Analyze Movie Review Example | Topics and Well Written Essays - 1000 words

Analyze - Movie Review Example The setting of this book spans the time before and during the colonization of Nigeria. Things Fall Apart demonstrates how the colonizer conquers the colonized through hegemonic apparatuses, particularly, appropriating natural resources and political systems, feeding inter- and intra-tribal cultural conflicts, promoting the colonizer’s ideology as morally superior, and subverting African ideology by rewriting African history and identity. The colonizers are the European Christians who use hegemonic measures to conquer Nigerians, the colonized, one of which is through appropriating the latter’s natural resources and political systems. Hegemony refers to ideological domination wherein one worldview dominates or represses another ideology (Said 7). Stuart Hall defines ideology as the images, concepts, and principles that build the worldview by which people represents, understand, and make sense of one aspect of their social existence (271). The colonizer refers to a social group that dominates the colonized because of economic and political advantages in controlling the people and the resources of the latter. Gramsci talks about a social class that dominates others by force and consent because of political and economic outcomes (211), and the Europeans in Nigeria are examples of a dominating social class. The colonized suffers from the appropriation of their economic, political, and social resources and systems f rom colonizers who use them and their resources as means to self-serving ends. In Things Fall Apart, the Christians appropriate the natural resources of the tribes by taking away their lands, either by violence or through their missionaries. The Umuofia clan, for instance, has an Evil Forest that people fear and where the Christian missionaries build their church to prove that the former’s gods and goddesses are false. In other tribes, the novel narrates how the Europeans simply

Characteristics of Expressionism Term Paper Example | Topics and Well Written Essays - 1750 words

Characteristics of Expressionism - Term Paper Example The paper "Characteristics of Expressionism" investigates the main features of expressionism. The four paintings that evoke strong emotions and are representative of Expressionism have been chosen from Van Gogh, El Greco, Edvard Munch, and Picasso. Starry Night is one of Vincent Van Gogh’s famous paintings. Although much ado has been made about the stars and moon in this painting, the ominous black tree figure can also hold meaning. El Greco’s View of Toledo has been compared to Starry Night. While there are similarities, the ominous storm approaching the city in El Greco’s painting evokes a fear not found in Van Gogh’s painting. Pablo Picasso’s Guernica is a painting about the German bombing of the Basque town of Guernica. This collision of objects shows the chaos of war. Finally Edvard Munch’s The Scream shows a man with his hands on his cheeks and mouth wide open. This painting stirs up feelings of a primal loss of control ending in a wren ching scream. All of these paintings use different techniques to elicit emotions from the audience. Expressionism is a broad term. The Expressionism movement that produced Expressionism Art was founded in Germany and Austria in the early 20th century. Expressionism Art is any type of art that uses distorted means to express a feeling. While the movement started in the early 20th century, many other artists from the late 19th century were included due to their painting style. Vincent Van Gogh was one of these artists, despite having died before the 20th century.

Review of Resisted Sled Towing for Sprint Training

Review of Resisted Sled Towing for Sprint Training Sprinting consists of three phases: acceleration phase, transition phase and a maximal velocity phase (Cronin Hansen, 2006). Acceleration is a major component in making a successful performance in many different sports and it can also be seen as potentially pivotal in determining the outcome of a sports game. Therefore training for acceleration is an essential component of many athletes’ strength and conditioning programme (Kraemer et al. 2000). When choosing methods to improve sprinting certain parameters need to be considered. The acceleration phase includes a longer stance time, increased trunk and knee flexion and greater propulsive forces (Kraemer et al. 2000). The muscular structure of the lower leg needs to have the necessary capacity to contribute to the acceleration performance and this is done through specific strength training activities. When an athlete improves strength, it produces greater force and decreased ground contact time which increases stride frequency (Spinks et al. 2007). Various training modalities including sprint loading improve the elastic energy during the support sage of the sprint cycle, increasing stride length. Resisted sprint training is a basic conditioning method used by coaches to lengthen running stride (Makarur et al. 2013). It is carried out by adding an external load to the athlete, such as pulling a tyre, a loaded sled, running up hill or using parachutes. Hunter et al. (2005) observed that running velocity and increasing strength are greatly increased by resisted sprint training due to the increased strength and power of the leg extensor muscles in the acceleration phase. This critical review will analyse previous studies and their findings when using resisted sprint training using weighted sleds on athletes. Lockie (2003) and Letzelter et al. (1995) stated that towing causes acute changes in sprint kinematics of acceleration phase. Certain loads may be more appropriate for sprints performed from a block start compared to a standing start. Mero and Komi (1990) found mean contact time of foot to floor in the acceleration phase after a block start to range from 0.15s to 0.22s. This coincides with Spinks et al. (2007) findings of decreased contact time of first step of acceleration phase in the resisted sprint group of 11.8% and recording 0.15s to 0.19s contact time. Spinks et al. (2007) also found that the biggest increase in overall velocity was achieved in the 0-5m interval. Rimmer and Sleivert (2000) found that carrying out 8 weeks of sprint and plyometric training improves the velocity over the first 10m of the sprint. However Kafer et al. (1993) studied resisted sled training and found that there was a significant improvement of 0.35 seconds (P Harridge et al. (1998) found that resisted sled towing can alter myosin heavy chain expression of muscle fibres. Increases in speed occur due to a shift in fibre type distribution and speed of shortening cycle which might contribute to increased power generation. 8.4% significant increases were found on resisted sprint trained athletes when compared to a control group (Spinks et al. 2007). If power output of knee extensors are increased, improved ground contact time results in greater propulsive acceleration efforts. However Maclean () disproved this as he found that after testing this hypothesis across 6 weeks of training increase in muscle performance occurred without any significant change in myosin heavy chain or fibre type distribution. Letzelter et al. (1995) after studying 16 female sprint performances found that performance was decreased by 8% and 22% respectively for the loads of 2.5 kg and 10 kg. Results showed that this was predominantly due to the reduced stride length in athletes. Decreases in stride length by 5.3% and 13.5%, stride frequency 2.4% with 2.5 kg load and 6.2% with a 10 kg load. Across all loads were found to be an increased stance time to lean and hip flexion angle. Lockie et al. (2003) reported similar findings when testing 20 males’ field sport athletes. Athletes performed 15m sprints using no resistance, 12.6% or 32.2% of body mass load. These were chosen as previous findings show a decrease in 10/20% of max velocity. Decrease in stride length of 10% +24% were documented. Stride frequency was only found to decrease by 6% in each load. In agreement with Leztler et al. (1995). Makurak et al. (2013) found running stride length increased in their resisted sled training group when compared to the standard training group. Findings were also supported by Delecluse (1997). Increasing stride length is said to be the result of performing fuller extension at the knee found by the increased knee angle at toe off. This change could be directly due to the strength between hip and knee extensors. Bhowmick and Bhattacharyya (1988) suggest the horizontal acceleration of the arm swing increases stride length and during ground contact time the vertical element enhances the leg drive. Ropret et al. (1988) tested adding load to the athlete’s arms however no significant reduction in initial acceleration over 30 m was found. Lockie et al. (2003) state that 32.2% body mass was better for the development of upper body action. As the load increases shoulder range of motion increases. However Spinks et al. (2007) in terms of their study of upper-body kinematics found that it had little impact on acceleration performance. The critical analysis of various studies showed that results were contradictory. More investigations into optimal load, changes in strength shortening cycle and training distances should be undertaken to find ideal training focus. References Bhowmick, S., Bhattacharyya, A. (1988) ‘Kinematicanalysis of arm movements in sprint start.’ Journal of Sports Medicine and Physical Fitness; Vol: 28: pp315–323. Cronin, J., Hansen, K. (2006) ‘Resisted sprint training for the acceleration phase of sprinting’ Journal of Strength and Conditioning; Vol: 28 (4), pp.42-51 Delecluse, G. (1997) ‘Influence of strength training on sprint running performance: Current findings and implications for training’ Journal of Sports Medicine; Vol. 24 (3), pp.147-156, Harridge, S.., Bottinelli, R., Canepari, M., Pellegrino, M., Reggiani, C., Esbjornsson, M., Balsom, P.,Saltin, B. (1998) ‘Sprint Training, In Vitro and In Vivo Muscle Function, and Myosin Heavy Chain Expression’. Journal of Applied Physiology; Vol 84: pp.442-449. Hunter, J., Marshall, R., McNair, P. (2005) ‘Relationships between ground reaction force impulse and kinematics of sprint-running acceleration.’ Journal of Applied Biomechanics; Vol: 21(1), pp.31-34 Kafer, R. Adamson, G., O’Conner, M., Faccioni, A.(1993) ‘Methods of maximising speed development’ Strength and Conditioning Coach; Vol. 1, pp.9-11 Kraemer, W., Ratamess, N., Volek, J., Mazzettil, S., Gomez, A. (2000) ‘The effect of the Meridian Shoe on vertical jump and sprint performances following short-term combined plyometric/sprint and resistance training.’ Journal Strength Conditioning Research. Vol; 14: pp.228–238 Lockie, R., Murphy, A., Spinks, C. (2003) ‘Effects of resisted sled towing on sprint kinematics in field sport athletes;. Journal of Strength and Conditioning Research; Vol 17: pp760-767 Mero, A., Komi, P. (1990) ‘Reaction time and electromyographic activity during a sprint start.’ European. Journal of Applied. Physiology and Occupational. Physiology; Vol: 61:pp. 73–80. Rimmer, E., Sleivert, G. (2000) ‘Effects of a plyometrics intervention program on sprint performance.’ Journal of Strength and Conditioning. Research; Vol. 14: pp. 295–301. ROPRET, R., M. KUKOLJ, D. UGARKOVIC, D.MATAVULJ, AND S. JARIC. ‘Effect of arm and leg loading on sprint performance.’ European Journal of Applied Physiology and Occupational Physiology; Vol: 77: pp.547–550. Spinks, C., Murphy, A., Spinks, W., Lockie, R. (2007) ‘The effects of resisted sprint training on acceleration performance and kinematics in soccer, rugby union and Australian football players’ Journal of Strength and Conditioning Research; Vol: 21 (1), pp.77-85

David Guterson And His Use Of The Theme Of Nature Essay -- essays rese

David Guterson and His Use of the Theme of Nature   Ã‚  Ã‚  Ã‚  Ã‚  David Guterson, a young American author, has written two major works regarding aspects of human nature and human emotions. His first publication, a collection of short stories, entitled The Country Ahead of Us, The Country Behind addresses some of the moral dilemmas that humans face throughout their lives. His first novel, Snow Falling on Cedars, narrates the trial of a Japanese man accused of murdering a white man in the post World War II era. Throughout his literary works, Guterson uses elements of nature: land, trees, water and especially snow, as literal and metaphorical tools to develop and resolve conflicts.   Ã‚  Ã‚  Ã‚  Ã‚  David Guterson uses the same aspects and characteristics of nature in two different ways. First he describes in visual detail the literal or actual effects that elements of nature have on the characters in the story. But more importantly Guterson uses nature to convey substantial and symbolic meaning in the lives of the characters in his stories.   Ã‚  Ã‚  Ã‚  Ã‚  One of the elements of nature that Guterson uses as a tool to develop the conflicts in Snow Falling on Cedars are the strawberry fields on the island. These fields represent an important source of income for the community. Traditionally the Japanese laborers worked the fields and the white Americans owned the fields. The question of the ownership of seven acres of strawberry fields serves as the apparent motive for the murder of Carl Heine. To a local Japanese fisherman, Kabuo (accused of murdering Carl Heine), the ownership of this land promises a secure future and ultimately independence. â€Å"...she knew that Kabuo wanted a strawberry field.. nothing more than that† (Snow Falling 89). â€Å"His dream...was close to him now, his strawberry land, his happiness† (Snow Falling 456). The strawberry fields connected Kabuo to his past and symbolized a continuity of life. â€Å"My father planted the fathers of these (strawberry) plants† (Snow Falling 362).   Ã‚  Ã‚  Ã‚  Ã‚  Guterson also uses snow metaphorically to make the ownership of the strawberry fields disappear and seem unimportant in life (Snow covering the fields permitted the reader to veiw the ownership of the fields as a very materialistic and selfish thing). After the snow has fallen it acts as a purifier to a... ...nd. The snow changes in these scenes in the story as Guterson tells......................................................................   Ã‚  Ã‚  Ã‚  Ã‚  Snow is also one of the elements that can also be traced through Guterson's earlier works. In â€Å"Angels in the Snow† Guterson uses snow in the very same way that he uses snow as a metaphor in his novel. â€Å"Angels in the Snow† is a short story about the struggle for a man to maintain a truthful marriage with his wife. In this story the snow that falls on Christmas eve symbolizes the falling apart of his marriage due to unsurpassable problems. â€Å"Outside the window a light snow blew down... in the yard the grass looked sprinkled with powder†(Angels 3). Guterson weaves a tale about moralistic troubles that began in a young man's fragile past. â€Å"Outside, the snow covered the last of the lawn. The world looked hushed, delicate and beautiful.† ( Angels 7) This passage describes the delicate remembrances of the protagonist's youthful days. And then, â€Å"outside the falling snowflakes looked larger...a low drift was forming...† ( Angels 12). This statement is offered as Guterson's main character begins to confront his past conflicts.

Rizal’s Life

When the book starts, Ibarra is returning to the Philippines after a 7 year absence, and he is reunited with his lover, Maria Clara. He also learns the details of his father’s death, which was caused by one of his father’s political opponents in his home town of Binondo, Manila. Father Damaso is one of the religious/political figures in Binondo who dislikes Ibarra’s dad. By accusing Ibarra’s dad of being a heretic, and by using the death of a local student to make him look bad, Father Damaso turned the community against Ibarra’s dad, and had him thrown in jail where he got sick and died. Ibarra’s father was disgraced further when his body was thrown into the lake while workers were transporting him between burial sites. After learning about the atrocities committed against his father, Ibarra does not seek revenge, but instead decides to build a school, which was something his father had always planned to do. By building the school, Juan Crisostomo Ibarra shows that he is genuinely concerned about the education and welfare of the Filipino people, because he puts the political squabbling aside in order to help the community. Ibarra is nearly assassinated at the school’s opening celebrations, but he is saved by a man named Elias. After the assassination attempt, Ibarra is thrown into jail for a crime that he did not commit. Elias again assists Ibarra by helping him escape from prison. As they are absconding in a boat, Ibarra hides under some leaves. Elias jumps into the water in an attempt to fool the guards, but his plan fails and he is shot by the guards and left for dead. Since the guards think that they shot Ibarra, they cease their pursuit of the boat he is hiding on, and he escapes unharmed. Reflection Base on my reflection the book Noli Me Tangre is about the problems and injustices experienced by the fictional character, Juan Crisostomo Ibarra. All of the problems he experiences are brought about by corrupt officials in the Spanish government of his home town. And he revenge because for the death of his father. Insights One of Jose Rizal’s goals in writing the story was to bring attention to the corruption present in the Spanish controlled government of the Philippines. Noli Me Tangre exposed corruption, created widespread controversy, and gave native Filipinos a sense of unity. Even until now there still a corruption that we experiencing resulting of difficulty and poverty in life and in our country. Hope that there might a solution of this corrupt country. El Filibusterismo Simoun, a mysterious and powerful jeweller who is in good graces with the Captain General plots a coup d’ etat against the Spanish colonial government. He secretly abets the abuses committed against the natives in the hope of stirring them to rise up in revolt. To weaken the regime, he encourages corruption, using his immense wealth to foment injustice and provoke massive unrest. Unknown to all, Simoun is Juan Crisostomo Ibarra, a man who had been wrongfully accused of rebellion and condemned in a plot instigated by his enemies including a friar who had unchaste feelings for his fiancee, Maria Clara. Everybody thought Ibarra had been killed as a fugitive, but in truth he had escaped, enriched himself abroad and has returned to the Islands to avenge himself. He plans to take Maria Clara who, believing Ibarra is dead, had entered the convent. In the course of his plans, Simoun comes into contact with young idealistic Filipinos whom he wants to enlist to his cause. One of these is Basilio, one of the few who know his secret. He had been adopted by Kapitan Tiyago, a wealthy landowner and father of Maria Clara. Basilio is about to graduate as doctor of medicine and plans to marry Huli, his childhood sweetheart. Huli is the daughter of Kabesang Tales, a homesteader who had been dispossessed of his lands by the friars. Turned outlaw, Kabesang Tales and other victims of injustice have been enlisted by Simoun in his plan to overthrow the government. Another student, Isagani, dreams of a progressive future for his country but his fiancee, Paulita, who shares his aunt Dona Victorina’s prejudices against the natives, is not interested in them. Simoun’s plot is aborted when he learns that Maria Clara had died at the convent. Student leaders who have been advocating the opening of an academy for the teaching of the Spanish language hold a party where they lampoon the friars. The next day, posters are found encouraging sedition, and those suspected of involvement are arrested, including Basilio. His foster father having died, obody intercedes for him, while the rich and influential are released. Meanwhile, Huli is killed in the church after she had sought the help of the parish priest for the release of Basilio. Due to this tragedy, her grandfather, Tandang Selo, joins the outlaws. Embittered by Maria Clara’s death, Simoun plans another coup to be staged at the wedding reception for Paulita, who has been engaged to another man: top government officials including the Captain general who are to attend would be blown away, the house being planted with explosives which will be detonated by a a device hidden in the lamp given as gift by Simoun to the newlyweds. Basilio, who has been released and now wants to take revenge is ordered by Simoun to lead in the uprising. At the appointed hour, the guests are terrified upon reading a note signed by Juan Crisostomo Ibarra; his signature is recognized by Father Salvi, the friar who lusted after Maria Clara. Before the lamp could explode, Isagani, who has been warned by Basilio about the plot, barges in and throws the lamp into the river. Isagani escapes. The uprising again fails to take off, and the armed followersof Simoun, deprived of leadership or devoid of vision, resort to banditry. The lawlessness that reigns in the countrysides leads to harsh measures by the government in its efforts to show it is in control. The plot at the wedding is finally traced to Simoun who escapes into a house near the ocean. After taking poison, he confesses to father Florentino, a Filipino priest, who tells him: â€Å"What is the use of independence if the slaves of today will be the tyrants of tomorrow? † After the death of Simoun, Father Florentino throws his treasure into the sea.

“If You Educate a Boy, You Educate an Individual but If You Educate a Girl, You Educate a Nation”. Do You Agree?

The quote, â€Å"If you educate a boy, you educate an individual but if you educate a girl, you educate a nation† originated from an African proverb. It might have originated  because of the societal roles of men and women, society’s expectations, and the contribution each gender has made to the community. Both men and women have educated the nation in many different ways, either by contributing to the society, or to their families. Hence, I disagree with  this quote, as  not all men have never educated a nation.In society, men and women are expected to contribute to the society in different ways. The way they contribute to the society, and if it is seen as a contribution is affected by the societal roles and expectations of both genders. In a typical developed country, the societal role and expectations  of men is to be the breadwinner of the family, while women are expected to take care of the family, stay at home, and do domestic chores. However, the societal expectations of women are starting to change.More women are educated, and more are working, but women who work are expected to be able to balance work, and family. Men are usually seen as successful if they have a stable income and are able to support their families financially. It usually falls into the mother's responsibility to educate the children, which leads to ‘if you educate a girl, you educate the whole nation', as educating the children eventually leads to the children growing up and teaching their children, which includes the things that their parents taught them.On the other hand, no matter how busy the father is, there are still some occasions in which the father has disciplined the children, and taught the children, which, again, by teaching the children, leads to a contribution to society. Hence, the quote does not really apply here, as men and women both have contributions to the society; fathers and mothers both educate their children. The National Center for Educational Statistics reported that when fathers are involved in their children's education, the kids were more likely to get As, enjoy school, and participate in extracurricular activities.Also, researchers have found out that children whose fathers are involved in rearing them fare better on cognitive tests and in language ability than those with less responsive or involved fathers. Improved cognitive abilities are usually associated with higher educational achievement. In fact, fathers who are involved in their children's schools and academic achievement, regardless of their own educational level, are increasing the chances their child will graduate from high school, and perhaps go to vocational school, or even to college.On the other hand, researchers have discovered that mothers are more likely to encourage assimilative and communion-enhancing patterns in their children, and  to acknowledge their children's contributions in conversation. Furthermore, the way mothers speak t o their children is better suited to support very young children in their efforts to understand speech (in context of the reference English). Hence, if you educate a boy or girl, you educate the whole nation, as both men and women have different ways of contributing to the society, and educating the nation.The societal roles, societal expectations, and the examples of men and women who have contributed to society that I have mentioned above mainly apply to the people who live in a developed country. For example, countries like the United Kingdom, United States of America, and Singapore. However, it does not necessarily mean that the quote is true for less-developed or developing countries, for example, Africa. The societal role of men and women in Africa is almost the same as the more developed countries – the exception: only a few women in Africa are allowed to go to school.However, even though only a few women in Africa are allowed to go to school, it doesn’t necessa rily mean that they are not educated. They could have been educated by their parents, and educated the society by teaching their children. For example, African mothers often pass down folktales to their children – these folktales serve to teach their children good moral values, and help them to better understand the world around them, or skills like cooking – more often to females. In Africa, fathers are the breadwinner of the family, like in the more developed countries.In Africa, fathers educate the society by educating their children. They teach their children physical skills, like farming, and often tell their children stories about their experiences. Hence, educated men and women both contribute to their society, and educate their nation, irregardless of where they live. There are many men and women who have contributed to the society. Abraham Lincoln successfully led America through its greatest constitutional, military and moral crisis – the American Civi l war – by preserving the Union by force while ending slavery and promoting economic modernization.He helped to bring America’s economy to new heights. During Her Majesty Queen Elizabeth I's reign in England, there were great achievements in writing and peace in England. Teddy Roosevelt worked to provide workers, consumers, business owners, farmers, and other groups an equal opportunity to succeed, and he enforced workplace inspections, and regulated product labels, among other things. Marie Curie, a famous scientist, won two Nobel prizes, is famous for her work with her husband on radioactivity, and discovered radium and polonium.Her discoveries helped the world learn more about the elements in our universe. Fredrick Douglass escaped from slavery, became the leader of the abolitionist movement, gained note for his dazzling oratory and incisive antislavery writing, and stood as a living counter-example to slaveholders' arguments that slaves did not have the intellectua l capacity to function as independent American citizens. He helped to show that slaves deserved equal rights too.Maria Montessori, the first woman to graduate from the University of Rome's Medical College, is famous for her work in the education of young children. There are so many men and women in the world who have contributed to the society, be it in educating the people, helping to improve people's lives, or to share new discoveries that could be used in improving the life of people in the world. Unlike the quote, it isn't just women who have contributed to the society, but men have also contributed to the society.Men and women have both contributed to the society, be it in the same or in different ways. It is because of their contributions to society, that they have educated the nation, either by new discoveries, helping people, or by passing their knowledge on. In conclusion, the quote â€Å"If you educate a boy, you educate an individual but if you educate a girl, you educat e a nation† doesn’t really apply in today’s context. Women might educate their family more than males do, however males still do educate their families.Furthermore, men and women both contribute to the society through work, helping their society grow economically, and socially, by discovering new information, and using it to help to contribute to the society’s growth and well-being. There are also many examples of men and women who have played a part in educating the society. With these contributions to society by both educated men and women, both genders have played a part in educating their nation, or nations.