B (1991): Acquiring Literacy in a Second Language, Baltimore. Collins Publishers Boyle, O. F & Suzanne, F. P. (1990): Literacy Scaffolds† Strategies for First and Second Language Readers and Writers. New York, McGraw Hill

Bishop’s “The Fish” Poetry Response Essay

In the poem â€Å"The Fish,† Elizabeth Bishop uses a fish as a symbol to express the theme of life and experience. The poem by itself has little structure to it. There are no apparent rhyme schemes, nor any clear meters. However, Bishop uses very powerful diction and ideas in the poem, forcing the reader to think and relate it to a greater aspect of his/her own life. The persona has a very mature and serious tone, and some gloomy element to his/her mood. The poem uses a significant amount of imagery. Descriptions like â€Å"brown skin hung in strips† and â€Å"fresh and crisp with blood† are common throughout the poem. The reader can almost see the fish on the boat, waiting for its life to end. Bishop also uses a plethora of colors in the poem. Colors include: â€Å"brown skin,† â€Å"green weed,† â€Å"dramatic reds and blacks,† â€Å"yellowed,† â€Å"green line,† and it also contains the combination of all the colors in the sp ectrum as â€Å"rainbow, rainbow, rainbow!† was repeated in the poem. The Colors are there to enhance the imagery and also work archetypically to express the mood of the poem. When the persona states that the â€Å"oil had spread a rainbow,† it should indicate that tears has formed in her eyes, splitting the light into its spectrum, as she also mentions â€Å"sun-cracked thwarts.† At the end where â€Å"everything was rainbow,† tears had flooded her eyes, blurring every sight and showing only splashes of colors all around. At the beginning of the poem, the persona notes that the fish did not fight at all. She describes the fish as â€Å"battered,† â€Å"homely,† but yet â€Å"venerable.† Later she discovers that the fish has fought many battles, and the broken lines are signs of victory. She realizes the fish is not just something that gives up without a fight, but it is something that has just fought too long and is tired of it. The persona realizes what the fish has gone through and instantly gains respect and condemnation for it. She lets it go. For writing this poem, the author might have a family member that was suffering from a disease. After a long time of painful struggle, that member finally gives up because he/she saw through the value of life, just like the fish. However, there is one thing that I disagree with the persona, because she states the fish has â€Å"a five-haired beard of wisdom.† In my opinion it should be â€Å"five-haired beard of stupidity† since the fish cannot learn from its past.

Free Essays on The Sinking Of The Lusitania

â€Å"The war to end all wars† was what some people called it. Others called it â€Å"The Great War.† Look at it anyway you wish, but World War I was not only destructive, but it just might have set humanity back in time. To say that there was a right and a wrong in the war is impossible. Both sides were wrong with things, but in the end, Germany suffered more, by being forced to pay billions of dollars in War Debts, and let the French control a rich mine for well over 15 years. Before that, Germany was a country that was just running over the Allied Powers with hardly any sort of problems. But soon, Germany’s reign on top of World War I was coming to a close. The Germans had a naval blockade of any ships that had passed through around the United Kingdom. Despite the blockade, many ships decided to ignore the warnings that Germany sent out to the Allied countries. One of these ships was the Lusitania. The Lusitania was a ship that embarked on a voyage to England, with passengers from all around, including many Americans. A bulletin was passed around to every person who boarded the ship, which stated that a war was going on between Germany and England. It also stated that Germany had placed a naval blockade surrounding the waters of England, and that any ship in that zone was at risk of being fired at by German troops. Sure enough, as the Lusitania entered that zone on May 7, 1915, a German submarine fired a missile underwater, hitting the Lusitania and in turn, killed more than 1,100 passengers and crew, 124 of them Americans. After the sinking of the ship, outrage ensued, and The United States was brought into the war. In a letter sent to the Germans from President Wilson and Secretary of State, William Jennings Bryan, the United States showed how they grew tired of German submarine attacks. In an excerpt from the letter, Bryan said this: â€Å"The sinking of the British passenger steamer Falaba by a German submarine on March 28, throu... Free Essays on The Sinking Of The Lusitania Free Essays on The Sinking Of The Lusitania â€Å"The war to end all wars† was what some people called it. Others called it â€Å"The Great War.† Look at it anyway you wish, but World War I was not only destructive, but it just might have set humanity back in time. To say that there was a right and a wrong in the war is impossible. Both sides were wrong with things, but in the end, Germany suffered more, by being forced to pay billions of dollars in War Debts, and let the French control a rich mine for well over 15 years. Before that, Germany was a country that was just running over the Allied Powers with hardly any sort of problems. But soon, Germany’s reign on top of World War I was coming to a close. The Germans had a naval blockade of any ships that had passed through around the United Kingdom. Despite the blockade, many ships decided to ignore the warnings that Germany sent out to the Allied countries. One of these ships was the Lusitania. The Lusitania was a ship that embarked on a voyage to England, with passengers from all around, including many Americans. A bulletin was passed around to every person who boarded the ship, which stated that a war was going on between Germany and England. It also stated that Germany had placed a naval blockade surrounding the waters of England, and that any ship in that zone was at risk of being fired at by German troops. Sure enough, as the Lusitania entered that zone on May 7, 1915, a German submarine fired a missile underwater, hitting the Lusitania and in turn, killed more than 1,100 passengers and crew, 124 of them Americans. After the sinking of the ship, outrage ensued, and The United States was brought into the war. In a letter sent to the Germans from President Wilson and Secretary of State, William Jennings Bryan, the United States showed how they grew tired of German submarine attacks. In an excerpt from the letter, Bryan said this: â€Å"The sinking of the British passenger steamer Falaba by a German submarine on March 28, throu...

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Problems in ethics codes of TV, Radio, and Newspapers Essay

Problems in ethics codes of TV, Radio, and Newspapers (www.journalism.org) - Essay Example In reality however, there are systemic challenges to adhere to this principle. Given that most of the media coverage revolves around information released by government spokespersons, the veracity of the information given cannot be easily verified. For one thing, it is implicitly accepted that any message from government sources is an authentic and accurate one. To question or suspect elected representatives and authorities is not natural to many journalists. Hence, there are practical difficulties in implementing this particular code of journalistic ethic. Further in the code of ethics one finds mention of separating the two distinct functions of news media, namely editorial opinions and factual news reports. The former is an area of subjective judgment and opinion while the latter is supposed to be objective and factual. While this dichotomy is more relevant to the print media, it is also applicable to the radio and television news media as well. Maintaining this dichotomous separation is easier said than done. What one finds in reality though is the imprint of the editorial policies on the process of selecting stories to report. A factual report is not in and of itself a neutral and objective one. Editorial pressures usually decide which stories are picked and which are left. Hence, under the apparent disguise of objectivity and factuality there can be an ideological thrust, which can serve against the interests of the common consumer of the particular news media, be it radio, television or newsprint. Another area of consensus that journalists from various mediums have agreed upon is in the judicious choice of facts and photographs that is published or shown in their reports. This code was accepted on the grounds that blatant truth can sometimes offend or hurt the sentiments of certain communities. But the flip side of this argument is the subtle