Analysis Of Voltaire s Candide Essay - 1570 Words

David E. Rojas Professor Ellen Cain History 1102, Section 201 25 September 2012 Voltaire. Candide. New York: Dover Publication, Inc, 1991. â€Å"Things cannot be otherwise than as they are; for all being created for an end, all is necessarily for the best end.† (p. 1) Of all the great things to come out of the enlightenment era Candide by Voltaire is perhaps the most interesting and entertaining in my opinion. In fact it so happens that it is one of the most popular and read classics of the time, one my say that is serves to enlighten the reader on the issues that were most prevalent at the time. Voltaire uses Candide as a clever devise to voice his views on the world, be it political, religious, or Social by using satire and comedy and achieving the desired result perfectly. Voltaire begins by introducing us to Candide a young and rather naà ¯ve man who is taught by Dr. Pangloss a philosopher of sorts that the world he lives in is â€Å"the best of all possible worlds.† (p.1) However shortly after this introduction he gets vanished for stealing a kiss from the beautiful Cunegonde, and so begins the long journey of our hero. It is in this journey that through many trials and hardship that include, War, famine, beatings, deaths, romantic betrayals and even the mythical city of El Dorado Candide questions his own and others views on the world. Sometimes losing all hope and arriving at the conclusion that the world is nothing but suffering; while other times reinforcing the teachings ofShow MoreRelatedAnalysis Of Voltaire s Candide 941 Words   |  4 PagesIn Candide, Voltaire introduces many different characters, some which represent the implementation of mockery and sarcasm. The role of Pangloss in particular embodies this portrayal of satire towards the Enlightenment. Voltaire uses his book to reflect his own critical view of the time period, mostly against those who were reluctant to change their methods of thinking. Much of this judgment is through the commentary of Pangloss, Candide’s tutor and the Baron’s philosopher, who seems to always haveRead MoreAnalysis O f Voltaire s Candide 964 Words   |  4 PagesCandide is a French satire that was first published in 1759 by Voltaire, who was a philosopher during the Enlightenment Age. It is a story about a young man, Candide, who is a follower of Leibnizian optimism. Candide witnesses and experiences many hardships in the world that puts his life at risk and tests the strength of his beliefs. During Candide’s many adventures, he faces many historical events that Voltaire uses to simplify subtle philosophies and cultural traditions, by highlighting theirRead MoreAnalysis Of Voltaire s Candide 1385 Words   |  6 Pages Describe the author’s style In Candide. Voltaire utilizes an expedient account stride that sections fleetly from scene to scene. duologue to activity. what s more, from area to area as the account advances. He other than utilizes references to the chronicled setting in which the book was composed. like Christopher Columbus and the new universe. epidemics and illnesses. what s more, El Dorado and insinuates the 7 Year s War. providing non simply a political yet adjacent to societal foundationRead MoreCommentary and Analysis of Voltaire ´s Candide536 Words   |  2 Pages Candide Voltaire’s Candide is a satirical fiction that was meant as both an insult and a criticism to the wealthy nobility and the Catholic Church. Voltaire, major voice during the Enlightenment period, had a wide spread influence from England and France to Russia. Candide was massively circulated throughout Europe. Voltaire used Candide to offer his opinion of what was wrong with society: being that the wealthy were ungrateful, selfish people and the church was a ruthless, maniacal super powerRead MoreVoltaires Use Of Distortion1620 Words   |  7 Pagesand Satire (H) Sept. 20, 2017 Candide Essay Prompt: In questioning the value of literary realism, Flannery O Connor writes: I am interested in making a good case for distortion because I am coming to believe that it is the only way to make people see. Following your study of Candide, write an essay in which you examine Voltaire’s use of distortion; how is he using it and to what extent does he succeed in â€Å"mak[ing] people see†? In other words, how did Voltaire incorporate distortion in orderRead More Literary Analysis of the Enlightenment Period and Romanticism1461 Words   |  6 PagesThere were similarities as well as very notable differences between the two. There were also two prominent voices that gained notoriety during each of these two periods. Voltaire is considered to be the pioneer of the power of reason and Rousseau is looked upon as a legendary figure of Nineteenth Century Romanticism. This analysis will evaluate the two eras, both writers and a literary piece. The Enlightenment Era gave way to an age of reasoning. During this time, the writers were regarded as philosophersRead MoreEssay on Voltaires Candide Character Analysis1426 Words   |  6 PagesVoltaires Candide Character Analysis Voltaires Candide seems to display a world of horror, one filled with floggings, rapes, robberies, unjust executions, disease, natural disasters, betrayals and cannibalism. Pangloss, the philosopher, has a constant optimistic view throughout the entire novel even despite all of the cruelty in the world. While looking back on the book I couldnt think of many characters that displayed admirable qualities. Even though Pangloss stuck to his views that everythingRead MoreEl Dorado s Candide : The Utopia That Wasn t. Candide1868 Words   |  8 PagesEl Dorado in Candide: The Utopia That Wasn t Candide was a novel published in 1759 by Francois-Marie Arouet, known best by the pseudonym â€Å"Voltaire†. It was written primarily to satirize German philosopher Gottfried Leibniz s â€Å"theodicy†, which was a philosophy Leibniz designed to explain why evil exists in the world. He maintained that we live in the â€Å"best of all possible worlds†, an idea Voltaire dismantled in Candide with biting attacks on philosophy, religion, politics, and social order. OneRead MoreComparing The Historical And Intellectual Circumstances Surrounding The Writing Of Two3390 Words   |  14 Pagesthrough the use of their characters and using critical analysis to determine whether each play was successful in its purpose. Dada was a movement born out of a pool of avant-garde artists, poets, writers and filmmakers that began in 1916 in Zurich, Switzerland. The first major anti-art movement’s home was established at the Cabaret Voltaire in Zurich and was appropriately named after Voltaire, an eighteenth century French satirist, whose play Candide mocked the absurdities and stupidities of his societyRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesnovel is sometimes used interchangeably with Bildungsroman, but its use is usually wider and less technical. The birth of the Bildungsroman is normally dated to the publication of Wilhelm Meister s Apprenticeship by Johann Wolfgang Goethe in 1795–96,[8] or, sometimes, to Christoph Martin Wieland s Geschichte des Agathon of 1767.[9] Although the Bildungsroman arose in Germany, it has had extensive influence first in Europe and later throughout the world. Thomas Carlyle translated Goethe’s novel

Comparing Characteristics And Differences Of Henry David...

Henry David Thoreau was someone people liked to talked about. He was known for leaving society for two years and two months to live alone in Walden Park. With a thick beard and a prominent nose, you could pick him out of a crowd of one-hundred. Chris McCandless on the other hand, lead the end of his life adventuring out West and in Alaska on limited resources. He too could be spotted anywhere. McCandless had a scraggly beard, was short, and wiry. These two real-life men, had their similarities and differences when it came to looks and actions. But the important similarities and comparisons are found in their time alone in the woods. Thoreau and McCandless loved the wilderness for different reasons both preferred to be alone but had†¦show more content†¦He was excited yet again because of the thought of independence. Thoreau and McCandless both preferred to be alone in life as adults. Thoreau says that â€Å"I never found the companion that was so companionable as solitude.† (Thoreau 88). He found more happiness being alone than in the company of others. He felt like this because as stated, solidarity was better for him. In addition, he also discusses how being with even the best of people can lead to disappointment and weariness. Being with people he says is the same every day, meeting too frequently, and having good etiquette around others. He finds this tiresome and mentions how when being alone you don’t have to worry about manners. Thoreau learned that being alone is what he preferred because it leads to being happier. Similar to Thoreau, McCandless preferred to be independent in the world. After McCandless finally hitchhiked up north through Canada, the author began talking about his fear of growing close with others. The author describes McCandless as relieved that he had dodged the â€Å"threat of human intimacy.† He removed, Westerberg, Burres, and Franz from his life painlessly and was now on his own. This is the way he preferred it, and he even had not contacted his sister Carnie who he was so close to. No matter how close McCandless was to a person, he never was co-dependent. He preferred this because he onlyShow MoreRelatedChristopher Johnson Mccandless s Transcendentalism2535 Words   |  11 Pagesan intensive connection among God, man, and nature. They emphasizes that the main truth of understanding reality in life should be an individual epiphany. Christopher Johnson McCandless from Into the Wild shared similar philosophical ideas as two notable transcendentalists known as Ralph Waldo Emerson and Henry David Thoreau, and lived life like a transcendentalist based on his behaviors and life values. With the fact that remained in history, the primary conception of transcendentalism was led by

What Makes a Good Coach Free Essays

string(102) " as for guidance and advice on a verity of issue thus making the coach a very influential individual\." SPORTS COACHING What makes a good coach? Coaches can come in all shape and sizes and use a variety of techniques and methods. Some may be great tacticians with a deep knowledge of the sport whereas others may be great motivators. But whether it candlin or capello all coaches have roles and responsibility in order to make them effective leaders. We will write a custom essay sample on What Makes a Good Coach or any similar topic only for you Order Now †¢In a coaching role it is needed for you to develop the skills of organising, safety, providing instruction, explanation, and demonstrating, observing, analysing and providing feedback. There are number of roles and responsibilities that a coach must maintain. A number of roles are included and many more are involved. †¢Roles that a good coach may display are : Innovator- sport is constantly changing and it is down to the coach to adapt to those changes, whether it’s a change to the rules a change environment or a change in personnel, it is down to the coach to solve the problems that they may encounter. good coach will draw on past experiences and their knowledge of the sport, or in some cases other sports, to come up with new ideas and approaches, whether this be to make training more fun and effective, push an athlete to new levels, adapt to new rules such as the way rugby coaches had to adapt some tactics when ELV’S were introduced or whether its just to keep up rivals. A good coach will always be thinking about what they can do different,, a famous quote says â€Å"if you always do what you have always done, you will always get what you always got† basically if you do the same thing all the time you will always get the same results you will never improve, it coaching is about development and improvement so there is a need for coaches to be bold enough to try new things in order to improve performance and results. Top level coaches have access to a wide verity of resources such as sports scientists ,psychologists, and technical knowledge, and should use this to create new and innovate approaches/ tactics to gain every possible advantage, for example London wasps and Wales coach Shaun Edwards brought the technique of blitz defence to prominence in rugby union, The Blitz defence relies on the whole defensive line moving forward towards their marked man as one as soon as the ball leaves the base of a ruck or maul. The charge is usually led by the inside centre. The idea of this technique is to prevent the attacking team gaining any ground by tackling them behind the gain line and forcing interceptions and charged down kicks. However, the defending team can be vulnerable to chip kicks and any player breaking the defensive line will have lots of space to play because the defences are running the other way and must stop, turn and chase. In many ways, the blitz is similar to the defence used in rugby league, a sport that Edwards had a significant background in, the technique has had great success for London Wasps with the team winning the Heineken Cup in 2003-04 and 2006-07, the Premiership title in 2003, 2004, 2005 and 2008 and the Anglo-Welsh Cup in 2006. Not only this, but this style of defence played a significant role in the 2008 Six Nations Grand Slam for the Welsh national team, who conceded only two tries over five games. This shows that innovative techniques developed form a knowledge of a verity of sporting backgrounds can be successful, in some cases innovation is needed on a different level rather than improving performance, in some cases it is needed to break social barrier, this arguable goes beyond the role of a good coach but an extra ordinary coach, don Haskins was the coach of Texas western collaged basketball team in the 1960s, a time of racial oppression for black people, however in the 1965-6 season, despite controversy and abuse, Hoskins build his team around choosing the best players regardless of race , in a time where teams would only use one or 2 token black players, Hoskins defied prejudice and made history by winning the NCAA Men’s Division I men’s basketball championship in 1966, becoming the first team with an all black starting five to win an NCAA basketball National Championship. The Miners defeated Kentucky 72-65 in the historic championship game, both examples show how innovation can work on different levels and how it impacts on sport, innovation is needed at all levels of sport whether it is just to make training more fun or to change the face of a sport, effective coaches will always find time to reflect on both their coaching and where necessary return to the role of a learner to further develop and improve their own knowledge and professional development to learn from coaches in other sports, such as in 2006 when the British lions coaching staff employed former freestyle wrestler Paul Stridgeon as a contact coach as a way to improve tackling by using techniques associated normally associated with wrestling Role Model – coaching is no longer just about improving performances, increasingly it is becoming about shaping a person, performers come from a verity of backgrounds and have different reasons for part, but typically watch and copy the actions of their coach, or in basic terms â€Å" monkey see monkey do† if a coach conducts themselves in a positive manner and maintains a strong work ethic and plays fair these characteristics are likely to rub off on the performer and the coach has had a positive effect on their performer/ athlete ,however if a coach acts in a negative way such as being brash cocky arrogant with a low regard for sporting etiquette then theses traits are also likely to rub off on the performer and the coach will have had a negative effect, especially with young performers who may look to the coach as for guidance and advice on a verity of issue thus making the coach a very influential individual. You read "What Makes a Good Coach" in category "Papers" I t is therefore important that a coach uses good practice in all they say and do, a coach should behave in a way that earns and maintains respect on a high level. Coaches have the potential to exert great influence on their team/ athletes, so therefore a coach must ensure that this influence is positive and not only improve the performance but improve the person, , a good role model will encourage fair play and sportsman ship to be of the same importance as results, Friend- coaches and performers spend a lot of time together. They share both positive and negative experiences with each other, and they will have to do this in a friendly and respectful environment, the performance environment can be extremely tough at times and athletes need someone to talk to help them cope with the demands of training and competing. The friend coach is needed to pick up they pieces after a difficult or disappointing performance and may need to be the outlet of emotion. The coach should help keep their performers feet on the ground in order for them to be successful. A coach that can be seen as a friend may be able to motivate a performer better than a coach who is seen as unapproachable, in most cases the performer will be highly self motivated and come for training / coaching sessions because they enjoy the sport and enjoy learning from the coaching experiences they get from the coach, however it is up to the coach to manage this environment in a way that maintains self motivation for the performer. To achieve this a good coach thinks about what motivates and drives their performer to perform to their best. Understanding why a person takes part in sport will enable a coach to create a coaching environment that is best suited to maintaining his/her motivation. This outcome can be achieved easier if the performer considers their coach their friend as they are more likely to open up and share their feelings and experiences with each other theses can then be implemented in the coaching environment where appropriate. An example of friendship between coach and performer be jonny Wilkinson and the friend ship he developed with 3 key coaches in his career : his Newcastle falcons coach rob Andrew, his kicking coach rob Andrew, and his fitness coach Steve black, all three have been able to develop a personal relationship with Wilkinson and have been able to use their friendship to pass on their experiences and further develop his career especially black who helped Wilkinson develop his work ethic towards training and perfection, Trainer- all performers need training whatever level they are at, it is the role of a good coach to provide that training. The coach’s role as a trainer is related to ensuring that their performers are able to meet physical demands of the sport they are competing in, in addition there is an ever increasing need for coaches to help performers meet the psychological demands of competitive sport, especially in an age where media attention on sports stars and the prizes have never been greater , for example a cricketer competing in India’s ipl can expect to win up to $1million if their team wins the tournament, this creates unimaginable amounts of pressure which could affect performance if not dealt with properly. Therefore the coach must be able to help a performer deal with this as a result there are more teams and athletes than ever that seek the assistance of a sports physiologist in their coaching staff , it is up to the coach to devise training schedules that help to develop the performers abilities both physically and mentally. The most common perception of the role of a trainer is the physical development of their performers. every sport places a physical demand on performers , there is evidence to support the belief that a performer cannot only improve sporting performance by focusing on developing sport specific fitness levels , but also improve their all-round health and well –being through well planned and well structured training schedules. A good coach should have a good understanding of the different fitness components , they should be able to devise training programmes/schedules, with clear progression and technical development that allows the performer to maintain and further develop all round good health , fitness and psychological wellbeing in order to cope with demands of their sport, It is vital for any coach to take on a series of responsibilities, like the role of a manager, there are many responsibilities included that a coach must apply in order for their performer/team to play safely/ legally , with no risks. It’s not just the coach who needs to focus on the responsibilities of the performers but it is everyone’s responsibility to ensure the safety of all within the sport. Some of the main responsibilities of a coach are : Health and Safety – all coaching sessions should take place with consideration being given to health and safety issues. they should take place in a safe environment that minimises risk and maximises benefit. Coaches are responsible for the health and safety of their performers/team. Coaches should have access to first aid facilities and able to have contact with the emergency services in the event of an emergency . the health a safety responsibilities can be split into three main components: safety of facilities – when preparing a session a coach must take into consideration the facilities in which the session is to take place e. g. is it safe to hold a contact session in rugby on a hot day when the ground is very hard,. A coach must ensure the activity can be done safely within the area with the equipment available, a coach must be aware of emergency procedures that need to be followed and what to do in the event of an emergency, basically the coach must undertake a full risk assessment of the area and ensure they know how to deal with any incident that may arise. Safety of the activity- a good coach should select practices that are safe and technically correct. Activities should not pos unnecessary risk to the performer. When selecting activities a coach should take into consideration that performers must undertake a thorough and appropriate warm up before physical activity, performers should not be made to perform activities they are not physically or technically capable of, activities should allways remain within the rules of the sport e. g. f doing a tackling session in rugby the same rules should be applied as in a game no high tackles no spearing or dangerous tackling, activities that are unsa fe not technically correct or go against the rules of the sport should never be allowed. safety of the performer – if a coach appropriately addresses the safety issues related to the venue, equipment, and selected activities, the safety of the performer will have been addressed. However the coach should still remain aware of potential risks so that the safety of the perfomer is never compromised. Professional conduct The coach is person of authority and power, therefore it is important that a coach knows how to use this authority and power in the right way and not to abuse it. Unfortunately however there have been coaches that have used their position to achieve unfair and inappropriate gains, trailing 6-5 During the quarter final of the 2009 Heineken Cup against Leinster, Harlequins wing Tom Williams came off the field with what turned out to be a faked blood injury in order to facilitate a tactical substitution , that allowed fly half nick evens to return the pitch after already being replaced to the pitch, it turned out to be ordered by director of rugby Dean Richards, so that quins had a goal kicker back on the pitch the plan nearly payed off when quins took a late attempt at goal but evens missed. this was a gross abuse of the rules and severe action was taken against both harlequins and Richards, Richards has been banned from taking part in rugby in any way for 2 years. It is a coaches responsibility to ensure they behave in an appropriate manner and practice within the boundaries of acceptability at all times. Coaches should demonstrate a profession al approach to their performers and ensure that they are are fair, honest and considerate to the performers needs, like many professions coaching promotes a code of conduct . this ensures coaches act in an ethical and professional manner at all times. The uk sport code of coaching conduct stresses the importance of of: †¢Rights; to respect and champion the rights of everyone in sport †¢Relationships; to develop professional honest relationships with performers †¢Responsibility; to demonstrate appropriate professional behavior and conduct and achieve a high level of competence through qualifications and continued professional development Professional conduct is important as a coach must behave in an appropriate manner or they risk losing the respect of the performers, lose respect and expect to be losing your job! Good coaches should always act professionally All coaches need to be able to carry out a series of skills to be considered as a good coach. Communication – communication is a key skill for any coach perhaps even the most important, a coach may be an expert tactician but what use is that if they can’t communicate with their performers . performers need to understand what is needed from them, a coach should be able to explain a task in clear and composed voice, some coaches believe this is enough however there is a lot more to it. Communication is a 2 way process giving a signal, whether it be verbal or non verbal, is just as important as it being received, so that it can be listened to and understood. How the coach send the signal can have a big impact on how effective the signal is. Coaches communicate in two main ways :verbal: characterised by the use of the spoken word, and most coaches are defiantly able to talk, especially if your name is roy keane or Brendan venter ! Varying the pace, tone and volume of what is said can be key getting a message across. Also remember that that repetitive shouting does not make communication more effective, it may infact have a negative effect as the performer may find it boring and start ignoring it. Non verbal: involves alternative ways of sending a signal, gesture facial expressions and body language are the most common, a lot of coaches are les adept at using non verbal communication , effective non verbal communication is a sign of a good coach, a well timed facial expression can say more than a thousand words. In competitive situations non verbal communication may be the only way of communication with performers. If you want to see a good non verbal Ferguson. Constantly in a game a coach will be communicating with their performers. Never ever will a coach not be communicating with them, its key to speak to your performers, you also need to be able to give effective non verbal commands To be a good coach here are some good communication points, that can be looked at: Organisation – : An effective coach is well organised. Organisation is important, for performers need someone to organises training sessions/ programmes, and fixtures. In a lot of cases this role falls to the coach. Even before a session begins a good coach should be well organised, they should know what they are going to to, farcicalities ad equipment needed, what drills will be carried out and who is going to be coached e. g. if there is a performer who is coming back from an injury or someone who has a big game/ race in the next few days should have a different session planned by the coach. Good organisation before a coaching session will ensure the session runs smoothly and that everyones is doing the right thing in the right place at the right time. A lot of coaches will say that the administration side of the job is the least enjoyable part . however organisation is of equal importance to the other aspects of coaching if not more important, without organisation there is no training or fixtures . It goes without saying , a coaching session cannot take place without the facilities and equipment being booked, equally a participant cannot compete unless they have actually been entered . a good coach may reduce their workload by delegating the organisational aspects to parents or other club members. This allows for the coach to focus more of their time on the actual coaching aspect of their job. If you need some tips improve your organisation as a coach read below Evaluation- a good coach will always be willing and keen to pass comment on the performers ability and performance. And will always be assessing what has gone well and what needs to be improved to better that performance. An example of this is former England rugby coach would always look to find the positives his team’s performance, must of been hard considering that under his reign England were usually on the wrong end of terrible results! However a good coach should also be evaluating their own performance but coaches rarely will, and if they do, they will usually only focus on what has gone well . for evaluation to be effective it needs to be impartial and clearly identify not only what went well but what didn’t go so well and needs to be improved. Honesty is key to any evaluation it will allow the coach to learn from their own mistakes and improve their coaching skills thus benefitting their performer As we know that coaches needs to develop a lot of roles, responsibilities and skills to be an excellent and successful coach. It’s has been looked at that a coach s needs to be evaluating their performers progression in whatever they do. If we were to analyse a what make a good coach there are many aspects we need to look at, such as health and safety, communication ,these aspects couldn’t possibly be stressed enough. There is then also organisation building long and short term plans for the performer, making sure that there stay interested and done feel tired and fed up with what is being done by the coach. Friend ship is also key a coach who is a friend can have much more impact than a coach who is just an outsider . coach also needs to show they have knowledge and experience of the sport that they are doing. A knowledgeable coach is always a good coach. A coach always needs to see the bigger picture and relay the ideas the coach has on to the performers and then the feedback comes back from the performers and then the coach can see then what went wrong with what there just did, that covers evaluation. In conclusion there is not one aspect that creates a good coach, as each aspect is of equal importance. in fact to be a good coach you need All the responsibilities, roles and skills come to together nicely; this shows what makes a good coach and how achieve able they may come. How to cite What Makes a Good Coach, Papers

Nothing Is Permanent in This World Other Than Change free essay sample

â€Å"Nothing is permanent in this world Other than the Change† -is a famous proverb. In this mechanical world all of us are moving towards the pursuit of money having not even single second to spare, to think of world. So I would like to bring to spotlight 3 most prickling things in my mind, which I think, given a power I will surely change, to make the world a better place to live in Poverty according to my view is a thorn in flesh of the world. Society in India is very sharply divided between ‘Haves’ and ‘Have Nots’. With all the wealth of the country getting so accumulated in a few hands the rest of the population find it difficult to even make 2 ends meet. So obvious reason for poverty is ‘distribution of wealth’ which is too uneven. On one side India is leading gold importer in the world, whereas on other side India has most number of population that cannot even afford for a single meal as stated as follows†¦ â€Å"Rich continues to become richer-and Poor continues to become poorer† Recent news coverage in media focusses fully on Indians and their illegal blackmoney deposited in Swiss and Morocco banks, and a pitiful fact is that most of them having account are politicians of our very own country. We will write a custom essay sample on Nothing Is Permanent in This World Other Than Change or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Isn’t it a big shame for our nation? Harmful effect of poverty include mitigation of crime activities like theft, robbery, smuggling, kidnapping, cheating

Whistle blowers at the RCMP

Ethics Ethics is defined as a form of moral philosophy that involves the systemization, defending and the recommendations of the concepts of right or wrong behavior. Ethics can also be used in reference to a certain standard of behavior that informs on how people should think or act in the various situations that they find themselves in whether as friends, children, citizen public servants or business people.Advertising We will write a custom case study sample on Whistle blowers at the RCMP specifically for you for only $16.05 $11/page Learn More Criteria used in making ethical decisions There are four different criteria that are applied in making ethical choices. These are utilitarian criteria, focus on right, focus on justice and common good approach. Utilitarian criterion: This is where decisions are made based on their outcomes and consequences. Utilitarianism aims at bringing forth the best to the masses. This view is very dominant on the making of ethical business decision-making that are geared towards making a lot of profits. Utilitarian criterion is motivated by the desire to enhance productivity and efficiency but pose the greater risk of ignoring individual rights. This criterion posits that any ethical action should be geared towards promoting good and that which does not harm or rather the one that produces the greatest balance of good over harm. This approach is more concerned with the consequences, and it seeks to increase the good work done and minimizes the harm done. Focus on rights: This requires that individuals make choices or decision that are in line and consistent with their fundamental rights, privileges and liberties that are contained in the bill of rights. This emphasizes the making of decisions that aims and protects the basic human rights of all individuals. This is consistent with the freedom and privacy. According to the focus approach, an ethical action should uphold and respect the morals of the pe ople affected. It is motivated by the belief that human beings have dignity due to their human nature and ability to make free decisions. Focus on justice: This criterion requires individuals to enforce and impose rules in a fair and impartial manner to ensure equity in the distribution of costs and the benefits. This is a view that is widely favored by members of the union which implies that people should be paid commensurate to the job they have done irrespective of the difference in performance. Ethical actions should treat all human beings equally based on indefensible standard.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Common good approach: This approach to ethical decision making subscribes to the opinion that life in the society is good and individual actions should contribute towards this good. Based on this approach, the basis of societal relationships is respect, ethica l reasoning and compassion for all. It focuses consideration on the situations that enhances welfare of the majority. This may be practiced in the system of laws, health care, effective fire and police apartments and the educational system. In the case of RCMP, the common good criteria are most applicable. This is because the philosophy of common good criteria is that human actions should contribute to the common good of the society. The fact that the officials went public on the ills that they committed was an indication that they were motivated by compassion for an ethical society and their ethical reasoning that was aimed at making the society a better environment governed by respect. The reason why the four members of the RCMP went public to expose all the case of fraud, nepotism and misapplication was due to their desire to better the reputation of the organization while making the organization a good institution to work in. Their ethical decision was aimed at benefiting the en tire society. Whistle blowing Whistle blowing is defined as the disclosure of information of any wrongdoing, whether perceived or real in an organization or risks to any individual or entities that are or will be affected by that action. It happens when an individual discloses information on any wrong doing or malpractice. Reasons why whistle blowers get into trouble when they point out unquestionable practices A whistle blower is a member of the organization who takes information from the mainstream channel or source in order to stop the organization from doing a particular malpractice. Whistle blowers have difficult choices to make and when they choose to report any wrong doing, they are exposing themselves to high risks since instead of being praised because of their courage; they are ostracized from the society, dismissed from job and also subjected to criminal sanctions. This is because of the following reasons. Whistle blowers are taken to be spies and self-interested individu al, and every organization would wish to have few of them. Since whistle blowing is a revelation of organization failure or management trouble, most managers would not wish to have such an employee who exposes them and that is why they fire him or her. Whistle blowing is considered as bad news for the people whom the whistle is blown since what has been happening in obscurity is brought into the spotlight. The only remedy to control the damage is to fire the whistle blower or to discredit him in order to disguise the story.Advertising We will write a custom case study sample on Whistle blowers at the RCMP specifically for you for only $16.05 $11/page Learn More References Santa Clara University. A Framework for Thinking Ethically [Internet]. N.d. [updated n.d.; cited 2012 Feb 17]. Available from: https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ Transparency International. Towards greater protec tion of whistleblowers. Web. Davis, M. Avoiding the tragedy of whistleblowing. [Internet]. N.d. [updated n.d.; cited 2012 Feb 17]. Available from: http://ethics.iit.edu/publication/avoidTragedyWhistle.pdf This case study on Whistle blowers at the RCMP was written and submitted by user Mikaela Hartman to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Bell Jar essays

The Bell Jar essays In the novel The Bell Jar by Sylvia Plath, the novel is set in America in the 1950s. The settings in the novel are often used as backdrops where Sylvia develops her critics. The protagonist Esther Greenwood ¡s experience in different places serves as critics of the idea that each place represents. The settings of the novel include metropolitan New York, suburban Boston and mental institutions. The novel began with Esther ¡s visit to New York after she had won her scholarship. Sylvia Plath used New York as a background where she develops her criticism for the American ideals of a metropolis. It ¡s here in New York that Esther develops the sense of detachment and inadequacy with the society and her peers. The chic metropolitan New York lifestyle was suppose to dazzle a small town girl like Esther, however its superficiality not only fail to impress her, it was loath upon. Esther has an enviable academic success, a New York way of lifestyle was what people expected Esther to live through and expected her to marvel and enjoy. Sylvia Plath ¡s tone of the narratives on the environment of New York are often critical. These show Esther never truly enjoy her stay in New York, Sylvia Plath ¡s descriptions often conveys a sense of dry and choking:  ¡Ã‚ ¡Kfake country wet freshness ¡K ¡  ¡Ã‚ ¡Kdry, cindery dust blew into my eyes ¡K ¡  ¡Ã‚ ¡Kfizzled to nothing outside the slick marble ¡K.of Madison Ave ¡ She never enjoyed the company of her peers.  ¡Girls like that makes me sick. ¡ None of them except Doreen, have any insights or distinctive character. To her, they were drowning in decadence and boredom. However, she seemed to be the only one who is feeling this way. Because all other girls believe that was the way it should be and Doreen was able to live an exciting life. Sylvia Plath also used New York as a symbol of career expectation for woman. It ¡s here Esther lost faith in society and was greatly disappointed...

Working in the community (fire figthers.) Essay

Working in the community (fire figthers.) - Essay Example http://www.cdc.gov). Prevention labor is part of fire fighters' educational programs, which are addressed both to children and adults in order to avoid, as far as possible, injures and deaths produced by the fire. This labor is developed with their community and national programs. "NFPA (National Fire Protection Association) teaches people of all ages how to make responsible choices regarding health and safety. One of our most important commitments is to give people the knowledge and skills they need to lead safer lives" ("Education Programs", National Fire Protection Association. http://www.nfpa.org). Children are one of these groups and fire fighters usually talk to them about the risks of a variety of things that may cause fire or other accidents. These programs usually include very easy tips about security in the house: things that are potentially dangerous, things that may cause a fire, things to be careful with or to use under the supervision of an adult. These days, internet is increasingly becoming an important teaching method, so most of Fire Departments include a specific section for children on their websites. This is a complement for the labor they carry out in schools, where they talk to children about fire risks, teach them how to prevent and how to act when a fire starts and carry out fire drills. Usually, the person who talks in schools is a member of the community which takes part in some volunteer program. On the websites, most of the fire prevention tips are usually presented as attractive interactive games for children, with eye-catching animations, like the program of the National Fire Protection Association. In their "Risk Watch Safe Community Program" we can find complete information on how to teach children to prevent unintentional injuries or injuries that can result from natural disasters ("Risk Watch Safe Community Program", National Fire Protection Association. http: //www.nfpa.org.). They use games that attract children's attention, like searching the hazardous elements in the picture of a room, making them aware of the elements they need to play safe or helping Sparky the Fire Dog to complete his emergency kit. Sparky, which is dressed as a fire fighter, has his own website (http://www.sparky.org) in which children can learn more about the labor of fire fighters: the different types of trucks, why Dalmatians are the "official" dogs of fire departments and they can also ask him questions about his duty. The United States Fire Administration is another good example of these interactive games for children. On their website, they will find plenty of educational activities like puzzles, coloring pages, matching games and even a quiz to become a Junior Fire Marshal. Also the Chicago Fire Department has its Kids' Section, with entertaining coloring books for little children. The school programs are a very interesting way to warn and prevent children from fire risks. They will see fire prevention as a part of their education. As fires can start whether at home or at school,

Gender as a victim Assignment Example | Topics and Well Written Essays - 500 words

Gender as a victim - Assignment Example Moreover, in the case of Emily the attitudes, perception and situations were the key factors regarding the aspect of gender that contributed to the vulnerability of the victim. Morgan & Chadwick (2009) concluded that with having negative attitudes affects the life of couple. In this case, it has been reflected that the behaviour of Emily’s husband towards her was negative and depicted criminal activities. Besides, VicHealth (2009) stated that attitudes of violence-supporting are high in males due to gender biases. On the other hand perception also influences one to commit crimes and restrain other to commit the same. Likely, the situation i.e. the husband wife relationship and the dominance of male over the female is major gender contribution factor of vulnerability of the victim in case of Emily. Criminal activities especially the sexual violence has significant impact both on physical as well as mental condition over the victim and cause physical injury. Based on the analysis of the provided victim case it can be affirmed that anger and the feeling of superiority led Emily’s husband to commit crime. In this context, Truman (2011) concluded that male genders during the time of frustration, express their anger and negativity towards others especially their better half as in the case of Emily. In this regard it can be affirmed that individual perpetrator factor i.e. attitude of Emily husband, lenient behaviour of Emily over the crime, short temperedness can be perceived as a key factor of crime. Moreover, material relationship and the community perspective i.e. high level of dominance of male over the females are few reasons of crime (Cooper & Smith, 2011) played a prior role in committing crime against Emily (Jewkes, 2012; NCDSV, 2003). Moreover, lack of knowledge and the male dominating attitude leads to crime and victimization. With regard to the criminal case of Emily, one of the major lacunas in the judicial

Crisis Prevention & intervention in healthcare (management of Essay

Crisis Prevention & intervention in healthcare (management of assualtive behavior) - Essay Example The meaning of crisis can be expanded by defining crisis, assaultive behavior and violence. According to Aguilera (1998, p. 12), crisis occur when a person is unable to deal with problems that do not have a way out. The unresolved problems give way to anger, emotional unrest, tension, anxiety and stagnation. Chou et al (2001, p. 139) notes that, assaultive behavior happens if the problem becomes persistent. The issues the person bears become intolerable because the coping methods and accessible resources are inadequate. Crisis is viewed as a psychological instability that result from extreme situation or condition where the resolution is not attainable by means of common remedies. Crisis is a word used to define to a situation where assaultive behavior or violence has occurred. Crisis is used to refer to assaultive behavior when it is extremely negative, unpredictable, uncontrollable and unacceptable in the society. Assaultive behavior requires an opportunity that the person in crisis can use to inflict injury or abuse another as Chou et al (2001, p. 139) mention. Violence is defined as the use of physical force with a motive to inflict injury. It is destructive, turbulent and forceful. Violence causes confusion and reveals accumulation of anger (Richter and Whittington 2006, p. 2). The word crisis, violence and assaultive behavior are used interchangeably. Assaultive behavior can occur anywhere including the hospital. Medical departments have incidents that tantamount to assaultive behavior. The incidents of assaultive behavior in medical departments are on the increase and need to be addressed. Crisis in the form of verbal abuse and physical abuse have occurred in different departments. The waiting area, mentally disturbed departments and emergency departments are common areas where abuse can occur as Salmon and Varela (2007, p. 3) note. People without any history of assaultive behavior or psychiatric condition can suddenly become

Speed Velocity And Acceleration

Speed Velocity And Acceleration In this chapter we will look at the concepts of speed, acceleration, and velocity. As we all know gravity is a large factor in the acceleration of an object. For the purposes of this chapter we will differentiate between linear and vertical acceleration as being objects that move linearly or horizontally i.e. linear acceleration, versus objects that fall, fly, or are thrown etc. i.e. vertical acceleration. Vertical acceleration is much more governed by the force of gravity and is covered in greater detail in chapter 12 Newtons Laws. A short section at the end of the chapter addressing vertical acceleration is however included to put the area into context. You may have heard the old adage Speed kills. And you know whether you are driving your car or playing sport its a dangerous variable. Fast athletes are very difficult to handle, as are fast cars. However, having speed is of vital importance in sports. In this chapter well look at speed, velocity and acceleration and the factors that influence them. Speed, acceleration and velocity are all different. If you have ever watched a 100 meter race, you will notice that some athletes start faster than others, so their acceleration is different. Athletes finish the race at different times so their speed is different and athletes reach top speed at different stages so their velocity is different. The key terms to be covered in this chapter are speed, acceleration, velocity, distance, displacement, vertical and horizontal acceleration and velocity. The variables of speed, acceleration, displacement, etc. are about linear kinematics. Kinematics is a general term related to describing motion. Kinematics is also a branch of mechanics (specifically dynamics) that evaluates moving objects. In order to accurately describe kinematics there are certain terms that we must fully understand. They include the terms mentioned above (speed, acceleration, and displacement) and distance, velocity and position. Accurate understanding of these terms will allow us to accurately describe the movement of any object. There is often a lot of confusion about the terms acceleration, speed, and velocity. We often use the term speed in everyday language to imply all three terms and the word fast is an even more general term. Consider the following: A person can be moving fast and not be accelerating. A person can accelerate fast and not have a high velocity or high speed. A nice sporting example was the great Boston Celtics player Larry Bird. Larry Bird was very quick to accelerate over three or four steps, was not very fast at his top speed. So while Larry was very quick and dangerous over 3-4 steps, he would not make a good sprinter because his top end speed was not high. So if an object is accelerating, it is changing its velocity. Acceleration has to do with the change in how fast an object is moving. Therefore, if an object is not changing its velocity, it is not accelerating. We know that distance and displacement have different meanings. The same is true for speed and velocity. Speed can be considered as the rate at which an object covers a certain distance. Objects that move slowly cover distances in long periods of time, i.e., low speed. An object moving quickly covers distance in shorter amounts of time, i.e., high speed. If an object is not moving at all it has zero speed, zero velocity and zero acceleration. Let us consider some of these simple terms in more detail. Position: Position is simply the location of an object in space. You could consider it using coordinates on a map for example, or on a field, or gymnasium. Displacement: Displacement is simply the straight line distance an object has travelled. Distance: Distance is how far an object has travelled in any direction. It is also viewed as the total amount of displacement (regardless of ending position). Look at this simple example. Lets say a basketball court from baseline to baseline is 25m. If a player runs baseline to baseline and back what is his displacement and distance? Distance. This is the easy one since he ran up and down the court so that is 25m + 25m = 50m. Displacement. Since the player ran down the court and back again he ended up in the same place he started. So even though he covered a distance of 50m his displacement is actually zero, since he is back where he started. Lets say the player now runs up and down the court twice. His distance covered would be 25m + 25m + 25m +25m = 100m. Since he ended up back where he started his displacement is still zero. Finally, lets say the player runs from one baseline to the other and stops. In this case both his displacement and distance are the same at 25m. For the most part we use distance rather than displacement to describe movements as it is difficult to correctly measure displacement as we make a lot of turns when we travel. You say displacement is really like the old saying as the crow flies which means straight line. For example, the distance you travel in a car from New York City to Boston might be 250 miles (but your displacement is only 175 miles). When you drive in a car you get on the highway and follow the roads around the coast, over bridges, around hills, around towns etc. However, when you fly the plane flies right over everything in a straight line and you end up only travelling 175 miles (your displacement). Speed Speed is a very general term. Speed is a scalar quantity and is described as Distance divided by time (D/T, where D=distance and T=time). Scalar implies that speed has magnitude but not necessarily any direction, for example temperature or volume. People often use speed and velocity interchangeably but they are different. Speed relates to the distance an object has traveled, while velocity refers to the displacement that has taken place. So, the speed of an object tells us how far an object has traveled in a given amount of time but doesnt tell us anything about the direction in which it traveled. It all sounds a little heavy on the definitions but these are important. Therefore: Average speed = Distance traveled (m) Time (s) Now there are also different types of speed. We refer to them as average speed versus instantaneous speed. When an object is moving it often changes its speed (or direction) during its motion. When there is a change in speed we can alter our definitions. Instantaneous speed is the speed at any given instant, while average speed is the average of all the instantaneous speeds. For example, lets say a runner runs 400m in 60 seconds and crosses the line at 18 kmh or 5 m/s. This means his average speed over the 400m was 6.66 m/s even though he crossed the line at 5 m/s which is his instantaneous speed at the finish line. In other words, he was slowing down as he was getting to the end. If you have ever ran a 400m race then you will now how tired you are at the end and are definitely slowing down. How did we do these calculations? Average speed = Distance/time 400m/60 seconds 6.66 m/s The instantaneous speed recording of 5 m/s would have been measured with a radar or timing device. You could also look at various split times for different portions of the race. Many coaches do in fact do this, so a 400m coach might look at each 100m split and look at both the acceleration and deceleration patterns and average speeds during each of the four separate 100 meters. Here is another problem for you to try. Can you calculate the average speed of a swimmer that completes the 200m butterfly in 2.15 seconds? Answer: 2.15 seconds = 135 seconds. So 200m/135 seconds = 1.48 m/s A 400m freestyler swims the race in 4.10 seconds. The 200m split was 2.02 seconds. Can you calculate the following? a. What was the swimmers average speed for the race? b. What was the difference in speed for the first 200m versus the second 200m? Answer: a. 400m/250 seconds = 1.6 m/s b. First 200m split = 1.64 m/s Second 200m split 1.56 m/s As you can see, the swimmer slowed down over the second 200m. Velocity Velocity is somewhat similar to speed but velocity involves both direction and speed. So, whereas speed is a scalar quantity, velocity is a vector quantity, that is, it has both magnitude and direction. Velocity also uses displacement as opposed to distance. Remember displacement is measured as the straight line distance an object travels from starting to ending position. Velocity is direction sensitive since it is dependent upon displacement. Therefore, when you calculate velocity, you must also keep track of direction. Therefore, if you say an airplane has a velocity of 600 kmh, you would actually be a little vague. You should really say the airplane has a velocity of 600 kmh North. So, speed doesnt worry about direction, velocity does. Velocity is a positive number as we dont have negative velocity. So to summarize, a airplane traveling at 600 kmh as a speed of 600 kmh. The same airplane has a velocity of 600 kmh, North. Finally, the same airplane probably had little acceleration in the middle of its trip as it would only need positive acceleration and negative acceleration during take off and landing. Here is an interesting and challenging little problem for you to solve. Can you fill in the following table with acceleration, speed, and velocity data? We know the following, the direction of travel is south and acceleration doubles every second. If youre feeling confident you can also try and calculate the total distance that was covered over the 6 seconds. Hint! You can use the velocity for each second to help you. Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 2 2s 7 3s 8 4s 31 5s 3 6s 64 Answers Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 3 2 1.5 2s 7 4 3.5 3s 15 8 5.0 4s 31 16 7.75 5s 63 32 12.6 6s 127 64 21.16 *Average speed through that time period So: Average velocity = Displacement Time Let try some additional calculation examples: For example, if an athlete runs around a 400 meter track in 50 seconds we can calculate numerous factors. What was the distance traveled? What was the displacement? What was the average speed? What was the average velocity? 1. What was the distance traveled? Answer: Easy enough = 400 meters 2. What was the displacement? Answer: Since the athlete ended up in the same place as they started, displacement is equal to zero. 3. What was the average speed? Answer: Speed = Distance/Time = 400 m/60 seconds = 6.66 m/sec 4. What was the average velocity? Answer: Velocity = Displacement/Time = 0/60 seconds. In this case we end up with a value of zero and in this scenario average speed is a better indicator of overall performance. In many situations we actually calculate average velocity as speed because we cant gather the correct information to calculate speed. For example, if a punt returner catches the ball on the 20 yard line and then avoids a few tackles to ultimately score a touchdown twelve seconds later, we assume the punt returner ran 80 yards. In fact, they may have run 100 yards with all the turning and weaving but we cant accurately calculate the true distance traveled and instead use displacement. For our purposes in sports, thats okay. You try the following problem. Review Problems Can you accurately calculate average speed, velocity, distance and displacement for each of the following situations? Hint: You may not be able to calculate them all accurately. Problem: 1. A punt returner catches the ball on his own 40 yard line and scores a touchdown nine seconds later. 2. A 100 meter sprinter runs the 100 meter in 10.0 seconds flat. Acceleration The law of acceleration is Newtons second law and basically states The change of motion of an object is proportional to the force impressed and occurs in the direction in which the force is impressed. So far we have talked about speed and velocity and performed some calculations. However, while speed and velocity are valuable components, they tend to provide us with summary information and very little about specific detail. For example, if we consider the data for a 200 meter race run in 20 seconds we know that average speed was 10 m/sec. However, we would not know any information about who accelerated the fastest or who was leading after 100 meters. This information is also important as it helps with identifying strength and weaknesses in athletes and in developing training programs for particular athletes. The measurement of acceleration is important. Acceleration is the rate of change in velocity. Therefore, when acceleration is zero, velocity is constant. So when an object changes speed either by slowing up or down, or changes direction, it is accelerating (or decelerating). We can calculate acceleration by measuring the difference in velocity over the time it took for that ch ange in velocity to occur. Consider this: If you were to watch a 100M race the person leading at the 50M mark doesnt always win the race. The reason for this is that runners have different acceleration and deceleration rates, in other words their speed changes. Athletes vary dramatically in their acceleration. Some athletes are very fast over 40M but not over 100M and vice versa. So: Acceleration (a) = Velocity2 Velocity1 Where V2 is velocity at T2 Tim Where V1 is velocity at T1 Sometimes you will see this presented as the change in velocity (Delta sign à ¢Ã‹â€ Ã¢â‚¬  ) or the change in time (à ¢Ã‹â€ Ã¢â‚¬  T) A = à ¢Ã‹â€ Ã¢â‚¬  V à ¢Ã‹â€ Ã¢â‚¬  T Look at the following acceleration example. Question: A sprinter leaves the starting block at 2.5 m/s. One second later they are traveling at 5.5 m/s. What is the acceleration rate? Answer: V2 V1 = 5.5 m/s 2.5 m/s = 3 m/s squared T 1 You will note that we end up with meters per second squared as our answer would really be presented as 3 m/s/s. Heres another problem to try. Question: A punt returner catches the ball standing still and begins to return. Two seconds later his velocity was 5 m/s. What was his average acceleration over the first two seconds? Answer: V2 V1 = 5 m/s 0 m/s = 3.5 m/s squared T 2 So far we have looked at relatively straightforward examples of speed, acceleration and velocity in that they have all been examples of horizontal movement. Now let us discuss the vertical components of projectile acceleration, speed and velocity. Factors Affecting Acceleration Linear acceleration is affected by many factors and you will recall from chapter ? that the mass of an object is a very important one. Heavier objects accelerate more slowly with a given force. This has to do with both inertia and mass. Heavier objects are harder to both accelerate and decelerate. Think about how easy it is to throw a basketball versus a medicine ball. There are some other points to consider when looking at acceleration, speed, and velocity. First, we now know the units for velocity are meters per second (m/s) and meters per second squared for acceleration (m/s/s). For speed they are also m/s. Since acceleration (like velocity) is a vector quantity, it also has direction associated with it. The direction of acceleration depends on two factors: a. Whether the object is speeding up or slowing down b. Whether the object is moving in a negative (upwards) or positive (downward) direction We can simplify this by saying that if an object is slowing down then its acceleration is in opposite direction of its motion. If it is speeding up then its acceleration is in the same direction as its motion. Therefore: Acceleration (m/s2) = mass (kg)/force (newtons) Vertical speed, acceleration and velocity If you were to throw a ball up in the air and then catch it again at the same height as you released it, how would the ending velocity be? Would it be greater, less, or the same as the release speed? If you guessed the same you would be correct. You see, all objects, whether traveling vertically or horizontally, are subjected to the constant force of gravity (9.81 m/s2). This means that as soon as the ball left your hands it started to negatively (de)accelerate at 9.81 m/s2 until it had no more velocity. Then, it started to positively re-accelerate over the same distance (and time) at a rate of 9.81 m/s2 until you caught it again. This is a very neat relationship as it allows us to make many calculations based on this constant acceleration force. Projectiles are subjected to both vertical and horizontal components in their motion. The horizontal components are affected by the mass of the object and the acceleration force as previously mentioned. The vertical components are also affected by these two factors plus gravity. Consider this statement: A ball shot horizontally (at zero degrees) has the same vertical component as a ball that is simply dropped with no horizontal velocity. What this means is that if you were to throw a pass from your chest and it hit the ground 15 meters away 1.5 seconds later, and at the same time drop a second ball straight down from the same height, they would both hit the ground at the exact same time. What this is showing us is that the force of gravity component is acting consistently regardless of whether the ball has a horizontal component or not. In other words adding a horizon tal acceleration component does not affect in any way the force of gravity. Remember also that gravitational acceleration is a vector quantity comprising both magnitude and direction and acceleration is a squared variable to the magnitude of the force of gravity. This means that for every second an object is in free fall it will accelerate by ad additional 9.81m/s2. Thus the total distance travelled is directly proportional to the square of the time. Or we could say that if an object travels twice the time it will travel four times the distance. If an object travels for three seconds it will cover nine times the distance, for four seconds it is sixteen times the distance travelled in the first second. Look at the following. A coin is dropped from a cliff. The table shows how fast it is travelling at different time points. Time Speed m/s 1 sec 9.81 2sec 19.62 3 sec 29.43 4 sec 39.24 5 sec 49.05 6 sec 58.86 7 sec 96.23 Consider this simple math problem: Question: A boy drops a ball from a balcony and records a time of 3 seconds for the ball to hit the ground. At what velocity did the ball hit the ground? Answer: 29.43 m/s How do we get this answer? Well, remember that gravity acts as a constant 9.81 m/s2. What this means is that for each second the ball is in flight it accelerates an additional 9.81 m/s. So: Insert schematic to demonstrate after 1 second = 9.81 m/s after 2 seconds = 9.81 m/s + 9.81 m/s = 19.62 m/s after 3 seconds + 19.62 m/s + 9.81 m/s = 29.43 m/s This is a simple illustration of the concept. Next question, what velocity would the ball have to be released at ground height for the boy to catch it on the balcony? Answer: A minimum of 29.43 m/s. The answer is the same because gravity and acceleration (or deceleration) is working to the same effect when the ball is moving upwards. This is sometimes referred to a negative acceleration. Question. A boy is standing on a balcony and is curious about how high the balcony is from the ground. The boy drops a ball and records the time it takes to hit the ground. It took 3.2 seconds for the ball to hit the ground. The boy concludes that the balcony is 66.7m high. How did he work it out? Well at the end of the first second the ball was travelling 9.81m/s, at the end of the second the ball was travelling 19.62m/s, at the end of the third second the ball was travelling 29.43m/s. If you add these three distances together you get 58.86 meters travelled after three seconds. If the ball travelled another full second it would travel another 39.24m, but it only travelled in this zone for 0.2 sec. So, 39.24m x 0.2sec =7.84m. Now we add the 58.86m + 7.84m = 66.7m, and thats our answer. There are some other factors to consider with vertical projectiles. The pattern of change in vertical velocity is symmetrical about the apex of the trajectory. So not only does the object land at the same speed it was released, it also follows the reverse flight path on the way down. Using these constant parameters we can now extend our calculations into more complex situations. For example, lets say you are watching a volleyball game in a high school gym with a 10 meter high ceiling. An opponent spikes the ball over the net and a player digs the ball at ground level at which time the ball has a velocity of 15 m/s. The question is will the ball hit the ceiling? To solve for this we can use an equation that combines several variables we talked about already. Where: V2 = velocity at time 2 V1 = velocity at time 1 a = acceleration t = time In order to answer this question we need to look at what we know and what we want to know. Well, we want to know the distance (d) the ball travels. We already know a = 9.81 m/s2 and we know V1 = 15 m/s. We also know that at the apex the velocity is zero, so V2 can be set to zero. So now our formula looks like this: 1. 0 = V1 squared + 2ad 2. 0 = (15 m/s) squared + 2 (-9.81 m/s squared) x d Now if we rearrange to solve for d our formula looks like: = (19.62 m/s squared) x d = 225 m/s squared = d = 11.47 m The answer is yes! The ball will hit the ceiling as it will travel 11.47 m. Heres another similar problem: A ball is deflected vertically at 18 m/s and the ceiling height is 11 meters. Will the ball hit the ceiling? Factors affecting projectile motion We have discussed several factors that affect the movement (or acceleration) of an object. The factors that affect vertical acceleration are the mass of the object, the force (speed) of release and gravity. Horizontal acceleration is affected only by mass and force of release (application). Gravity is of course a factor but not in determining its horizontal component. But sometimes we want to throw objects e.g. discus, hammer, etc. and while these projectiles are influenced by force and mass, there are other factors that influence how far the projectile will travel. We generally recognize three other factors that influence how far a projectile will travel when a constant force is applied. They are: 1. Angle at which projectile is released. 2. The speed of release. 3. The height of release. The optimum angle of release to increase horizontal displacement is 45 °. Projectiles released at over or below this angle will not reach their greatest distance. Look at Table 1 to see how distance traveled varies with changing angles of release. You will see from table 1 that the optimum angle of release is 45 ° and after that the decrease in distance traveled is symmetrical as height compromises distance (I.e. follows the same pattern as increasing angle of release up to 45 °). The greater the speed of release the greater the distance a projectile will travel. This holds true simply because there is a greater acceleration force applied in the first place. Simply put, if you want to throw a ball further you need also to throw it harder. The greater the height of release the greater the distance a projectile will travel. If you consider field sports in athletics you will notice that most successful hammer, discus and javelin throwers are taller, giving the mecha nical advantage over shorter competitors in that event. If you were to throw a ball from the top of a building it would strike the ground much further away than it would if you were to throw it from standing on the ground. Table 1: Distance a Projectile travels at a constant speed and height of release with change in angle of release. (need the reference) Speed of release Release angle Distance Travelled 10m/s 10 3.49m 10m/s 20 6.55m 10m/s 30 8.83m 10m/s 40 10.04m 10m/s 45 10.19m 10m/s 50 1.04m If you have watched a discuss competition or a hammer throw you might notice that these athletes are quite tall (often over 1.9m). The reason for this is that these athletes have an advantage over their shorter counterparts as their angle of release is already several centimeters higher. Summary This chapter has provided a basic introduction to the concepts of speed, acceleration and velocity. We have also looked at how differentiating between these variables is important and sometimes difficult. Using some known constants, such as the accelerating force of gravity (9.81 m/s2) allows us to calculate and even predict the speeds, velocities and flight paths of selected projectiles. We have also discussed other factors that affect projectile motion such as height and speed of release. While this information is very important, it is a basic introduction as there are many other more complex factors affecting speed, acceleration and velocity. We did not talk about shape or design or, indeed materials which also play a role in the way particular objects react to forces. The factors are extremely important but for now are beyond the scope of this text. Following this section are additional problems for you to solve and practice. Review Problems Can you provide a one sentence definition for each of the follow terms? Distance Displacement Acceleration Velocity Speed Position Scalar Vector A ball rolls with an acceleration of -.5 m/s 2. If it stops after 7 seconds, what was its initial speed? A wheelchair marathoner has a speed of 5m/s after rolling down a small hill in 1.5sec. If the wheelchair underwent a constant acceleration of 3 m/s 2 during the descent, what was the marathoners speed at the top of the hill? A runner completes 6.5 laps of a 400m track in 12 mins (720 secs). He starts half way around the bend. Can you calculate the following? a. Distance covered: b. Displacement after 12 minutes: c. Runners average speed: d. Runners average pace: min/mile = A soccer ball is rolling across a field. At T = 0, the ball has an instantaneous velocity of 4 m/s. If acceleration occurs at a constant -0.3 m/s2 how long will it take to stop? A batter strikes a ground ball with an instantaneous velocity of 18m/s. If acceleration occurs at -0.7m/s2 how long will it take to stop?

Essay --

Imagine a loved one who is terminally ill. Think of the memories and laughs you’ve shared over the years. Every birthday, special occasion, and every holiday you’ve spent sitting around the table sharing stories. Could you assist that loved one in their own death? Can you imagine being the responsible party that ended their life? Physician assisted suicide is this exact concept. Physicians assist their patients in committing suicide by offering deadly drugs and narcotics. Some may see this act as humane, however; physician assisted suicide is morally wrong and unnecessary. There are many arguments revolved around whether or not physician assisted suicide should be legal. One of these arguments is that physicians should do not harm to their patients. In addition, physicians take the Hippocratic Oath. The Oath requires all new physicians to swear upon a number of healing gods that he will uphold a number of professional ethical standards. In the oath it states, â€Å" I will give no deadly medicine to any one if asked, nor suggest any such counsel.†(Siegfried E.). This oath sets guidelines to all medical professionals to take on the role as a healer and do so without threatening a patient’s life. The American Medical Association (AMA) policy states, â€Å" Physician assisted suicide is fundamentally incompatible with the physician’s role as a healer, would be difficult or impossible to control, and would pose serious societal risks."(Pearson, John). As a healer, one should go to their absolute limits to make sure their patient is progressing in their health. Regardless of how serious their health risks are, physicians should be supportive and ensure the patient that they will do everything in their power to help them surmount their illnes... ...Instead of making a rash decision, people should consider what they’re actually loosing. Committing suicide isn’t preventing anything that will hurt you, but preventing the chances of things getting better. It’s not your last resort. Many medical associations and professionals offer programs to assist you in getting the specific comfort you need, not abolishing your life. I call upon the world to illegalize assisted suicide. It should not be legal to take the life of an innocent human being because of an illness or old age. Every person has the same rights to live happily. By legalizing assisted suicide, you take away these rights. No matter how sick or dysfunctional a human being is, they do not deserve to have their life ended because of it. Finally, human beings possesses morals and it is extremely immoral to kill an innocent human being based on their health.

Separation of Legal Personality and Lifting the Corporate Veil

This report covers the separation of legal personality and the lifting of the corporate veil from the cases of Salomon v A Salomon co ltd (1897), Catherine lee v Lee’s Air farming ltd (1960). Salomon v Salomon was the first principle case of its kind and its principle was that a limited company is a separate legal entity, in catherine lee v lee this case was reaffirmed, and Gilford Motors v Horne was the first law case to ‘pierce the corporate veil.WHAT IS THE PRINCIPLE OF separate CORPORATE PERSONALITY?There are 3 types of ownership generally speaking in the law context. There are sole traders, partnerships and companies. Sole traders are the sole owners to a business entity in which there is no legal distinction between the business and the owner. The owner receives all profits and is responsible for its debts as well. A partnership is when 2 or more parties agree to advance their interests. There are 2 types of partnership, which are the general partners and limited p artners. General partners are liable for all debts and obligations whereas the limited partners contribute working capital and are not liable for the debts of the business entity. There are 2 types of companies:Private limited company (LTD) & Public limited company (PLC)Private limited companies is usually owned by fewer people and usually are smaller businesses who do not trade in the stock exchange, their business accounts don’t need to be audited and their statements are also private, whereas public limited companies need to public their financial statements and get audited. The advantage of this type of ownership over others is that there is a limited liability of the owners of business as the business is a separate legal personality. meaning of limited liability?Limited liability is referring to the legal protection to shareholders, whether it be private or public limited companies in which the financial liability of every shareholder of the business entities is limited to the value of their fully paid shares, in short shareholders will not lose more than they put in, into the business. This is because the business itself is a legal entity on its own. Creditors can only sue the company for its assets, any unpaid capital and guaranteed capital. The company must declare its limited liability in its name and must provide financial information for the public inspection. the concept of separate legal personality.The contractual capacity is that a company can enter into any contract under its name and is also liable for such contracts. The separate business entity also has some legal powers, for example to sue on its own behalf and even suing its own members. It is a separate property and does not belong to any of its members. The company will still continue as normal even in the event of death to any of the owners or any transfer of any stock. The shares of the business entity are completely transferable and approvals are not required unless stated or a greed. The first principle case to arise is Salomon v A Salomon,Mr. A Salomon was a sole trader and was doing well as a sole trader. Mr. Salomon’s sons became interested in joining the business, so he incorporated his business to a limited liability company. Mr. Salomon sold his business for  £39,000 of which  £10,000 was debt to him; He kept 20,001 of the 20,007 shares, so he was principle shareholder and principle creditor. The company then went into liquidation and the liquidator then accused Mr. A Salomon of fraud and stated that the debentures used as a  security of the debt is invalid.The judge Vaughn Williams accepted his argument saying that â€Å"Mr. Salomon had created the company solely to transfer his business to it, the company in reality was his agent and he as principle was liable to debts.† The House of Lords ruling was to hold firmly the doctrine of corporate personality as is mentioned in the companies’ act 1862, it is so that creditors o f a failing company cannot take the shareholders to courts over an outstanding debt because the company is a separate legal entity. Another case that reaffirmed Salomon v Salomon is Catherine Lee v Lee Farming co. Geoffrey Lee had a farming company and held 2999 shares of the 3000, he was the sole director and chief pilot and unfortunately died in a plane crash.Mrs. Lee tried to claim for damages of  £2340 under the Workers Compensation Act (1922) for the death of her husband. The Privy Council advised Mrs. Lee that she is entitled to compensation, since it is possible Mr. Lee can have a contract with the company he owned. The company is a separate legal entity.It is generally the rule regarding limited companies that the entity is a separate legal personality. There are exceptions to this rule when the courts will not treat it as a separate legal entity, this is known as ‘lifting the corporate veil’. The courts will ignore the separate personality when there is fraud , or by statute, or whether it’s an enemy during wartime, or if there is an agency involved with complications or when there is a ‘tort’. The case of Gilford Motors v Horne where Mr. Horne was a former managing director at the Gilford motors, his employment contract clause 9 said he cannot solicit customers of the company if he were to leave employment.Mr. Horne was later fired, after that he set up his own business and undercut Gilford Motors prices, later being told he was possibly in breach of contract; he decided to set up a company in which his wife and friend are directors and only shareholders. Mr. Horne later sent out fliers which read â€Å"Spares and service for all models of Gilford vehicles. 170 Hornsey Lane, Highgate, N. 6. Opposite Crouch End Lane†¦ No connection with any other firm†. This company had no contract with Gilford Motors about not competing but Gilford Motors did bring up actions that needed attention from the courts, Which w as that the company was being used as an instrument of  fraud.The Court of appeal did grant the injunction and Lord Hanworth mentioned â€Å"the purpose of it was to enable him, under the cloak or sham, to engage business on consideration of agreement, was one the former employees would object to†. Since the Adams v Cape indsutries case courts have changed their attitude and made the salomon principle a lot stronger. Courts will be more likely to lift the corporate veil when the court is having a look at a statute, or contracts. The court must be satisfied that the company is a faà §ade and which should show abuse of the corporate form. Another way the courts will decide to lift the veil is if it can be proven that the company is an authorized agent of its controllers or members.

The Effect of Gender on Body Image Essay

The Effect of Gender on Body Image Essay The Effect of Gender on Body Image Essay Example The Effect of Gender on Body Image Essay Example Nowadays, we put a lot of efforts to correspond beauty standards. Depending on our kind of image, we occupy a certain position in society. Succumbing to cultural pressure, trying to get a thin â€Å"ideal† body, especially for woman means facing the risks of developing mental disorders like low self-esteem, eating disorder, anorexia, and depressive symptoms. As media spreads the message of how the world has to be, it mentally suppresses the manifestations of variety. Attractive people are less often found guilty, receive higher salaries and get more inclined, get more favorable reaction and the privilege of â€Å"beautiful is good† stereotype (Fox Kate, 1997). Statistics shows that most people follow the social understanding of beauty that is based on the view that thinness is the main component of ideal looking. A Harvard University study showed that up to two thirds of underweight 12-year-old girls considered themselves to be too fat. By 13, at least 50% of girls are significantly unhappy about their appearance. By 14, focused, specific dissatisfactions have intensified, particularly concerning hips and thighs. By 17, only 3 out of 10 girls have not been on a diet – up to 8 out of 10 will be unhappy with what they see in the mirror. (Fox Kate, 1997) The picture of beauty becomes more and more extreme regarding thinness with time. By now, women have to weight 23 % less than in the 19th century. It will go on until we review our own attitude. Race plays an important role in self-identification. Comparing body image among the women of African-American, Asian, and Caucasian origin, studies show that Caucasians prefer a smaller ideal body size and have more disordered eating behaviors as well as more body discrepancy than African-Americans or Asian-Americans. Caucasian woman are more dissatisfied with their body image than other ethnic groups. â€Å"While young Caucasian women were affected more by anorexia and bulimia, African-American women were more likely to be affected by binge eating disorder. According to past studies, anorexia nervosa and bulimia nervosa are up to six times more prevalent in white women than black women. The new study revealed a strong indication that racial preferences in regards to body perception may affect the incidence of eating disorders.† African-Americans had a larger body size than Asians and Caucasians, but later the rate of it lost significance. It is likely that African-American wo men are more satisfied with their larger bodies, because they experience less pressure for thinness within their culture. â€Å"In one study, Euro-American men chose significantly thinner female figures and reported wishing their girlfriends would lose weight, more so than did African American men† (Greenber LaPorte, 1996). Powell and Kahn (1995) found that black and white men selected a similar size attractive female figure, yet black men reported greater willingness to date women with a larger body size and felt less concerned than white men that they would be criticized for doing so. Men and woman are not equally concerned about their appearance, because female beauty standard is narrower. For comparison, females of almost all ages try to comply with beauty standards, and males usually pay attention to their appearance when they get first signs of aging. In both cases, they are trying to look younger while young girls try to become more attractive and mature. The concept of ideal body image is a template that generates media culture. We can see pictures of people of all ages, and they draw our attention visually by their model look. Mass media usually send us only unrealistic and unattainable image of women that are underweight. This image thus effects women’s attitude and changes opinions about their own bodies, because these images push people to comparison. Nearly 2 % of all women correspond to this body image. The danger of beauty standard perception is that people who often look at these images subconsciously start feeling themselves unworthy or even worse than people from those pictures. It changes not only the opinion about their own body, but make people set priority of good-looking on the first stage. Of course, it entails bad consequences. At least, they stay themselves but dissatisfied about how they look; at worst, they can get impaired health. I think people should rethink their submissions about beauty, reject racial prejudices, change media perceptions about the world, and extend the way we see the world as the media is one of the most important translators of sexualizing images. For instance, it is not normal if we remark any kind objectification on TV, in music videos, video games, movies, music lyrics, the Internet, magazines, and billboards that first and foremost forms our subconscious view of ourselves. Adults can suffer while conforming younger beauty standards that also increases the rates of sexual harassment, violence, demands, and child pornography. Also, we should rethink what moral values are laid in educational process. For example, parents may contribute to sexualization maintaining an attractive physical appearance more than achieving success in learning, allowing to buy clothes designed to look physically appealing which may be imposed by teen-magazines, etc. On the contrary, parents should stop the intention of children’s self-objectification speaking about the consequences. We also should pay attention to self-objectification and deal with it through the discussion with close people; if you are deadlocked with any question, refer to a specialist. Being a black woman, I consider that fighting discrimination is still relevant until all prejudices, hostility, doubts, and stereotypes disappear and until we learn how to recognize and deal with media impositions, manipulations, different cases of physical and emotional violence, etc.

Free Essays on A Separate Peace

A Separate Peace - Gene's Journey Gene Forrester's difficult journey towards maturity and the adult world is a main focus of the novel, A Separate Peace, by John Knowles. Gene's journey begins the moment he pushes Phineas from the tree and the process continues until he visits the tree fifteen years later. Throughout this time, Gene must become self-aware, face reality and the future, confront his problems, as well as forgive and accept the person that he is. With the jouncing of the limb, Gene realizes his problems and the true person he is inside. Fifteen years later, when revisiting the tree, he finally accepts and forgives himself. This journey is a long and painful one. At the end of this long and winding road filled with ditches, difficulties and problems, Gene emerges a mature adult. Gene jounces the limb and causes Finny's fall and at that moment becomes aware of his inner-self and learns of his true feelings. This revelation comes to him back in his room before he and Finny leave for the tree. It surrounds him with the shock of his true self until he finally reacts by jouncing the limb. Up in the tree, before the two friends are about to make their "double-jump", Gene sees Finny in this new light. He realizes that Finny feels no jealousy or hatred towards him and that Finny is indeed perfect in every way. Gene becomes aware that only he is the jealous one. He learns of his animosity and that he really is a "savage underneath". Over a long period of time Gene had been denying his feelings of hatred towards Finny, saying that it was normal for him to feel this way. Now all of the feelings come back to him and he sees how terrible he really is. The realization that these feelings are one-sided causes Gene to to fall dramatically in comparison to Finny (he paints himself black for these feelings and because Finny doesn't share them, he puts a halo around Finny's head)... Free Essays on A Separate Peace Free Essays on A Separate Peace From Innocence To Experience The novel â€Å"a Separate Peace† is greatly dedicated to the adolescent years of ones life. For the duration of these often confusing year’s people make catastrophic mistakes. These gaffes are primarily believed to be vast setbacks in our lives yet ultimately improve ourselves and give us a better understanding of who we are. The characters in this book are used to exemplify this. Elwin Lepellier, a.k.a leper, is a character in â€Å"a Separate Peace† who underwent adolescent changes. Quiet and shy; leper is most comfortable when by himself and takes pleasure in exploring the world solo, as he does when he skis to the beaver dam. He maybe a loner because he breaks down under pressure, which often times embarrasses him. When provoked by Finny to jump from the tree he froze. When the ball was pitched to him during a game of blitzball he refuses it. When faced with the strenuous basic training encountered in the army, leper suffers from a mental breakdown and flees from the army. This is the catalyst, which causes a change in leper. His breakdown blurs his reasoning but at the same time sharpens his insight. This is made clear by his accusatory remarks towards Gene about â€Å"the incident† and the surprisingly powerful testimony at the mock trial. It is leper’s testimony that sends Finny to his indirect death. The main character in the book, Gene Forrester, has the most apparent change in the novel. In the beginning of the novel, Gene’s innocence represents a childlike contentment in conformity. Gene is able to attain a comfortable, predictable, unthreatening lifestyle through hard work and following the rules. Finny defies Gene’s former lifestyle and challenges him to experience life and resist rules. With Finny, Gene embarks on a new life liberated from humdrum routines imposed on him by adults. This new friend has yanked Gene out of his former self into an unbounded world which... Free Essays on A Separate Peace At the end of A Separate Peace, Gene reflects back on everything that happened and says â€Å"My war ended before I even put on a uniform; I was on active duty all my time at school; I killed my enemy there.† He, of course, does not mean this in a literal sense; he was not actually on active duty during school. Because the only person he kills (although indirectly) is Phineas, the statement â€Å"I killed my enemy there† might at first lead you to believe that Phineas is the â€Å"enemy† about whom Gene is talking. It is, however, more likely that Gene’s enemy was himself. His war was not the same one that engulfed the world around him, but rather the conflict between his easygoing personality and the darker part of him lurking just under the surface. One can tell that the â€Å"enemy† is not Phineas from the enormous amount of praise Gene heaps upon him after his death. â€Å"He possessed an extra vigor, a heightened confidence in himself, a serene capacity for affection†¦Ã¢â‚¬  and â€Å"Finny had a vitality which could not be quenched so suddenly†¦Ã¢â‚¬  are some of the ways Gene describes his best friend after his death. The enemy Gene â€Å"killed† was not Phineas – the only person whose death he was actually involved in – therefore he must have meant â€Å"I killed my enemy† figuratively rather than literally. This â€Å"enemy†, then, is the dark side of his human nature, which exists in everybody but comes out extremely strongly in Gene. He does indeed defeat, or â€Å"kill†, this enemy. He recognizes that Phineas never had any malicious intent towards him and that he was merely projecting his own insecurities into his friend. He also realizes that he did somet hing unthinkable (crippling Phineas, who could use his mobility like no other), feels incredible remorse, and he overcomes the darker side of himself. In Gene’s own words: â€Å"†¦Phineas created an atmosphere in which I continued now to live.† Gene’s â€Å"war† was the conflict... Free Essays on A Separate Peace A Separate Peace - Gene's Journey Gene Forrester’s in the novel A Separate Pace had a difficult journey towards maturity and the adult world is a main focus of the novel, A Separate Peace, by John Knowles. Gene's journey begins the moment he pushes Phineas from the tree and the process continues until he had visited the tree fifteen years later after he jerked it when Finny fell and broke his leg. Throughout this time, Gene had to become more self-centered and face reality and the future, confront his problems, as well as forgive and accept the person that he is. With the jerking of the limb, Gene realizes his problems and the true person he was inside. Then fifteen years later, when he had revisited the tree, he finally accepts and forgives himself. This journey was a long and painful one. At the end of this long and winding road filled with ditches, difficulties and Gene jerks the limb while Finny is getting ready to jumb and causes Finny's fall and at that moment becomes aware of his inner-self and learns of his true feelings. This discovery came to him back in his room before he and Finny leave for the tree. It surrounds him with the shock of his true self until he finally reacts by jerking the limb. Up in the tree, before the two friends are about to make their "double-jump," Gene sees Finny in this new light. He realizes that Finny feels no jealousy or hatred towards him and that Finny is indeed is perfect in every way. Gene becomes aware that only he is the jealous one. He learns of his animosity and that he really is a "savage underneath." Over a long period of time Gene had been denying his feelings of hatred towards Finny, saying that it was normal for him to feel this way. Now all of the feelings come back to him and he sees how terrible he really is. The awareness that these feelings are one-sided causes Gene to jerk the l... Free Essays on A Separate Peace A Separate Peace - Gene's Journey Gene Forrester's difficult journey towards maturity and the adult world is a main focus of the novel, A Separate Peace, by John Knowles. Gene's journey begins the moment he pushes Phineas from the tree and the process continues until he visits the tree fifteen years later. Throughout this time, Gene must become self-aware, face reality and the future, confront his problems, as well as forgive and accept the person that he is. With the jouncing of the limb, Gene realizes his problems and the true person he is inside. Fifteen years later, when revisiting the tree, he finally accepts and forgives himself. This journey is a long and painful one. At the end of this long and winding road filled with ditches, difficulties and problems, Gene emerges a mature adult. Gene jounces the limb and causes Finny's fall and at that moment becomes aware of his inner-self and learns of his true feelings. This revelation comes to him back in his room before he and Finny leave for the tree. It surrounds him with the shock of his true self until he finally reacts by jouncing the limb. Up in the tree, before the two friends are about to make their "double-jump", Gene sees Finny in this new light. He realizes that Finny feels no jealousy or hatred towards him and that Finny is indeed perfect in every way. Gene becomes aware that only he is the jealous one. He learns of his animosity and that he really is a "savage underneath". Over a long period of time Gene had been denying his feelings of hatred towards Finny, saying that it was normal for him to feel this way. Now all of the feelings come back to him and he sees how terrible he really is. The realization that these feelings are one-sided causes Gene to to fall dramatically in comparison to Finny (he paints himself black for these feelings and because Finny doesn't share them, he puts a halo around Finny's head)... Free Essays on A Separate Peace The title of Knowles book A Separate Peace was both a literal and symbolic meanings. In the title the reader sees the teenagers as not really participating in World War II. The symbolic meanings of the title show that although they are in school the war has had a profound effect on them. The title is significant and has symbolic and literal meanings. The title of the book A Separate Peace is very significant to the story line. I think it tie the story of two young men together very well. They symbolize World War II and how people were fighting over different racial matter and what people religious back rounds were. If the book had a different title I think it would make us look at the book from different perspectives and it helps tell us how everyone was separate in the World. It also shows how a war doesn’t have to be something big; it could be the battle of a friend ship and how hard it is not to be jealous of someone when they are so different from you. This Quote will show how jealous Gene really is â€Å"Holding firmly to the trunk, I took a step towered him, and them my keens bent and I jounced the limb. Finny, his balance gone, swung his head around to look at me for an instant with extreme interest, and then tumbled sideways, broke threw the little branches and hit the bank with a sickening unnatural thud.â €  The symbolic meaning of the tile is that represents Gene and Finny and how it relates to World War II. Was that two different haves (Gene a smart and none athletic boy and Finny leader not a follower, was very athletic and did not like to follow rules), Gene was jealous at Finny and how he was so good at spots and was always the winner. This was like the World War II it all started because of one man who did not like the Jews because they were different and at that time in Germany were doing better than most of the society. So they tried to kill them all and make it seem like it was ok. I think this is jus...