Role as an English Teacher Essay Example for Free

Role as an English Teacher Essay Analyzing Ryan’s love for reading and writing, it can be understood that his literature and reading analysis work in Year 6 and Year 7 was not only non stimulating but also quite below the standard of the works that Ryan could produce on his own with out any help from his teachers and parents. There are several types of activities that are performed during class in order to build the students’ love for literature and allow them to go through several texts, both fictional and non-fictional, in order to build their character and minds. Some of these activities involve RIBIT (Read in Bed, its Terrific) activity, where six categories of books have been formed and the student can choose any book from each category, to read and then fill prescribed activity sheets accordingly. Other activities include Miscue Analysis which involved prior reading and then retelling of the same story, writing, copying and similar other activities to build the students’ reading and writing habits. However, it is quite understandable to note that some students have a better caliber and grasp of reading and literature than others since each student has a different psyche and all activities may not be liked or understood by all students. Some students may be better at following all the activities and performing just as prescribed as they would not like to deviate from the prescribed pattern. On the other hand, other students show more caliber towards being flexible and would like varying and different texts and literature to read and evaluate. Ryan is one such example in this class as he would like to be more flexible in his reading and read different texts and literatures rather than the prescribed ones. There are a few reasons for this deviation. One of the primary reasons for this deviation from the prescribed syllabus is his love for reading as he has been reading and writing for the past few years. Secondly, Ryan has a different mind frame from other students in his class in which case his likes and dislikes in reading are also different. Basically, he would like to read on his own than have a set routine and pattern through which as an English Teacher, I would route his towards reading. Therefore, his readings in class bore him and his mind is distracted. It can be understood as to why his behavior has been shifting from reading and writing towards making more friends and creating distractions in class. His basic aim in Year 6 was to read and write pieces of fiction and non fiction. However, in Year 7, there is hardly any time after completing all homework, for reading and writing that he previously used to enjoy. In this case, his reading and writing got affected and he would get bored by the readings prescribed in the English Syllabus as well, which leaves him distracted and a bit disturbed since his hobby and love for reading and writing is not getting fulfilled. Therefore, in my opinion, he shifted towards creating mischief in class, and began to make more friends amongst his class and school mates, which is the time that he used to spend in brushing up his writing skills in fiction and non-fiction. During class, in both Year 6 and Year 7, writing was a generalized activity which involved few things like Copying, Question/Answer Activities, Fill-in-the-Gap Activities and Labeling. For a person like Ryan, these activities hold little meaning in English Language and Literature since he has been far ahead in his reading and Literature than his friends due to his self-motivation and read and write. In this case, the activities done in class hold less value, and coupled with exceptional amounts of homework given to children in the years, it actually has become distracting for Ryan to actually study and complete any substantial readings of his own. Ryan’s transition from primary to secondary had been a time of difficulty due to the several reasons which are highlighted above, if his and other students’ input had been taken in this regard, to understand and evaluate what they would like to read and study during the year, it would have become far more easier for Ryan, and other students to cope with activities and studies during Year 7.

Factors in the Ethical Codes in Research

Factors in the Ethical Codes in Research Second Draft of Training Materials Tiffany Stewart The Ethical Principles are part of the Ethics Code that psychologists follow when practicing. One area of psychology that will be discussed throughout this paper is counseling. The ethical principles will be defined as well as an example of an ethical dilemma that goes against each principle in counseling.There are five ethical principles that need to be followed when practicing professional psychology. These five ethical principles are beneficence and nonmaleficence, fidelity and responsibility, integrity, justice, and respect for people’s rights and dignity. Principle A: Beneficence and Nonmaleficence Beneficence and nonmaleficence can be described as doing good and avoiding harm (Fisher, 2013). Doing good in counseling can be providing services to clients/patients that will benefit them. These services can be treatments that will help the individual with a disorder or deal with problems that occur in their life. Avoiding harm to clients/patients in counseling can be making sure the individuals are being diagnosed accurately, and providing treatment that will benefit them for years to come. Principle A Ethical Dilemmas An ethical dilemma that would go against beneficence and nonmaleficence is a treatment program that will not provide positive side effects. The program might help the client/patient in the beginning but end up with negative side effects. An example of this is a client/patient is diagnosed with depression. The psychologist thinks it would be a good idea for the individual to talk to their doctor about getting on an antidepressant. The antidepressant is helping the individual to not be as depressed, but her sex drive drops. Now the client is feeling depressed again because, she does not have that particular bond with her spouse anymore. Another ethical dilemma is a client (Anna) that was seeing a counselor (Dr. Smith) for depression emails her two years later. Anna states that her partner has been going through depression and is having issues with other counselors. Since Anna could trust Dr. Smith, she thinks it would be a good idea for her partner to see this counselor. Dr. Smith is not certain if she should see her partner since Anna used to be a client (Fisher, 2013, p.358). Principle B: Fidelity and Responsibility The second principle fidelity and responsibility is defined as being loyal and making sure psychologists are keeping promises to their clients/patients (Brown Newman, 1992). This means that psychologists need to build a trust with their clients or their coworkers and keep trust by being professional. Principle B Ethical Dilemmas An ethical dilemma that goes against fidelity and responsibility is a psychologist not being confidential with client/patient’s information. An example of this is telling coworkers personal information about the client. Unless the client is harming themselves or another, the information being told to the psychologist needs to be confidential between the two. The trust is also broken between the psychologist and the client when information is told to others that can lead to major consequences like being sued or the psychologist losing their license. A second ethical dilemma that goes against Principle B would be a drug abuse counselor shares information with her colleagues about her son’s drinking problem in college. She asks them for advice on occasion on what she should do about the problem (Fisher, 2013, p. 106). Principle C: Integrity The third ethical principle, integrity, helps psychologist to be honest, accurate and truthful in practicing psychology (Bodner, 2012). This can focus on a psychologist’s work in not cheating or stealing other people’s work and making it theirs. Psychologists also need to be aware of deception can be used in experiments. When deception is included in experiments, the researchers need to make sure that harm is avoided. Principle C Ethical Dilemmas An ethical dilemma that goes against integrity in counseling is a psychologist gives out information that is not accurate. This could be changing the title of their job on their business card or on their website even though that is not what they got their degree in. This gives false information to individuals that are looking for a particular counselor. In addition to the first ethical dilemma under this principle is a psychologist finds out his patient does not have insurance but her daughter does. He decides to help her out and bill the insurance company under the daughter’s policy (Fisher, 2013, p. 193). Principle D: Justice The fourth principle, justice, is to treat people fair and equal. This involves using the appropriate treatments that fit the needs of clients/patients (Fisher, 2013). Psychologists also need to remember that they cannot be biased when it comes to treating patients. Principle D Ethical Dilemmas An ethical dilemma that goes against justice could be that psychologist decides to provide a shorter treatment for a single mother that does not make a lot of money. The psychologist has never done this before but knows the mother cannot afford the cost of the normal treatment time. The second ethical dilemma that goes against Principle D is a school psychologist considered certain factors, including age and language to help determine where to place children in educational recommendations (Fisher, 2013, p. 92). Principle E: Respect for People’s Rights and Dignity The fifth principle, respect for people’s rights and dignity, remind psychologists to give respect to the people that they work with as well as knowing that the people that they work with have rights (Lowman, 2005). These rights involve knowing their personal information is confidential and being informed of information to help them understand what is going on in the experiments they are involved in. Principle E Ethical Dilemmas An ethical dilemma that can bring problems with the fifth principle is if a psychologist has problems with a homosexual client/patient. The psychologist decides to work with a client that is homosexual. After a few sessions, the client states that he is starting to have feelings for the psychologists. The clinical psychologist no longer felt he could help the client and decides to send him to another psychologist without explanation (Lowman, 2005). Another ethical dilemma would be a counselor informing the parents that their child has attention deficient disorder on the first session. The psychologist would base this information by just observing the child instead of appropriately diagnosing the child (Fisher, 2013, p.268). These five ethical principles are defined to explain why counselors should follow them when practicing psychology. Two ethical dilemmas were provided for each principle to show what can happen when they are not being followed. It is important that counselors become familiar with the terms to avoid any possible consequences that can occur. References Bodner, K. E. (2012). Ethical Principles and Standards That Inform Educational Gatekeeping Practices in Psychology. Ethics Behavior, 22(1), 60-74. doi:10.1080/10508422.2012.638827 Brown, R. D., Newman, D. L. (1992). Ethical Principles and Evaluations Standards: Do They Match? Evolution Review, Vol. 16, No. 6, 650-663 Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks, CA: Sage Publications. Lowman, R. L. (2005). Respect for Peoples Rights and Dignity. Journal Of Aggression, Maltreatment Trauma, 11(1/2), 71-77. doi:10.1300/J146v11n0106

Medieval Renaissance Middle Ages

Medieval Renaissance Middle Ages There are many differences in the beliefs and values between the Renaissance and the Middle Ages. The Middle Ages was a time of great suffering, including famine and widespread disease. The Renaissance, however, was a revival of art, learning, and literature. Their views of the purpose of life in the present world and mans place in the world were, perhaps, the greatest contrast. However, their views on politics, religion, and education were very different as well. The purpose of life and mans place in the world was viewed differently during the Middle Ages and the Renaissance. During the Middle Ages, also known as The Age of Faith, mans purpose was to serve God. Looking upon life as a journey is prevalent during this era. The focus of life was on the afterlife, primarily because there were no guarantees in the present life. The life of highest value was the contemplative life, one devoted to God. The passive virtues such as compassion, suffering, and humility were highly regarded. God was the center of mans world during the Middle Ages. On the Great Chain of Being, man was below God and the angels and above the animals, plants, and inanimate objects. It is amazing how aspects of society can and will change so significantly over the course of a few hundred years. Between the times of the Medieval era and the Renaissance, one can note numerous significant changes, mainly those pertaining to religion and art, and specifically, drama. In Medieval times, people seemed to rely mainly on the church and God for their entertainment purposes; whereas during the Renaissance, the focus was more secular: humans and life on earth. In general, ideals and subjects evolved from unquestionable Church dogma (and therefore very safe subject matter) to ideas that focused on the questions of humanity (and therefore creating an unstable and unsettling universe.) The evolution from the Medieval dogma to the humanistic focus of the Renaissance is apparent through the dramatic texts of the time. Although these two eras differ in many other ways, the most illustrated differences deal with the realm of drama, starting with the Medieval Cycle dramas and culm inating in Shakespeares King Lear. Drama noticeably shifted from religious awe to classical reason between the Medieval era and the Renaissance. During the Middle Ages, drama aimed mainly at making advancements in the church. Thus, the Cycle Dramas or English Passion Plays performed with the permission and help of the church. The belief is that the church clergy probably wrote the short stories or playlets and then gave them to the Guilds for their performance in theaters. Although the appearance of the Cycle Dramas seems unimaginative and commonplace at a first glance, there are some striking innovations in terms of furthering a dramatic structure. This is the first time we see the use of a double plot in which the honored and revered story is compared to a similar situation but of a base (and most times, immoral) story. A perfect example of this is in The Second Shepards Play where Mak and Maks wife, Gill, imitate the glorious scene of Christs birth in the manger by putting the stolen lamb in a basket and pretending it is a baby. Almost every Cycle Drama has a similar structure, and the dramas that came after the Cycle Dramas continue to use this structure. We can see the double plot/sub plot structure becoming more and more significant and taking on more importance in plays such as Gorboduc, The Spanish Tragedy, most of Shakespeares works, and ultimately in King Lear. As the Medieval era ends and the Renaissance emerges we also see a shift in the attitude towards evil. Through the texts of the English Passion Plays we can see that the attitude is playful and comic when the subject matter is the Devil or something equally as wicked. The possibility of questioning religion, faith, and humanity has not yet entered the picture. As soon as the possibility emerges, the safe and secure world of absolutes is violently thrashed. We see the possibilities emerge in Everyman when Death comes before Everyman has a chance to redeem himself. We see it again with more force in Gorboduc when the King cannot restore his kingdom from his sons. Another great example is in Marlowes The Tragedy of Doctor Faustus where Faustus has the opportunity to redeem himself, but does not, and evil conquers all. We see the culmination of the destroyed safety of the Medieval world in Shakespeares plays including Hamlet, Macbeth, Richard III, and King Lear. Shakespeare especially do minates this subject matter because of historic events in his lifetime. Because of political strife between the Catholics and Protestants, and to avoid conflict, Queen Elizabeth forbid the subject matter of religion to enter into any play, and thus Shakespeare very craftily described worlds in his plays that related to religion, but had none as specific as Christianity. With these circumstances he was able to open the door to a type of thought not used since the Greek age. In his play, King Lear, Shakespeare describes a world in which the gods are just, and of our pleasant vice make instruments to plague us. In other words, the gods are just but cruel. And thus, dramatic focus had changed from the security of religious dogma in the Medieval era to a more humanistic, questioning and circumstantial view of the world in the Renaissance. The steadfast, secure world of the Medieval age was at an end. Then it all crashes down and you break your crown.. In King Lear, we see the evolution of thought from the Medieval to the Renaissance played out for us onstage. The safe, secure world of Britain we glimpse at the beginning (not unlike the Medieval world) is a hoax and King Lear is the largest proponent of it. Lear must go through the process of learning to see the truth of the world around him, a world that is full of questions and not so many answers-in other words, a Renaissance world. When King Lear gives up his kingdom to his daughters, he is quick to dismiss any truth not to his liking. He is convinced that the world is an absolute, that he has absolute power and that he will never lose it. He has no need to listen to anything but flattery. And it all goes downhill for King Lear because he gives his kingdom to his dishonest daughters Regan and Goneril who are willing to flatter through forked tongues. Lear, in a fit of rage, disowns his honest daughter Cordelia for telling him a plain truth. He loses everything, including his power, money, family, and life. King Lears reign ends because of his foolishness and his corrupt daughters deceit. His once mighty grip upon his kingdom is now nullified and hes just left with just a memory of his rule. People still regarded him the king, however he has no money and no power. In Act IV, Scene 6, we see Lear dressed in wild berries and donning a crown made from weeds Lear has begun to see clearly and still believes himself to be a King, but, more realistically, a King of nothing. Lears life ends tragically without any kind of redemption of the Medieval sense. We can see that Shakespeare has completely opened up the curtain to reveal a shaky and unstable world where there is no God and possibly no gods either to remedy the situation. A Medieval audience would not have been able to handle this collapse of religious structure, but the Renaissance was ready for it. Perhaps the greatest and most evident way in which the Medieval and Renaissance time periods differ is found in the opposing premises of philosophy, which we see through, its dramas. Again, the theme of progression from religious-oriented thoughts in the Middle Ages to the secular ideals of the Renaissance is evident in texts from Everymans spiritual journey to Christian redemption, through Lears possibly godless universe. The general view of people in the Middle Ages was that of putting faith in the church, with beliefs that there would be a reward in heaven for them at the end of their tired lives (Everyman). During the latter Renaissance, however, thoughts were more associated with living life on earth rather than the afterlife in heaven. The consequences of King Lears actions appear before death and there is no resolution to say whether or not Lear is relieved of his burden through death. New confidence in human abilities and thought was developed in drama, and there were many mo re inquiries pertaining to science and reason (Faustus), rather than religion as it was in the Middle Ages. Faustus is an interesting mix of a Renaissance man in a Medieval world and the collision that these two subjects make is astronomical. Also, philosophic developments during the Renaissance were made to be more practical and had more realistic applications to everyday life. The philosopher, Machiavelli, is an example of this, as he made attempts to find a balance between freedom and authority, something that was very useful in life and put no confidence in the church or God. He developed the idea that a corrupt society needs to find a strong leader(who is not necessarily moral) to govern so that the people can learn to be capable of self-government. This was a practical idea and applicable to everyday life although not necessarily a popular idea. He also developed the classic archetype of the Machiavel, which we see in almost every dramatic text from The Spanish Tragedy on. The ultimate changing theme as is evident in the dramatic literature during the progression from the Medieval to Renaissance eras was that of religious-based ideals to ideals that were humanistic and questioning in nature. People turned from putting all their faith in religion and the afterlife, and began focusing more specifically on problems concerning everyday life. As seen in the English Passion Plays and Everyman the focus of Medieval drama is specifically on biblical topics, especially redemption and the journey of a religious nature, whereas the texts of the Renaissance describe situations of governmental disputes, issues of pride, truthfulness, and many other humanistic attributes of life. The focus has clearly shifted from the religious to the secular.

Molly Brangs Ten Principles :: Art Molly Brang Essays

Molly Brang's Ten Principles My picture contrasts the dark, sharp, menacing objects with the light, calm, serenity of the hand. Using Molly Bang’s ten principles, I was able to depict this evil and suspenseful moment from the story, "Sleeping Beauty." Molly Bang’s ten principles teach us how to illustrate moments from stories or poems with abstract shapes and basic colors. By applying these principles, any emotion can be expressed. Maleficent was the most challenging object in the picture. Since the whole purpose of the picture is to represent evil and suspense, I knew that she had to be black. First, she had more rounded corners and her cape was straight up and down. I obviously needed to make her look more evil. So I sharpened up every corner of her and brought her cape to a point. According to Molly Bang, "We feel more scared looking at pointed shapes; we feel more secure or comforted looking at rounded shapes or curves" (70). The extended triangle to the right represents her outreached arm. I thought this made her look as if she were in authority over the situation. This makes her appear more powerful. Generally, powerful rulers and kings extend their arms as a representation of power and authority. The more I looked at this outreached triangle and its relationship to the picture, the more I thought of her cunning and conniving ways to hide this from others. Instead of just bringing the cape straight down off the page, it is more interesting to bring it to a point. Bang says, "Diagonal shapes are dynamic because they imply motion or tension" (46). Because the pointed cape implies motion, Maleficent looks as if she is ready to pounce on Sleeping Beauty or grab her immediately after she touches the spindle. It shows that Maleficent is in suspense and on the edge of her feet waiting for Sleeping Beauty to touch the spindle. Some other details that make Maleficent stand out and look evil are her horns, size, location, and her eyes. It is obvious that the horns give her away as having the characteristic of evil and menacing. Horns are associated with the devil; therefore, these become an essential part of depicting her. Her size and location portray triumph and power. She looks as if she is secretly peering down upon Sleeping Beauty.

Philosophers Impact on Marx and Engels :: Essays Papers

Philosopher's Impact on Marx and Engels One part of human nature is to want to gain more power. Within this idea there are many parts. First is the need for humans to overcome nature. Another part is gaining more territory. The more land a man has, the more powerful he feels. Lastly, having control over their own lives and the lives of others contributes to whether or not they feel powerful. This concept can be seen in The Communist Manifesto. Marx and Engels are discussing the industrial revolution. This may seem far from the ideas of humans overcoming nature and gaining more power; however, it is not. The industrial revolution came about because of the need to expand. The reason they needed to expand was because they wanted more power. The power hungriness in humans, however, can often get out of hand. This is shown in the industrial revolution. People, the bourgeoisie to be more specific, became so greedy that it did not matter whom they used to gain more power. This is the situation that Marx and Engels try to rectify. Not only are human’s actions affecting nature through pollution, but they are also affecting society itself. People are living in poverty and filth, and the upper classes are making no advances to stop it. This is what motivated Marx and Engels to publish their thoughts. Marx and Engels were influenced by many philosophers, the most influential, however, was G. W. F. Hegel. Hegel was so influential that in order to analyze the other philosopher s one must do so through Hegel’s interaction with them. Marx especially, shares many of the same views with Hegel although they do differ on certain issues. â€Å"Despite Marx’s never-ending attack on Hegel, the Marxian conception of history is Hegelian through and through.†1 Hegel’s philosophy is focused on the criticism of Kant and Fichte, two other German philosophers. Engels once wrote â€Å"We German socialists are proud that we trace our descent not only from Saint Simon, Fourier, and Owen, but also from Kant, Fichte, and Hegel.†2 To this list one must also add Ludwig Feuerbach who Engels wrote about later in life. These philosophers had the most influence on Marx and Engels. Their philosophies are all interrelated. In fact many of their works either criticize or build upon one of the others previous works.

Womens Basketball Essay

The average man also tends to be faster ND stronger than the average woman according to Livingston. Com. Women, nonetheless, are very athletic and skilled in their own right and deserve the same recognition as athletes as men receive. The reason their games are not as widely viewed publicly is simply because they are not as fun to watch. For example the average attendance for a Los Angles Lasers game in 2011 was 18,997 people (ESP.. Com). While the average attendance for a Los Angles Sparks game, who plays in the same arena, was 1 0, 1 76 people which is higher than all other WAN teams for that season according to probabilistically. Mom. This can be changed with just a simple tweak of the playing equipment. Handicapping in female sports is quite common; it gives the women the chance to have the same kind of success as the men in their respective sports, which is why lowering the rims in women's basketball would provide more support for the game by making it more entertaining to watch which would mean higher attended games and more television viewers. If the rims were lowered, women's basketball would be much more entertaining to watch.Women would be able to finish shots closer to the rim teeter which would result in higher scoring and much more exciting games. The reason men have such a large following worldwide is because people love watching some of the best athletes in the world do things on a court with a ball that nobody else can do. Women's basketball players are no different. They, too, are the some of the best athletes in the world, but they just can't do everything on a court that a man can do because they are naturally built differently.Men tend to be much taller and stronger than women, and are able to jump higher and play much more aggressively. Lowering the rim, even just seven inches, would allow the female players to do more of the things that men can do, like dunk and hit high level of difficulty shots more often. One of the main promoters of th is idea is the University of Connecticut head women's basketball coach Gene Uremia, a seven time national champion with the Huskies who also led the women's IIS Olympic team to a gold medal this past summer in London. What makes fans not want to watch women's basketball is that some of the players can't shoot and they miss lay-ups and that forces the game to slow down,† states Uremia (Gregory). He argues hat the lowering of the rim would increase the shooting percentages and increase the final scores, making it an overall much more exciting game to watch. This would in turn result in an increased audience and would be beneficial for the growth of the game and the women getting the attention and respect that they deserve. Adjusting the playing equipment in women's sports is a very common practice.The nets are lower than the men's in women's volleyball, the tees are moved up closer to the pin in golf, softball fields are smaller than baseball fields, and even in basketball their balls are already smaller to account for hysterical differences. That is why it is not unjust or sexist to propose lowering the rims to adjust to women's differences in size and athleticism, for it would only be beneficial for female sports. It is unfair to expect women to play on a 10 foot rim and still get the type of attention that men get. The difference in athleticism and size just won't allow for that. In 2007, NAB. Mom did a survey and found that the average NAB player is six feet and nine inches tall. A similar survey done in 2003 by WAN. Com found that the average height of a player is five feet eleven inches tall. This difference is the exact reason why men are dunking and women aren't, but more importantly, why people are watching the men's games but not the women's games. Men are taller and have an easier time dunking and finishing off balance shots, while the smaller women have to work harder to put the ball through the basket. Basketball fans like to see the high scor ing games and the powerful slam-dunks.This is proven by the NAB All-Star weekend in which there is not only an All-Star game, but a Slam-Dunk contest and Three-Point contest as well which totaled in 2,729,000 viewers in 2012 (Savage). The WAN All-Star game had a total of 756,000 viewers in 201 1 (Costa). These numbers show how much more people would rather watch the men play then the women. Changes need to be made to even these numbers out. Other sports have followed this blueprint where the equipment used is adjusted to make them more successful, and it is time that basketball followed suit.Lowering the rims in women's basketball is a very controversial and not yet widespread topic. In fact, it is a very new subject that is only recently gaining attention. There are many opponents to the idea of the basket being lowered or women, as well as many hurdles to get through in order for it to take effect. In order for this to happen, there would have to be a long process of meetings and rule changes and an agreement between all leagues of women's basketball both collegiate and professionally.The NCAA released a statement saying, â€Å"The NCAA continues to work with its members and others to grow the game Of women's basketball, but the issue Coach Uremia has raised is not before our membership for consideration† (AltaVista). Also, almost every gym that women play in is the home court to a men's team as ell. So there are ID foot baskets in every facility already, and switching all of those to height adjustable rims would require a significant renovation. There are also critics of this idea who believe lowering the rims is an insult to female athletes everywhere: â€Å"†¦ Roaring the rims would further ostracize young girls who are trying to learn the game on courts across the country, often right alongside boys,† states Kate Fagan, a writer for ASPEN. Com, a women's sports site: (Lowering) â€Å"The problem is people insist on comparing it to the men's game, suggesting women would attract more fans if they dunked and played above the rim, like men. This obsession with comparing women's basketball to men's doesn't exist in other sports†¦ F the argument is that people don ‘t watch women's basketball because it's slower and less explosive, then lowering the rim all the rims, for girls and women every/here does nothing to change that' (Fagan). The entertainment factor does not appeal to many that are close to the game, and they are happy with how the sport is and feel it needs no change. What Pagan's argument fails to mention though, is that professional women's settable is hardly a profitable organization. The average NAB player makes about $3 million per year, while the average WAN player makes about $35,880 per year.Why shouldn't men and women be paid the same for playing the same game and working just as hard? The only way this will happen is if women's basketball gains more fans and becomes just as popular and g lorified as the men's games. Like the adjustments for women in other sports, lowering the rim would give women a chance to be more successful which would in turn make the game more entertaining to watch. By more people watching the games and giving it more support, both the NCAA and WAN would gain more fans and more money.With this money, WAN teams could get television deals like the NAB teams, which would mean more young girls could watch the games and be motivated to go and pick up a basketball themselves. The more young women there are that play basketball, the better the competition will be which would result in even better players then there are today. Basketball is a great sport and women deserve just as much recognition for their talents as the men receive. Lowering the rim would provide all that it would lead to more equality between men's and women's basketball.

Fairy Tales Essay

Fairy tales are often considered to be for children. However an analysis of the collection of stories by the Brothers Grimm shows that they all have message to deliver, even to young adults. In today’s rat race, young adults often forget the importance of little things that we learnt as children. Everyone knows what morals are, however theoretically. People today, are always in a great hurry. More often than not when someone’s in trouble, they would do anything to get out of the situation. Under such circumstances people make false promises. The story of the Frog King touches upon this aspect of human behavior. The princess promises the frog that all his demands will be met if he retrieves her golden ball. However on receiving the ball, she blissfully forgets her promise and runs away without the frog. However, when the frog turns up at her door, she has to fulfill her promise at her father’s insistence. This story highlights the fact that promises are meant to be kept and not broken. It emphasizes the point that people should learn to honor their word, for a promise breeds trust and trust should never be broken. Young adults also put too much by store on the appearance of things. This many a times proves to be a booby trap, as expectations are rarely met in such circumstances. This aspect is touched upon in both the stories, the Frog King and Hansel and Gretel. In the latter, the brother and sister are in awe of the candy house and trust the old woman to be nice. It’s only a little later that they realize the witch’s wicked intentions. Their false judgment of the witch on the basis of the house she lived in put their life in danger. In the Frog King the princess was reluctant to fulfill her promises because she found the frog repulsive, who later turned out to be a handsome prince. The stories teach us that not everything thing that glitters is gold and that we should never judge a book by its cover. Fairy tales enthrall not only ones imagination, they also serve the purpose of delivering important messages. The subtlety with which the message is delivered is plausible. The use of metaphors is most common in the fairy tales of the Brothers Grimm. The style in which the message is delivered is both entertaining and instructive. In the story of Little   Red Cap, the message that people who commit evil deeds can never escape their fate is beautifully stated by the following statement –‘They filled the wolf’s body with them, and when he woke up and tried to run away, the stones were so heavy that he fell down dead.’ This states that one’s evil deeds weigh down upon him/her and become the cause of their death in the end. This line uses a beautiful metaphorical sentence to convey the message, where the stones are the evil deeds committed. In the story flowers and emotional attachment are shown as distractions that steer people away from their path. The wolf realizes that Little Red Cap greatly lover her grandmother and in order to delay her distracted her with the beautiful flowers she could take for her grandmother. Greed can never be satiated and always leads to something unwanted are stated in the story of Rapunzel. The object of greed in the story is the rampion that Rapunzel’s mother craves for. Despite her husband satisfying her cravings once she wants more. This ultimately leads to her losing her daughter in a bargain to the wicked witch. To summarize, the stories of the Brother Grimm use beautiful imagery and metaphors to deliver yet important messages that many seem to forget in a hurry.