Americanization of Sports in the Late Essays

Americanization of Sports in the Late Essays Americanization of Sports in the Late Paper Americanization of Sports in the Late Paper American sports are American because they are a reflection of societal values and cultural norms during the rise of an industrialization America. These recreational activities became popular economic enterprises with specializing labor roles, set rules comparable to the standard workplace protocol in other industries at the time, and were intentionally civilized in such a way that they became more profitable for those in charge. This civilizing also meant a specialization of labor as many athletes became more professional with Irreplaceable skills. American sports In the late 19th entry are reflective of greater historical trends regarding Industrialization. American sports became American over the late 19th century by gradually integrating rising class values into the creation of sporting rules and practice. The urban and extensively diverse atmosphere in which popular sports developed necessitated Americanize them in such a way that sporting rules became cohesive with the exclusive class values of participants so that they opposed non- native culture and benefited the social group of the rule-makers. American sports re competitive, and thus leaving something to be gained, were inherently both profitable and popular, thus presenting fine arenas for a communication of the participants and practices by a leisure class. The American mentality that was present during the late sasss was a rise in nativity. Sports that played upon class tensions were popular due to their popularizing and often violent nature. This is evident through the class confrontations In breakneck fighting. When John L. Sullivan fought Jake Klan In the last of the gloveless confrontations In 1889, Klan as represented as a favored native due to his American identity. Sullivan had Irish ancestry and although surely not every bit of money was bet by spectators on fighters who were not of their ethnicity, but the match was primarily polarize . For both the participants and the spectators, boxing offered an appropriate window to play out sometimes violent class tensions in an equal and fair way. American sports became more American by gradually excluding African Americans from the world of white privilege, as It had previously been an avenue for self-determination and social mobility. Prior to the rise of Jim Crow and exclusive policies, athletes like Tom Monolingual, for example, had used the realm of sport to fight all over the world in the late sasss and make a decent living doing ITIL . However his race certainly was a barrier to his success in the united States, as white boxers practically forced him to move to Europe through a communal unspoken policy regarding black athletes. The use of sport as a social tool also remained available to Isaac Murphy, a black Jockey, who arguably was one of the most influential black athletes in the mid- 1 asss and the asss, racing in events like the Kentucky Derby and other notorious events. He was systematically pushed out of the sport however by white Jockeys who frequently boxed him in on the race track. Hitting him with their whips. This was an intentional action done by The Jockey Association to slow down Murphys practical assimilation Into white social culture through making an example of his race on the track. At ten turn AT ten TNT century Ana at ten real plane AT developments In ten specialization of labor, both the professional athlete and the average middle-class rocker had specific Job specifications. The pinnacle of Jim Crow however arises in the exclusion of African Americans as a kind of specialization of labor, that is, white athletes wanted to equate race with the ability to do anything specialized at all. Jack Johnson had to wait until Jim Jiffies accepted his challenge, as nobody was going to facilitate the fight without Jiffies approval anyway. Andrews, Matthew. The Manly Art. Lecture , September 9, 2014. 2 Andrews, Matthew. Black Athletes in the Age of Jim Crow. Lecture September 16, 2014. While Johnson inevitably won the fight, black players became marginalia for their skin color due to commonly held racist ideals about what kind of athletics spectators, coaches, and other white players wished to eliminate and augment in the group dynamics. Industrialization was a time of uncertainty not only for the everyday worker but also for the professional athlete himself. Just as danger and unstable Job conditions surrounded industrial labor, baseball players could be working one day and on the street the next. As the athlete became a commodity in the eyes of professional assessable managers around the turn of the 20th century, there was a gradual development of strategies utilized to take advantage of the infrastructure of sports like baseball that were greatly expanding opportunities for athletic employ due to their increasing popularity. This led to professional players exhibitionist themselves to play for multiple teams and in multiple games. This increase lends explanation to how sports like baseball, initially an exercise, and then a hobby for middle-class white-collar males allowed them to embody the American and capitalist spirit and lay baseball full-time. Baseball players celebrated upsetting the social hierarchy by throwing games, constant rotation of skilled players between teams, and the taking of money from bribes or payment from team owners and investors. The nature of general labor for the majority of Americans during the Progressive Era was brutal and offered little social determination. The degree to which baseball players reveled in the intense degree of control the group cumulatively had to manipulate the efficacy of the game. The same can be said for the rising popularity of American football. Theodore Roosevelt for example paralleled moral notions of muscular Christianity in football with the work ethic of the industrial working linen. While work ethic and personal ability was significant to being a part of a professional 3 Andrews, Matthew. The Game of Baseball. Lecture , September 2, 2014. 4 Andrews, Matthew. College Football and the Strenuous Life. Lecture , September 1 1, 2014. Sports team, like many of the industrial Jobs at the time, there was a communication going on at the time in terms of the labor of production, or more amateur baseball layers in urban centers that could replace and continue to saturate the baseball market for the sake of the team-owner and for the spectators. In other words, the skill of players was important, but it was arbitrary s ince baseball was such a new phenomenon, spectators Just wanted to watch people play. I en sequence AT Great White Hopes like Jiffies is referred to in the Jack Johnson article for example as a discussion of some sort of continually oppressive sequence of forces opposing black people. It didnt matter if it was Jiffies or any other individual; there were always ongoing to be more bodies to fight the battles and preoccupy those intrigued by racial tensions. Communication was also evident in the rising ticket prices and how that affected the types of people that could afford to attend more expensive athletic events. According to professor Andrews, the rising ticket prices kept out the riff-raff and offered a safe and clean environment for the middle and leisure classes to enjoy a sports. This notion of cleaning up the sport and paired with the communication of players truly displays how the marketing of baseball and players themselves was coming more important than the ability of the individual player. The media blew up match-ups (a lot like they do today) as they were the primary form of advertisement and the sole form of information after the game that some Americans would come in to contact with. It was important for a baseball club, Just like any other business of the time, to differentiate themselves based on the personal quality of their players since moral games were desirable outings to attend. Much like attending the opera, ballet or any sort of presumably classics event, porting events and the fan-fare that surrounded them were utilized by the upper class to conspicuously 5 BACK TO FARM FOR JIFFIES: He Will Never Enter the penne Ring Again. Still Dazed From His Beating, Jiffies Returns to His Camp and Is Comforted by Weeping Wife and His Many Friends. UNC Chapel Hill Libraries. The Chicago Tribune, 5 July 1910. Web. 16 Septet. 2014. 6 Andrews, Matthew. The Business of Baseball. Lecture , September 4, 2014. Display wealth and illustrate the differences between commoners and the attending elites. The displays of wealth were not only meant to make statements to the urban or who starkly opposed the wealthy through their sporting mannerisms, but they were intended to also put the athlete in their place. Athletes performances were commonly the grounds of gambling, entertainment, and otherwise the social field through which the elite interacted. While Jockeys competed in the Kentucky derby, the leisure class rested in the stands while relaxing in fine garments. Upper class elites Joined social and athletic clubs to not only exercise themselves, but to enjoy watching skilled boxers fight and spars. There are several things, although minor, hat undermined the American identity of fundamentally native sports. It was often advocated that Americans should take up sports and reject alcoholism and immoral behavior, yet many American athletes at this time, like Jim Jiffies, dealt with problems regarding substance and domestic abuse. In the Jack Johnson article, Jiffies is described as being out of good form due to these issues, lacking speed, and overall Just being old, thus indicating the degree to which this sort of immoral behavior did not belong in the sporting realm. The Americanism of native sport is further undermined regarding the origins of any games and athletic practices that Americans favored during the time period. Sports like baseball for example, had ostensibly native roots in evidence of the statically Ana ease games played In Tiny century England one could argue never, that the addition of certain rules were significant to Americans determining their individuality by renovating old forms of sport. For example, the idea of adding a line of scrimmage to American football as a way to civilize English Mob football is significant and exemplary of the ways that the game symbolically and 7 Andrews, Matthew. Sport and 100% Americanism. Lecture , September 23, 2014. Eternally balanced in a rule-based fashion that was favored by Americans. In conclusion the ways in which the communication of the American athlete and the specialization of his identity during the end of the 19th and beginning of the 20th centuries, is a lens through which to understand something more about the ways that American society thought about civilizing sports. This was done by integrating rules that equated to class values in order to create spheres of interaction for the leisure class to both profit and be entertained by the sporting arena.

Right-Brain-Dominant Learning Styles

Right-Brain-Dominant Learning Styles Are you the creative type? Do you get bored easily when teachers lecture for more than thirty minutes at a time? Do you feel like you can size up people easily by watching them? If so, you may be right-brain dominant. Characteristics of Right-Brain Students You take notes but lose them. You may have a hard time keeping track of your research.You might have a hard time making up your mind.You are good with people.You dont fall for practical jokes as easily as some.You seem dreamy, but youre really deep in thought.You like to write fiction, draw, or play music.You might be athletic.You like mystery stories.You take time to ponder and you think there are two sides to every story.You may lose track of time.You are spontaneous.You’re fun and witty.You may find it hard to follow verbal directions.You are unpredictable.You get lost.You are emotional.You dont like reading directions.You may listen to music while studying.You read lying down.You may be interested in â€Å"the unexplained.†You are philosophical and deep. Your Classes and Your Brain In history class, you enjoy the social aspects most. You like to explore the effects of events that happened in history. You also enjoy essays.You can do well in math class if you apply yourself, but you get bored by long, complex problems. Keep at it! Youll be great with math if you practice enough.Science? Boring at first. But once you start learning more, you become intrigued.You do well in English class, especially when it comes to reading literature and writing essays about books. You also do well in creative writing assignments.Strong grammar skills may come naturally to you. Advice for Right Brain Students Choose to do personal essays  when you have the option. Youre great when you use anecdotal stories!Watch your daydreaming- keep it under control and dont let it become a procrastination tool.Let your imagination work for you in the arts.Let your intuition work for you in social situations. Use that gut instinct to your advantage.Let your deep thinking work for you during essay tests- but don’t ponder too long. Make a quick outline, then start to fill in the topics.Be creative with essays. You can use colorful language well.Use images and charts when you study.  Write down directions to help you remember.Try to be more organized!Don’t be overly suspicious of others.  Make outlines to organize your thoughts.Choose fiction in reading assignments.  Try to avoid teachers who lecture a lot; choose teachers who use activities.You tell stories well, so write some!Put information into categories for better understanding.Avoid getting bogged down by thinking of all possib ilities when answering questions. Go with your first instinct on a multiple choice exam! Finish things! You have so much talent, but you don’t always complete things. You have great instincts and survival skills. If you study hard, you might be a finalist on Survivor one day!

Creating Conditions for Learning Essay Example | Topics and Well Written Essays - 1000 words

Creating Conditions for Learning - Essay Example I discuss my views on these areas by using personal experiences to assess whether they are integral to maintaining the lesson’s momentum, which in turn translates into academic achievement. I believe that learning can only occur when all parties (students and instructors) are able to create an interactive conducive environment. Earlier on, I learned that instructors bear the responsibility of creating such an environment. For example, simply preparing a lesson plan by the book, does not guarantee to learn, as more than one factor might dissuade students from learning. Disruptive behaviors from students rank high on the list of learning detractors. Therefore, instructors must always be wary of students prone to behavioral problems, in order to mitigate them before such behaviors hinder the learning process. At the core of the different problem-solving approaches I use, is the intent to equip the students with behavioral skills, which will assist them in mitigating disruptive be haviors. In my opinion, helping students avoid disruptive behaviors is not merely enough to maintain lesson momentum. More often than not, I have come to the realization that instructors are to blame for losing the lesson’s momentum. The text clearly states that instructional activities comprise of both strategies and formats. The former refers to the different ways of grouping students whereas the latter refers to the different methods used by instructors to engage their students (6.04). Therefore, instructors with personal inadequacies, which hinder them from executing either of the instructional activities risk affecting students’ engagement and in turn their academic achievement. I agree that instructors might stand to benefit from comparing themselves against the areas listed in the module’s text if they hope to improve their instructional strategies.

Signage Design For Public Spaces Assignment Example | Topics and Well Written Essays - 2000 words

Signage Design For Public Spaces - Assignment Example A signage is usually designed to arouse the audience’s interest and attention to what they refer. They are therefore, intended to identify things and places and to provide direction to an interested audience. They are also used ideally to give information about areas or places of interest, as well as warning information and instructions. As such, a signage should be designed in a specific shape depending on the intended purpose. This implies that there are specific rules dictating how they are designed. For instance, a rectangular signage is intended to provide general information to an audience and to identify things and places. In contrast, a circular signage portrays specific instructions that should be followed by the audience concerned. On the other hand, a triangular signage indicates danger, and the audience it is meant for should not ignore the message it carries. These guidelines should be taken into account when deciding on the shape of the signage (Trulove & Sprague , 2000). In addition, it is important to understand the purpose of signage. Business signs are intended to market a business to the public; hence the intended audience should easily identify and link the information with the business being advertised. Such a signage provides the business with an effective voice on the streets since it creates a permanent impression on pedestrians and motorists. A road safety sign, on the other hand, should be precise and able to communicate the intended warning in the best way and in the shortest time possible. This means that a signage should be easy to identify and understand given the short time that pedestrians and motorists spend on a particular street. There are different types of signs that depend on where they are placed to capture the attention. Their location is also important since it becomes part of the sign, and hence it should be appealing and such that emphasises the information carried by the sign. There are signs placed on buildings ; others can be said to be free standing. Some include changeable copy boards, interior signs as well as buildings which function as a sign themselves. Illumination of signs can also be used in communication of seasonal messages on signage designs to impact a buyer’s choices in particular times. However, most signs are meant to communicate a particular message to a given audience. This paper will try to highlight the main features of a business advertisement signage which is the most common type of signage. Business signs are primarily used as a way of marking the location of a business. Such an identity is a form of advertisement intended to capture the attention of potential customers. The most important aspect that must be captured in such a signage is the specific products that the business offers, which the reader should identify with. It is a fact that signs have a profound effect hardly noticed. For this reason, they are quite effective and can be used as a strong adve rtising tool if they are properly designed and located (Galindo, 2011). The main purpose of business signage is to capture the attention of potential customers, particularly new ones. This can help the business grow its revenues and profitability. In addition, signs are used as a branding tool for a business. Raising the top of the mind awareness in potential customers helps to identify the business, and this can be achieved through a properly designed signage. Such a permanent signage has a repetitive influence on those who get to read it each time they come across it. Such a brand identifier should have a consistent design that matches the products and services offered. Finally, business signs are an effective tool in triggering impulse buying. Many

The Most Noble Order of the Garter :: Essays Papers

The Most Noble Order of the Garter History Of Orders: The secular orders of chivalry that came about in the fourteenth and fifteenth centuries were fundamentally based on the idea of religious expression, social valor, and virtue. These institutions, â€Å"recycled some of the trappings of the original orders of chivalry, but with the aim to create a close knit and devoted circle of noblemen around the person of the sovereign† (Saintry). An order is an award or symbol of great authority and mark, â€Å"The most striking among them (Orders) were those founded by great princes and distinguished by their lavish ceremonial and their ornate dress regulations. The oldest of these princely orders seems to be the Order of the Band, founded by Alfonso XI of Castile in about 1348† (Keen). However, King Edward III, founded the Order of the Garter in 1348 setting a new standard for the future of these great orders. It is within these orders that the very essence or aura can be understood within the realm of chi valry. These orders were descendants from the age of feudalism. Even today the Order of the Garter is still practiced in Great Britain today. Every year at Windsor Castle the ceremony of the Garter takes place. This celebration is performed in the shadow of the famed St. George's tower where a procession takes the present 24 knights into St. George's Chapel (the shrine to the Garter). History of the Garter: The Order of the Garter, founded by King Edward III, is the premier Order of Great Britain. This order is comprised of twenty-six Knights who surrender themselves onto the mercy of their order. It is believed that the Order of the Garter is modeled after King Arthur's Knights of the Round Table and Edward does nothing to dispel that rumor! King Edward III is the epitome of the Order of the Garter and some even believed that Edward was King Arthur reincarnate. This fueled his idea for the Order, which embodied the idea of chivalry and everything that went with it, (i.e. largesse, honor, and nobility). It is rumored that at a celebration King Edward was dancing with the glamorous Countess of Salsbury when her garter slipped off. Immediately Edward picked it up, slipped it on his leg and said, â€Å"Honi soit qui mal y pense† or â€Å"Shame or dishonor on him who thinks evil on it.

French Revolution DBQ

The French Revolution of 1789 caused many changes in the social, political, and economical world of France. The French Revolution sparked the beginning for many new reforms in France that were previously unavailable to the 3rd estate. The things that led up to the French revolution were all caused from within the social, political, and economic world of France. The Social causes for the French Revolution were varied. One such problem was the well being of the 3rd estate.According to Travels in France by Arthur Young the conditions of the 3rd estate were terrible as people could not purchase bread due to the high prices and the ragged conditions of the children (Document #1). Because of these factors the people were forced to fight each other for a piece of bread alone. Another problem was the middle class’ knowledge of the Enlightenment. According to The French Revolution historian Albert Mathiez, the middle class’ knowledge of the Enlightenment made them start the revo lution rather than the unintelligent working class (Document #3).The social world of France was a front for the revolution to begin because of the people who were mistreated by the government. The political reasons for the Revolution were also varied. One such reason was the signing of the Declaration of Independence. According to Lord Acton, the spark supplied by the signing of the Declaration of Independence was the cause of the French Revolution (Document #5).Another reason was the 3rd estates demands of the monarchy. Some of their demands were to lower the taxes assigned to them, have definite meeting times, and take votes by head (Document #3). The political state of France did not fare well in preventing the revolution. Finally the Economic reasons for the revolution were less varied than the others but just as important. One economical reason for the revolution was the unfair taxes to the 3rd estate.A chart of the tax and land ownership percentage in the 1700’s clearly shows how much more the 3rd estate was being taxed than the 1st or 2nd estate (Document #2). The economical causes for the revolution most likely set off the 3rd estate when their request for a tax change was denied. In conclusion the French Revolution was a result of the three different worlds of Frances system: Economy, Social, and Politics. The changes caused by the Revolution paved way for modern France and spelled out a new era for France.

What Is Engfish (or Antiwriting)

Engfish is a highly pejorative term for dull, stilted, and lifeless prose. The term Engfish was introduced by composition specialist Ken Macrorie to characterize the bloated, pretentious language . . . in the students themes, in the textbooks on writing, in the professors and administrators communications to each other. A feel-nothing, say-nothing language, dead like Latin, devoid of the rhythms of contemporary speech (Uptaught, 1970). According to Macrorie, one antidote to Engfish is  freewriting.Engfish is related to the kind of prose that Jasper Neel has called antiwriting—writing whose only purpose is to demonstrate mastery of the rules of writing. Commentary on Engfish Most English teachers have been trained to correct students writing, not to read it; so they put down those bloody correction marks in the margins. When the students see them, they think they mean the teacher doesnt care what students write, only how they punctuate and spell. So they give him Engfish. He calls the assignments by their traditional names — themes. The students know theme writers seldom put down anything that counts for them. No one outside school ever writes anything called themes. Apparently they are teachers exercises, not really a kind of communication. On the first assignment in a college class a student begins his theme like this: I went downtown today for the first time. When I got there I was completely astonished by the hustle and the bustle that was going on. My first impression of the downtown area was quite impressive. Beautiful Engfish. The writer said not simply that he was astonished, but completely astonished, as if the word astonished had no force of its own. The student reported (pretended would be a truer word) to have observed hustle and bustle, and then explained in true Engfish that the hustle and bustle was going on. He managed to work in the academic word area, and finished by saying that the impression was impressive. (Ken Macrorie, Telling Writing, 3rd ed. Hayden, 1981)   Freewriting and Helping Circles The now universally familiar technique of freewriting arose from [Ken] Macrories frustration. By 1964, he had become so exasperated with the stilted Engfish of student papers that he told his students to go home and write anything that comes to your mind. Dont stop. Write for ten minutes or till youve filled a whole page (Uptaught 20). He began experimenting with the method he called writing freely. Gradually, the students papers began to improve and flashes of life started to appear in their prose. He believed he had found a teaching method that helped students bypass Engfish and find their authentic voices. . . .The antidote Macrorie  advocates for Engfish is truthtelling. Through writing freely and the honest response of their peers, students break through their proclivity for Engfish and can discover their authentic voice—the source of truthtelling. The authentic voice objectifies the writers experience, allowing a reader to live it vicariously and a writer [to] re-exper ience it (Telling Writing, 286).   (Irene Ward,  Literacy, Ideology, and Dialogue: Towards a Dialogic Pedagogy. State University of New York Press, 1994) The Truthtelling Voice as an Alternative to Engfish The typical example of Engfish is standard academic writing in which students attempt to replicate the style and form of their professors. By contrast, writing with voice has life because its ostensibly connected to a real speaker—the student writer herself. Heres what [Ken] Macrorie said about a particular student paper that has voice: In that paper, a truthtelling voice speaks, and its rhythms rush and build like the human mind traveling at high speed. Rhythm, rhythm, the best writing depends so much upon it. But as in dancing, you cant get rhythm by giving yourself directions. You must feel the music and let your body take its instructions. Classrooms arent usually rhythmic places. The truthtelling voice is the authentic one. (Irene L. Clark, Concepts in Composition: Theory and Practice in the Teaching of Writing. Lawrence Erlbaum, 2003) Anti-Writing I am not writing. I hold no position. I have nothing at all to do with discovery, communication, or persuasion. I care nothing about the truth. What I am is an essay. I announce my beginning, my parts, my ending, and the links between them. I announce myself as sentences correctly punctuated and words correctly spelled. (Jasper Neel, Plato, Derrida, and Writing. Southern Illinois University Press, 1988)