What difference does knowledge of the Argonautica Essay Example

What difference does knowledge of the Argonautica Essay What difference does knowledge of the Argonautica by Apollonius Rhodius make to the reading of the Aeneid by Vergil? Introduction The thematic and structural relationship between theArgonauticaand theAeneidhas been a fertile land for the publication of important academic commentary. On the strictly actual degree, the proposition contained in the rubric to this paper can be answered in a simple and instead emphasized negative. TheAeneidcan be read as a freestanding heroic poem work without restriction or via media ; a cognition or acquaintance with theArgonautica( or theIliad, as is besides discussed in academic circles ) is non required to either understand or to appreciate the narration of theAeneid. TheAeneidcan be read for both pleasance and aim without mention to any external beginnings, including theArgonautica. We will write a custom essay sample on What difference does knowledge of the Argonautica specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What difference does knowledge of the Argonautica specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What difference does knowledge of the Argonautica specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This paper will research the proposition that a sensible cognition of theArgonauticapermits theAeneidreader to see a deepness of comprehension and a fuller grasp of the historical context and related mentions, construction, and literary devices employed by Vergil. For a authoritative bookman such as Richard Hunter, theArgonauticahas been declared indispensable to formation of theAeneid[ 1 ],rendering a survey of theArgonauticaan imperative as opposed to an option. This paper will research each of these distinguishable positions to progress a thesis that flows of course from the rubric – the reading of theAeneidis made more complete if cognition of theArgonauticais a tool available to the reader. In the undermentioned analysis, the termcognitionis given a wide application. Knowledge will be discussed non merely as that fluxing from the survey available within the boundaries of theArgonauticatext, but besides that information refering the history of Apollonius, his cultural environment, and the beginnings and assorted other renditions of the myth of the Golden Fleece that predate theArgonautica. All cognition of theArgonauticain both these direct and indirect agencies provides an sweetening of the grasp of theAeneidthat is will necessarily take to the fullest possible apprehension of the relationship between these plants. Individual transitions from both theAeneidand theArgonauticaare referenced in this paper where necessary to spread out upon any point that is sought to be advanced ; nevertheless, the push of this reappraisal is non to declaim or to name in drumhead signifier isolated poetries from either work, but to supply a wide analysis that identifies the important points necessary to understand the relationship between theArgonauticaand theAeneid. The Origins of theArgonautica At the clip that Apollonius composed theArgonauticacirca 250 BC [ 2 ] , the fable of Jason and his Argonauts was one rooted in antiquity. The Argonaut fable is referenced in both theOdysseyand theIliad[ 3 ] ; it is apparent that the myth exerted a considerable literary influence for several hundred old ages prior to the authorship of Apollonius [ 4 ] , an influence that peculiarly continued with regard to the coevals of Hellenistic authors of which he was a portion ( 323 BC to 31 BC ) . Apollonius lived and wrote in the metropolis of Alexandria during its most dynamic and culturally centred period. Art, scientific discipline and assorted scholarly chases were encouraged in the booming metropolis. The rational pulsation of Alexandria was directed by its fantastic library, a installation said to possess over 200,000 axial rotations of paperss. [ 5 ] TheArgonautica A drawn-out scrutiny of the narration of theArgonauticais unneeded for the intents of this paper ; a brief sum-up will help in following the analytical points made farther in this reappraisal. TheArgonauticais founded on a well known narrative from Grecian mythology. The full heroic poem has a figure of distinguishable constituents. It is testament to the presumed acquaintance of the myth with his intended audience that Apollonius maintains a really brief debut to his heroic poem ; Apollonius must be assumed to hold understood that a drawn-out thesis about the beginnings of Jason and his pursuit for the Golden Fleece were unneeded for his audience [ 6 ] . The first part of the Argonautica describes the beginnings of the Golden Fleece from the random-access memory of Helle and Praxius. Zeus finally took charge of the Fleece and placed the Fleece under the guard of a firedrake. Mugwump of the actions taken in relation to the Golden Fleece, King Pelias of Iolcus heeds a warning made by an prophet that he must mind the reaching of a adult male have oning one sandal. Jason’s reaching before Pelias appeared to carry through the prophesy and Pelias manoeuvred Jason into the premise of a pursuit to seek the Golden Fleece. Apollonius intervention of the myth of Jason and the Argonauts – a drumhead Apollonius takes the ancient Argonaut myth and expands it to encompass a figure of wide subjects that are developed in the class of the ocean trip of Jason and his crew. The cardinal subjects in this respect are: love ( of which the actions described in the narrative refering the island of Lemnos is a outstanding illustration ) the over arced impression of the quest making friendly relationships and contrasting illustrations of the maltreatment and misdemeanor of friendly relationship the regard and related fright of Zeus and the lesser Gods, tempered by illustrations of humanity among the Gods ( noted below ) the apparently random nature of the events that affected Jason and his crew throughout their ocean trip Against these wide and of all time present subjects Apollonius draws his heroic poem hero, Jason. The mode in which Jason is portrayed through the class of theArgonauticais deeply of import to any comrade reading of theAeneid. In Jason, Apollonius renders a character that would be recognised in modern literature as ananti-heroor protagonist every bit much as they would be identified as a classical hero ; Jason is likely one of the first literary creative activities in known history to be developed in such a manner. The mode in which Jason is depicted throughout the Argonautica resonates in the ulterior creative activity of Vergil’s Aeneas. Jason may de defined in modern footings as an anti-hero through a close scrutiny of his personality and his behavior. He begins the ocean trip with the Argonauts in a place of undoubted leading. He is shortly revealed as the antithesis to the resolute epic leader ; at assorted points his leading boundary lines on the drifting and the ineffective. At other occasions in the ocean trip he is accused of cowardliness. Jason and his assorted romantic relationships including those on the island of Lemnos support a decision that Jason was flawed in his moral mentality. He appears at a figure of points in the narrative to be both down ( such as his reaching at Colchis, as he prepared to retrieve the Golden Fleece ) and spiritually isolated from his crew. [ 7 ] There are few modern-day comparings to the mode in which Apollonius portrays Jason. The traditional Greek literary hero to that clip had been an incarnation of many superior virtuousnesss. In heroic poems written prior to theArgonautica, the hero was constantly a tall, good formed adult male of baronial bearing and demeanor. Such characters were a popular stereotype – the athletic and brave leader of work forces that was closer to god than mortal, a vanquisher of every challenge they of all time faced. An grasp of Jason as a classical precursor to the anti-hero theoretical account aids in the development of a comrade apprehension of theAeneid. Aeneas is a epic character who is besides flawed and one whom Vergil wishes his audience to accept as obviously human. Another going from the earlier authoritative illustrations of the heroic poem manner was the mode in which the Gods were portrayed in theArgonautica. The over siting respect for the powers of the Gods who involved themselves at any clip with the mortal universe in theArgonauticawas one of fright, but at assorted times Apollonius imbues the Gods with plainly human and less awful features. A compelling illustration of this touch of mortality in the Gods was the attempt made by Athena and Hera to seek out the goddess Aphrodite to set up for Medea to fall in love with Jason. [ 8 ] Academic observers have characterized the word picture of the scheming of theseArgonauticaimmortals, in contrast to the reverent intervention of the Gods by Homer, as a puting similar in its tone to one that Apollonius might hold described if he were detecting a group of ladies in waiting at an 18th century European royal family. [ 9 ] Important literary characteristics of theArgonautica A unequivocal listing of every illustration of the literary devices and techniques that set apart theArgonauticafrom what had passed before in the history of Grecian literature, with a corresponding recitation of how each bears an of import relationship to theAeneid, would probably function to render the chief points of this analysis excessively diffuse. However, a figure of illustrations may be highlighted to exemplify how Vergil used assorted characteristics from theArgonauticato to the full develop the Aeneid [ 10 ] . These characteristics include: ( I ) the focal point of Apollonius upon erotism ( two ) the fluctuation in the tone and the usage of the first individual remarkable employed at points throughout the work ( three ) the usage of allusion aiton, the usage of a brief account incorporated into the flow of the narrative sing a peculiar facet of the larger narrative and narrative assorted pragmatism techniques the sense of purpose present in each hero ; both Jason and Aeneas are end driven and for the most portion absorbed in their several pursuits Defects of theArgonauticathat impact upon its consideration sing the Aeneid As obliging a rendition of the ancient Grecian myths as theArgonauticaconveys, the Apollonius heroic poem has been subjected to important unfavorable judgment both with regard to its content and its building. These critical observations possibly summarized as follows: TheArgonauticais an imbalanced work that lacks all right building ; events are sometimes described in one transition and the undermentioned narrative transition apparently unfolds in a distant topographic point, ensuing in spreads in the narrative [ 11 ] TheArgonauticais a narrative that unfolds over a series of long narrative transitions that describe episodes that are non ever neatly connected to one another in the true heroic poem manner [ 12 ] TheArgonauticaand Vergil in a historical context Born in 70 BC, Vergil wrote the Aeneid in the wake of the most disruptive period of Roman history to that clip. In the old ages taking up to the creative activity and the completion of the Aeneid, the Roman province had sustained the civil war of Caesar versus Pompey, and the results of the conflicts of Philippi and Actium ( 31 BC ) . There is no inquiry that by clip of theAeneid, theArgonauticawas a well regarded and widely available beginning of both inspiration and text stuff for Vergil. With mention to theArgonauticawritten over 200 old ages earlier, theAeneidinvokes three distinguishable modern-day literary traditions, viz. : the intended public usage of the work ; the heroic poem was created as a public statement the mythology of the long and involved heroic poem the dry tradition of the heroic poems of the Alexandrian period ( including theArgonautica) [ 13 ] While he draws upon a different and Trojan centred mythology, Vergil like Apollonius reaches deep into his available recorded history to show theAeneid. Aeneas had foremost been described as a epic figure in the earlier Grecian plants in the 5th century BC. Important manner and content similarities between theArgonauticaand theAeneid There are legion scholarly interventions of theArgonauticaand theAeneidthat circumstantially analyse each work for similarities. A figure of of import general relationships must be understood to appreciate the influence of theArgonauticaupon Vergil [ 14 ] . Like Apollonius, Vergil is non a slave to literary convention. The usage of the explanatoryaitonis an illustration common to both. In general footings, each heroic poem succeeds in avoiding predictable and formulistic narrative relation. Each author had exposure to profound and immediate cultural influences. For Vergil, it was the late ended series of civil wars. Apollonius wrote in the influential domain of Callimachus, librarian and custodian of the great library of Alexander. Both heroic poems are uncomplete ; theArgonauticaterminals at the 8th book of the heroic poem and the narration is clearly capable of being extended. TheAeneidhas gaps in its construction that confirm that it was non finished at the clip of Vergil’s decease. Each of the heroic poem heroes is directed to fulfill a end ( the pursuit for the Golden Fleece, the conflict to make Italy and set up domination over the state ) Although the several narrations are non complete or are otherwise missing from a literary position, both heroic poems convey a sense of completeness on the several parts of their heroes ; each accomplishes the aim that they were tasked to seek throughout the narrative. At assorted points in both theAeneidand theArgonautica, the reader can clearly feel the rules of rapprochement, peace and forgiveness that transpire as a portion of the securing of the larger nonsubjective [ 15 ] . The relationship between Jason and Medea as depicted by Apollonius is reworked into the Aeneid in the signifier of the love affair between Aeneas and Queen Dido. While Vergil alters the nature of the love matter, the sense of what transpired on the island of Lemnos is revived in theAeneid. Decision As noted in the Introduction, cognition of theArgonauticais non indispensable to the reading of theAeneid. It is suggested that the powerful linkages between the two plants, in affairs of historical mentions, literary construction and the portraiture of its heroes that theArgonauticais a extremely desirable requirement survey to procure an optimum apprehension of theAeneid. The relationship between the two plants is non symbiotic but one where theArgonauticaexerts significance influence upon the ulterior work [ 16 ] . One may reason that Homer continued to exercise a greater influence upon Vergil than did Apollonius. Such would be the topic for a ulterior paper. Bibliography Beye, C.R. and John Gardner,Epic and Romance in the Argonautica of Apollonius. Carbondale: Southern Illinois University Press, 1982 Beye, C.R. Vergil and Apollonius. In: Christine Perkell.Reading Vergil s Aeneid: An Interpretive Guide.1999 Beye, C.R.Ancient Epic Poetry: Homer, Apollonius, Virgil. 1993 Boardman, J. et Al ( ed. )Oxford History of Greece and the Hellenistic World Oxford, 1991 Knox, Bernard ( ed. )Norton Anthology of Classic LiteratureNew York: 1993 Nelis, D.P.Vergil s Aeneid and the Argonautica of Apollonius Rhodius. Leeds: Francis Cairns, 2001 Putnam, MichaelC. J. Virgil s Aeneid: Interpretation and Influence. Chapel Hill, NC: University of North Carolina Press, 1995. Rhodius, ApolloniusJason and the Golden Fleece: The Argonautica.Translated by Richard A. Hunter. Oxford: Oxford University Press, 1995. Toohey, Peter. Reading Epic poem: An Introduction to the Ancient Narratives. New York: Routledge, 1992 Wallace, Andrew. Placement, Gender, and Pedagogy: Virgil s Fourth Georgic in Print. Renaissance Quarterly 56.2 ( 2003 ) : 377 1

Imagery(or motifs)in William Shakespeares Hamlet

Imagery(or motifs)in William Shakespeares Hamlet In Hamlet, imagery of disease, poison and decay, are used by William Shakespeare for many purposes. Marcellus' line in Act I illustrates the use of this imagery very well, "Something is rotten in the state of Denmark." Corruption is rampant, like a contagious disease infecting the court. The atmosphere of disease serves to heighten the audience's disgust for the events that are taking place in the play. Secondly, disease leads to death, so the diseased society of Denmark is doomed. Because of this sense of doom, there is a slight foreshadowing of the play's tragic ending. The tragic atmosphere is enhanced by the motif of disease and decay. These descriptions of disease, poison, and decay help us to understand the bitter relationships, the anxious, chaotic atmosphere, and also the emotional and moral decay of the characters existing in the play.The image of decay is first used at the end of Act I to help comprehend the depression Hamlet feels in his first soliloquy about suicide.Rosen crantz and GuildensternWhen Hamlet releases the words "O that this too sullied flesh would melt, thaw, and resolve itself into a dew," (I.ii, 129-130) he communicates how he wishes to not exist in this world anymore. An image of Hamlet's flesh rotting and combining with the soil is produced. At this moment, Hamlet's true emotions liberate, and his pain and his yearn for death can be felt. Hamlet continues to say "How weary, stale, flat, and unprofitable seem to me all the uses of this world! Fie on't, ah, fie, 'tis an unweeded garden that grows to seed. Things rank and gross in nature possess it merely."(I.ii, 133-137) Here, Hamlet feels that the world around him is useless and in constant chaos. By creating these vivid images of death and decay, Shakespeare lets us peer into...

GDP per Capita and Its Challengers Research Proposal

GDP per Capita and Its Challengers - Research Proposal Example First of all, it should be noted that GDP was not designed to evaluate the well-being of a country. Instead, it measures particular types of economic activities within the country, which does not necessarily refer to a standard of living. For one crude example, a country with all goods and services exported will have a high GDP but low well-being of its citizens. Second, GDP takes into account only documented operations. It does include neither black market nor non-monetary operations, like bartering, showing inaccurate information for countries where any of these issues plays an important role. Moreover, some companies commit a cross-border trade within themselves in order to escape high taxation - this distorts GDP, creating additional imports/exports data. Third, GDP indicator shows little information for changes in ecology, society, and lifestyle. For instance, ecological damage is treated by GDP as a double growth: at first, it counts natural resources retrieved, and then it counts services used to replenish natural resources, but it would be far better if the disaster had never occurred in the first place. Additionally, the philosophy of GDP shows wars as contributors to the economy, but child upbringing and housework as valueless actions. It ignores volunteer and unpaid work, but instead, GDP counts work that produces no net change or that results from repairing harm (e.g. the healthcare industry, where economic activity increases along with a number of unhealthy population). Fourth, people buy often low-durability goods and make rare purchases of high-durable products, because of their long use. Sometimes it is possible that the monetary value of the items sold in the first case is higher than that in the second case, in which case a higher GDP is simply the result of greater inefficiency and waste. Fifth, since GDP does count financial purchases as investments, then if a nation does not spend, but saves and invests overseas, its GDP will be diminished in comparison to one that spends borrowed money. Therefore, accumulated savings and debt are not taken into account so long as adequate financing continues. Sixth, sometimes different calculations of GDP confuse each other. There are two different types GDP calculation for cross-border comparison: current currency exchange rate, where GDP is calculated by exchange rates prevailing on international currency markets) and purchasing power parity (PPP) exchange rate, where GDP is calculated by PPP of each currency relative to a selected standard.  

International Youth Forum Term Paper Example | Topics and Well Written Essays - 1500 words

International Youth Forum - Term Paper Example We are expecting to have an average of 800 audiences per day. The charges for the tickets will be collected on the days of the show. The speakers have agreed to receive 50 percent of their fees right after the programme and the remaining after 45 days. The speakers are professionals and some of them are from different parts of the world. Their fee varies from 3,200 to 6,800 per day. The artists belong to a single agency that has agreed to charge a lump sum fee for the entire programme. The agency promotes art derived from various cultures in the world. Due to the close connection between our motives, it has agreed to provide us a discount. A local restaurant owner has volunteered to take care of the brunch arrangements. He has provided an estimation of 14.55 per plate. The payment for the brunch will partly be paid after 30 days of the programme. A situation where the actual income would be less than the expected income by more than twenty five percent has been considered. In such a situation, the Foundation can recover the difference by conducting a Fund Raising Show. The artists' agency that has agreed to perform in the Forum has also volunteered to work hand-in-hand with the Foundation in the future. The Foundation also intends to encourage the youngsters participating in the Forum to promote the Foundation's activities in their countries. This step is expect

Write about three job's you have chosen Essay Example | Topics and Well Written Essays - 750 words

Write about three job's you have chosen - Essay Example usiness, project costs are estimated to be billions of dollars and projects fail, costing billions of dollars, if project managers and their respective teams do not have enough coordination and cooperation. The project manager must not fail as a team manager and leader. Project success and project management success are two different things. Project success refers to the success of the overall objectives of the project while project management success refers to the performance of the team under the leadership and management of the team leader and project manager. The project has to be completed and must meet the specified time, cost, and scope and quality of the project according to the specifications of the contract between the contractor and the client. It is important to differentiate here the difference between management and leadership. Management emphasizes functions such as planning, organizing, and controlling. Management is concerned with providing decisions about processes and functions in order to improve operational efficiency and effectiveness. Leadership role of the manager refers to providing motivations and guidance to realize people’s potential and to achieve tougher and challenging organizational roles. (Anantatmula 14) Site project coordinator performs the function between project administrator and technical assistants, but is also in charge of locating, planning, coordinating, analyzing and understanding of organization. In other words, the project coordinator’s role is also complex as in the project manager. Project coordinators must have an effective relationship with the client, consultant and contractor. He must have qualities like working on time, technical knowledge of the project, team-playing attributes, and coordination skills in achieving quality for the project. A project coordinator works under limited authority and must earn the trust and confidence of the team in order to achieve various tasks at his/her disposal. A

Why are some children more successful as learners than others

Why are some children more successful as learners than others Before considering how children learn in a variety of ways it is important to establish how successful learning is defined for the context of this essay. Rigby et al (1992) broadly construed that learning refers to a life-long process in which organisms make contact with and assimilate their environment. However, it is important to relate specific types of learning to the theories of motivation, as the effects of motivation will impact differently on different types of learners. This dependent variable (learning) is directly influenced by the independent variables (type of motivation), so it is important to acknowledge the significance of learning within literature. Deci et al (1991) acknowledged that the central features of optimal learning are conceptual understanding and the flexible use of knowledge. Deci et al (1991) summarised this theory by stipulating, the learning outcomes stressed are understood both in the relations among facts and the ways to find or generate facts. My in terpretation of this theory is that it allows the learner to have an understanding of the outcome and processes that were used to find that outcome. Deci et al (1991) believe the strength of this theory lies in the recognition that the acquisition and retention of facts are not enough to promote successful learning. Another factor to consider, for the context of the essay, is that children learn in a variety of different ways. The deep learning approach describes active engagement with the content, leading to extensive elaboration of the learning material, whilst seeking personal understanding. In contrast, the surface approach indicates the use of routine memorisation to reproduce aspects of the subject matter expected to be assessed (Entwistle, 2001). There is a general acceptance that the manner in which individuals choose or are inclined to approach a learning situation has an impact on performance and achievement of learning outcomes (Cassidy, 2004). My interpretation of Cassidys research is that one learning style will not be more successful than another, but, consequently, it is imperative for teachers to approach a learning style that suits the individuals in that class in order to engage them in the process of learning. Learning needs to be personalised for all children so they can achi eve their educational potential. If personalised learning is not accomplished, not every child in the class would achieve the same success in their learning. It is also important to recognise the effect that the learning environment has on the success of children and how this can be manipulated to create a positive experience for them. Reeve (2006) recognised that students can be curious, proactive and highly engaged or they can be alienated, reactive and passive. Just how engaged students are depends on the quality of classroom conditions. In school settings, engagement is important because it functions as a behavioural pathway by which students motivational processes contribute to their subsequent learning and development (Reeve et al, 1991). Therefore, it is important that an effective learning environment is created to enhance childrens motivation and, in turn, increase their learning success. However, opposing this, Taylor, Ntoumanis and Smith (2009) recognise the peripheral position of P.E. means that P.E. teachers work in very different occupational environments in comparison to teachers in core subjects. It is important to manipul ate the environment to suit the subject being taught therefore enhancing learning. I believe the majority of children respond positively to the P.E. environment, as it is a different setting to the classroom. As a direct influence of my experience as a student and a teacher I, believe that a positive correlation needs to be created between the learning environment and the learning style of the students so that successful learning can be created. I also believe this makes a teachers job particularly difficult nowadays because there are so many independent variables that need to be considered so that learners can achieve their maximum learning potential. Hardre et al (2006) recognised that the interaction of teaching and learning results from complex dynamics of multiple structures and characteristics. This places particular emphasis on the teachers motivation to understand these characteristics. Teachers motivation appears crucial for optimal human functioning in the work place because teachers who are highly motivated are more engaged in their work and more satisfied (Fernet et al, 2008). Furthermore, Fernet et al (2008) state that a teachers motivation is directly linked to their student s motivation. The overall aim of this essay is to reflect on the importance of motivation in relation to Self-Determination Theory (SDT). It is important to declare that other theories of motivation are signified for educational settings, but this theory will be used to make links between types of motivation and successful learners. SDT (Deci Ryan, 1985) distinguishes between different types of motivation based on the different reasons or goals that give rise to an action. A person who feels no impetus or inspiration to act is characterised as unmotivated, whereas someone who is energized or activated toward an end is considered motivated (Ryan Deci, 2000). Ryan Deci (2000) declare that the most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome (Ryan Deci, 2000). SDT, when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, the value of education, a confidence in their capacities and attributes (Deci et al 1991). SDT is one of the most widely used theoretical frameworks to study motivation in P.E, which is not surprising given that its major propositions and constructs are highly relevant to P.E. (Ntoumanis and Standage, 2009). To conclude, previous research in this area is imperative to determine which method of motivation creates the most successful learner. SDT assumes that inherent in human nature is the propensity to be curious about ones environment and to be interested in learning and developing ones knowledge (Niemiec Ryan, 2009). Even though this theory can be applied to an educational setting, can it be assumed that students would still go to school if they have a choice of attending? Would children be curious about this type of environment and the processes that occur there if they didnt have an obligation to attend school? Deci, Ryan and Williams (1996) recognise that for an action to be considered fully self-regulated, people must experience a sense of volition and a sense of unpressured willingness to engage in the action. However, by law, all children of compulsory school age, between 5 and 16, must receive a proper full-time education. Parents are responsible for making this happen, either by registering the child at school or by making other arrangements which provide an effective education (Department for Education, 2010 ). After taking into consideration the legal requirements (external factor) that ensure children attend school, it is important to discuss whether they exhibit intrinsic or extrisic motivation within school. Intrinsic Motivation Intrinsic motivation can be classed as behaviour which is accepted in the absence of external impetus and that is inherently interesting and enjoyable (Ryan Deci, 2000). Vansteenkiste, Soenens Lens (2009) suggests it is important to apply realistic and meaningful intrinsic goals to the learning activity so that children accept the promoted goal. This theory has been supported by Katz Assor (2006) who state that options should be constructed that are relevant to childrens interests, aimed at their level of ability and are congruent with their values. It is important to recognise what effect this has on the success of learning and Gronlick Ryan (1987) found that elementary school children, who reported more autonomous motivation for doing schoolwork, in general, showed greater conceptual learning and better memory than children who reported less autonomous motivation. This is an important factor as conceptual learning is directly related to the definition of success learning used i n this essay. I would argue that it is difficult to achieve this throughout the curriculum as the learning is always facilitated towards assessment. Several studies have supported this by demonstrating that under certain conditions extrinsic rewards can enhance intrinsic motivation (Ryan, Mims Koestner, 1983). I dont believe that all students would be able to disengage from the fact that they are always being assessed, whether it is formative or summative methods, and perform based on intrinsic feelings alone. In conjunction with this, I dont believe it is physically possible for teachers to facilitate a learning environment that will enable all students to be working towards their maximum learning potential as there are too many learning variables to manipulate at one time. Extrinsic Motivation It is important to recognise that intrinsic motivation, as discussed above, is not the only form of motivation which students can demonstrate in an educational setting. Pupils can also be motivated by extrinsic factors which lead to a separate outcome. Deci Ryan (2010) recognised that extrinsic motivation is used to motivate students on tasks and lessons that are important but not necessarily intrinsically interesting. Niemiec Ryan (2009) suggest that all too often educators introduce external controls into the learning climate, which can undermine the relationship between teachers and students and also stifle the natural process involved in high quality learning. However, I think it is impossible to achieve the natural process of learning consistently and this method of motivation can be used regularly and effectively, to enhance learning in the long term. When pupils are amotivated, extrinsic motivation can be used to ensure that they are engaging in the teaching and learning pro cess. Fortier, Vallerand and Guay (1995) support this argument by stating that extrinsic motivation can be used as a means to an end, therefore, if autonomy is not present then it be used as a method of increasing successful learning. Types of Extrinsic Motivation In SDT, an analysis of extrinsic motivation revolves around the developmental process of internalization (Rigby et al. 1992). Internalization is the process of taking in a value or a regulation and it describes how motivation for behaviour can range from amotivation, to passive compliance, to active personal commitment (Deci Ryan, 2000). It is through the process of internalization that extrinsic motivation enables self-determined engagement during important but uninteresting endeavours (Deci Ryan, 2010). Therefore, it is vital to recognise its importance in an educational setting and its effect on the success of learning, as there are many activities in school which students find boring or uninteresting. It is important to recognise that SDT lists three types of extrinsic motivation and each type of motivation varies in how self-determined and internalized it is (Deci Ryan, 1991). External Regulation Deci Ryan (1991) recognise that in the real world of the classroom extrinsic motivation is an important method of engaging students on tasks and lessons. External regulation motivation arises from and is dependent on the presence of environmental events such as rewards, pressures and constraints (Deci Ryan, 2010). External regulation is focused on the outcome of tasks such as assessment and grades in an educational setting. This method is not self-determined and lies on one end of the self-determination continuum. I would argue that this method of motivation is used throughout the school curriculum as children are continually assessed through formative and summative methods. When applied to core P.E. it is important to realise that students are still graded on their ability and knowledge at the end of a unit of work. However, it is important not to use this method of motivation all of the time or it will lose its value. SDT explains that autonomously supported students thrive, and it explains why students thrive when the teacher supports their autonomy (Deci Ryan, 2010). I think that there needs to be a balance between the two dichotomies and external regulation should be used during more arduous tasks and when the children are amotivated. Therefore, a more autonomous approach should be used during tasks and lessons that are more likely to engage the students. Finding a balance between these two dichotomies and utilising them efficiently would help to increase students learning success. Introjected Regulation Deci Ryan (2010) suggest that the internalized demands of a teacher or parent actually regulate the students behaviour, which leads to the reasoning behind introjected regulation (representing the first phase of the internalization process). When parents are controlling they value obedience and conformity in their children (Grolnick Ryan, 1989). I believe this type of motivation is what is needed for some students because they are able to engage more in lessons if they are supervised closely and behave to an ideal standard. I have found this method to be successful with more troublesome children as it acts as a deterrent for misbehaviour and they seek positive feedback from their parents. On the other hand, there is some evidence that, in some instances, high levels of controlling involvement may actually be less beneficial than lower levels of involvement (Weiss Grolnick, 1991). Thus well-meaning parents may become easily focused on exam results, pressurising their children and u ndermining the very characteristics they wish to inculcate (Deci Ryan, 2010). To conclude, introjected regulation motivation is implemented into school and P.E. in particular. There is regular contact between parents and teachers through phone calls, planners and reports. I would argue that this method of motivation works well for some students and less so for others. It is very much dependent on the individual as to whether this method is successful. Identified Regulation Identified regulation is where the student accepts the merits of a belief or behaviour because he or she sees its importance or personal utility (Deci Ryan, 2010). Identified regulation is the most self-determined of the extrinsic approaches and students use this method as they accept the merits of a belief. (Deci Ryan, 2010). This theory has been supported by Dweck Elliott (1983) as they state that children who hold learning goals are concerned with increasing their competence, so their goal is to acquire new skills or extend their mastery. I have observed teachers who use this method to promote reasoning behind certain tasks when students dont envisage it as valuable to their needs. Once the reasoning behind the work has been given the students accept that the work is of value to their learning. On the other hand, I dont believe this method can be used all the time, as some students do not see education as a valuable necessity within their life. There are some students who alrea dy have a job guaranteed for them before leaving school so an education is not of any value to them. In this instance, learning is not successful as the students are amotivated to participate in the lesson. This leads on to how teachers use these different methods to motivate students. Intrinsic Teacher Classroom practices that support students satisfaction of autonomy, competence and relatedness are associated with greater intrinsic motivation (Niemiec Ryan, 2009). This theory is embraced by other researchers who recognise that a teaching style which provides students with opportunities to makes choices appears to have a positive effect on their intrinsic motivation (Biddle et al, 1995). Williams and Deci (1997) concluded that autonomy supportive educators improve conceptual learning and psychological adjustment in medical students. It also links into the definition of successful learning which is being used for the context of this essay. This review, however, was only done on a small scale and, therefore, does not indicate whether this method of teaching is the most effective for a wide range of students. Furthermore, a lot of the research was conducted in a laboratory, which doesnt necessarily reflect real life experiences in education. On the other hand, it could be argued that in a more realistic environment there are too many other factors that need to be taken into consideration when researching the effect of motivation and learning. Ryan Neimiec (2009) summarise this point by clarifying that there is resistance from quantitive methods, reflecting the hegenomous forces entrenched in societies, or that the scientific method ultimately reduces humans to mere objects in casual chains. Therefore, how is it possible to measure the success of learning when it is impossible to isolate motivation as the only factor that influences a childs education? Extrinsic Teacher Studies have shown that if teachers feel responsible for student performance standards then they are more controlling towards students and less affective in their teaching (Flink, Boggiano Barrett, 1990). One reason why teachers use controlling, rather than autonomy-supportive strategies in the classroom is because external pressures are placed on them (Niemiec Ryan, 2009). With a lot of focus being placed on assessment and targets within school, I feel there has been as shift away from the quality of the teaching occurring. This is supported by Wild, Enzle and Hawkins (1992) who state that an externally constrained teacher imposes lessons on a dependent and constrained learner and, therefore, there are threats to the personal autonomy of both parties. I believe this minimises the enjoyment of the lessons from the students perspective and because they are not intrinsically motivated an alternate method must be used to increase learning success. Deci et al. (2001) explains that beca use many of the tasks educators want their students to perform are not inherently interesting or enjoyable, knowing how to promote more active forms of extrinsic motivation becomes an essential strategy for successful teaching. Intrinsic P.E Enhancing students motivation is an important objective in physical education for a teacher as it has been linked to exercise participation outside of school and future intentions to exercise (Standage, Duda Ntoumanis, 2003). Duda Nicholls (1992) supported this theory by stating that participation in many sports and physical activities can lead to feelings of autonomy and competence and may produce joy, excitement, thrills and other satisfying emotions. It is therefore easy to see why physical activities may be inherently intrinsically motivating. I would argue that the use of this statement is too broad; even though a vast majority of pupils do enjoy physical education, they do not enjoy all of the activities provided by the P.E. curriculum. In my personal experience, specifically from my diagnostic placement, I found that the vast majority of boys enjoyed participating in football. On the other hand, when activities such as rugby and dance are included on their timetable, they di d not demonstrate the same amount of motivation and enthusiasm. Consequently, Ferrer-Caja Weiss (2000) found it would be appropriate to examine the model of intrinsic motivation among students taking physical education as an elective class to gain insight into motivational attitudes and behaviours in physical education. Again, this would require isolating motivation as the only variable to effect the success of learning. Extrinsic P.E. Although most pupils are intrinsically motivated to participate in P.E. lessons, there are many children who are extrinsically motivated or lack motivation to participate (Ntoumanis, 2001). Extrinsic motivation can be used as an effective method of engaging students in a P.E. lesson if they do not feel intrinsically motivated to learn. It is important to take into consideration the activity that the students are participating in. A study by Fredrick Ryan (1993) determining motivation levels between fitness activity participants (high appearance motivation) and individual sport participants (low appearance motivation), showed that individual sports participants tended to have higher levels of self-determination towards the activity. Deci Ryan (2010) support this by stating that extrinsic motivation is expected to relate to lower levels of positive effect, less self-reported satisfaction and competence and lower reports of adherence activity. The issues that arise from the study of F redrick Ryan (1993) are that the sample group was quite narrow with 376 participants taking part. Also, the research used an adult cohort, rather than children, so the question has to be asked, would this theory of motivation still apply to an educational setting? From a personal experience as a student, I found that the use of extrinsic rewards only served to motivate me more in lessons. During my teaching practice, I used extrinsic rewards during invasion games lessons and there was a clear increase in the levels of motivation from students. However, I felt that this extra motivation took the focus away from the learning objectives and towards the extrinsic rewards, which had a direct effect on the success of learning in the lesson. Extracurricular clubs It is important to discuss the effect of extra-curricular clubs in school and particularly P.E. on the continued success of students. It can be argued that students do no need to attend these clubs, therefore, are they intrinsically motivated if they attend? Although these clubs are not considered compulsory, their importance in relation to the success of learning is vital. Extra-curricular clubs can contribute by consolidating learning of the traditional P.E. curriculum, as well as offering opportunities in untraditional activities. Students who attend these clubs are considered to be autonomous because they have a choice whether they want to be there or not. Deci Ryan (2010) recognise that autonomy supported students thrive and this can help to benefit students learning. Taking this into account, their research suggests that when students are given a chance to explore their own agenda it helps to increase engagement. I believe that when pupils are engaged in an activity and they f ind the task enjoyable then the success of their conceptual learning is greater. However, I feel that P.E. is the only extra-curricular club which is not associated with an end outcome such as grades. In general, children attend P.E. clubs because they enjoy the activity, whereas in English, for instance, they generally attend to complete work. Own Experience of P.E (Student) In my own experience, as a student in P.E, I found that I was most engaged in lessons and was learning optimally when the teacher adopted an autonomous approach to the lesson. This coincides with results from research by Niemiec Ryan (2009) which demonstrated that children assigned to autonomy-supportive teachers, relative to those assigned to controlling teachers, reported increased intrinsic motivation, perceived competence and self-esteem over time. I felt that certain teachers gave me a sense of responsibility for my learning and allowed me to make my own informed choices and decisions. This helped to build a relationship between myself and the teacher that enhanced my learning in lessons, as well as increasing my intrinsic motivation. When extrinsic motivation was used it only served to motivate me even more, but I didnt feel this approach was necessary because my autonomy was already present when participating in P.E. lessons. However, I do feel that extrinsic motivation can b e used as an effective method for students who are amotivated towards P.E. when it is used in the correct fashion. Own Experience of P.E (Teacher) From a teaching perspective, I found it difficult to increase motivation during my diagnostic teaching placement. A number of children perceived P.E to have little or no benefit to them in and out of school so they often chose not to bring their kit to lessons. I had particular trouble with a group of lower ability year 10 students, with up to ten students forgetting their kit each lesson. These students demonstrated a form of amotivation and they were neither intrinsically or extrinsically motivated. The generic reason the children gave for not participating was because there was no summative outcome (GCSE grade) at the end of their education. I think this highlights whether students are ever intrinsically motivated in school because the focus is always on results and targets. This reason directed me to try and alter the way I introduced the learning tasks to the students. Niemiec Ryan (2009) support this approach by suggesting the way in which a teacher introduces learning tasks i mpacts on students satisfaction of the basic psychological needs for autonomy and competence, thereby either allowing intrinsic motivation to flourish and deeper learning to occur or thwarting these processes. The method I used was to promote their autonomy by teaching to suit their desired learning style and allowing them to learn through games, as well as using external regulation by pressurising the students with threats of detentions. What do children want to achieve? Throughout this essay links have been made between different types of motivation and the effects they have on the success of learning. Although the success of learning has already been defined for the context of the essay, it is important to discuss what children want to achieve from their learning experience. Are they more concerned about the grade they achieve or about having understanding about key processes and concepts they are taught? Much of the research in the area of motivation recognises that children who demonstrate intrinsic motivation show better conceptual learning (Niemiec Ryan, 2009). Ryan Deci (2000) recognised that intrinsic motivation results in high quality learning and creativity, but it is especially important to detail the factors and forces that engender versus undermine it. Cognitive Evaluation Theory (CET), a sub-theory of SDT, states that events which decrease perceived self-determination (i.e., that lead to a more external perceived locus of causality) w ill undermine intrinsic motivation (Deci, Koestner Ryan, 2001). This theory is the underlying reason to discuss whether children are focused on grades or understanding. Assessment or understanding? At present there is a large focus on schools within the education system to achieve targets, grades and positioning within league tables, rather than focusing on teaching to develop knowledge of key processes and outcomes. With the increased pressure that is placed on teachers and students alike, I feel that this has caused a shift towards teaching to targets method. In turn, this has taken the freedom away from teachers to use their creativity to develop a curriculum to suit the needs of their learners. Ultimately, this has directed the government to develop an initiative for all students to gain 5 A*-C at GCSE including English and Maths. The overall emphasis of assessment has been integrated into the educational system by the use of summative assessment at the end of each term. Even further down the assessment continuum, it is important for students to know what level they are working at within lessons and what learning outcomes they should be achieving by the end of the lesson. I would argue that assessment is an important aspect of the education system, but is not ideal for illustrating the success of learners. I would also suggest that pupils who make more progress in lessons are more successful learners than those who achieve a higher level with minimal effort. Although intrinsic motivation is widely accepted as more beneficial for learning in comparison to extrinsic motivation (Ryan Deci, 2000) with the constraints and pressures that are placed on teachers and students, I feel it is impossible to promote this method, therefore affecting the success of learning. Assessment and P.E. One subject area that can be viewed differently, in terms of educational outcomes, is P.E. Summative assessment does not take place, unless this subject is chosen as a GCSE option, but otherwise there are not as many external factors that can undermine the feelings of intrinsic motivation. My teaching experiences so far have indicated that there is an emphasis on learning outcomes within lessons, but no external locus that can undermine intrinsic motivation. As discussed earlier, this is why I think it is important to promote intrinsic motivation within P.E. lessons as learners may not get the chance to engage this way in other lessons. I think this allows students to increase their conceptual learning and develop life skills, rather than be taught how to pass an exam. If the students have taken away knowledge and skills which they can use in life then I feel that they have been successful with their learning, in comparison to a student who has been taught to pass an exam. On the oth er hand, students who do not like participating in this area of the curriculum will find core P.E. surplus to their requirements as they do not have to pursue a grade. Therefore, there is no external locus to undermine any feelings of intrinsic motivation. However, it is important to motivate these students by other methods to facilitate successful learning. Conclusion In conclusion, this essay has critiqued the effect of different types of motivation, in line with the theory of SDT, on successful learning for children in an educational setting. Particular focus has been placed on the effects of motivation that students adopt, the approach to learning from the teachers and the subject being studied, including strong links to Physical Education. As all children learn in different ways, it is impossible to suggest that one isolated method of motivation helps to create more successful students. Furthermore, it can be argued that different types of motivation are required for the same learner, when they are being taught in different activity areas. This makes the teachers task extremely difficult as different types of motivation need to be utilised to help children reach their educational potential. From a personal perspective, it is important that I am able to utilise different methods of motivation to enhance the success of the students I am responsi ble for. Deci Ryan (2010) recognise that integrating students motivational resources into the school curriculum requires teachers to develop new skills and implement conceptual change. Educational environments contain many independent variables that can contribute to a childs learning and these variables need to be considered when researching the effect of motivation on the success of learning. I dont believe that the research about motivation in an educational setting can be fully endorsed, as it is impossible to isolate motivation as the only factor affecting the success of learning. Finally, I would question whether a child is ever intrinsically motivated in an educational setting due to legal requirements to attend and the focus on assessment within lessons. Are pupils ever intrinsically motivated? (Assessment)

Enhance Intrinsic Tendon Healing Health And Social Care Essay

To measure the functional result after flexor sinew fix with application of simple postoperative protocols that advice early controlled motion taking to heighten intrinsic sinew healing, minimising adhesion formation, and therefore bettering the functional result. METHODS. These survey was between June 2005 and May 2008, as a prospective survey that included 225 instances with flexor sinew hurts. All the injured sinews were repaired utilizing the Modified Kessler ‘s technique, so splinting of the carpus and metacarpophalangeal articulations was done in 20 and 40 degree flexure severally, and dynamic splinting of fingers was done. Early motion was induced get downing from the first postoperative twenty-four hours with hurting control. Evaluation of the result was assessed by the manus clasp strength and by mensurating the sum of active flexure of proximal and distal interphalangeal articulations. RESULTS. 11 patients did n't go to for follow up and were excluded from the concluding analysis. 205 patients out of 214 ( 95.8 % ) achieved an first-class to good functional class in the concluding result, while 9 patients ( 4.2 % ) achieved a just to hapless result. Merely 3 patients experient tendon rupture ( 1.4 % ) . Average follow up period was 5.2 months. CONCLUSION. The usage of proper technique for fix of flexor sinews of the manus, followed by early controlled motions as a method of pick that on scientific background should heighten intrinsic sinew healing is ; executable, safe, and has a good functional result.Cardinal words: flexor tendon – hurtIntroductionThere are many different protocols and research attacks to tendon direction. With so many picks, today ‘s manus healer must understand non merely what those picks are, but besides why and when to utilize them. The most of import difference between the assorted attacks to mend postoperative digital flexor sinew, is rehabilitation and how the repaired sinew is treated during the first three to six hebdomads, in the earliest phases of mending. The specializer who does non understand how current techniques evolved is ill-equipped to plan the appropriate intervention for a given patient ( 1 ) . Tendon fix began to be accepted on 1752, when Albercht Von Haller, a Swiss research worker concluded that sinewy construction was insensitive to trouble. In 1959, Verdan described the zones of flexor tendon fixs of the manus. In 1967. Potenza studied tendon mending based on extrinsic fibroblastic invasion and proliferation with adhesion formation. Lundborg explored intrinsic sinew mending based on synovial fluid nutrition. Strickland, Manske, Gelberman, and others studied the delicate balance between mending and tendon gesture, with respect to growing factors, fibronectin, the ration of extrinsic to intrinsic sinew healing, tendon sutura techniques, strength of fix, and the consequence of early active postoperative gesture on result ( 2 ) . The contentions in tendon fix may be as follows ; in the initial phases of sinew healing, the formation of functionally weak tissue can non defy the tensile forces that allow early active scope of gesture, and so, there is a hazard of rupture of the fix. In the same clip, immobilisation of the figure may advance healing, but necessarily consequences in the formation of adhesions between the sinew and tendon sheath, which leads to clash and decreased glide. Besides, lading during the healing stage is still critical to avoid these adhesions, but once more, it involves an increased hazard of rupture of the repaired sinew. It is clear that understanding the biological science and organisation of the native sinew and the procedure of morphogenesis of tendon tissue is necessary to better current intervention modes ( 3 ) . In our work, we managed flexor sinew hurts ; by one of the most popular sinew fix methods ( modified Kessler technique ) , so leting for early passive and controlled early active motion of the figures taking for heightening the intrinsic sinew healing and minimising adhesions formation, therefore giving the best opportunity for an first-class functional recovery for the repaired sinews.Flexor Tendon AnatomyThe flexor sinews of the carpus, flexor wrist radialis ( FCR ) and flexor wrist ulnaris ( FCU ) are strong and thick sinews, while the flexor pollicis longus ( FPL ) has a distal musculus belly. The flexor sinews of the fingers are arranged into three beds ; flexor digitorum supericialis ( FDS ) sinews of the center and ring fingers are most superficial ; superficialis sinews of the index and small fingers are in the center, while the deepest bed is composed of the FPL and the four sinews of the flexor digitorum profundi ( FDP ) . There is frequently a tendon faux pas from the FDP of the index to the FPL, which may necessitate deletion to forestall post-surgical complications ( 4, 5 ) .Clinical Tendon Zones of VerdanThese zones are used to depict flexor tendon hurts of the manus and carpus ; Zone I: extends from the finger tip to the midportion of the in-between phalanx ( the Green Zone ) . Zone II: extends from the midportion of the in-between phalanx to the distal palmar fold ( No-Man ‘s Land or the Red Zone ) . Zone III: extends from the distal fold to the distal part of the transverse carpal ligament. Zone IV: overlies the transverse carpal ligament ( carpal tunnel ) . Zone V: extend from the carpus fold to the degree of the musculotendinous junction of the flexor sinews. Zones III, IV, and V constitute the Yellow Zone ( 6 ) .Pulleys ‘ systemPulleies are inspissating along flexor sheaths lined with synovial membrane. They improve biomechanics of flexor sinews by forestalling bowstringing of sinews during flexure. Fingers have 5 annulate blocks and 3 cruciate blocks. Annular blocks are A1 at metacarpophalangeal articulation ( MPJ ) , A2 over the proximal phalanx, A3 at the proximal interphalangeal articulation ( PIPJ ) , A4 over in-between phalanx, and A5 at the distal interphalangeal articulation ( DIPJ ) . A2 and A4 are the most of import to forestall bowstringing. Cruciate blocks are between the annulate blocks, they are thinner and less biomechanically of import than annulate blocks. The pollex has 2 annulate blocks ; A1 at MPJ, A2 at interphalangeal articulation, and one oblique block, which is an extension of adductor pollicis fond regar d that lies between A1 and A2 and it is the most of import pollex block to forestall bowstringing ( 7 ) .Nutrition of Flexor sinewsTendons have two beginnings of nutrition, an internal beginning provided by vascular perfusion, and external beginning provided by synovial fluid ( 6 ) . Tendons without synovial sheath receive blood supply from longitudinal anastomotic capillary system, that receive segmental blood supply from ; Vessels in the perimysium and vass at the bony interpolations. The beginning of foods for the flexor sinews with synovial sheath is either ; vascular perfusion and synovial fluid diffusion. The segmental blood supply of the sinews is from vass from muscular subdivisions in the forearm, vass in the environing connective tissue via the mesotenon conduit â€Å" vincula † , vass from the bone, at the interpolation, and vass from periosteum near interpolation ( 8 ) . In the last decennaries, many surveies of synovial perfusion of the flexor sinews within the synovial sheath have been done ( 9 ) . Studies demonstrates that synovial fluid perfusion was more effectual than vascular perfusion, so when the sinew was isolated from its vascular connexions, diffusion could supply the entire nutrition demands to all sections. Synovial diffusion besides contributes in sinew healing as the longitudinal sinew vasculature may be easy occluded by suturas, therefore sheath fix or Reconstruction is indicated.Tendon MendingThree stages of sinew healing are present ; Inflammatory stage ( first hebdomad ) , Proliferative stage ( 2nd-4rth hebdomad ) , and Remodeling stage ( 2nd-6th month ) . Tendons exhibits two types of healing, with different ratios. Extrinsic healing: Fibroblasts migrate from the sheath into the injured site, and besides from adhesion. This type healing is enhanced by postoperative immobilisation ( 7 ) . This explains why immobilisation protocols to reconstruct tendon congruousness consequence in cicatrix formation at the fix site, instead than a additive hempen array, and peripheral adhesions that limit tendon motions ( 10 ) . Intrinsic healing: Tendon cells can migrate across closely approximated terminals and heal with foods from synovial fluid. Peripheral adhesions do non take part in intrinsic sinew mending. Although some writers believed that adhesions formation is indispensable in sinew healing, several surveies demonstrated the intrinsic ability of flexor sinews to mend via foods supplied by diffusion from the synovial fluid ( 11 ) .Patients AND METHODSThis prospective survey was performed in the Emergency Unit, Kasr Al-Aini Hospital ( Faculty of Medicine, Cairo University ) in the period between 6/2005 and 5/2008. Table ( 1 ) shows the human ecology of the included patients. The figure of instances included was 225 instances enduring from flexor sinew hurts in zones I, II, III, IV, and V, but 11 instances were excl uded from the concluding analysis as they were non present during the follow up period ( table 2 ) . Included instances were instances with flexor sinew hurts showing within less than 24 hours from the hurt. Exclusion standards were ; kids below 12 old ages for expected bad conformity, late presentation, infected, contused and crushed lesions, and shocked poly-trauma patients.Table ( 1 ) Demographic distribution of patientsNumber of patients214Sexual activity ( Male & A ; Female severally )153 ( 75 % ) & A ; 61 ( 25 % )Age in old agesBetween 12 and 63 old agesManual Workers122 ( 60 % )Table ( 2 ) Distribution harmonizing to zone hurtsZone I injury33 ( 15 % )Zone II hurt48 ( 22 % )Zone III hurt36 ( 17 % )Zone IV hurt38 ( 18 % )Zone V hurt59 ( 28 % )Entire214 First assistance was done for every instances, including guaranting of equal general position of the patients ( airway, take a breathing, circulation ) , followed by IV analgesia, IV antibiotics ( individual dosage of 3rd coevals cephalosporine ) , booster dosage of antitetanic anatoxin was administrated. Clinical appraisal of the manus hurt ( vascularity, diagnosing of injured sinews and associated injures ) . The lesion was washed by unfertile saline, bovidone I, IV explored under either general anesthesia or IV Bier ‘s block, and a pneumatic compression bandage was indispensable portion in all instances ( with monitoring of the tourniquet clip ) . Minimal handling of the sinews was deliberately done. Tendons were repaired by nucleus suturas by modified Kessler ‘s technique utilizing 4-0 polypropene suturas and peripheral suturas. The carpus was splinted in 20 grade of flexure, and metacarpophalangeal articulation at 40 grade of flexure. Dynamic splint was applied to th e fingers utilizing rubber bands. Early passive and active motions were done with the control of hurting. Motions started from the first postoperative twenty-four hours, hourly, for 10 repeats of active extension and flexure of fingers while the manus is in the splinted place, and passively the DIPJ is so to the full flexed. Curative ultrasound was applied for 19 instances to heighten intrinsic healing. Follow up was done twice hebdomadally for one month, and so weekly for two months, so every month. Follow up ranged between 6 months and 18 months.ConsequenceFrom the 225 patients, 11 patients did n't go to the follow up period and were excluded from the concluding analysis. All the included patients continue with the follow up for at least 3 months, while merely 193 completed a period of follow up of 6 months. So, the concluding analysis was based on consequences recorded after 3 months of follow up. Average follow up period was 5.2 months. Evaluation of the result was based upon manus map, and this is the of import issue in tendon fix, and besides it is impossible to measure the sum of intrinsic healing to the sum of intrinsic healing in a life homo. So, the consequences of the fix were assessed by clinical rating of sinews ‘ map. This was done by measuring the manus clasp strength and by proving for the sum of active flexure of the distal interphalangeal articulations and proximal interphalangeal articulations, so deducting the sum of active extension shortage at these articulations during active extension. The consequences were graded as Angstrom: excellent ( & gt ; 132 grade entire gesture ) , B: good ( 88- 131 grade ) , C: just ( 44- 87 grade ) , and D: hapless ( & lt ; 44 grade ) . In patients with multiple flexor sinew hurts, the norm of the concluding functional result of all sinews was done. Concluding manus clasp strength norm was 80 % in comparing to the un-injured manus, with 15 % shortage, that is after taking in history the 10 % regulation. In measuring the concluding result, 205 out of 214 ( 94.1 % ) achieved an first-class to good functional class ( A or B ) , while 9 patients ( 4.2 % ) achieved a just to hapless result ( C or D ) . Functional result of grade C or D was related more to district II hurt ( 4 instances, stand foring 8.3 % of zone II hurts ) . The other 5 instances of grade C or D functional result were as follows ; two instances of zone I, two instances in zone V and a individual instance in zone IV. That ‘s average 6 % of hurts in zone I, 3.4 % of hurts in zone V, and 2.6 % of hurts in zone IV. All instances of zone III hurt had either rate A or B functional result. Minor complications related to the tegument lesion and that did non impact the concluding result occurred in 12 patients ( 5.6 % ) , that ‘s including mild wound infection that was self-controlled, haematoma that may hold required aspiration, hypertrophic cicatrix in which Si spot was applied, and an disciple cicatrix occurred in individual patient. Entire failure of the fix occurred merely in 3 patients, whom experienced tendon rupture ( 1.4 % ) and necessitate re-suturing ( two instances in zone II and one instance in zone I, and concluding result of such instances was added to the old consequences ) .Table ( 3 ) Final result harmonizing to the injured zone.Injured zoneEntire figureExcellent- Good resultFair- hapless resultZone I( Green ) 33 ( 14 % ) 31 ( 93.9 % ) 2 ( 6.1 % )Zone II( Red ) 48 ( 23 % ) 44 ( 92.7 % ) 4 ( 8.3 % )Zone III( Yellow ) 36 ( 17 % ) 36 ( 100 % )––Zone IV( Yellow ) 38 ( 18 % ) 37 ( 97.4 % ) 1 ( 2.6 % )Zone V( Yellow ) 59 ( 28 % ) 57 ( 96.6 % ) 2 ( 3.4 % )Entire214 ( 100 % ) 205 ( 95.8 % ) 9 ( 4.2 % )DiscussionTreatment of sinew hurts is an of import portion of manus surgery pattern worldwide. Adhesion formation, rupture of the fixs, stiffness of finger articulations, remain the chief jobs of primary sinew fixs. Tendon hurts happen in all parts of the manus and forearm, but the sinew hurts in the digital flexor sheath country ( zones 1 and 2 ) are the most hard to handle and stay a focal point of both clinical attending and basic probes ( 12 ) . There is now ample grounds to confirm several of import facts. As an illustration, intrasynovial sinews receive their nutrition via both intrinsic vascular supply and perfusion of synovial fluid. This means that the sinews do non necessitate to organize adhesions to environing sinews to have nutrition adequate for mending ( 1 ) . In our survey, we designed a program for mending injured flexor sinews that was wholly based on the background known from the physiology of sinew healing. We included instances in which we could execute primary sinews fix, as there is no uncertainty that primary sinews repair gives better functional recovery than secondary tendon fix or transplant ( 13 ) . In respect the timing of fix, Swiontkowski, 2001 ( 6 ) stated that acute sinew hurts require pressing attention, ideally within 24 hours of hurt. Zidel, 2007 ( 4 ) considered that primary fix can be done within 24 hours and considered delayed primary fix with the 1st twenty-four hours up to the fourteenth twenty-four hours. In our survey, we included instances that were showing to the exigency unit within less than 24 hours. Assortment of methods may be used for tendon fix, but the modified Kessler fix is still widely used for the nucleus sinew sutura ( 14 ) . Besides, modified Kessler fix is a good illustration of high-strength, low-friction fixs that minimizes clash between the sinew and flexor sheath while keeping sufficient strength to the fix ( 15 ) . We used the modified Kessler fix in all of our instances as the criterion nucleus sutura in add-on to peripheral suturas. Managing sinews was atruamatic to minimise mobilisation as possible during readying, and suturas were preferentially placed nearer to the palmar surface to least interfere with intratendinous circulation that enter dorsally. Appropriate direction of tendon sheath and block is concern of manus sawboness in covering with tendon hurts in digital sheath country. Suturing the sheath is controversial. Avoiding compaction of the repaired sinew by the tightly closed sheath is considered of primary importance in handling the injured sheath ( 16 ) . Closing of the synovial sheath is still controversial. Some writers mention that it is indicated, based on the fact that since intrinsic sinew vasculature is easy occluded by suturas and so, synovial nutrition may be required for mending ( 8 ) . In other ‘s sentiment, it is no longer considered indispensable ( 17 ) . Based on the fact of that the synovial nutrition has a function in tendon healing and that it may be plenty for mending even without the demand of intrinsic sinew vasculature, the sheath was sutured in all instances, taking for heightening intrinsic sinew healing and therefore minimising adhesions ( 18 ) . Our direction protocol for the block was as prescribe by Tang, et Al, 1996 ( 19 ) , which is the saving of a sufficient figure of blocks is critical to tendon gesture. Loss of an single annular block ( including a portion of A2 block or the full A4 block ) when other blocks are integral does non ensue in loss of map. Therefore, loss of a individual block ( A1, A3, or A4 ) or a portion of the A2 block does non necessitate fix. In instance of sinew fixs within narrow A2 or A4 blocks, some sawboness advocate venting a portion of the A2 or full A4 block to let go of the compaction of the repaired sinews ( 20 ) . Postoperative sinew gesture exercising is popularly employed after primary sinew fix, but exact protocols for rehabilitation vary greatly among states or even among manus surgery centres in the same state. Protocols for inactive flexure ( active extension of the fingers with gum elastic set grip ) are still in usage in some manus units. However, over the last 5-10 old ages, there has been a tendency towards combined active-passive finger flexure without gum elastic set grip, because gum elastic set grip bounds full extension of the finger ; while extension loss is a frequent complication ( 21 ) . In Duran and Houser, 1975 protocol, a dorsal splint or dramatis personae holds the carpus in 20 grades of flexure and the finger in a relaxed unspecified place of protective flexure by agencies of a gum elastic set attached to a sutura through the fingernail, to maintain the sinew on slack. Two times a twenty-four hours, the patient performs six to eight repeats of two exercisings. Both exer cises push flexor sinews proximally and so draw them distally: inactive flexure and extension of the DIP articulation while the PIP and MP are held in flexure, and inactive flexure and extension of the PIP while the DIP and MP are held in flexure. Through intraoperative observations, it was observed that these exercisings imparted 3 to 5 millimeters of inactive semivowel to the sinew, and they considered this to be sufficient to forestall formation of restrictive adhesions. Strickland and Glogovac, 1980 introduced the modified Duran attack which is in usage by many healers today: a dorsal splint holds the carpus and MP articulations flexed, and the interphalangeal ( IP ) articulations are strapped in extension between exercising Sessionss. The original Duran exercisings are supplemented by composite inactive flexure and active extension every bit far as allowed by the splint. Both logic and clinical surveies tell us that including composite inactive flexure will bring forth greater inactive flexor sinew motion. Some of the best consequences with an early inactive mobilisation protocol are in patients who unwittingly or consciously flex their fingers actively. This makes great sense logically. Passive flexure efforts to force the sinew proximally, but the sinew is designed to draw, non to force. Edema is a normal portion of mending after fix, even if the sinew is cut flawlessly, with minimum hurt to next tissues, and is repaired efficiently and good. Any fix is bulkier than an uninjured sinew. Any associated hurt will bring forth extra hydrops. All of these factors produce opposition to tendon motion. Some have noted †buckling † of the sinew instead than gliding with inactive motion. Obviously, carefully controlled active flexure should bring forth greater sinew motion than does inactive flexure. These active mobilisation protocols are possible merely because of the development of surgical techniques. It is good established that the strength of the nucleus sutura is related to the figure of strands traversing the fix ) and that a strong peripheral sutura both improves gliding and additions suture strength ( 22 ) . In our survey, farther direction was based on the fact of that early mobilisation will heighten the intrinsic healing of the sinew, minimizes adhesions, stiffness, and therefore minimizes the restrictions of motion. And in the same clip, immobilisation helps extrinsic sinew healing and adhesion formation. So, we splinted the carpus in 20 grade of flexure and MPJ at 40 grade ( 23 ) , we planned for dynamic splinting of involved figures with early passive and active but controlled gestures to avoid possible jobs related to early motion such as rupture of the repaired sinew. Controlled active motion ( CAM ) after flexor sinew fix was advised by several writers since the last decennaries till now ( 24, 25, 26, 27, 28 ) . We found that the CAM protocol that was described by Elliott, 2002 ( 23 ) easy to be described to and to be applied even by the patient him/her ego. The protocol starts the CAM from the first postoperative twenty-four hours, every hr for 10 repeats active extension and f lexure of fingers while the manus is in the splinted place, and passively the DIPJ is so to the full flexed. In our application, we waited till postoperative hurting subsided during which the patient may be hospitalized as describe besides by Elliot, et Al, 1994 ( 29 ) . The usage of Postoperative curative ultrasound from the fifth twenty-four hours, was done for a limited figure of instances, taking of cut downing hurting during finger motion, cut downing hydrops, and heighten ripening of the collagen fibres and intrinsic sinew healing. That was based on the survey done by Gabriel and Dicky, 2007 ( 30 ) who used curative ultrasound on sinew Achilles. In decision, immediate active mobilisation following fixs of complete subdivisions of the flexor sinews is, at present, a challenge in manus surgery which faces two major faltering blocks.. On one manus, sawbones has to obtain a sufficiently solid fix to allow active finger flexure and, on the other manus, to find a sector of mobilisation which would let maximum jaunt of the fix site without extra hazard of early rupture ( 18 ) . The tensile strength and glide maps are greater in the postoperatively mobilized sinews, whereas adhesion formation is greater in immobilized sinews ( 11 ) . We found our protocol is a safe, simple, scientifically accepted protocol and gives an first-class functional consequences for a repaired sinew with no or at least minimum morbidity.

Herbert Marcuse: Life and Philosophies Essay

Herbert Marcuse was born in 1898 in Berlin and studied in Freiburg where he received his PhD in 1922 in Literature. His life was mainly portrayed in his various roles as a philosopher, social theorist, and political activist and university professor. Known to us as the â€Å"father of the New Left†, he has authored many books and articles in support of his thoughts. During his early years of career, he has worked with Martin Heidegger, then one of the most influential thinkers in Germany and who he has regarded his mentor. His initial ideas on philosophical perspectives of phenomenology, existentialism, and Marxism were demonstrated in his first published article in 1928. He had offered a different view about Marxist thought and that is probably what scholars from the New Left had derived from him. He argued that there is much to Marxism that most Marxists have overlooked- it is more than a battle of transition from capitalism to socialism. He decided to join the Institut fur Sozialforschung in Frankfurt, later in Geneva and Columbia University. He studied Hegel’s Ontology and Theory of Historicity in 1932. He published in 1933, a major review of Economic and Philosophical Manuscripts written by Marx in 1844, meant to correct the early interpretations of Marxist scholars. His theories were centered on critical perspectives on modern capitalism and revolutionary change and liberation from the rich; hence the essence of his â€Å"one-dimensional† society and his concept of â€Å"the great refusal† Consequently, he became one of the most influential intellectuals in the United States during the 1960s and into the 1970s. Here he has written â€Å"Reason and Revolution† (1941), which explored the birth of the ideas of Hegel, Marx, and modern social theory, introducing to English readers the Hegelian-Marxian tradition of dialectical thinking and social analysis. He has worked as the head of the Central European bureau by the end of World War II, after which he returned to intellectual work and published Eros and Civilization in 1955 which is a synthesis of Marx and Freud arguing that the unconscious contained evidence of an instinctual drive toward happiness and freedom articulated in daydreams, works of art, philosophy, and other cultural products- a non-repressive civilization is imagined where libidinal and non-alienated labor, play, free and open sexuality manifest. He became a professor in Brandeis University and University of California in La Jolla. He died in 1979. Herbert Marcuse’s contribution to social theory transcends others in his use of Philosophy in his explanations. For one, his Philosophy of Art is best characterized as â€Å"negative art†. His idea about a great art is one that is irrational, negative and destructive. Nonetheless, it is important in the society as it is useful. Again, going back from his Freudian cum Marxian critique of the capitalist society where this notion of art emanates; Freud’s psychology places a heavy emphasis on the role of (sexual) repression. The reality principle replaces the pleasure principle in young children. This is the basis of civilized society, and nothing can satisfy these unconscious desires of adults. The self that represses and is disgusted by what is repressed is the adult, social self while the self that delights in the repressed is the childish, anti-social self. This repression is exemplified by folk characters such as Peter Pan. A modification was made by Marcuse by adding a difference between â€Å"necessary† and â€Å"surplus† repression. The former is essential for survival while the latter is demanded by other people (e.  g. rulers). Surplus repression is eliminated while necessary repression is minimized by progress. However, surplus repression is heightened by the elite. If it was necessary repression that was being challenged, we would have the duty to constrain the outrage that people express as a product of inner conflict and preserve civilization. So that we could conquer the surplus repression on the other hand, we must release our unnecessary desires from all repressions. The art then serves as the source of such revolution. These conceptions of repression are evident in his â€Å"Eros and Civilization†. Any discussion about his Philosophy on Art would have to deal with this critical work. Eros and Civilization may be considered a Marxist interpretation of Freud’s Civilization and Its Discontents. Marcuse argued contrary to Freud that repression of the Libido is not a necessary precondition of civilization but only of a civilization limited by want and toil, which is of economic scarcity. (Eidelberg, 1969) Also, in One-Dimensional Man, he argued that subtle forms of repression exists amidst the freedom and affluence manifested in American society. From these two, he was able top coin the term â€Å"repressive tolerance† which according to him is generated by an economy based on planned obsolescence and the production of wastes. While the economic establishment may produce useful and beneficial things, its existence depends primarily on the production of frivolous and even harmful things. And while it may sometimes satisfy â€Å"true† needs, more often it manufactures a multiplicity of â€Å"false† needs†¦ (Eidelberg 1969) In addition, the products of the economy, like that in the entertainment industry needs creates  this â€Å"false consciousness† thru the reactions, beliefs, ideas and feelings that it carries which immunes the industry against falseness. The â€Å"true† needs are repressed because the manufacturing and gratification of artificial needs produce a feeling of satisfaction which constrains the individual from opposing economic and political structures. This is why â€Å"great art† for Marcuse is one that is able to liberate from the manufactured rationality, positivism and subtle repressions of the society- one that goes out of the normal, accepted and gratified. There are certain forms of art that are meant to constitute the same ideas, sentiments and want that are categorized as â€Å"false† and are there to create a pleasant relationship between producers and consumers. Marcuse’s Philosophy of Art clearly follows his line of argumentations on â€Å"repression†. No good art would aim at participating in the creation of â€Å"false consciousness† and establish needs and wants that individuals do not regard as necessary. For Herbert Marcuse, â€Å"true needs† are those that the individual decides for him self because no need nor want may be dictated by any tribe, society, etc. Most of Marcuse’s philosophy arises from his interpretation of Hegel’s. In his work, Reason and Revolution, Pippin says that: Most clearly, what Marcuse wants to preserve and defend in Hegel is the central place given in his system to â€Å"negativity†, the â€Å"power† of thought and action to reject and transform any putative â€Å"positive† reality, and the impossibility of understanding any such reality except in relation to this possibility. Accordingly, in Reason and Revolution, he again rejects in Hegel all those aspects of his thought that tend to suppress or overcome this negating potential (Pippin 1988 Cited in Anderson 1993) It seems that this negativity will be the source and means of acquiring reason and knowledge that presupposes freedom from repression. This is the same negativity that Marcuse expresses in the â€Å"great† art. Anderson explains this â€Å"negativity in relation to Marx and Hegel: For Marx, as for Hegel, the dialectic takes note of the fact that the negation inherent in reality is â€Å"the moving and creative principle†. The dialectic is the dialectic of negativity†¦ Negativity is important to Marx in part because economic realities exhibit their own inherent negativity. Marcuse’s stress on Hegel’s concept of negativity is new and original. (Anderson 1993) Hence, certain types of art exhibit the principle of negativity that may not portray existing realities as the essence of reality may indeed be implicit yet is creative to convey ideas of the unknown and true. How then are Marcuse’s ideas especially his philosophies relevant in today’s society? I could only think of the prevailing culture and how such is played by media, capitalism, political structures and organizations. How is repression exhibited by their activities and ideas? Which of our â€Å"true† needs are suppressed? Which of the needs they insist on the public are considered â€Å"false† needs? Where is art as the potential revolutionary tool to resist repression? Imagine television commercials that are made to promote certain products. While many are made to patronize the product, the demand has been created as a result of a dictation for the purpose of profit for the producer, tv network, etc. The demand created may only satisfy the superficial needs of the consumer. For, even if the â€Å"will† of the individual to consume the product may be voluntary, it is nonetheless a form of participation to the orthodox or mainstream beliefs and desires. The tv commercial becomes the tool for the expansion of the â€Å"false consciousness†. The economic system created becomes a system of gratification of what seemingly appears as demand yet demand dictated by profit, ergo â€Å"false†. The â€Å"true† needs are repressed for the â€Å"true need† emerges as the ideas that are advocating liberation from the norm and comfortably accepted. Art could become a tool for this revolutionary endeavor. In the same way that Art could be appreciated readily in the societal market, it could contain subtle thoughts and ideologies aimed at pursuing â€Å"true needs† with less confrontation and hindrances. Art may take various forms; paintings, music, architecture, literature, etc. While Art is also categorized as mainstream and peripheral, only those that are based on Reason may truly reflect realities and negate the economic rationalities presented in a repressed society. Herbert Marcuse has truly contributed a lot to the understanding of various societal aspects. His Philosophy of Art is a subject that is both enlightening and liberating.

The Ancient Calendar

The Ancient Calendar Be quiet! The Roman calendar is the most perfect yet devised. It has twelve months.Except when it has thirteen, as this year.And all of these months have either thirty-one or twenty-nine days.Except Februarius, which has twenty-eight. Only this year, according to you, it has only twenty-four.~ Steven Saylor Murder on the Appian Way, p. 191. Early farmers couldnt simply look at a wall calendar to see how many days until the last frost date. However, knowing there were approximately 12 moon cycles between one spring and the next, they could calculate how many lunar phases remained before planting season. Thus was born the concept of the 354 day lunar calendar, a concept eternally at odds with the approximately 365.25 day solar year. Blending time derived from the motions of the rotating earth, the earth revolving around the sun, and the moons passage as the earths satellite is hard enough, but the Mayans had 17 cosmological calendars, some of which go back ten million years and require the services of astronomers, astrologers, geologists, and mathematicians to figure out. Introduction to Mayan Calendar Terminology provides simplified information on some of the cycles and glyphs used in the Mayan calendars.~ From Mayan Calendar Terminology (1) The position the planets is vital to many calendars. At least once, on March 5, 1953 B.C. at the beginning of Chinese calendar time all the planets, the sun and the moon were in alignment.~ Source (2) Even our calendar system calls on this relationship with the planets. Names for the days of the week (although the Teutonic Woden, Tiw, Thor, and Frigg have replaced the Roman names for deities of related prowess) refer to various celestial bodies. Our 7-day week began under Augustus. [See table below.] According to Calendars and Their History, calendars permit us to plan our farming, hunting, and migrating activities. They may also be used for prediction and to establish dates for religious and civic events. However accurate we might try to make them, calendars should be judged not by their scientific sophistication, but by how well they serve social needs.~ From Calendars and Their History (3) Calendar Reform disagrees. Its author thinks its high time for reform. Our Gregorian calendar, adopted in 1751 by an act of Parliament, uses basically the same months Julius Caesar established 2 millennia ago, in 45 B.C.~ From Calendar Reform (4) Julian Calendar Reform Caesar faced an unreliable lunar calendar system based on a distrust of even numbers. The original first month, Martius, had 31 days, as did Maius, Quinctilis (later renamed Julius), October, and December. All the other months had 29 days, except the last month of the year, which was allowed to be unlucky with only 28 days. (The Aztecs, too, considered certain days of their xihutl calendar to be unlucky.) Finding, over time, that their calendar didnt correspond with the seasons of the solar year, the Romans, like the Hebrews and Sumerians, intercalated an extra month whenever the College of Pontiffs deemed it necessary (as in the passage from Murder on the Appian Way). Caesar turned to Egypt for guidance with the difficult Roman calendar. The Ancient Egyptians predicted the annual Nile flooding on the basis of the appearance of the star Sirius. The period between was 365.25 days less than an hour wrong in five years. So, abandoning the Roman lunar calendar, Caesar set alternating months of 31 and 30 days with February having only 29 days except every fourth year when February 23 was repeated.~ Source (5) Why the 23d? Because the Romans didnt yet count from the beginning of the month, but from before it. They counted how many days before the Nones, Ides, and Kalends of each month. February 23 was counted as six days before the kalends of March the old beginning of the year. When it was repeated, it was referred to as bi-sextile. What Was the Format of the Roman Fasti Calendar? Gregorian Calendar Reform Pope Gregory XIIIs major changes were algorithms to calculate movable feasts and a new system of leap years that got rid of leap years in years that are divisible by 100 but not 400. Pope Gregory also deleted ten days from the 1592 calendar year in order to accommodate a shift in the equinox. When Did We Switch From the Roman Fasti Calendar to the Modern? A variety of calendars culminate around the year 2000. Calendar Convergence shows the common end of calendar cycles from the Hopi, the Ancient Greeks, the Early Egyptian Christians, the Mayan, and the Indian Vedic tradition. Planets Alignments in 2000 shows an alignment of the seven planets on May 5, 2000.~ From Calendar Convergence (6) and Planets Alignments (7) U. Glessmer. The Otot-Texts (4Q319) and the Problem of Intercalations in the Context of the 364-Day Calendar in:Qumranstudien: Vortraege und Beitraege der Teilnehmer des Qumranseminars auf dem internationalen Treffen der Society of Biblical Lit., Muenster, 25-26. Juli 1993 [Hans-Peter Mueller zum 60. Geburtstag]. Schriften des Institutum Judaicum Delitzschianum; Bd. 4. Ed. H.J. Fabry et al. Goettingen 1996, 125-164.~ From ANE discussion (8) References ([URL www.resonate.com/places/writings/mayan/calendar.htm ])([URL iNsci14.ucsd.edu/~fillmore/blurbs/calendars1.html ])([URL www.spiritweb.org/Spirit/mayan-calendar.html ])([URL www.webcom.com/tsh/ngs/ca/day1.html ])([URL astro.nmsu.edu/~lhuber/leaphist.html ])([URL ECUVAX.CIS.ECU.EDU/~PYMCCART/CALENDAR-REFORM.HTML ])([URL www.pcug.org.au/~dfry/calendar.html ])([URL physics.nist.gov/GenInt/Time/ancient.html ])([URL www.mm2000.nu/sphinxd.html ])([URL www.griffithobs.org/SkyAlignments.html ])([URL www-oi.uchicago.edu/OI/ANE/OI_ANE.html ]) Table of the Days of the Week dies Solis Sun day Sunday domenica (Italian) dies Lunae Moon day Monday luned dies Martis Marss day Tiws day Tuesday marted dies Mercurii Mercurys day Wodens day Wednesday mercoled dies Jovis Jupiters day Thors Day Thursday gioved dies Veneris Venuss day Friggs day Friday venerd dies Saturni Saturns day Saturday sabato    Related Resources Julius Caesar Calendars Maya Calendar Round Intercalation Gregorian Calendar Julian Calendar

Detour and Gun Crazy Essays - English-language Films, Film Noir

Detour and Gun Crazy Essays - English-language Films, Film Noir Detour and Gun Crazy English 223 Professor Havas June 17, 2015 Detour and Gun Crazy Detour and Gun Crazy are the epitome of film noir, filled with thrill, suspense, and deadly interactions. The women in both films are adventurous trouble seekers with no problem in persuading men to do their dirty deeds, the perfect femme fatales. With their alluring beauty, and their charming and quick-witted personalities, they seduce their men into committing crimes only fueling more into their corruption. In Detour, Al (male protagonist) picks up hitchhiker Vera (female protagonist) in which they endure a wild adventure filled with scheming. In Gun Crazy, Bart (male protagonist) and Annie (female protagonist) are two characters with an abnormal obsession with crime. In the films Detour and Gun Crazy, they both exude the essence of film noir which is why I will be explaining the interactions of the women and their men, the strength and weakness of these men, and lastly, why the men were doomed since the beginning. In both films these women use beauty, charisma, love, and black mail as their lethal weapon. In Detour, Al is in a uncanny situation when his friend Hascal dies without explanation. Al than chooses to take Hascal belongings hoping that he avoids being framed for murder. On his way to Hollywood, he comes across and picks up Vera, whom unknowingly had a quarrel with Hascal. That is the moment when Vera decides to black mail Al in order to fulfill her plot; to scam the inheritance from Hascal's father. Vera was feisty and vicious and very unsympathetic unlike Al. She treated him unfairly knowing that he wouldn't do anything about it, a gentlemen. It was a very one sided relationship in which Vera was the autocratic leader and Al the follower (all he wanted was to see his girlfriend one more time.) Filled with crimes, this film is similar to Gun Crazy in which two crooked strangers coincidently meet and both end up in a life of crime, greed, lust, and love. In Gun Crazy, Bart, a humble young ex soldier with an obsession with guns meets Annie, a gun performer for sideshows, in which he is infatuated with and begins to work with her and together, they performed dangerous acts. Bart and Annie are young and in love, and it's that very thing that gets them fired from their performing jobs that swindles them into the life of crime. Annie is the mastermind behind their lawless adventures, robbing murdering and running away from the cops. Unlike Vera, Annie claims that they do all of this for the name of love. Her weapon was love. These women con their men and into having them do what they want, Vera used blackmail and Annie used love. Both women are both the strength and weakness for these men which will be described in detail next. Although in this era it was a very male dominated world, these two men were extremely obedient to their ladies. That was their weakness, their inability to say no and put their foot down. Both these men knew the severe consequences of their actions, yet, they continued to obey the women. They were meek, weak-minded, and they were followers and it is as simple as that. However, they both had their strengths as well. Both were loyal (to a point), both knew not to mess with their ladies, but what was their most powerful strength was their demeanor. They were calm, charming, and extremely pleasant through out the film. Even though they had very good strengths, it was their weaknesses that became their downfall. The women in both films and their aggressive and influential personalities are how the men were doomed since the beginning. Both men could have easily avoided their situations and simply run away from their problems. Al could have simply denied his misfortunate events and dropped her off somewhere else and Bart could have simply threatened their relationship in which he would of known if he was taken advantage of (she did love him of course but as she said before, she wanted action.) Al was charmed and although he wasn't in love with Vera, he was still compliant to her. Annie on the