Analysis Of Sophocles Antigone And David Hares - 1314 Words

In both Sophocles’ play Antigone and David Hares’ drama Page Eight the plots center on politics and personal identity. The ideas of personal identity and politics are, however, presented in very distinct manners. In Antigone, Sophocles portrays politics and personal identity in a nullifying manner as they lead to death and there is no happy ending. Hares, on the other hand, presents politics and personal identity in a more constructing manner as there is no tragic deaths and there is more of a pleasant ending. In Antigone, politics are portrayed in a nullifying manner due to the tragic events that follow the decisions of the ruler. The political plot is set early in the play as the story is unveiled. Creon, as presented in the ‘Persons†¦show more content†¦(Pg. 9) This at the time, as according to the ‘Notes’ page of the book, was a â€Å"terrible punishment, striking at the most elemental Greek feeling concerning the proper treatment of the dead...† Once Antigone learns about this she insist on burying her brother even if this means defying the law. (Pg. 2-4) Antigone goes through with her plan; she, however, is caught doing so and taken in to Creon’s custody and sentenced to be sent away to a ‘deep catacomb’ in which she is expected to eventually die. (Pg. 15-16 and 33) Politics are brought up once again when Hà ¦mon, Creon’s son and Antigone’s fiancà ©, confronts his father. When Hà ¦mon first faces his father he m entions that he is only there to give advice to him since he is his son and he believes that it is his duty to inform him about what the people of Thebes are talking about. (Pg. 26-27) However, Creon misinterprets this and goes on to say that Hà ¦mon is fighting on a woman’s side. (Pg. 28) Politics play a role in this scene because Hà ¦mon simply served as the voice of the people of Thebes and because it shows that women were threated and viewed as lesser individuals. In the end, Creon’s decisions as the ruler backfire as Antigone, Hà ¦mon, and his wife, Eurydice, wind up being dead due to his actions. If Creon had never placed the proclamation of not burying Polynices, then many deaths could have been saved. The personal identity in Antigone

Mrs. Macteer and Mrs. Breedlove - 1780 Words

Parental guidance and support are key components of the foundation of a child’s growth and development. Without either, a child cannot grow and develop properly. In her novel The Bluest Eye, Toni Morrison examines the effect of different mothers on their respective children through the characters of Mrs. MacTeer and Mrs. Breedlove. Throughout the novel, both characters express their thoughts and feelings through words, with Mrs. MacTeer having a few fussy soliloquies and Mrs. Breedlove having a few interior monologues to get their points across. Although Mrs. MacTeer and Mrs. Breedlove are two entirely different individuals, their respective fussy soliloquies and interior monologues greatly reflect one another. Giving to charity doesn’t†¦show more content†¦She simply gave up on ever feeling glamorous or happy, something that is only fueled by the growing unhappiness of her marriage. As she stated, â€Å"Cholly poked fun at me, and we started fighting againâ⠂¬ ¦He begin to make me madder than anything I knowed† (Morrison 123). As much as she tried, Mrs. Breedlove could no longer escape her unhappiness. It was simply escalated by the cinema. From the very beginning of Pecola’s life, her mother ingrains in her the idea that she is ugly—a concept that Mrs. Breedlove herself is viewed as due to her missing front tooth and her skin color. After her birth, she refers to Pecola as being â€Å"a right smart baby† but â€Å"a cross between a puppy and a dying man. But I knowed she was ugly. Head full of pretty hair, but Lord she was ugly† (Morrison 126). Mrs. Breedlove acknowledges that Pecola is a smart girl, but doesn’t view it as an impressive quality. Instead, she focuses on the fact that her daughter is unattractive. As Spies mentions, â€Å"even by her own mother, Pecola has been denied the slightest notion of being valuable or worthy of love† (Spies 15). By denying value and love to her daughter, Mrs. Breedlove is instilling in Pecola the same self-hatred that Cholly and society has instilled in herself. Mrs. Breedlove’s unhappiness is unquestionably the reason for Pecolaâ €™s own dissatisfaction and unhappiness. Although Mrs. MacTeer and Mrs. Breedlove are two entirely different individuals, their thoughts areShow MoreRelated Family Relationships in Morrisons The Bluest Eye Essays1781 Words   |  8 Pages Family Relationships in Morrisons The Bluest Eye â€Å"The Bluest Eye† by Toni Morrison, is a story about the life of a young black girl, Pecola Breedlove, who is growing up during post World War I. She prays for the bluest eyes, which will â€Å"make her beautiful† and in turn make her accepted by her family and peers. The major issue in the book, the idea of ugliness, was the belief that â€Å"blackness† was not valuable or beautiful. This view, handed down to them at birth, was a cultural hindranceRead MoreThe Bluest Eye By Toni Morrison Essay931 Words   |  4 Pagesover the other. This complex brought forth identity issues, especially women. In The bluest Eye by Toni Morrison the main character is a young girl named Pecola Breedlove, growing up in Lorain, Ohio, after the great depression. Nine year old Claudia MacTeer and her ten year old sister Frieda are also main characters. The MacTeers take in Pecola, and the young girls build a relationship with one another. Pecola had a difficult life at home with her own family, and even at school she is teasedRead MoreThe Bluest Eye Analysis921 Words   |  4 Pagesa novel of great length is very long on complexity. It tells the story of Pecola Breedlove, a young African American girl immersed in poverty and made â€Å"ugly† by the Society of the early 1940’s that defines beauty in terms of blonde haired white skinned , and in this case specifically Shirley Temple. The novel opens in the fall of 1941, just after the Great Depression, in Lorain, Ohio. Nine-year-old Claudia MacTeer and her 10-year-old sister, Frieda, live with their parents in an old, cold andRead MoreToni Morrisons The Bluest Eye1281 Words   |  6 Pagesus can foster a sense of belonging or lead to rejection and isolation. In Toni Morrisons novel The Bluest Eye, we see a community affected by poverty, institutionalized racism, sexual abuse and the influences it has on a little girl named Pecola Breedlove and how it shapes her own self image, as she is constantly reinforced with negative messages about herself and her family everywhere she goes. This eventually leads her to believe that there is something inherently wrong with her, and the only wayRead MoreWilliam Shakespeare s A Good Game1794 Words   |  8 Pagesthe novel, Mr. Macteer is a minor character. He is Claudia and Frieda’s father. There are only a few scene in the novel were Mr. Macteer is seen. One is whe re he is watching his daughters play and he smiles. He enjoys seeing his children happy. He also is very protective of his daughters. He goes after Mr. Henry after he touches Frieda inappropriately. He chases Mr. Henry down and punches him in the face. He also tries his best to teach his daughters how to care for themselves. Mr. Macteer is alsoRead MoreMetamorphosis in Toni Morrisons The Bluest Eye2179 Words   |  9 Pagesthat was necessary. Curiosity is also seen from the peripheral character of Rosemary in this scene. Rosemary gets caught spying on Frieda and Claudia in Pecola’s moment of distress. Rosemary, even younger than Claudia, ignorantly points out to Mrs. MacTeer that â€Å"they’re playing nasty† (Morrison 30). The girls in Morrison’s novel display curiosity to show that being a girl involves learning from experience, which ultimately implies vulnerability. A major theme in The Bluest Eye centers on the vulnerabilityRead MoreThe Difference Between Adolescence And Adulthood In Toni Morrisons The Bluest Eye1521 Words   |  7 Pagesothers would stay behind and clean rather than watch the operation that was necessary. Curiosity is also seen from Rosemary in this scene. Rosemary is caught spying on Claudia and Frieda during Pecola’s moment of distress. Rosemary then goes to tell Mrs. MacTeer that â€Å"they’re playing nasty† (Morrison 30). The young girls in Morrison’s novel show curiosity to show that much of being a girl is learned from experience, rather than being taught, which ultimately creates vulnerability. A major theme in TheRead MoreThe Bluest Eye By Toni Morrison1587 Words   |  7 Pagesdid not officially end until 1865 in the United States, racism was apparent during the 1940s as seen through Toni Morrison’s The Bluest Eye. This theme is highlighted throughout the entire novel, especially via the daily lives of the MacTeer family and the Breedlove family. The Bluest Eye provides an expanded illustration of the ways in which internalized white beauty standards deform the lives of black girls and women. Implicit messages that whiteness is superior are everywhere, including the whiteRead MoreThe, And, Beauty, Goodness, Cleanliness And Purity1252 Words   |  6 Pagesâ€Å"The Breedloves did not live in a storefront because they were having temporary difficulty adjusting to the cutbacks at the plant. They lived there because they were poor and black, and they stayed there because they believed they were ugly† (Morrison, 1998, p. 38). This is the general feeling of man y of the characters throughout the book. A big reason for these feelings derives from the term Whiteness. The qualities associated with this term include: beauty, innocence, goodness, cleanliness, andRead MoreThe Real Cholly Breedlove900 Words   |  4 Pagescharacters, Cholly Breedlove, can be examined through a Freudian psychoanalytic lens, as he struggles with things like the structure of his personality and the Oedipal complex. Cholly is clearly a troubled man and throughout the story he experiences difficulty in trying to find a balance between his id and superego. Cholly also struggles with the Oedipal complex, raping his daughter, Pecola. This action ties in with his id, in that he acts impulsively to fulfill his wants. Cholly Breedlove, a main character

MACBETH Analysis Essay Example For Students

MACBETH Analysis Essay A monologue from the play by William Shakespeare HECATE: Have I not reason, beldams as you are,Saucy and overbold? How did you dareTo trade and traffic with MacbethIn riddles and affairs of death;And I, the mistress of your charms,The close contriver of all harms,Was never called to bear my partOr show the glory of our art?And, which is worse, all you have doneHath been but for a wayward son,Spiteful and wrathful, who, as others do,Loves for his own ends, not for you.But make amends now: get you goneAnd at the pit of AcheronMeet me i th morning. Thither heWill come to know his destiny.Your vessels and your spells provide,Your charms and everything beside.I am for th air. This night Ill spendUnto a dismal and a fatal end.Great business must be wrought ere noon Christopher Columbus2 EssayMoreover, he never quite loses completely the liberty offree choice, which is the supreme bonum naturae of mankind. But since a wholly free act is one in accordance with reason,in proportion as his reason is more and more blinded byinordinate apprehension of the imagination and passions ofthe sensitive appetite, his volitions become less and lessfree. And this accounts for our feeling, toward the end ofthe drama, that his actions are almost entirely determinedand that some fatality is compelling him to his doom. Thiscompulsion is in no sense from without-though theologians mayat will interpret it so-as if some god, like Zeus in Greektragedy, were dealing out punishment for the breaking ofdivine law. It is generated rather from within, and it is notmerely a psychological phenomenon. Precepts of the naturallaw-imprints of the eternal law- deposited in his nature havebeen violated, irrational acts have established habitstending to further irrationality, and one of the penaltiesexacted is dire impairment of the liberty of free choice. Thus the Fate which broods over Macbeth may be identifiedwith that disposition inherent in created things, in thiscase the fundamental motive principle of human action, bywhich providence knits all things in their proper order. Macbeth cannot escape entirely from his proper order; he mustinevitably remain essentially human. The substance of Macbeths personality is that out ofwhich tragic heroes are fashioned; it is endowed by thedramatist with an astonishing abundance and variety ofpotentialities. And it is upon the development of thesepotentialities that the artist lavishes the full energies ofhis creative powers. Under the influence of swiftly alteringenvironment which continually furnishes or elicts newexperiences and under the impact of passions constantlyshifting and mounting in intensity, the dramatic individualgrows, expands, developes to the point where, at the end ofthe drama, he looms upon the mind as a titanic personalityinfinitely richer that at the beginning. This dramaticpersonality in its manifold stages of actuation in asartistic creation. In essence Macbeth, like all other men, isinevitably bound to his humanity; the reason of order, as wehave seen, determines his inescapable relationship to thenatural and eternal law, compels inclination toward hisproper act and end but provides him wi th a will capable offree choice, and obliges his discernment of good and evil. Macbeth Analysis Essay Example For Students Macbeth Analysis Essay In William Shakespeares Macbeth, the main character, Macbeth, is a brave and loyal subject to the King of Scotland, but as the play progresses, his character begins to change drastically. Evil and unnatural powers, as well as his own passion to become king, take over his better half and eventually lead to his downfall. The three main factors that intertwine with one another that contribute to Macbeths tragic end are the prophecies told by the three witches, Lady Macbeths influence, and finally, Macbeths excessive passion and ambition which drove his desire to become king to the utmost extreme. The prophecy told by the three witches was what triggers the other factors that contribute to Macbeth s downfall. In the first act, the witches tell Macbeth that he is to become the Thane of Cawdor and soon after, king. This prophecy arouses Macbeths curiosity of how he can become the King of Scotland. Stay, you imperfect speakers, tell me more: By Sinels death I know I am Thane of Glamis; But how of Cawdor? The Thane of Cawdor lives, a prosperous gentleman; and to be king stands not within the prospect of belief. (Act I. sc. III) This quote shows how the witches prophecy attracts Macbeth. It demonstrated how Macbeth thirsts for an answer from the witches of how is he to become the Thane of Cawdor and even king. As the play continues, Macbeth slowly relies on the witches prophecies. It becomes a remedy for Macbeths curiosity, which corrupts his character. One of the witches prophecies becomes true when King Duncan names Macbeth the Thane of Cawdor. At this point, Macbeth seeks advice from his wife, Lady Macbeth. Lady Macbeth provides a scheme for Macbeth to assassinate the King. She is manipulative and persuasive in corrupting Macbeth s judgement. What beast wast then that you break this enterprise to me? When you durst do it, then you were a man; And to be more than what you were, you would be so much more the man. (Act I. Sc.VII) In this quote, Lady Macbeth is agitating Macbeth by saying he is not a man if he does not do what he says he is going to do, which is to murder the king of course. This angers Macbeth and enables him to follow Lady Macbeths scheme to kill the King easier. Macbeths first murder is definitely a trying experience for him. However, as the play progresses, killing seems easy and the only solution to maintain his reign of the people of Scotland. Macbeth becomes increasingly ambitious as the play goes on. The witches prophecies and Lady Macbeths influence intensifies his ambition and drives Macbeth to obtain and maintain his title of Scotland by whatever means, even murdering his best friend, Banquo. Upon my head they placed a fruitless crown, †¦no son of mine succeeding. Ift be so, for Banquos issue have I filed my mind; For them the gracious Duncan I have murderd; †¦To make them kings, the seed of Banquo kings! (Act III. sc. I) At this point Macbeths passion becomes more and more extreme to the point where no one stands in his way. His greed, violence, and hunger for power drastically declines his character. The witches prophecy, Lady Macbeths influence, and Macbeths own ambition all contribute greatly to his deterioration of character which results in his downfall, which was death. All the causes link to one another. If it wasnt for Macbeths strong will and passion, Macbeth would still be his ordinary self. Because of this, Macbeths curiosity of possibly becoming king was brought out which led to Lady Macbeths controlling influence. Macbeths ambition then builds and causes him to commit a series of murders, one of which, includes his own best friend. If one of these factors were missing, Macbeth would not have been strong enough to carry the motive to kill King Duncan, which ultimately leads to his destruction.By: Jake Ascher

Personal Troubles and Public Issues in Persepolis Essay Essay Example

Personal Troubles and Public Issues in Persepolis Essay Paper Marjane Satrapi’s novel Persepolis is an in depth expression at Marjane’s kid goon in Iran. Throughout the fresh Marji faces many public issues which straight relate to her personal problems. While Marji was turning up she witnessed the relinquishing of the Shah’s government. The Islamic revolution and the Iraq V Iran war. Her fresh screens an eight twelvemonth span. from the ages six to fourteen. Even though the novel begins when Marji is merely six old ages old she was more politically cognizant so most modern twenty-four hours striplings. Marji was highly immature during bulk of the events throughout the novel but her age did non halt public issues from straight impacting herself and others around her. While reading Persepolis I was able to acquire an in depth expression at how Iran non merely was in war with environing States but besides at war within its ain boundary lines. We will write a custom essay sample on Personal Troubles and Public Issues in Persepolis Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Personal Troubles and Public Issues in Persepolis Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Personal Troubles and Public Issues in Persepolis Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When Persepolis foremost began Marji attended a coed not spiritual school. This was normal for Iran until the Cultural Revolution. The Persian authorities ordered that bilingual schools be closed down because they were a mark of capitalisation and Westernization. This caused great convulsion among the people of Iran. Half of the adult females were against have oning the head covering and the other half were extremely spiritual and believed that the head covering must be worn as mark of regard to their faith and besides their state. This public issue straight affected Marji because her female parent was among the adult females who believed the head covering wasn’t necessary. Sing as Marji’s female parent was strongly against being forced to have on the head covering she frequently participated in presentations. one clip while she was showing her exposure was taken. Marji’s ma had to travel into concealing she was forced to dye her hair and conceal her face in public out of the fright that person would acknowledge her. This public issue became really personal for Marji because she thought of herself as strongly spiritual and even wanted to be a prophesier but she wasn’t certain if the head covering was a necessary accoutrement at all times. â€Å"I truly didn’t cognize what to believe about the head covering deep down I was really spiritual but as a household we were really modern and daring. † ( Persepolis page 7 ) Another public issue that profoundly affected Marji was the chapter of Persepolis entitled The Letter ( page 34 ) . Marji’s had a amah named Mehri who Marji considered her older sister. Mehri fell in love with their neighbour Hossein and he began composing her letters but because Mehri was a peasant she couldn’t read or compose. Marji began reading the letters to Mehri and composing responses since Mehri was non capable of making so. This went on for six months until the intelligence got back to Marji’s pa. Since Marji’s parents were Marxist they strongly believed in societal categories. That meant they was no manner Mehri and Hossein could be together because she was a provincial and she was non. Social category is a public issue that rapidly turned into a personal problem because Marji didn’t agree with her parents beliefs and besides because she couldn’t stand seeing Mehri so emotionally overwrought. â€Å"But is it her mistake she was bo rn where she was born? † ( Persepolis page 37 ) Marji’s male parent had a brother that she had neer met. his name was Anoosh. He was a hero in Marji’s eyes because he had been the secretary of Azerbaijan which was an independent Persian Province. Anoosh told Marji everything about his yesteryear from the rise and autumn of Azerbaijan to the barbarous anguish he endured during his nine old ages in prison. Marji was so enraptured to hold such a historical hero in her household. Anoosh stayed with Marji’s household until he was arrested merely for being a former revolutionist. Former revolutionists were the pledged enemies of the democracy ; they were being arrested or murdered often. Marji was the last individual to see Anoosh before he was executed because he was believed to be a Russian Spy. The public issue that the democracy was against revolutionists turned into a personal problem because Marji’s favourite uncle was murdered and besides because after the decease of her uncle Marji became disquieted with her friend ( God ) . â€Å"What seems to be the job? Shut up. You! Get out of my life! ! ! ! I neer want to see you once more! Get OUT! † ( Persepolis page 70 ) Persepolis provided me with illustrations of how a child’s society can impact them personally. Turning up in the Persian society effected Marji both negatively and positively. She was taught about her authoritiess flaws alternatively of shielded from them. she was raised to stand up for her ain personal beliefs. and she experienced decease felicity and the hurting of world. Marjane’s novel besides helped me understand the convulsion that goes on in Iran that I had neer noticed before. Personally I believe America is similar to Iran but here alternatively of being ridiculed because of non have oning your head covering. you are ridiculed because of your tegument tone.

Kents most notable characteristics are his loyalty and bluntness Essay Example

Kents most notable characteristics are his loyalty and bluntness Essay The character of King Lears Kent is a formidable one. Whether it is the extent of his service to the King, the harshness and imagination with which he fights to defend the King or his character progression throughout the play. His most notable characteristics are definitely his incessant loyalty and his use of blunt language when his respectful interjections are ignored. It is his loyalty that motivates him and his bluntness that lands him in trouble. He speaks up to the King and warns him about his hideous rashness in the treatment of Cordelia and is blunt and to the point What wouldst thou do, old man? Act 1 Scene 1; but only uses this language when he is not being taken into consideration. We normally hear Kent referring to the King in a respectful and loyal manner my lord and my leige. His bluntness and forwardness towards the King leads to his banishment, which Kent accepts but not without a final word of advice See better Lear, and let me still remain the true blank of thine eye. Act 1 Scene 1 We will write a custom essay sample on Kents most notable characteristics are his loyalty and bluntness specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kents most notable characteristics are his loyalty and bluntness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kents most notable characteristics are his loyalty and bluntness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We notice that his advice and speeches are justified by the subsequent events of the play. His reference towards the Kings daughters prior to leaving the court is a sign of what is still to come . the gods to their dear shelter take thee, maid, that justly thinkst and hast most rightly said;(to Cordelia) And your large speeches may your deeds approve, that good effects may spring from words of love. (To Goneril Regan) Act 1 Scene 1 The extent of his loyalty is shown when he assumes the disguise as Caius and presents himself to the King, in order to remain close to him. If but as well I other accents borrow that can my speech diffuse, my good intent May carry through itself to that full issue for which I razed my likeness. Now, banishment Kent, if thou canst serve where thou dost stand condemned So may it come thy master whom thou lovst shall find thee full of labours. He offers his services to the King, and relates how he thinks a servant, counsel or aid should serve the King, which is the same way he had served the King in the past I can keep honest counsel, ride, run, mar a curious tale in telling it and deliver a plain message bluntly. That which ordinary men are fit for I am qualified in, and the best of me is diligence. Act 1 Scene 4 This is ironic though as the same reasons Lear banished Kent are the same reasons he is employing Caius! He proves his loyalty by defending Lear against Oswald, he trips him. Lear begins to trust Caius and gives him a letter to be delivered to Regan. Kent pledges his loyalty and obedience; I will not sleep, my lord, till I have delivered your letter. When Lear arrives at Gloucesters castle and is confronted with Oswald, we see the light heartedness and imagery used to portray the emotions and situation within the play; this was Shakespeares way of interjecting a bit of Comic Relief into this stressful play. Again we see the modesty of Kents character and loyalty towards the King when he bluntly insults Regan, Cornwall and Edgar in Act 2 Scene 2 I have seen better faces in my time than stands on any shoulder that I see before me at this instant. His speech once again leads him to trouble and he ends up in the stocks. Kent keeps us informed on the plot development of the play and on Cordelias movements and plans. He is very concerned about the King out in the storm, the Kings comfort and well-being are of utmost importance to him. Gracious my lord, hard by here is a hovel:.. Kent tries to reason with Lear when he starts to compare himself to Poor Tom (Edgar), he tries to assist him; he hath no daughters, sir. (Act 3 Scene 4) When Kent meets Gloucester, he informs him of Lears state of mind and shows his concern for the well-being of the King; Here sir, but trouble him not; his wits are gone. He never stops protecting the King and assisting him. As the play progresses we notice that the role of Kent slowly reduces, initially he has great speeches and is ready to endure all, but only till his master needs him! Its like he loses all his purpose in life with the death of King Lear, and fades away; I have a journey, sir, shortly to go; My master calls me, I must not say no. He follows Lear even in death. Loyal to the end!

Cortes and Castillo essays

Cortes and Castillo essays It was during the early portion of the 1500's that the Spanish infiltrated Mexico. It was a time of great change and great conquest for many, although it was also a time of great despair and struggle for others. In examining this particular period of time we discuss two individual writers, one who experienced the conquest and one who wrote later of the time. The works discussed are Second Letter to Charles V" and "Letters from Mexico," by Hernan Cortes, and "The Conquest of New Spain" by Bernal Diaz del Castillo. In addition to comparing and contrasting the works, and authors, we also discuss therein any discrepancies that are evident in relationship to the two authors. First, however, we should truly address the situation being discussed. Many firmly believe in the notion of conquest, as it relates to Mexico and Spain. Rashkin asks, however: "Conquest? Is that the right word?" (conquest.html). Many activists, such as those gathered on the Zcalo to celebrate Cuauthmoc's birthday and fight for the rights of indigenous people, prefer the term "invasion." And still others like "holocaust," believing it is the only term, which "adequately expresses the evil perpetrated on native Americans by European colonists," (conquest.html). Rashkin, however, also states that: "Sometimes I think it should be called the First Mexican Revolution, because without the enthusiastic participation of Totonacan, Tlaxcalan and other Indian allies, who had just cause to oppose the ruling Aztecs, Corts could never have taken over the great Mexican empire, and world history would have been different. In the end, I stay with 'conquest.' That's the term that Bernal DÃ ­az [Ca stillo], a conquistador who wrote about it many years later...And it's as good a term as any for the great cataclysmic meeting of two high civilizations that played itself out in Mexico in 1519-21" (conquest.html). Cortes was a man who actually fought under the i...

Gas-particle flow through preforated plates Thesis

Gas-particle flow through preforated plates - Thesis Example Historically developing and investigating such systems has been a complex endeavour. These challenges have been ameliorated significantly with the introduction of fluid computational systems. This text is aimed at analysing gas particulate systems that are specifically designed for service with perforated plate systems. Perforated plate systems present unique challenges in themselves because of the effects of closely placed fluid streams. This investigation will attempt to describe gas solid systems flowing through perforated plates by developing a complete background through secondary research. Various industrial and other applications necessitate the utilisation of gas solid systems. These systems have been in use for a long period of time dating to as far back as the 1920’s when commercial attempts at coal gasification were being performed. The forty’s saw the application of these multi phase systems to the FCC (fluid catalytic cracking) systems while the fifties saw an increase in their use to processes such as sulphide roasting, drying and calcining. Similarly the sixty’s witnessed the growth of these systems to the commercial production of various monomers such as the production of acrylonitrile, vinyl chloride and oxychlorination processes. (Crowe) In rapid succession the seventies also witnessed various improvements in these petro chemical processes with the use of multi phase systems. However, through these entire developments one thing remained common to all processes other than the use of solid gas systems. This commonality was the use of per forated plates to mix up these gas solid systems. (Crowe, Sommerfield and Yutaka, Multiphase Flows with Droplets and Particles) The preference provided to perforated plates stemmed from the need to let fluid streams through and to ensure enough turbulence to promote mixing. In due course of time, these solid gas systems along with the use of

Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Philosophy - Essay Example 47). Each and every person has the right to life and so the fetus to become entitled to this right. Nevertheless, the mother has the right over her body, and can decide on what shall or shall not happen to her body. Every person should be able to grant her will. Is another person’s right to life stronger than a mother’s decision to what shall or shall not happen to her body? Therefore, the fetus will not be killed, and an abortion will not be performed to the mother. To show the example of performing an abortion when pregnancy is as a result of voluntary sex, we take the example of a person waking up in the morning lying in bed with an unconscious violinist, a famous violinist. He has a fatal ailment of the kidney, and the Music Lovers Society has established that she is the person with the right blood type to help. They kidnap her and use her kidney to extract poison from the violinists’ kidney. She later became informed by the hospital’s director that it is the Music Lovers Society that did that to her, and we would have refused if we had known. She gets conjoined to him for 9 months and to unplug her means killing him. She has the right to decide what occurs to her body, but another person’s right to life outweighs yours. This means she can never be unplugged from him. She would see this as outrageous which sounds the same as what I had suggested earlier on a mother’s body. ... The experiments above show that the woman has no right over her life, but the other person determines the right for her. Critiques argue that the unplugging of the violinists does not amount to direct killing as she claims. They claim that Thompson is not able to see the argument of rights in both ways. The fetus just like the mother has a claim to the right of being alive, as well. However, if you unplug yourself from the sick violinist, you are totally unjust to him. This is unfair since you gave him no right to use your kidney and nobody else could have given him. Violinists, like all human beings, have the right to life, and by unplugging yourself from him, he will die ad in this case you do what the violinist has a right that you will not do it, but not to act unjustly to him when doing the act. Also, when a woman voluntarily engages in intercourse and gets pregnant, she is responsible for pregnancy and the person inside her. The person inside the body has the right to be there and aborting it, will be denying it of what it has a right over. This will amount to injustice to the thing. If she gets asked to kill it even for the sake of saving her own life, is wrong, since she voluntarily accepted it into her body. Nevertheless, a person who exists from the act of rape has no right to the mothers’ body, and abortion is, therefore, acceptable. Section B 2. David Miller claims that the distributive justice argument for a policy of open borders fails. Explain Miller’s argument for this claim and discuss what you take to be its most serious shortcoming. Distributive justices involve the comparison of how people of different origins fair according to some standard. It is not clear, according to Miller, that the distributive justice applies

Ulcerative colitis Essay Example | Topics and Well Written Essays - 3250 words

Ulcerative colitis - Essay Example 2006). This paper will be divided into two main categories, whereby the first category will outline the characteristics and nature of Ulcerative Colitis. There will be a thorough discussion of what the disease is and what it is not in terms of its similarities and differences to Crohn's disease, as well as according to its prognosis. The second category will highlight the skills of a nurse necessary in managing patients affected by this disorder. In such, there will be a clear definition of the management and care that is justified with rationale and scientific explanation. The second category will also address the case study present. It is the intent of this paper to establish a complete understanding of the disease as well as the medical management aspect that is vital to the kind of care provided to patients. More than 500,000 Americans suffer each year from ulcerative colitis, Like Crohn's disease; it can be painful and debilitating and sometimes lead to life-threatening complications. This is according to the Mayo Clinic. Thus the case at hand presents Claire O'Brien, a 32 years old female admitted for possible bowel obstruction and passing of watery stools with bright red blood every 2 to hours. Initial diagnosis purports ulcerative colitis thus prompting the patient for immediate surgery, undergoing colon resection and formation of the colostomy. She is wheeled in to the ward under my care with an Intravenous Line, and has been ordered for a nasogastric tube insertion. Thus a question is raised at this point, what then is Ulcerative Colitis, and how does this disorder affect a person The answer lies in the discussion of the pathophysiology of this disease with emphasis to its etymology, symptoms and prognosis. Ulcerative Colitis is a non-specific inflammatory condition of the colon, a disease that begins often between the ages 20 and 25 years of age but may affect both young and old alike (Cotran, ET al.p776.1999). This tends to have flare-ups that later settles down again for variable amounts of time, yet it is possible to have a single attack. This disease usually begins in the rectum and spreads proximally, affecting primarily the mucosal layer, although it can extend into the lower submucosal layer. The length of proximal extension varies and may involve the rectum alone, thus called ulcerative proctitis, the rectum and sigmoid colon thus called proctosigmoiditis, or the entire colon otherwise known as pancolitis. The inflammatory process tends to be confluent and continuous instead of skipping areas, as it does in Crohn's disease. But unlike Crohn's disease that affects various sites in the gastrointestinal tract, Ulcerative Colitis is confined to the rectum and the colon. Both illnes ses though do have one strong feature in common. They are marked with an abnormal response by the body's immune system. The immune system is composed of various cells and proteins that protect the body from infection. With inflammatory bowel disease the immune system react inappropriately mistaking food, bacteria and other materials in the intestine for a foreign invading substance and thus

Auteur Analysis Of Tyler Perry Film Studies Essay

Auteur Analysis Of Tyler Perry Film Studies Essay Tyler Perry, a 42 year old self proclaimed writer actor and director to the urban circuit has single handedly changed the direction of mass media in general. My gearing more to a specific audience that main stream holly wood has not quite caught up with .I will discuss the themes Mr. Perry is drawn to along with his signature style and similarities between three different films that he has written and produced. The films I will use for reference will be as follows The family that preys I can do bad all by myself and For colored girls. All films deal with black and white women alike in struggle of some sort. The signature style of this director would best be described as black feminism but also empowerment. The definition of black feminism is the rejected idea of a single unified gender oppression that is experienced evenly by all women but rather is dictated by the color of your skin .Also the empowerment aspect is very bold in his movies because usually by the end of these films his main character is better because of the journey she has taken. I can do bad all by myself is a film that deals with three sibling whos alcoholic aunt Amy refuses to take care of them but has no choice since her mother has since passed away. Aunt Amy is living off of her married boyfriend and works nights in a local club singing well known songs. Tyler Perry often draw music into most of his films but specifically music of African American culture such as RB , black church spirituals and rarely rap music. Both of the other two movies I have noted have RB music as well as dramatic scores included this is definitely a signature style of Perry. Also most of the elements placed in front of the camera are simple or modest. Most character are easily relatable and down to earth. The film For colored girls directly relates to the previous motion picture I have mentioned, because it to deals with black females playing the leading roles all with varying levels of issues. The first main character Juanita is so in love that she allows herself to be hurt by a man who continues to love and her and leave her. The second main character crystal and her children are being abused by her post traumatic stress disordered boyfriend who she refuses to marry but is scared to leave behind. A young girl who becomes unexpectedly impregnated and a woman who is raped by a man she allows to take her out dinner with. Another way this corresponds to the above mentioned work is because the element of flash back is used in both films. In this movie flash back is used when the young girl is becomes pregnant reminisces about the illegal abortionist she has gone to see to end that childs life. In I can do bad all by myself Amy the immature aunt has a flash back of what it must have been like when her mother passed away. Supposedly of a brain aneurism on the local metro bus. Another similar between the two movies are the themes which are both drama. the family that preys is a film about yet another women of color who is semmingly successful but has a dark secret. The secret being the infedility to her husband a construction worker who dreams of opening his own business but her affair is not with just anyone but with her boss who is also her husband boss and she works with in the firm he works as a construction worker building new business platforms. Again we find a woman who is in a troubled position and does not know exactly what to do to get out of it, but is better for journey. A recurring aspect to all three films would have to be Tylers use of available lighting in I can do bad all by myself the sun rises on the morning of the day that Amy opens the door to find that her niece and two nephews have been stealing and caught by the lovable character Madea who Tyler Perry plays him self as we know he is an actor also. The family that preys uses available light in most if not all scenes one in particular as charlotte and Alice t ake a road trip and stop in a quaint town for ice cream just to enjoy the surrounding views. Finally For colored girls captures the use of lighting by using a lot of windows with in Jos office and aides an aspect of dominance because she has the quintessential corner office with a view . Drama is great theme to use because it usually draws the movie goers in with an assortment of twist and turns that the characters go through. Also it is one of the most relatable characteristics to life as people live it. Who can honestly say they have never been lied to, hurt or deceived? Although Tyler Perry is often met with criticism and praise he continues to produce films on topics dealing with comedy and or drama. Criticisms because he is assumed to only use stereotypical topics within the black community such as rape violence alcoholism lack of money or success and infidelity. Praised because he has single employed more black actors since 2005 than any other black cinematographer to date .but are these topics and storylines really racially motivated? Would they be any less valid if only white people played these roles? Perrys childhood was not that of a perfect one he once attempted suicide to escape is fathers beatings .At age 16 he had his name legally changed for Emmitt to Tyler to distance himself from his fathers. After production of the film Precious was finished Tyler reviewed the movie and was then compelled to tell his story, having been molested as a child by his friends mother at he age of ten and by three other men previous to this . I believe this is the reason Tyler chooses the subject matter that he portrays in his movies because he has first hand been the one to live it in some various scenes an example would be in the movie I can do bad all by myself Amys boyfriend who is actually married to another person engages in inappropriate behavior with her niece by secretly hitting on her. Overall Tyler Perrys signature style is that of a realist. Real people with real issues that find there ways through life. He deals with adult subject matter that sometimes includes comedy that can sometimes entertain young adults or teenagers. All three movies have countless similarities but I hope that have named enough to suffice. Although Perry receives a lot of criticism for his movies I for one respect him for having a idea and creating a plat form to express it .What better than the realm of cinema which is completely of your own expression and ideas but together not with one picture but many and if a picture is worth a thousand words then Tyler Perrys films are worth a million.

Summary and Synthesis with Steven Johnson

Harwood Eng 96Spring 13 Paper #3: Summary and Synthesis with Steven Johnson Your third High Stakes Writing Assignment comes in two parts. The first asks you to summarize and the second asks you to employ some of Johnson’s concepts to collect data of your own. Part 1: Summary For this part, write a 1 to 2 page summary of Johnson’s Television section, covering Multiple Threading and as much of Flashing Arrows and Social Networking as you are able. Focus mainly on his ideas, but be sure to give some indication of his evidence and how it’s presented. What shows does he use to support his ideas?How does he make his points? Your summary should start with a paragraph about Johnson’s thesis and then use paragraphs of ideas and supporting evidence from the book to round out the content you cover. Remember CABIN. Part II: Synthesis Use Johnson’s concepts of Multiple Threading and Social Networking (see p. 110-112) in television to compare two similar shows of your own choosing (they must be separated by at least 20 years). Your main assignment for this part is to visually represent your research using charts similar to those Johnson uses on p. 0 and 112. Write two pages describing your findings and whether you 1. support (agree with) Johnson’s idea that multiple threading and social networking are on the rise – and that TV is therefore becoming more challenging and complex. OR 2. refute Johnson’s claims based on findings different from those he sees in his analysis. 1 or 2 here should lead directly to your thesis, which you’ll support by looking at paragraphs about multiple threading and social network schemes.The writing portion of your synthesis should should answer the following question: Having looked at several examples of television shows yourself, do you see the same heightened complexity and challenge that Johnson claims in today’s television? For your synthesis, you will be graded on your char ts and visual representation of your data as well as how you write it up. I’m looking at whether you understand Johnson’s methods and whether you can duplicate this analysis while critically watching TV yourself. Harwood Eng 96 Spring 2013Schedule of upcoming classes: | |What we’ll work on in class |Homework due in next class period | | | |(all reading s/b ACTIVE) | |4/9 |Discuss Games section of EBIGFY |Write (typed) summary of Games section of the book. This | | |Round out games outline |assignment will be graded.Length: 0. 5 to 1 full page (not | | |Model concept of Games Summary |more). | |4/11 |Talking about TV: Main Ideas – What are the trends and |Finish reading TV section in EBIGFY (Through 115) | | |evidence? |Choose your TV shows for Synthesis and start watching them | | |Use 30 Rock example to look at strategy for Synthesis. |Work on outline of TV section | | |Talk about genres of shows and which fit together. | |4/16 |Talking about data analy sis: how to synthesize our own |Write a Rough Draft of TV section summary (not less than one| | |looks at what Johnson sees. |typed page/max of 2—See back side. ] | | |Go over outline of TV section |Have your two TV shows chosen and start watching them, | | | |collecting data. | |4/18 |Peer Review of TV Summaries |Finish final draft of TV Summary. | |More talk about how to do charts and synthesis |Finish charts for Johnson synthesis assignment to turn in. | | |representation: MT and SN |Finish Reading Part I of EBIGFY (136) | |4/23 |Discuss Internet and Movies |Write up Rough Draft for Synthesis (agree/disagree based on | | |Ideas on synthesis conclusion: how to write it up/argument |evidence) | | |statement. | |4/25 |Peer Review of TV Synthesis |Write Final Draft of Synthesis. | | |Start discussion of Johnson’s Part II. What is Smart? |Actively read Pt. 2 to 156 | |4/30 |Turn in Final draft of Synthesis |MORE to come†¦ |

Billy Elliot †Film Review Essay

Recently I watched a film entitled Billy Elliot. I personally thought that the film was great in several ways, scripts, film techniques .etc. Every aspects of the film were thought out with detail. The film was set in 1984 when the miners’ strike took place. The unique setting adds to why I like this film so much. Billy Elliot was directed by Stephen Daldry, and 1st published in the year 2000. Today this film still remains popular as a family movie. The story was told from the main character point of view, that is Billy Elliot (Jamie Bell). Billy was an eleven year old boy who has a dream to become a ballet dancer, after inheriting his mother’s love for dance and music. Unfortunately, Billy’s dream was opposed by his father, Jackie (Gary Lewis) and his brother (Jamie Draven). Every member of Billy’s family were coal miners and expected Billy to follow the same footsteps. However, this does not shatter Billy’s dream. Billy, supported by his friend, Michael (Stuart Wells), chooses to attend ballet classes outside his family’s knowledge. The film’s setting was in 1984 when a yearlong strike took place in Britain. Billy’s parents happen to be the coal miners involved in the strike. Throughout the film, the family’s struggle through the strike was filmed with much detail. Meanwhile Billy Elliot hopes to be a dancer. Billy’s father has already had enough struggles with the strike, and is enraged when he finds out the Billy has been attending classes without him knowing, and forbids ballet. Billy still remains firm and continued to pursue his dreams. Would Billy achieve his dream? Watch the film and find out. The main theme of Billy Elliot is mainly family issues and stereotyping. The film was set in the 1980s when stereotyping was done often. This affects Billy who wants to become a ballet dancer. Unfortunately, it was not only the public who stereotyped but Billy’s family too! After neither Billy nor his family are giving in to either accept Billy’s wish or to give up, family issues occur. The harsh struggle during the strike means even more family issues. If you pay attention various film techniques were used such as: music, the lightings or the camera’s angle. An example would be the image of the sky representing that the world is opening up as Billy is leaving for London. Sad moments include when everybody else is indoors celebrating Christmas as on the contrary, Billy’s father has to destroy the piano for wood to burn. The movie Billy Elliot is directed towards any age group, however it is not recommended for children under thirteen due to inappropriate aspects such as swearing or violence. Overall I give the film was great and I give it four out of five stars.

Responsible decisions essays

Responsible decisions essays There is a delicate balance that is apparent in all aspects of life and far two often people only see the small picture, failing to recognize many natural occurring consequences. One such way for humans to help maintain this balance is to hunt. We as people need to practice responsible hunting and decision making by leaning the difference between over hunting, under hunting and the importance of restoring the natural balance we interrupt. The effects of over hunting are very apparent in the world today. We have many animals on the endangered species list because of mankinds inability to know when to stop. If you look right here in British Columbia, youll see that the grizzly bear population is diminishing rapidly. These animals not only keep other species in check but are also some of the most spectacular bears in the world. Are world would be a lesser place without the grizzly and we as humans must realize that we not only threaten the eco-system, but we also threaten the privilege of generation to come from enjoy the wonder of this magnificent bear. The grizzly is not the only species in trouble due to over hunting, animals like the gorilla and cheetah of Africa are in serious threat because of over poaching. These are just some of the animals that are facing extinction because of are incompetence. Over hunting is a terrible fact that mankind is faced with, but equally as bad are the effects of under hunting. Take the rat for example, since humans have built large cities and towns there are less natural predator to keep the population in check. Rats are free to roam are streets and infest are houses without the fear of there natural predators. Since humans are responsible for building these cities and towns, driving away predators, it is now are responsibility for managing the rat population. We can not let an animal that spreads disease and kills off small bird species to run ramped in are cities. We must come up ...

Nucleic Acid Quick Facts

Nucleic Acid Quick Facts If youre taking general chemistry, organic, or biochemistry, youll need to understand some basic concepts about nucleic acids, the polymers used to code the genetic information of organisms. Here are some quick nucleic acid facts to get you started: Genetic Information Nucleic acids are the molecules that code the genetic information of organisms.The two nucleic acids used in the repair, reproduction and protein synthesis are deoxyribonucleic acid (DNA, shown) and ribonucleic acid (RNA).DNA and RNA are polymers made up of monomers called nucleotides. Double Helix A DNA molecule is a double helix made up of two strands of polymers that are complementary to each other, but not identical. Hydrogen bonding holds the base pairs of the two strands together.The DNA base pairs are made up of Adenine, Cytosine, Guanine, and ThymineRNA uses Uracil in place of ThiamineRNA is used to direct the production of proteins by the cell.RNA is created by copying DNA

Paula Rego Essay Example | Topics and Well Written Essays - 1000 words

Paula Rego - Essay Example At this stage, the drawing is linear and stark. The quality of the line is determined by the length of time it stays in the acid, the longer in the acid, the darker the line becomes. This whole process is described by professor Paul Coldwell. Drawing is central to the painter's work, being the way in which her works are born. The Portuguese painter found her source of inspiration in fairy tales like Fantasia, Snow White and Pinocchio. And she made her pictures resemble the children's drawings. But as compared to the representation of beautiful figures, illustrating the good characters of the fairy tale, Paula Rego's characters are far from being described by the adjective "beautiful" in the sense we understand the meaning of the word "beauty". Taking as example the painting entitled "Swallows the poisoned apple" we notice how different the Snow White we are shown here is from the image of the young and delicate charater of Grimm's fairy tale. It's definitely not a beautiful young girl what we see. On the contrary, the female character in the painting looks old and ugly. She doesn't appear as it would in a common drawing, lying artistically on the floor, but she is half on the floor, half on the sofa, in a position that conveys pain realistically. Although dressed like a princess, the background against which she is painted is a modern decorated room and not the fairy tale dwarves' house. There is a combination of myth and reality in this painting that makes us think of the combination myth-reality we find in our own lives. We thus, could see these paintings as symbolical representation of our own lives.Represented in another painting, with a stag's head on her lap, Snow White doesn't look more beautiful than in the other painting described. The painting is called suggestively "Snow white playing with her father's trophies." Seated in an armchair, she has an indelicate and unaesthetic position, with her legs spread. Just like in the previously analyzed painting, Snow White looks older than she is supposed to be and her appearance is not as delicate as we are used to imagine it. There is no trace of happiness or at least serenity to be noticed on the face of the two Snow White figures. If in the previous painting, pain would appear as understandable, the character being shown in a critical situation, in the second the grief is not so explicable. Although traditional by subject, the fairy tales inspired drawings cannot be considered traditional. The way of treating them is startling and this makes their contemplation the source of mixed and confusing feelings. This kind of illustrating fairy tale images can be viewed as a sort of debunk. Myth is given certain realistic features and at the same time, re ality is transformed. Nursery Rhymes (from 1989) show a girl - although we could not really use the word girl for her as she looks aged and three strangely big and frightening mice. The painting looks at the same time funny and horrible. The exaggerated size of the mice as well as the way they look is scaring. Yet, there is something amusing in their behaviour, as they look like whimsical children. We notice a synthesis of opposites that the painter achieves in her paintings, be that a synthesis between comic and scaring, young and old, myth-reality or beautiful and ugly. As frightening or at least confusing

Freedom of Speech Essay Example | Topics and Well Written Essays - 500 words - 1

Freedom of Speech - Essay Example ould help to uphold certain values such as truth, to involve ordinary citizens in political-decision making, to strengthen the community, for self-fulfillment of the individual, to help check abuse of governmental power, to promote tolerance and to create a more robust community (Introduction to the Free Speech Clause). The Supreme Court has been more protective of political speech compared to other commercial speeches. For example, the first amendment does not give rights to individuals to lie about other people (First Amendment: Speech). The expression of artists and the use of symbolism are also protected under the first amendment (Camp, 2005). However the first amendment provides protection only to a lesser extent to commercial speech, defamation, speech that would be harmful to children, those broadcast on radio and television and speech given by public employees. On the other hand the freedom of speech offers no or limited protection to obscenity, child pornography, speech that advocates the use of force or law violation or causing panic, true threats like fighting words, sedition, blackmail, perjury and those which solicit to commit crimes (Camp, 2005; Cohen, 2008). In addition to having its reservations in providing protection to speeches, the first amendment has incorporated time, place and manner restrictions to speeches that enjoy a very elaborate protection under the first amendment. These would be upheld if the speeches are not sufficiently justifiable, or are tailored in a way to suit governmental interest or if they do not leave open other alternative channels of communication. While music is acknowledged as a form of communication and expression, which enjoys complete protection under the amendment, the Court has placed volume restrictions for outdoor music. The amendment also provides rights to a city to place â€Å"zoning restrictions on adult theatres and bookstores†, despite them being fully protected by the amendment, if the goal is to prevent

Safety Management System in the Airline Essay Example | Topics and Well Written Essays - 1500 words

Safety Management System in the Airline - Essay Example In this paper, the consequences of a poor safety culture on the effectiveness of an airline organisation namely Southwest Airlines will be taken into concern. Moreover, the procedures to detect or measure a poor safety operational culture along with setting effective plans in order to improve a safety culture in the organisation will also be portrayed in the discussion. Consequences of a Poor Safety Culture in the Airline The notion of safety culture is considered to be the ‘engine’ which drives the procedure towards the objective of preserving the utmost resistance in relation to any operational associated hazards in relation to airline industry. The consequences of a poor safety operational culture are the occurrence of individual as well as organisational accidents which in turn impose considerable impact upon the effectiveness of a particular airline organisation such as Southwest Airlines. ... In this context, it can be said that the chief kinds of human error include decision and skill-based faults. The pilot of a respective airline can make a rule-based mistake which ultimately results in the person to take a wrong decision that ultimately causes the crash. From the viewpoint of the skill-based errors, the accidents are duly caused due to the malfunction of the memory or the attention of the pilot about a particular operational function (Shappell & Wiegmann, 2004). The effect of the individual accidents leads to huge damage to the people. Along with the individual accidents, organisational linked accidents can take place in the systems of an organisation like Southwest Airlines. The chief reason for the occurrence of organisational accidents is the lack of technological innovations. It involves various people who work at different functioning levels within the organisation. The crucial effect of organisational accidents often disturbs the entire working procedure of the airline organisation such as Southwest Airlines which ultimately puts huge amount of people into danger (Reason, 1998). For instance, the cause of Lexington Plane Crash which occurred in the year 2006 was human error that can be considered as a type of individual accident. In this regard, it has been viewed that the pilot involved in the crash used the wrong pathway to take off the plane or flight which ultimately led towards the crash. The effect of this plane crash led to the death of 49 people and posed tremendous negative impact upon the business image as well as the customer service linked facilities of the organisation by a considerable level (ThinkReliability, 2011). Detection or

Rresearch proposal Essay Example for Free

Rresearch proposal Essay According to Karen A. Matthews, Ph. D (2009), people who are engaged in multiple enjoyable activities are better off physically and psychologically .This statement of Karen A.Matthews is indirectly stating that one must not frustrate himself working too much .There is a need to enjoy and relax in order to become a better person . Students who are dedicated on their studies spend a lot of time thinking about their studies, doing their assignments and constructing their projects. They focus almost all of their time in doing academic stuff in order for them to step up and achieve their goals as students. These kind of students are the students that are in demand for different scholarship programs. These are the students of International Maritime Employers’ Council (IMEC), an organization which is dedicated to maritime industry ,have . The International Maritime Employers’ Council (IMEC) aims to promote physically, mentally, emotionally, socially and spiritually developed cadets through the IMEC Cadetship Programme in partnership with the University of Cebu–Maritime Education and Training Center (UC-METC). The IMEC Cadets are provided with all their needs from board and lodge, food, uniform, tuition and recreational facilities. The IMEC cadets have their own recreational or leisure room that can be used during free times. They spend their leisure time in different activities .They play board games and ball game or watch television .They have the freedom to choose whether if they are going to play or rest . Different types of activities may produce an impact to the academic performance of the IMEC Cadets .It may be desirable or undesirable effects. The proponents chose to do the study for the reason that in doing so; hopefully, it will help the proponents to leisure activities and academic performance of The International Maritime Employers’Council (IMEC) Cadets. This study of leisure activities and academic performance of The International Maritime Employers’ Council (IMEC) Cadets will hopefully become a medium to open up new ideas to improve the status of the IMEC Cadets, IMEC Administrators, Instructors and the society. This study will provide answers that cannot be stated through surface analysis, but by providing valid information and data that will show the correlativity of leisure activities and academic performance of IMEC Cadets. Theoretical Background Compensatory Theory of Leisure (Burch, 1994).The main idea of the compensatory theory is that â€Å"work is seen as the dominant force in life, and leisure is seen compensating for either the boredom or the excitement of the job.† (Bammel Bammel, 1992) This theory can explain some of the leisure behavior seen in modern society. For example people exciting jobs often seek relaxation after work. It seems from that mostly people with an extreme level of either boredom or excitement in their job fall under this theory. This indicates that this approach has some relevance for modern society. On the other hand, this theory cannot explain why the school teacher becomes a sports trainer in his free time or why a dentist is also a passionate watchmaker. ( Haecker, 2002) The compensatory hypothesis suggests that whenever the individual is given the opportunity to avoid his regular routine, he will seek a directly opposite leisure activity such as music, art, community involvement, and physical fitness for relaxation, broadening of knowledge, and spontaneous social participation. (Burch, 1994) Spillover Theory of Leisure (Wilensky, 1996). Spillover Theory is the antithesis to the compensatory theory. It states leisure somehow parallels or results from work activity. It suggests that work has a strong impact on the worker’s personality and therefore also determines his leisure behavior. This means that a teacher gets used to teaching so much that he cannot help continuing it after work. ( Haecker, 2002) These last two theories equal Kelly’s approach to leisure as contextual, which sees leisure embedded in habits, relationships and social arrangements like work. (Kelly, 2000) This theory, too, explains some parts of modern leisure behavior. A lot of people do things similar to their work in their free time, some even regard their work leisure. But like the compensatory theory it can only explain parts of modern leisure behavior. There seem to be more variables involved. (Haecker, 2002).More positively, the worker may enjoy work so much that its basic themes are repeated in leisure pastimes. For example, a student who enjoys long hours of reading books also has a hobby of collecting books or other reading paraphernalia that may lead to discovery of more knowledge which can improve his rational skills and academic performance. Moreover, for student populations, participation in leisure activities is also believed to be a benign mechanism for fighting social ills such as drug abuse, juvenile delinquency, and other deviant behaviour (Vicary, Smith, Caldwell, Swisher, 1998). Another positive effect of participation in leisure includes the broadening of an individual’s perspective on the world of work (Munson Savickas, 1998). Munson (1993) conducted a survey of 251 American youths and found that the stronger the perceived freedom in leisure, the higher the leisure participation, conviction, and value. Moreover, the higher the perceived freedom, the less likely that participation in activities would be restricted by exogenous factors. More importantly, investigations by Munson and Widmer (1997) and Munson and Savickas (1998) indicate that significant relation-ships exist among thinking and contemplating, ethical leisure behaviour, and occupational identity; that is, the more those students involve themselves in intellectual and creative leisure activities, the better they advance in occupational identity development with clear career goals. In an environment immersed with pragmatism, leisure activities have traditionally been treated as a residual issue in the cultivation of students, while the idea that leisure and career roles reciprocally influence each other (Super, 1984) is generally neglected. Fitzgerald, Joseph, Hayes, and O’Regan (1995) suggest that an understanding of youth and young adults’ leisure activities and interests can help further our knowledge of their individual needs, development, and social world. Self-development Theory (Dumazedier, 1992).This is based on Dumazedier ´s tripartite theory of leisure, consisting of three functions of leisure: relaxation, entertainment, and personal development. He supposes that there will be a time when personal growth, not working for a living, will be life’s primary motivator. Here, relaxation is a prerequisite for leisure, as we need to overcome fatigue, entertainment is the diversion aspect of leisure, and finally personal development is the enduring component of leisure (Bammel Bammel, 1992). Bammel and Bammel state that this approach has found its way into modern society, as most people regard work less important than personal growth. More and more workers make use of the possibility of sabbaticals for self-development, and for many young students not the money they will earn with their future job, but the satisfaction they hope to find there, seems to be the major influence on the choice of study. But even though modern people have more free time than ever before, Bammel Bammel state, â€Å"with additional free time, many workers simply increase their television-watching time†. This means that most people will only realize the first two steps of Dumazedier ´s tripartite theory: relaxation and entertainment. For many people this is what leisure means: easy entertainment. To achieve self-development some reflection and â€Å"work† on oneself is necessary, and this does not fit into a lot of people’s perceiving of leisure. Similar from conservative- Marxist perspective, Dumazadier (1974 cited in Rojek 1995) defines leisure as time orientated towards self-fulfilment as an ultimate end. However, this leisure time is granted to the individual by society, when they have complied with his occupational, family, socio-spiritual and socio-political obligations, which makes leisure a necessary element of social order as an opportunity for free time activities contribute to well-being of individual and society. Furthermore, Kaplan (1984 cited in Rojek 1995) claims that the leisure is the primary value of mankind in industrial society as it is â€Å"a relatively self-determined activity experience that falls into economically free-time roles ; that is psychologically pleasant in anticipation and recollection; that potentially covers the whole range of commitment and intensity; that contains characteristic norms and constraints; and that provides opportunities for recreation, personal growth and service to others † (Kaplan 1975 cited in Rojek 1995). (Zurawik, 2012) Perspectives on Leisure `Leisure is defined as freedom from paid labour or as a voluntary behavior (Rojek 2005). Developing this concept, Mannell and Kleiber(1997) state that leisure is commonly characterised as an activity in time free from obligations, which provides meaningful and satisfying experience identified with freedom, choice and life satisfaction. In 1974, John Neulineger created a model classification of the perceived freedom and fundamental motivation dimensions. Neulinger identified a criterion of leisure as a perceived freedom- a state in which a person feels that what they are doing is done by choice and because they want to do it (Neulinger, 1981 cited in Mannell, Kleiber 1997:126). He also distinguished between intrinsic- rewards coming from engaging in activity itself, which can be explained by self –determination theory; and extrinsic motivation- engagement in activity leads to other rewards (money, grades). According to Neulinger’s typology when activity is freely chosen for intrinsic reasons it is called a pure leisure. At the opposite extreme there is activity least leisure like – pure job. Neulinger’s pure job also known as Godbey’s anti-leisure is â€Å"an activity which is undertaken compulsively, as a means to an end, from a perception of necessity, with high degree of externally imposed constrains, with considerable anxiety, with high degree of time-consciousness, with minimum of personal autonomy, and which avoids self- actualization, authentication and finitude† (Neulinger 1989 cited in Rojek 1995). Following this socio- psychological perspective, Kaplan (1960 cited in Rojek, 2005 p. 80) identified seven essential elements of pure leisure experience: psychological recognition of activity which is antithesis of work, identification of leisure with pleasure, minimum involuntary role obligation, psychological perception of freedom, inclusion of an entire range of responses from inconsequence and insignificance to weightiness and importance, general psychological recognition of play, identification of activity as being close to the values of culture. (Zurawik, 2012) Review of Related Literature This part presents the literatures that have bearing on the concerns of the study. A number of pieces of literature, documents, pamphlets, handouts, unpublished theses were perused and analyzed to provide the necessary framework of this study. Ideas, insights, theories, conclusions and recommendations advanced by these papers were cited as authorities of the study. Related Studies The study of Hickerson, Benjamin D. and Beggs, Brent A. (1992), about Leisure time boredom: issues concerning college students, examined the impact of boredom on leisure of college students in relation to gender, level of education, and activity choice. Subjects at a Midwestern university completed the Leisure Boredom Scale and a modified version of the Leisure Activities Blank. No significant differences were found between overall levels of leisure boredom and the three independent variables. However, examinations of individual Leisure Boredom Scale items indicated specific differences. Hultsman, 1993).For many young adults, the college years are a period of expanding freedoms and focusing interests (Gitelson Thomason, 1992). College is seen as the last stage of formal education for most people and it is also one of the last structured opportunities for individuals to form leisure time behavior patterns before they move into the workforce (Cheng et al., 2004). The college environment has a unique influence on leisure behavior, including different patterns of free time availability and the acquisition of new activities. Leisure participation in college students has long-term ramifications as it molds attitudes and behaviors leading to continued recreation participation in later life (Gordon Catalbiano, 1996). Students who do not have leisure skills, cannot manage leisure time, or are not aware that leisure can be psychologically rewarding are more likely to be bored during leisure (Hickerson, et al., 2007). The study of American Journal of Health Studies Publisher (2000) investigated the interrelationship among academic stress, anxiety, time management, and leisure satisfaction among 249 university undergraduates by age and gender. Time management behaviors had a greater buffering effect on academic stress than leisure satisfaction activities. Freshmen and sophomore students had higher reactions to stress than juniors and seniors. Anxiety, time management, and leisure satisfaction were all predictors of academic stress in the multivariate analysis. Anxiety reduction and time management in conjunction with leisure activities may be an effective strategy for reducing academic stress in college students. A disturbing trend in college student health is the reported increase in student stress nationwide (Sax, 1997). Stressors affecting students can be categorized as academic, financial, time or health related, and self-imposed (Goodman, 1993; LeRoy, 1988). Academic stressors include the students perception of the extensive knowledge base required and the perception of an inadequate time to develop it (Carveth, Gesse, Moss, 1996). Students report experiencing academic stress at predictable times each semester with the greatest sources of academic stress resulting from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time (Abouserie, 1994; Archer Lamnin, 1985; Britton Tesser, 1991; Kohn Frazer, 1986). When stress is perceived negatively or becomes excessive, students experience physical and psychological impairment (Murphy Archer, 1996). Methods to reduce stress by students often include effective time management, social support, positive reappraisal, and engagement in leisure pursuits (Blake Vandiver, 1988; Mattlin, Wethington, Kessler, 1990). Leisure satisfaction is defined as the positive feeling of contentment one perceives as a result of meeting personal needs through leisure activities (Seigenthaler, 1997). Although relationships among some leisure domains and perceived stress have been studied in a variety of settings involving retirees to school-related settings (Kabanoff OBrian, 1986; Kaufman, 1988; Pickens Kiess, 1988; Ragheb McKinney, 1993; Tice Baumeister, 1997), relationships between leisure satisfaction and academic stress of college students have not been addressed directly. The only scientific research that specifically related leisure satisfaction to academic stress was that of Ragheb and McKinney (1993), who established a negative association between academic stress and leisure satisfaction. A limitation of this study, however, was that it measured academic stress using seven items that were extracted inclusively from occupational stress inventories (Misra, 2000). The above literature suggests that the tendency to structure ones time and leisure satisfaction may be an important factor in reducing academic stress. The purpose of this study was to examine the interrelationship (and predictors) of college students academic stress with anxiety, time management, and leisure satisfaction. It was hypothesized that academic stress would show a significant positive correlation with anxiety, and a significant negative correlation with self-reported time management behaviors and leisure satisfaction of college students. A person engaging more frequently in time management behaviors will report fewer physical and psychological symptoms of stress. The greater satisfaction with leisure that students indicate the lower their perceived academic stress will be (Misra, 2000). The Journal Expanding Opportunities for Young People and Communities explains that young people’s discretionary time is worth a significant amount of attention, partly because it is a potential breeding ground for youth problems, but mainly because it presents endless possibilities for constructive development. It is critical that a positive vision of leisure time activities be put forward and defined, and that time and care be given to specifying how such time should be used and why it should be protected (World Youth Report, 2003). International plans and commitments such as the Dakar Youth Empowerment Strategy offer such a positive vision, taking a clear stand against severe infringements on young people’s right to free time. Most have their source in the promise of the Convention on the Rights of the Child, amplifying, reiterating and expanding on the following basic provisions of article 31:1. States Parties recognize the right of the child to rest and leisure, toengage in play and recreational activities appropriate to the age ofthe child and to participate freely in cultural life and the arts. 2. States Parties shall respect and promote the right of the child toparticipate fully in cultural and artistic life and shall encourage theprovision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity (World Youth Report, 2003). Echoing these international commitments, a developing body of research—and a growing choir of advocates and practitioners—emphasize the importance of play and recreation for younger children. Leaders in child development have long identified play as critical space for children’s cognitive, identity, and social/emotional development (World Youth Report, 2003). Research indicates that the specific types of thinking and problem solving involved in play provide valuable skills for the future. Researchers, therapists, and childcare practitioners have made play a central element of their work with children, with demonstrated impact. While the nature of â€Å"play† may change as (especially Western) young people get older—with increases in peer leisure and time spent talking for some and in structured recreational and sports activities for others—it appears to be no less critical to adolescents than to younger children. Though the precise effects are not certain, time spent informally with peers and adults in activities such as talking and playing is likely to result in both stronger social networks and stronger social skills for adulthood (World Youth Report, 2003). The physical exercise and habits associated with sports and recreation, again in concert with the social skills and relationships gained through such activities, constitute an important input to young people’s health. Adolescents’ play and recreation, though defined differently in cultures around the world, has intrinsic value (World Youth Report, 2003). The shift from a negative view of leisure to a positive vision that emphasizes the value of leisure in its own right is a critical first step towards protecting young people’s right to discretionary time and to quality leisure activities. This message is important for developing and least developed countries, where economic pressures often propel young people into the labour force at an early age; it is equally important for highly industrialized countries concerned about improving academic performance (World Youth Report, 2003). Around the world, the amount of time young people spend in work has decreased, replaced by a larger amount of time in school. In the developing countries, school generally occupies a relatively small amount of young people’s time. In much of Asia, however, the combination of a longer school day, an expansive network of non-school academic enrichment programmes (many geared towards test preparation), and more time dedicated to homework means that up to half of young people’s time is spent in academic pursuits. In developed countries, frustration with educational reform efforts and continued pressure for academic achievement has resulted in an explosion of academic after-school programmes (World Youth Report, 2003). At the heart of this international phenomenon is an important fact: young people’s learning need not—and does not—stop at the end of the school day. Their leisure time provides a rich opportunity for learning and a particularly rich climate in which to facilitate the development of lifelong learners. Pushing for more â€Å"time on task†, many programmes simply replicate the teaching practices used during the school day and extend them into young people’s leisure time, despite growing evidence that â€Å"more of the same† is both unproductive and developmentally dangerous (World Youth Report, 2003). Research supervised by Deborah Vandell(2003) shows that young people in Thailand who were involved in high-yield arts and cultural activities that had reading, writing and mathematics as the â€Å"hidden curriculum† rather than the lead curriculum not only performed better on State tests than those enrolled in strict content-drill programmes, but were also emotionally healthier. This study speaks to a tension that is developing, at least in the United States, challenging the belief that academic outcomes are best bolstered by the application of formal school-derived practices during out-of-school hours (Vandell, 2003). Based on research findings such as these, there is growing recognition that learning during leisure hours cannot appear identical to that inside of schools and, equally important, an increased willingness to describe learning as a primary goal for leisure-time activities. The ideas of â€Å"serious leisure† and â€Å"leisure education† put forward by World Leisure in its Charter for Leisure and other documents imply a set of principles, professional standards, practices and pedagogical orientations that are distinct from but complementary to what goes on in formal education settings (World Youth Report, 2003). The model of learning put forward by J. Falk and L. Dierking goes further in specifying the contextual, personal and social factors in place when young people participate in learning that is volitional, recreational, and engaged in as a form of self-fulfillment. Falk’s and Dierking’s framework for freechoice learning, developed through investigation focusing largely on museums, is one of a number of research-and-practice efforts to underscore the unique nature of learning that happens during leisure. Other efforts push even further in defining the specific features of environments that support young people’s leisure-time learning and development (World Youth Report, 2003). International documents including â€Å"Programming for adolescent health and development: report of the WHO/UNFPA/UNICEF Study Group on Programming for Adolescent Health† and Adolescence: A Time That Matters, published by UNICEF, and country documents such as the New Zealand Ministry of Youth Affairs’ Youth Development Strategy Aeteatoa, published in 2002, present a set of common features of environments that support young people’s development. Research and synthesis by M. McLaughlin, by J.P. Connell, M.A. Gambone and T.J. Smith, by the Forum for Youth Investment, and, most recently, by the National Research Council confirms that there are core principles relevant to learning that goes on during leisure time—principles applicable to schools as well but not consistently presen t within them (World Youth Report, 2003). This set of central principles—in reality, conditions for effective learning and engagement— includes, inter alia, the presence of caring relationships, challenge and relevance, choice and voice, high expectations, physical and emotional safety, and experiences of â€Å"mattering† and contribution. This research and practice goes far in validating and clarifying the significance of leisure-based learning. Research results indicate that community-based leisure-time settings may actually be more effective than schools in engaging students in learning (World Youth Report, 2003). A study by R. Larson (2002) indicates that young people are only cognitively and emotionally engaged a small amount of the time, even though such engagement is a critical precondition to learning. Importantly, this combination of cognitive and emotional engagement is far more likely to happen in structured, voluntary leisure-time settings than during school. Apparently, the blend of principles that make leisure-based learning what it is offers a powerful model for engagement and achievement. Based on these findings, stating that leisure time provides an opportunity for learning represents a richer and more promising claim than the argument that students should spend more time doing what they do in school. As indicated by the research just described, the â€Å"how† (pedagogy) of learning during leisure is significantly different. The â€Å"what† of learning—the appropriate content for learning that goes on outside school hours—is also different (Larson, 2002). As both the Convention on the Rights of the Child and the Dakar Youth Empowerment Strategy acknowledge, leisure time is critically a space in which young people express themselves creatively, take part in arts and cultural activities, and develop as individuals. Culture, creativity, and identity are central, defining features of the content of learning during leisure time. Research confirms that leisure time is important in helping young people achieve a broad range of positive outcomes, as follows: social/emotional development, engagement, vocational development, engagement, civic development, engagement, physical development, and engagement (World Youth Report, 2003). Social/emotional development and engagement: the ability to respond to and cope with both positive and adverse situations, reflect on one’s emotions and surroundings, engage in leisure and fun, and sustain caring friendships and relationships with others. Vocational development and engagement: acquiring the functional and organizational skills necessary for employment, including an understanding of careers and options and the pathways to follow to reach these goals. Physical development and engagement: biological maturation and the evolving ability to act in ways that best ensure current and future physical health for oneself and others. Cognitive development and engagement: the ability to gain basic knowledge, to learn in school and other settings, to use critical thinking, problem-solving, and creative and expressive skills, and to conduct independent study. Civic development and engagement: the growing recognition of one’s impact on one’s surroundings and responsibility to others, as well as the ability and opportunity to work collaboratively towards a common goal. Leisure is a developmental opportunity and an imperative. Larson argues that adolescence, including leisure time during this period, should be defined and understood as a time of preparation for family life, employment, good citizenship, lifelong learning and personal fulfilment.It also provides an opportunity for the development of communities and societies (World Youth Report, 2003). Young people are more likely to engage fully in learning if the learning environment incorporates structured leisure time activities .Research shows that leisure time has a number of positive outcomes for individuals involved-including the ability to:react and solve diverse problems –which include emotional and environmental reflection, active relaxation; maintaining friendship or relationship with others;acquire needed functional and employment skills; growth and physically healthy; acquire basic knowledge through education-this includes the development of critical thinking and problem solving skills;be socially raised and involved / participate fully in civil upbringing (World Youth Report, 2003). Leisure time, therefore, provides an opportunity for personal growth.Larson and Verma (1999) points out that ‘the period of adolescence’ needs to be understood as a preparation stage for employment ,family and civil life , lifelong learning ,personal development , and future achievements . Other studies agree that :young people who regularly take part in community programmes achieve better academic and social endeavors ;young people who do not spend time in extra-corricular activities have 57% more chance of dropping out of school(Eccles et al.,1999,cited in World Youth Report, 2003) (Livazovic, 2011). The study of how leisure improves health and boost mood which appears in the journal Psychosomatic Medicine: Journal of Biobehavioral Medicine. For the study, 1,400 adults reported how often they participated in a variety of leisure activities, including spending time unwinding, visiting friends or family, going on vacation, going to clubs or religious activities or playing sports. Adults with higher scores — indicating the most time spent in different leisure activities — had lower blood pressure, waist circumference, body mass index and cortisol measurements, all markers of good health. People who spent more time doing diverse leisure activities also reported stronger and more diverse social networks, more feelings of satisfaction and engagement in their lives and lower levels of depression. Those who logged the most leisure time also slept better and exercised more consistently, the authors say. Other studies have examined the link between specific activities, such as exercise, and improved physical and psychological health, but this is the first to show that the accumulation of multiple sources of enjoyable activity benefits health, Matthews said. The study outcomes add to what we know about the connection between body and mind, said Kathy Richards, Ph.D., a registered nurse and professor of health promotion at the University Of Pennsylvania School Of Nursing in Philadelphia (Sutton, 2009). Another study of Schooler C, Mulatu MS(1999) of Section on Socio-Environmental Studies, National Institute of Mental Health, Bethesda, Maryland USA by using data from a representative longitudinal survey, the authors provide strong evidence that complex leisure time activities increase intellectual functioning for workers and nonworkers. Although the effects were relatively moderate, both the present article and its predecessor on the effects of paid work (C. Schooler.Mulatu, Oates. 1999) showed that, even in old age, carrying out complex tasks has a positive effect on intellectual processes. In both cases, initially high levels of intellectual functioning led to high levels of environmental complexity, which in turn raised levels of intellectual functioning, thus providing a pathway contributing to the high correlation of intellectual functioning over a 20-year period in middle and late adulthood. The present findings indicate that even in old age carrying out substantively complex tasks builds the capacity to deal with the intellectual challenges such complex environments provide. (Mulatu, 1999) Leisure activities feel like rain shower during scorching heat. Leisure is the time to be together with your friends and family and to have fun. Devoting some time for leisure helps in staying healthy and achieving a peace of mind. Leisure activities serve as a way of relaxing and as researches have shown recreation on a daily basis reduces stress, sharpen skills improves mental and physical health and improves the quality of life (Jade, 2012). Statement of the Problem This study aims to determine the leisure activities and academic performance of International Maritime Employers’ Council (IMEC) Cadets in University of Cebu-Maritime Education and Training Center during the school year 2012-2013. Specifically, it seeks to provide answers to the following: 1. What is the profile of the respondents according to: 1.1 age; 1.2 course; 1.3 year level; 1.4 first semester grades (2012-2013)? 2. What activities do IMEC cadets do during leisure times in terms of the following: 2.1 board games; 2.2 physical related activities; 2.3 watching TV or playing computer games; 2.4 other activities? 3. What is the degree of attachment of the respondents to their chosen leisure activity? 4. What is the academic performance of the respondents according to their first semester (2012-2013) grade point average? 5. Is there a significant relationship between the profile, leisure activities and the degree of attachment of the respondents to their chosen leisure activity? 5.1 profile; 5.2 leisure activities; 5.3 degree of attachment of the respondents to their leisure activity? Statement of the Null Hypothesis Ho: There is no significant relationship between the profile of the respondents and the degree of attachment of the respondents to their chosen leisure activities Ho: There is no significant relationship between the degree of attachment of the respondents to their chosen leisure activities and academic performance of the respondents Significance of the Study This study leisure activities and academic performance of International Maritime Employers’ Council (IMEC) Cadets will be a significant endeavor that will help the IMEC Cadets, IMEC Administrators, Instructors and the future researcher, the researcher, the academe and the university in order to efficiently handle each role. IMEC Cadets. The proposed study serves to IMEC Cadets as their reference in distinguishing whether the leisure activities they are attached are contributing for their better academic performance or not. It will help the cadets to identify the best activities they must choose and prioritize during leisure time. This study will also determine the length of time the cadets must occupy in doing their leisure activities. Lastly, this study will provide solutions to their common problems in relationship with the leisure activities and their academic performance. IMEC Administrators. The proposed study can help the IMEC Administrators to formulate and establish new rules and regulations in relation with the leisure activities.By this study they will come up with more suitable rules that will enhance the students’ academic performance with regards to the cadets leisure activities. And lastly, the Administrators will become aware of what facilities for leisure activities suit for enhancing the academic performance of the cadets. Instructors .The proposed study will help instructors to have a deeper understanding to the relationship of leisure activities to their student academic performance and become aware of its effects. This will also serve as a guideline for the teachers on what activities to promote for their students better academic performance. The Academe.The proposed study can be a great help in the academic society to illuminate the significant relationship of leisure and academics. This will become hopefully an important basis for setting standards in the academic world. The University. The proposed study will provide some insights and information on how the university is going to develop new teaching approach and to improve the university’s standards in academic in relation with the leisure activities. This study will also encourage them to choose the proper equipment and facilities to improve the IMEC Cadets and the students’ academic performance. The Researchers. The proposed study will help the researcher to know the present status of the IMEC Cadets in relation with the leisure activities and academic performance. Future Researchers. The proposed study will benefit and help the future researcher as their guide. The study can also open in development and improvement of this study. RESEARCH METHODOLOGY This section contaiins the well-organized account of the research design, research dependents, research instruments, research procedure s and treatment of data. Research Design This study will use the descriptive-correlation survey method of investigation to achieve the results that the researchers required. Descriptive-correlation survey method because this study aims to provide information and data about the relationship between two or more variables . The choice of this research design ensures that the study will not result to anything insignificant. Preparations and efforts will come up to a quality and a reliable research output. Research design refers to the plan of action in meeting the objectives of the study. It will involve collecting of data in order to test a hypothesis or find out answers concerning the present status of the subject under study. It is also concerned with conditions of relationship that exist. Research Environment The researchers will conduct the study in University of Cebu- Maritime Education and Training Center (UC-METC) and on the International Maritime Employers’ Council (IMEC) institution. University of Cebu has improved from its opening in 1964 which was formerly known as Cebu College of Commerce (CCC) to Cebu Central Colleges in 1972 through the hard work and effort of Atty. Augusto W. Go. The UC-METC is a University of Cebu campus that specializes in training and educating world classseafarers. It is one of the outstanding maritime universities in the Philippines and is accredited by the Det Norske Veritas (DNV).It is positioned near the sea with an 8-hectare area accommodating multiple facilities necessary for the seafarers of the future. The exact address of this well-resourced and well-equipped institution is Alumnos, Mambaling Cebu City Philippines. International Maritime Employers’ Council was formerly known as International Maritime Employers’ Committee (IMEC). IMEC commenced activities at the University of Cebu-Maritime Education Center (METC) in the University of Cebu in 2008, by sponsoring an initial 50 cadets .The programme has steadily grown from strength to strength and now has more more than 300 cadets. The IMEC office is located at I-Building, 2nd Floor, Alumnus, Mambaling, Cebu City and the cadets are boarding at UC-METC Dorm 2, Alumnus, Mambaling, Cebu City . Research Respondents The respondents of this research study are the International Maritime Employers’ Council (IMEC) Cadets of University of Cebu-Maritime Education and Training Center (UC-METC) in the school year 2012-2013 who are scholars with full free grant from their respective companies. They are taking Bachelor ofScience Marine Transportation and Bachelor Science in MarineEngineeringcourses. Research Instruments The instruments used in this study are questionnaires that are given to the respondents who are spending their leisure time on different leisure activities and varying first semester (2012-2013) point grade average. The questionnaire contains different questions that will allow the researchers to obtain their required data for the research. The questionnaire also contains the profile of the respondent. The nature of research instrument was researcher made. Research Procedure The researcher–made instrument will be used in order to gather data about the respondents. The researchers will also ask the full cooperation of the respondents in filling up and answering the researcher-made questionnaires based on their self-assessment. By tabulating and interpreting the data of the respondents show, the researchers will be able to correlate their leisure activity and academic performance. Since leisure activity is one of the major factors that affect the students’ academic performance, the researchers have decided to conduct a study on leisure activities and academic performance of the students to identify the significant correlation of the respondents’ leisure activities and academic performance. Gathering of Data The researchers will start gathering the data by initiating a unique intellectual forum wherein researchers have to argue and agree to whom and where will the study be conducted. The researchers have decided to conduct the study in University of Cebu-Maritime Education and Training Center wherein the respondents are the students from the International Maritime Employers’ Council taking up Bachelor of Science in Marine Transportation and Bachelor of Science in Marine Engineering. The researchers will seek a written approval from the Maritime Superintendent, Capt. Arnel N. Malaga and from the selected respondents to conduct a study about Leisure Activities and Academic Performance of the Bachelor of Science in Marine Transportation cadets of International Maritime Employers’ Council. of University of Cebu-Maritime Education and Training Center. Before the distribution of questionnaires to the respondents, the researchers consulted Mr. Elven B. Lorca to validate the research instrument. After taking up comments and suggestions from the expert validator, the researchers completely revised the research instrument ready for pilot testing. The respondents have been allowed to answer the research questionnaire provided that the researcher is present during the period. The information and data were collected and was able to classify and treated accordingly. Treatment of Data The data will be gathered and treated accordingly. The profile and kinds of leisure activities will be treated with simple percentage. The level of engagement will be dealt by calculating the weighted mean. The significant relationship between variables will be dealt using Chi-square test. After the tabulation, analysis and interpretation of the gathered data , the researchers will summarize the findings, conclusion and recommendation of the study . Definition of Terms The following are the definitions of key terms based on how they are used in this study. Academic Performance.In this study, this is the respondents’ school academic performance based on their average point grades in the first semester (2012-2013). Degree of Attachment. It is the level of frequency of performing the activity of the respondents. Board Games.This is a kind of activity which the respondents perform on their leisure activity which involves the mental aspects. IMEC CADETS/International Maritime Employers’ Council Cadets.In this study they are the scholars which are selected as the respondents of the study. Leisure Activity. This is where the respondents perform their free time in different ways. Physical Related Activities. This is an activity the respondents perform which involves the physical aspects. Profile. This is the respondents’ personal background. LIST OF REFERENCES Books Haecker, Sabine, (2002), The Meanings of Leisure Mulatu,Schooler C, MS (1999)Section on Socio-Environmental Studies, National Institute of Mental Health, Bethesda, Maryland USA. Parker, S.,.and Lawrence, L., 2002. Leisure studies: trends in theory and research. Eastbourne: Leisure Studies Association. Rojek, C., 2005. Leisure theory: principles and practice. Basingstoke: Palgrave Macmillan. Rojek, C., 1995. Decentring leisure: rethinking leisure theory. London: Sage. Journals World Youth Report (2003) The Global Situation of Young People,Department of Economic and Social Affairs, United Nations,NY,ISBN Sutton, Amy (2009) Psychosomatic Medicine: Journal of BiobehavioralMedicine, Health Behavior News Service. Livazovic,Goran( 2011)University of J.J., occasional papers in education and lifelong learning: an international journal volume 4. Strosmayer in Osijec, Republic of Croatia Internet Sources Babcock, P., Marks, M. (2010). Leisure college, USA. Retrieved from http:// www.econ.ucsb.edu/papers/wp02-10.pdf Chan, J. B., May, D. T. (1999). The impact of leisure options on the frequency and spontaneous communication production of a young child with multiple disabilities. Retrieved from http://contents.bjdd.net/Iss88/88-3.PDF Kraus, R. (2000). Basic concepts of play, leisure, and recreation. Retrieved from http:// www.courseweb.uottawa.ca/lsr3515/PDF/lecture5.pdf Moksnes, U. K., Moljord, I. E. O., Espnes, G. A., Byrne, D. G. (2009). Leisure time physical activity does not moderate the relationship between stress and psychological functioning in Norwegian adolescents. Retrieved from http://ntnu.diva-portal.org/smash/get/diva2:408593/FULLTEXT02 Nonis, S. A., Hudson, G. I. (2006). Academic performance of college students: Influence of time spent studying and working. Retrieved from http:// www.fatih.edu.tr//study/ Sirakoulis, K., Deffner, A. (2002). Urban youth leisure, time use research and quality of life: The comparison of leisure preferences of university students in athens and larissa, Greece. Retrieved from http://www-sre.wu- wien.ac.at/ersa/ersaconfs/ersa06/papers/916.pdf Wu, H. C., Liu A., Wang C. H. (2001). Taiwanese university students’ perceived freedom and participation in leisure. Retrieved from http:// www.ntcu.edu.tw/hcwu/51/47.pdf APPENDICES AppendixA Letter to the Respondents February 14, 2013 Dear Respondents: We, a group of students of University of Cebu – Maritime Education and Training Center, will be conducting a study entitled, Leisure Activities and Academic Performance of International Maritime Employers’ Council Cadets of University of Cebu-Maritime Education and Training Center. In this regard, we would like to request for your cooperation in answering this questionnaire, rest assured that we will treat all responses provided with utmost confidentiality. CURRICULUM VITAE A. PERSONAL DATA Name: Caleb L. Geverola Age: 18 Civil Status: Single Home Address: Cansuje, Argao, Cebu City Address: Dorm 2 UC-METC AlumnosMambaling Cebu city Date of Birth: January 13, 1995 Place of Birth: Cansuje, Argao, Cebu Nationality: Filipino B. EDUCATIONAL ATTAINMENT YEAR ATTENDED Primary : Nug-as Elementary School 2001-2007 Secondary: Calagasan Nat’l High School 2007-2011 Tertiary : University of Cebu-METC 2011-2015