Child Devlopment Essay

Cognitive Development consists of imagination, sequencing, problem solving and memory, all these are featured in the boy I observed, Aaron King who was the little boy I chose to observe. He is a four year-old preschooler at the above named learning center. I started observing Aaron at the beginning of their circle time. During the circle time, Aaron amongst other fourteen kids in his classroom, sang the popular American Song: â€Å"IF YOU ARE HAPPY AND YOU KNOW IT, CLAP YOUR HANDS†¦. † While singing this song, the children’s voices were up and loud which indicated that they enjoyed singing songs. Aaron’s participation was great, he was so excited about the choruses, clapping & stomping of his feet. All the children in turn repeated and imitated all the actions of the teacher; as she needed the audience and focus of the kids for easy understanding of the wordings including choruses of the song. Aaron standing close to two other kids, a boy and a girl sang the song with seriousness while clapping their hands & stomping their feet at the same time. The teacher taught the Safety signs briefly. The children’s literacy is very high while learning safety signs as they were very interested in the emphasis laid in the safety signs. In order to ensure that the children understood what they were taught, the teacher asked Aaron what a particular sign stood for which he answered correctly. For example, stop sign is signified by a red color while â€Å"no bicycle† sign is signified by a cross on a bicycle, so on and so forth. The teacher taught the kids about â€Å"Me† book which described the parts of the body, however, she asked Aaron to touch his hands, elbows & cheek which he did correctly. After singing the clapping song and some other songs, the teacher changed the activity to coloring books. Meanwhile, Aaron moved from one place to another. He jumped and hopped around the classroom showing excitement. At a time, the teacher had to sit him down â€Å"Aaron sit down and do your coloring†¦ † He sat down to color while another boy watched him doing the coloring. Bryan & Joy who sat together sharing the same table with Aaron were also coloring; they also talked to one another in friendly manner while looking at each other’s work. Aaron was as excited as he was coloring his book. He finished his coloring using nice colors to color different animals indicating that he had a good taste. He also made a ship with legos, I asked him why he made a ship, and he told me that he would like to be an architect. Aaron amongst others was able to write their names and figure out pictures on the paper. For example, the letter Bb for ball and drew a line to join the letter to the picture of ball. He was able to do that for all the alphabetic letters to compliment individual pictures on the paper. Soon, Aaron stood up to go to the library; as he got to the place where the inscription of â€Å"Quiet Zone† was, another boy ran towards him and pushed him together with the book that he just picked – â€Å"Alphabet adventure†. He staggered, but he immediately got control of himself while he looked so surprised that he was pushed without doing anything. He reported the matter to the teacher â€Å"Ms. Patty, Josiah push(ed) me†¦ † then the teacher told Josiah to say sorry to Aaron which he did, then they both hugged one another. Thereafter, he went to sit down quietly in the library corner to read his book. He opened up the book so fast as if he knew where to read, then he stirred at a page that really caught his attention and started reading quietly. In summary, Cognitive Development is a very important outcome of learning for preschoolers as they always have their brain developed through creative arts. This consists of imagination, sequencing, problem solving and memory; all these are featured in the boy I observed. Acting drama is acting another character by putting on the costumes – for example, acting as a professional doctor or a lawyer or a nurse can be an eye opener to the preschoolers on what profession they may aspire to be in the near future; Aaron wants to be an architect, he says he likes to put up beautiful buildings. A good imaginative skill is very important for preschoolers to become smart; similarly, sequencing – doing things in an orderly manner is also a good learning skill. Ultimately, Aaron Kingsland has all these qualities. Child Development 201 A Preschool Language & Literacy Development Observation Child’s Name: Aaron Kingsland (An imaginary name) Date: October 7th, 2011 Time: 9:00am – 11:30am. Observer’s Name: —————————————- Location:Early Creativity Learning Center Classroom LANGUAGE & LITERACY DEVELOPMENT OBSERVATION OF A PRESCHOOLER – 4 YEARS OLD. My observation of language and literacy in a preschool classroom for children of four and five years old was interesting. Aaron Kingsland (four years old) was the preschooler at the above named learning center whom I chose to observe. I started observing Aaron at the beginning of their circle time. The kids in the classroom were seventeen in number – eight girls and nine boys. I observed Aaron in particular in the class for two and half hours from the beginning of the circle time till the end. The primary language used by the teacher was English; Aaron also speaks same language as well as the whole class. Language is said to be a means of communicating ideas, & feelings. There are four basic developmentally appropriate practices and clear language outcomes in the preschool classroom I observed. They are Literacy Development, Intellectual, Physical, Social and Emotional Developments. Literacy is a very important developmental appropriate practice. The four basic skills which young children need are Speaking, Listening, Writing and Reading. These were ultimately displayed by Aaron in the circle time activities performed that morning. During the circle time, Aaron amongst other seventeen kids in his classroom, started to sing the popular American Song: â€Å"IF YOU ARE HAPPY AND YOU KNOW IT, CLAP YOUR HANDS†¦. † If you are happy and you know it, clap your hands†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ } Thrice. If you are happy and you know it, then your face will surely show it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. } If you are happy and you know it, clap your hands†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ } If you are happy and you know it, stamp your feet †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦} Thrice. If you are happy and you know it, nod your head †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ } Thrice. If you are happy and you know it, do all three †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. } Thrice. While singing this song, the children’s voices were up and loud which indicated that they enjoyed singing songs. Aaron’s participation was great, he was so excited about the choruses, clapping & stomping of his feet. All the children in turn repeated and imitated all the actions of the teacher; as she needed the audience and focus of the kids for easy understanding of the wordings including choruses of the song. Aaron standing close to two other kids, a boy and a girl sang the song with seriousness while clapping their hands & stomping their feet at the same time. The teacher taught the Safety signs briefly. The children’s literacy is very high while learning safety signs as they were very interested in the emphasis laid in the safety signs. In order to ensure that the children understood what they were taught, the teacher asked Aaron what a particular sign stood for which he answered correctly. For example, stop sign is signified by a red color while â€Å"no bicycle† sign is signified by a cross on a bicycle, so on. After singing, the teacher changed the activity to coloring books. Meanwhile, Aaron moved from one place to another. He jumped and hopped around the classroom showing excitement. At a time, the teacher had to sit him down â€Å"Aaron sit down and do your coloring†¦ † He sat down to color while another boy watched him doing the coloring. All the Children talked and cooperated with one another in friendly manner. Bryan & Joy who sat together sharing the same table with Aaron were also coloring; they also talked to one another in friendly manner while looking at each other’s work. Aaron was as excited as he was coloring his book. He finished his coloring using nice colors to color different animals indicating that he had a good taste. Soon, Aaron went to the library and sat close to the place where the inscription of â€Å"Quiet Zone† was hanging. He picked a book – â€Å"Alphabet adventure†. He went to report a boy who pushed him on his way to the library to his teacher, he said†¦ â€Å"Ms. Patty, Josiah push(ed) me†¦ † The teacher took an appropriate action by telling Josiah to say sorry to Aaron and he did, then they both hugged one another. Thereafter, he went to sit down quietly in the library corner to read his book. He opened up the book so fast as if he knew where to read, then he stirred at a page that really caught his attention and started reading quietly and studiously. In summary, Language and Literacy development is the use of words to communicate ideas, listen and comprehend others’ ideas. Reading, talking and expressing what they do and following directions go a long way for preschoolers Through reading, Aaron amongst other peers has book knowledge, comprehension and appreciation of what he read. More importantly, literacy goes a long way in our society and even in the world.

The Return: Nightfall Chapter 36

Elena had been waiting in her tree. It wasn't, as a matter of fact, all that different from her six months in the spirit world, where she had spent most of her time watching other people, and waiting, and watching them some more. Those months had taught her a patient alertness that would have astounded anyone who knew the old, wildfire Elena. Of course, the old, wildfire Elena was still inside her, too, and occasionally it rebelled. As far as she could see, nothing was happening in the dark boardinghouse. Only the moon seemed to move, creeping slowly higher into the sky. Damon said this Shinichi had a thing about 4:44 in the morning or evening, she thought. Maybe this Black Magic was working to a different schedule than any she'd heard of. In any case, it was for Stefan. And as soon as she thought that she knew that she would wait here for days, if that's what it took. She could certainly wait until daybreak, when no self-respecting Black Magic-worker would ever thing of beginning a ceremony. And, in the end, what she was waiting for came to rest right below her feet. First came the figures, walking sedately out of the Old Wood and toward the gravel pathways of the boardinghouse. They weren't hard to identify, even at long range. One was Damon, who had aje ne sais quois about him that Elena couldn't miss at a quarter of a mile – and then again there was his aura, which was a very good facsimile of his old aura: that unreadable, un-breachable ball of black stone. Avery good imitation, in fact. Actually, it was almost exactly like the one†¦ It was then, Elena later realized, that she felt her very first qualm. But right now she was so caught up in the moment that she brushed the uneasy thought away. The one with the deep gray aura with crimson flashes would be Shinichi, she guessed. And the one with the same aura as the possessed girls: a sort of muddy color slashed with orange must be the twin sister Misao. Only those two, Shinichi and Misao, were holding hands, even occasionally nuzzling each other – as Elena could see as they came up close to the boardinghouse. They certainly weren't acting like any brother and sister that Elena had seen. Moreover, Damon was carrying a mostly-naked girl over his shoulder, and Elena couldn't imagine who that might be. Patience,she thought to herself.Patience. The major players are here at last, just as Damon promised they would be. And the minor players†¦ Well, first, following Damon and his group were three little girls. She recognized Tami Bryce instantly from her aura, but the other two were strangers. They hopped, skipped, andfrisked out of the Wood and to the boardinghouse, where Damon said something to them and they came around to sit in Mrs. Flowers' kitchen garden, almost directly below Elena. One look at the auras of the strange girls was enough to identify them as more of Misao's pets. Then, up the driveway came a very familiar car – it belonged to Caroline's mother. Caroline stepped out of it and was helped into the boardinghouse by Damon, who had done something – Elena had missed what – with his burden. Elena rejoiced as she saw lights coming on as Damon and his three guests traveled up the boardinghouse, lighting their way as they went. They came out on the very top, standing in a row on the widow's walk, looking down. Damon snapped his fingers, and the backyard lights went on as if it were a cue for a show. But Elena didn't see the actors – the victims of the ceremony that was about to begin, until just then. They were being herded around the far corner of the boardinghouse. She could see them all: Matt and Meredith and Bonnie, and Mrs. Flowers and, strangely, old Dr. Alpert. What Elena didn't understand was why they weren't fighting harder – Bonnie was certainly making enough noise for all of them, but they acted as if they were being pushed forward against their will. That was when she saw the looming darkness behind them. Huge dark shadows, with no features that she could identify. It was at that point that Elena realized, even over Bonnie's yelling, if she held herself still inside and focused hard enough, she could hear what everyone on the widow's walk was saying. And Misao's shrill voice cut through the rest. â€Å"Oh lucky! We got all of them back,† she squealed, and kissed her brother's cheek, despite his brief look of annoyance. â€Å"Of course we did. I said so,† he was beginning, when Misao squealed once more. â€Å"But which of them do we start with?† She kissed her brother and he stroked her hair, relenting. â€Å"You pick the first one,† he said. â€Å"You darling,† Misao cooed shamelessly. These two, Elena thought, are real charmers. Twins, huh? â€Å"The little noisy one,† Shinichi said firmly, pointing to Bonnie. â€Å"Urusei, brat! Shut up!† he added as Bonnie was pushed or carried forward by the shadows. Now Elena could see her more clearly. And she could hear Bonnie's heartrending pleas to Damon not to do this to†¦the others. â€Å"I'm not begging for myself,† she cried, as she was dragged into the light. â€Å"But Dr. Alpert is a good woman; she has nothing to do with this. Neither does Mrs. Flowers. And Meredith and Matt have already suffered enough.Please! â€Å" There was a ragged chorus of sound as the others apparently tried to fight and were subdued. But Matt's voice rose above it all. â€Å"You touch her, Salvatore, and you'd better make damn sure you kill me, too!† Elena's heart jerked as she heard Matt's voice sounding so strong and well. She'd found him at last, but she couldn't think of a way to save him. â€Å"And then we have to decide what to do with them to start with,† Misao said, clapping like a happy child at her birthday party. â€Å"Take your pick.† Shinichi caressed his sister's hair and whispered into her ear. She turned and kissed him on the mouth. Not hastily, either. â€Å"What the – what's going on?† Caroline said. She had never been shy, that one, Elena thought. Now she had moved forward to cling to Shinichi's unoccupied hand. For just an instant, Elena thought he would throw her off the widow's walk and watch her plunge to the ground. Then he turned, and he and Misao stared at each other. Then he laughed. â€Å"Sorry, sorry, it's so hard when you're the life of the party,† he said. â€Å"Well, what do you think, Carolyn – Caroline?† Caroline was staring at him. â€Å"Why's she holding you that way?† â€Å"In theShi no Shi , sisters are precious,† Shinichi said. â€Å"And†¦well, I haven't seen her in a long time. We're getting reacquainted.† But the kiss he planted on Misao's palm was hardly brotherly. â€Å"Go on,† he added quickly, to Caroline. â€Å"You choose the first act in the Moonspire Festival! What shall we do with her?† Caroline began to imitate Misao, kissing Shinichi's cheek and ear. â€Å"I'm new here,† she said flirtatiously. â€Å"I don't really know what you want me to pick.† â€Å"Silly Caroline. Naturally, how she di – † Shinichi was suddenly smothered by a great hug and kiss from his sister. Caroline, who had obviously wanted the attention of choice put to her, even if she didn't understand the subject, said huffily, â€Å"Well, if you don't tell me, I can't choose. And anyway, where's Elena? I don't see her anywhere!† She seemed about to say more when Damon glided over and whispered in her ear. Then she smiled again, and they both looked at the pine trees surrounding the boardinghouse. That was when Elena had her second qualm. But Misao was already speaking and that required Elena's full attention. â€Å"Lucky! Then I'll pick.† Misao leaned forward, peeking over the edge of the roof at the humans below, her dark eyes wide, summing up the possibilities in what looked like a barren clearing. She was so delicate, so graceful as she got up to pace and think; her skin was so fair, and her hair so glossy and dark that even Elena couldn't take her eyes off her. Then Misao's face lit up and she spoke. â€Å"Spread her on the altar. You brought some of your half-breeds?† The last was not so much a question as an excited exclamation. â€Å"My experiments? Of course, darling. I told you so,† Shinichi replied and added, staring into the forest, â€Å"Two of you – er, men – and Old Faithful!† And he snapped his fingers. There were several minutes of confusion during which the humans around Bonnie were struck, kicked, thrown to the ground, trampled on, and crushed as they fought with the shadows. And then the things that had shambled forward before, shambled farther forward with Bonnie held in between them, dangling limply from each by a slim arm. The half-breeds were something like men and something like trees with all the leaves stripped off them. If they had beenmade , it looked as if they had been made specifically to be grotesque and asymmetrical. One had a crooked, knobby left arm that reached almost to its feet, and a right arm that was thick, lumpy, and only waist-high. They were hideous. Their skin was similar to the chitin-like skin of the insects, but much bumpier, with knotholes and burls and all the outward aspects of bark on their branches. They had a shaggy, unfinished look in places. They were terrifying. The way their limbs were twisted; the way they walked, shambling forward like apes, the way their bodies ended on top with treelike caricatures of human faces, surmounted by a tangle of thinner branches sticking out at odd angles – they were calculated to look like creatures of nightmare. And they were naked. They had nothing in place of clothes to disguise the ghastly deformities of their bodies. And then Elena really knew what terror meant, as the two shambling malach carried the limp Bonnie to a sort of roughly hewn stump of tree like an altar, laid her on it and began to pluck at the many layers of her clothing, clumsily, pulling at them with sticklike fingers that broke off with little crackling sounds even as cloth tore. They didn't seem to care that they broke their fingers off – as long as they accomplished their task. And then they were using bits of torn cloth, even more clumsily, to tie Bonnie, spread-eagled, to four knobby posts snapped off their own bodies and hammered into the ground around the trunk with four powerful blows by the thick-armed one. Meanwhile, from somewhere even farther away in the shadows, a third man-tree shuffled forward. And Elena saw that this one was, undeniably, unmistakably male. For a moment Elena worried that Damon might lose it, go mad, turn around and attack both the were-foxes, revealing his true allegiance now. But his feelings about Bonnie had obviously changed since he had saved her at Caroline's. He appeared perfectly relaxed beside Shinichi and Misao, sitting back and smiling, even saying something that made them laugh. Suddenly something inside Elena seemed to plummet. This wasn't a qualm. It was full-blown terror. Damon had never looked so natural, so in tune, sohappy with anyone as he did here with Shinichi and Misao. They couldn't possibly have changed him, she tried to convince herself. Theycouldn't have possessed him again so quickly, not without her, Elena, knowing it†¦. But when you showed him the truth, he was miserable, her heart whispered. Desperately miserable – miserably desperate. He might have reached for possession as a defiant alcoholic reaches for a bottle, wanting only forgetfulness. If she knew Damon, he had willingly invited the darkness back in. He couldn't stand to stand in the light, she thought. And so now, he's able to laugh even at Bonnie's suffering. And where did that leave her? With Damon defected to the other side, no longer ally, but enemy? Elena began to tremble with anger and hatred – yes, and fear, too, as she contemplated her position. All alone to struggle against three of the strongest enemies she could imagine, and their army of deformed, conscienceless killers? Not to mention Caroline, the cheerleader of spite? As if to corroborate her fears, as if to show her how slim her chances really were, the tree she was clinging to seemed suddenly to let go of her, and for a moment Elena thought she would fall, spinning and screaming, all the way to the ground. Her handholds and footholds seemed to disappear all at once, and she only saved herself by a frantic – and painful – scrambling through serrated pine needles up to the grooved, dark bark. You are a human girl now, my dear,the strong, resinous smell seemed to be telling her.And you are up to your neck in the Powers of the undead and of sorcery. Why fight it? You've lost before you've begun. Give in now and it won't hurt so much. If aperson had been telling her this, trying to hammer it in, the words might have sparked some kind of defiance from the flint of Elena's character. But instead this was just a feeling that came over her, an aura of doom, a knowledge of the hopelessness of her cause, and the inadequacy of her weapons, that seemed to settle over her as gently and as inescapably as a fog. She leaned her throbbing head against the trunk of the tree. She had never felt so weak, so helpless – or so alone, not since she had been a newly wakened vampire. She wanted Stefan. But Stefan hadn't been able to beat these three, and because of that she might never see him again. Something new was happening on the roof, she realized wearily. Damon was looking down at Bonnie on the altar, and his expression was petulant. Bonnie's white face was staring up at the evening sky in determination, as if refusing any longer to weep or beg again. â€Å"But†¦are all thehors d'oeuvres so predictable?† Damon asked, seeming genuinely bored. You bastard, you'd turn on your best friend for amusement, Elena thought. Well, just you wait. But she knew the truth was that without him, she couldn't even put together Plan A, much less fight against these kitsune, these were-foxes. â€Å"You told me that in theShi no Shi , I would see acts of genuine originality,† Damon was going on. â€Å"Maidens hypnotized to cut themselves†¦Ã¢â‚¬  Elena ignored his words. She concentrated all her energy on the thudding pain in the center of her chest. She felt as if she were drawing blood from her tiniest capillaries, from the far reaches of her body, and collecting it here at her center. The human mind is infinite, she thought. It is as strange and as infinite as the universe. And the human soul†¦ The three youngest of the possessed began dancing around the spread-eagled Bonnie, singing in falsely sweet little-girl voices: â€Å"You are going todie in here, When you die inhere , outthere They throwdirt right on your face!† How delightful, Elena thought. Then she tuned back in to the drama unfolding on the roof. What she saw startled her. Meredith was now up on the widow's walk, moving as if she were underwater – entranced. Elena had missed how she'd gotten there – was it by some sort of magic? Misao was facing Meredith, giggling. Damon was laughing, too, but in mocking disbelief. â€Å"And you expect me to believe that if I givethis girl a pair of scissors†¦Ã¢â‚¬  he said, â€Å"she would actually cut her own – â€Å" â€Å"Try and see for yourself,† Shinichi interrupted, with one of his languid gestures. He was leaning against the cupola in the middle of the widow's walk, still trying to out-lounge Damon. â€Å"Didn't you see our prizewinner, Isobel?You carried her all the way here – didn't she ever try to speak?† Damon held out a hand. â€Å"Scissors,† he said, and a dainty pair of nail scissors rested in his palm. It seemed that, as long as Damon had Shinichi's magic key, the magic field around them would continue to obey him even in the real world. He laughed. â€Å"No, adult-size scissors, for gardening. The tongue's made of strong muscles, not paper.† What he held in his hand then were large pruning shears – definitely not toys for children. He hefted them, feeling their weight. And then, to Elena's utter shock, he looked straight up at her in her treetop refuge, not needing to search for her there at all – and winked. Elena could only stare back in horror. He knew, she thought. He knew where I was all the time. That was what he had been whispering to Caroline about. It hadn't worked – theWings of Redemption hadn't worked, Elena thought, and it felt as if she were falling and would fall forever. I should have realized it would be no good. No matter what's done to him, Damon will always be Damon. And now he's offering me a choice: see my two best friends tortured and killed, or step forward and stop this horror by agreeing to his terms. What could she do? He had arranged the chess pieces brilliantly, she thought. The pawns on two different levels, so that even if Elena could somehow climb down to try to save Bonnie, Meredith would be lost. Bonnie was tied to four strong posts and guarded by Tree-Men. Meredith was closer, up on the roof, but to get her off Elena would have toget to her and then through Misao, Shinichi, Caroline, and Damon himself. And Elena had to choose. Whether to step forward now, or be pushed forward by the anguish of one of the two who were almost a part of her. She seemed to catch a faint strain of telepathy as Damon stood beaming there, and it said,This is the best night of my life. You could always just jump,came the fog-like hypnotic whisper of annihilation once again.End the dead-end road you're on. End your suffering. End all the pain†¦just like that. â€Å"Now it's my turn,† Caroline was saying, brushing past the twins to face Meredith herself. â€Å"It was supposed to be my choice in the first place. So it's my turn now.† Misao was laughing hysterically, but Meredith was already stepping forward, still in a trance. â€Å"Oh, have it your own way,† Damon said. But he didn't move, still staring curiously, as Caroline said to Meredith, â€Å"You've always had a tongue like an adder's. Why don't you make it forked for us – right here, right now? Before you cut it into pieces.† Meredith held out her hand without a word, like an automaton. Still with her eyes on Damon, Elena breathed in slowly. Her chest seemed to be going into spasms as it had when the sucker plants had wound their way around her and cut off her breath. But not even sensations in her own body could stop her. How could I choose? she thought. Bonnie and Meredith – I love both of them. And there's nothing else to do, she realized numbly, the feeling draining from her hands and her lips. I'm not even sure if Damon can save both of them, even if I agree to†¦submit to him. These others – Shinichi, Misao, even Caroline – they want to see blood. And Shinichi not only controls trees, but just about everything in the Old Wood, including those monstrous Tree-Men. Maybe this time Damon has over-reached himself, taken on more than he could handle. He wanted me – but he went too far to get me. I can't see any way out. And then she did see. Suddenly everything fell into place and was brilliantly clear. Sheknew . Elena stared down at Bonnie, almost in a state of shock. Bonnie was looking at her, too. But there was no expectation of rescue in that small, triangular face. Bonnie had already accepted her fate: agony and death. No,Elena thought, not knowing whether Bonnie could hear her. Believe,she thought to Bonnie. Not blindly, never blindly. But believe in what your mind tells you is the truth, and what your heart tells you is the right path. I would never let you go – or Meredith either. I believe,Elena thought, and her soul was rocked by the force of it. She felt a sudden surge within herself, and she knew that it was time to go. One word was ringing in her mind as she stood and let go of her handholds on the tree trunk. And that one word echoed in her mind as she dove headfirst from her sixty-foot perch in the tree. Believe.

History of Football Essay

Football, American, distinct type of football that developed in the United States in the 19th century from soccer (association football) and rugby football. Played by professionals and amateurs (generally male college or high school teams), football is one of the most popular American sports, attracting thousands of participants and millions of spectators annually. The forerunner of American football may have been a game played by the ancient Greeks, called harpaston. In this game there was no limit to the number of players. The object was to move a ball across a goal line by kicking, throwing, or running with it. Classical literature contains detailed accounts of the game, including its rougher elements, such as ferocious tackling. Most modern versions of football, however, originated in England, where a form of the game was known in the 12th century. In subsequent centuries football became so popular that various English monarchs, including Edward II and Henry VI, forbade the game because it took interest away from the military sport of archery. By the middle of the 19th century football had split into two distinct entities. Still popular today, these two sports included the football association game, or soccer (the word being a slang adaptation of the three letters, s-o-c, in Association), and rugby, in which players ran with the ball and tackled. Modern football evolved out of these two sports. The Playing Field and the Ball The football playing field is rectangular in shape, measuring 100 yd (91. 4 m) long and 53. 5 yd (48. 9 m) wide. At both ends of the 100-yard dimension, white lines called goal lines mark off the entrances to the end zones. Each team defends one end zone. A team must carry, pass, or kick the ball into the 10-yd (9-m) end zone on the opponents’ half of the field to score. Lines parallel to the end zones cross the field at 5-yd (4. 5-m) intervals. These lines give the field a resemblance to a large gridiron. Another set of lines, known as the sidelines, runs along both sides of the field. In addition, two rows of lines, called hash marks, run parallel to the sidelines. The hash marks are 53 ft 4 in (16. 3 m) from each sideline in college and high school football, and 70 ft 9 in (21. 6 m) from each sideline in the National Football League (NFL). Each play must begin on or between the hash marks. Before each play, the officials place the ball either between the hash marks or on the hash mark closest to the end of the previous play. Situated in the middle of the rear line of each end zone are goalposts, consisting of a 10-ft (3-m) vertical pole topped by a horizontal crossbar from which two vertical upright posts extend. In college and professional football, the posts are 18 ft 6 in (about 5. 6 m) apart. The football consists of an inflated rubber bladder encased in a leather or rubber cover. The ball is an extended spheroid, having a circumference of 28. 5 in (72. 4 cm) around the long axis and 21. 25 in (54 cm) around the short axis. It weighs between 14 and 15 oz (397 and 425 g). Playing Time A game of football is divided into four periods, known as quarters, each consisting of 15 minutes of playing time. The first two periods constitute the first half; the second two comprise the second half. Between the halves, a rest period, usually lasting about 15 minutes, is permitted the players, who may leave the field. The teams change halves of the field at the end of each quarter. The clocks stop at the end of each quarter and at certain other times, when particular events occur or when designated by the officials. The Players Football is played by two opposing teams, each fielding 11 players. Each team tries to move the ball down the field to score in the end zone defended by its opponents. During a football game the teams are designated as the offensive team (the team in possession of the ball) and the defensive team (the team defending a goal line against the offensive team). Players involved in kicking situations are known as the special teams. The 11 players of the offensive team are divided into two groups: 7 linemen, who play on the line of scrimmage (an imaginary line designating the position of the ball) and a backfield of 4 players, called backs, who stand in various positions behind the linemen. The lineman whose position is in the middle of the line is called the center. On his left is the left guard and on his right is the right guard. On the left of the left guard is the left tackle, and on the right of the right guard is the right tackle; similarly, on the ends of the line are the tight end and the split end. The back who usually  stands directly behind the center and directs the play of the offensive team is known as the quarterback. In a balanced backfield formation, or â€Å"T-formation,† the fullback stands behind the quarterback, and the left and right halfbacks stand to either side of the fullback. Teams often use wide receivers in the place of tight ends, split ends, halfbacks, or fullbacks. Wide receivers line up on the line of scrimmage but wide of the rest of the formation. The defensive team consists of a row of linemen, who comprise the defensive line, a row of linebackers, and a collection of defensive backs, known as the secondary. The defensive line can use any number of players, though most teams use three or four linemen. Defensive linemen principally are responsible for stopping the opposition’s rushing attack and, in passing situations, putting pressure on the quarterback. The linebackers line up behind the defensive line and, depending on the situation, are used to stop runners, pressure the quarterback, or cover the opposition’s receivers. Teams usually employ three or four linebackers. The secondary is comprised of cornerbacks, who cover wide receivers, and safeties, who cover receivers, offer support in stopping the rushing attack, and pressure the quarterback. The secondary commonly consists of two cornerbacks and two safeties. Protective Equipment To protect themselves from the often violent bodily contact that characterizes football, players wear elaborate equipment, including lightweight plasticized padding covering the thighs, hips, shoulders, knees, and often the forearms and hands. Players also wear plastic helmets with guards that cover most of the face. The Officials Play is supervised by impartial officials. Professional and major college football programs use seven officials: a referee, an umpire, a linesman, a field judge, a back judge, a line judge, and a side judge. The officials carry whistles and yellow penalty flags. They blow the whistles or throw the flags to indicate that an infraction of the rules has been committed. The referee is in charge of the game at all levels of play. The referee supervises the other officials, decides on all matters not under other officials’ specific jurisdiction, and enforces penalties. The referee indicates when the ball is dead (out of play) and when it may again be put into play, and uses hand signals to indicate specific decisions and penalties. The umpire makes decisions on questions concerning the players’ equipment, their conduct, and their positioning. The principal duty of the linesman is to mark the position of the ball at the end of each play. The linesman has assistants who measure distances gained or lost, using a device consisting of two vertical markers connected by a chain or cord 10 yd (9 m) long. The linesman must particularly watch for violations of the rule requiring players to remain in certain positions before the ball is put into play. The field judge times the game, using a stopwatch for this purpose. In some cases, the stadium scoreboard has a clock that is considered official. Game Procedure At the beginning of each game, the referee tosses a coin in the presence of the two team captains to determine which team kicks off or receives the kickoff. At the start of the second half, these conditions are reversed—that is, the team that kicks off in the first half receives the kickoff to start the second half. During the kickoff, the ball is put in play by a place-kick from the kicking team’s 35-yd (32-m) line, or the 30-yd (27. 4-m) line in the National Football League (NFL). The NFL kickoff was moved from the 35-yd line in 1994 to increase the importance of the kickoff return. The kicking team lines up at or behind the ball, while the opponents spread out over their territory in a formation calculated to help them to catch the ball and run it back effectively. If the kick stays within the boundaries of the field, any player on the receiving team may catch the ball, or pick it up on a bounce, and run with it. As the player runs, the player may be tackled by any opponent and stopped, known as being downed. The player carrying the ball is considered downed when one knee touches the ground. Tacklers use their hands and arms to stop opponents and throw them to the ground. After the ball carrier is stopped, the referee blows a whistle to stop play and places the ball on the spot where the runner was downed. Play also stops when the ball carrier runs out of bounds. A scrimmage (action while the ball is in play) then takes place. Before scrimmage begins, the team on offense usually gathers in a circle, called a huddle, and discusses the next play it will use to try to advance the ball. A coach either signals the play choice  to the team from the sidelines, or the team’s quarterback chooses from among the dozens of rehearsed plays in the team’s repertoire. The defensive team also forms a huddle and discusses its next attempt to slow the offense. Each play is designated by code numbers or words, called signals. After the teams come out of their respective huddles, they line up opposite each other on the line of scrimmage. If the quarterback analyzes the defensive alignment and decides that the chosen play should be changed, the quarterback can call an audible and shout the coded directions for a new play. Play begins when the center crouches over the ball and, on a spoken signal, snaps it—generally to the quarterback—by handing it between his legs. Based upon the chosen play, the quarterback can pass the ball, hand it off to a teammate, or run with it. During the scrimmage, the players on the offensive team may check the defenders using their bodies, but they are constrained by specific rules regarding the use of their hands or arms. The player running with the ball, however, is allowed to use an arm to ward off potential tacklers. The offensive players check defenders, or try to force them out of the way, by performing a maneuver known as blocking. Good blocking is considered a fundamental technique in football. Perhaps the most spectacular offensive play is the forward pass, in which the ball is thrown in a forward direction to an eligible player. The ball is nearly always thrown by the quarterback, and those who may catch it include the other three backs and the two ends. A forward pass may be made only during scrimmage, and then only from behind the line of scrimmage. A lateral pass may be made anywhere on the field anytime the ball is in play. The defending team tries to prevent the attacking team from advancing the ball. The defending players may use their arms and hands in their attempt to break through the opponents’ line to reach the player with the ball. The defending team tries to keep the offense from gaining any distance, or to stop the offense for a loss by tackling the ball carrier before the ball carrier reaches the line of scrimmage. The offense must advance the ball at least 10 yards (9 m) in four tries, called downs. After each play, the teams line up again and a new scrimmage takes place. If the team on offense fails to travel 10 yards (9 m) in four downs, it must surrender the ball to its opponent after the fourth down. A team will often punt on fourth down if it hasn’t gained at least 10 yards (9 m) in its previous three tries. In punting, the kicker drops the ball and kicks it before it touches the ground. By punting, a team can send the ball farther away from its own end zone before surrendering it, thus weakening the opponent’s field position. Methods of Scoring. The object of the game is to score more points than the opposing team within the regulation playing time. In college football, a game can end in a tie if both teams have scored the same number of points at the end of regulation time. In case of a tie in an exhibition or regular-season professional game, the teams play an overtime period, known as sudden death, in which the first team to score is declared the winner. If neither team has scored at the end of this 15-minute overtime period, then the tie is allowed to stand. In professional playoff games no ties are allowed, and the teams play until one scores. A team scores a touchdown when one of its players carries the ball into the opposing team’s end zone or catches a pass in the end zone. A touchdown is worth 6 points. After a team has scored a touchdown, it tries for an extra-point conversion. This is an opportunity to score an additional one or two points with no time elapsing off the game clock. In college football, the offensive team lines up 3 yd (2. 7 m) from the goal line of the opponents and passes, kicks, or runs with the ball. A running or passing conversion in which the ball crosses the goal line counts for 2 points. A conversion by place-kick that propels the ball between the goalposts and over the crossbar counts for 1 point. In professional football, the offensive team lines up 2 yd (1. 8 m) from the goal line. A conversion attempted by place-kicking the ball is worth 1 point. In 1994 the NFL introduced the running or passing 2-point conversion. On offense, teams may also attempt to score by kicking a field goal, which counts for 3 points. A field goal is scored by means of a place-kick, in which one player holds the ball upright on the ground for a teammate to kick. For a successful field goal, the ball must be kicked between the goalposts and over the crossbar. After each field goal and extra-point conversion, the scoring team must kick off to its opponents. Finally, a defensive team earns two points for a safety when it causes the team on offense to end a play in possession of the ball behind its own goal line. If the offensive team downs the ball behind its line intentionally, in certain situations, such as after receiving a kickoff, the play is known as a touchback and does not count in the scoring. When the offensive team suffers a safety, it must punt the ball to the opponents to restart play. Modern Football American football was made popular by teams representing colleges and universities. These teams dominated the game for most of the first 100 years of football in the United States. Even today, despite greatly increased interest in professional football, intercollegiate contests—played by some 640 team—are attended by more than 35 million spectators each year. Many college stadiums hold more than 50,000 spectators; one stadium, at the University of Michigan, holds more than 100,000. Many of the major universities are now grouped in conferences, such as the Big Ten (northern midwest), the Big Eight (midwest), the Pacific Ten (western states), the Southeastern Conference, and the Ivy League (northeast). The birth date of football in the United States is generally regarded by football historians as November 6, 1869, when teams from Rutgers and Princeton universities met in New Brunswick, New Jersey, for the first intercollegiate football game. In the early games, each team used 25 players at a time. By 1873 the number was reduced to 20 players, in 1876 to 15 players, and in 1880 to 11 players, where it has remained. In the 1900s, college football became one of the country’s most popular sports spectacles. Ranked among the greatest United States sports heroes of the 20th century are such student athletes as Jim Thorpe of Carlisle Institute; George Gipp of the University of Notre Dame; Red Grange of the University of Illinois; Tom Harmon of the University of Michigan; Doak Walker of Southern Methodist University; Glenn Davis and Doc Blanchard, the â€Å"Touchdown Twins† of Army (the U. S. Military Academy); Joe Namath of the University of Alabama; and O. J. Simpson of the University of Southern California. In 1935 the Downtown Athletic Club of New York City established an award honoring one of the outstanding college football coaches in the country, John William Heisman. Heisman is credited with legalizing the forward pass in 1906. The John W. Heisman Memorial Trophy is awarded annually to the outstanding college player of the year, as decided by a national poll of sportswriters. After World War II ended in 1945, college athletes began to receive football scholarships, often paying the player’s room, board, tuition, and incidental expenses while enrolled in college. College Bowl Games and National Champions. College teams generally play about 11 games during the fall. The best college teams are awarded trips to so-called bowl games, matching outstanding teams in games that conclude the season’s competition. The tradition was begun in 1902 at Pasadena, California, when Stanford University invited the University of Michigan to come to California for a New Year’s Day contest. This event soon became the celebrated Rose Bowl game. Bowl games now represent the climax of the college season. Other notable bowl games include the Cotton Bowl in Dallas, Texas; the Orange Bowl in Miami, Florida; and the Sugar Bowl in New Orleans, Louisiana. In recognition of the great public interest in these games, major corporations now sponsor many of the bowls. Today, the champion college team is selected by national polls of coaches and sportswriters. In the accompanying table, the teams from 1889 to 1923 were Helms Athletic Foundation selections; from 1924 to 1930, Rissman Trophy winners; from 1931 to 1935, Rockne Memorial Trophy winners; from 1936 to today, Associated Press (AP) poll selections; and from 1950 to today, United Press International (UPI) poll selections. In cases where two teams won the honor in separate AP and UPI polls, a note has been made. Many members of the football community debate whether a poll of writers and coaches should determine a champion or whether the colleges should institute a more formal playoff system. Detractors of a playoff system argue that with such a system, the popular bowl games would lose their identity. In addition, players’ seasons would extend by one or two months, cutting into academic time. However, advocates for a playoff point to the controversial 1993 season in which the Florida State Seminoles won the number-one ranking over Notre Dame, a team that beat the Seminoles convincingly earlier in the season. Beginnings of Professional Football The first professional football game in the United States took place in 1895 in the town of Latrobe, Pennsylvania, between a team representing Latrobe and a team from Jeannette, Pennsylvania. In the following ten years many professional teams were formed, including the Duquesnes of Pittsburgh, Pennsylvania; the Olympics of McKeesport, Pennsylvania; the Bulldogs of Canton, Ohio; and the team of Massillon, Ohio. Among noted college players who took up the professional game during its early years were Willie Heston (formerly at the University of Michigan), Jim Thorpe (Carlisle Institute), Knute Rockne (University of Notre Dame), and Fritz Pollard (Brown University). The professional game attracted only limited public support during its first 30 years. The first league of professional football teams was the American Professional Football Association, formed in 1920. The admission fee was $100 per team. The teams pledged not to use any student player who still had collegiate eligibility left, as the good will of the colleges was believed to be essential to survival. The teams also agreed not to tamper with each other’s players. Jim Thorpe, a player-coach for one of the teams, became president of the league during its first year. The American Professional Football Association gave way in 1922 to the National Football League (NFL). Red Grange, the famous halfback from the University of Illinois, provided a tremendous stimulus for the league when he joined the Chicago Bears in 1925 and toured the United States that year and the next. His exciting play drew large crowds. Thereafter, professional football attracted larger numbers of first-rate college players, and the increased patronage made the league economically viable. Strategically, the early NFL game was hardly distinguishable from college football at that time. There was no attempt to break away from collegiate playbooks or rule books. For 13 years the NFL followed the National Collegiate Athletic Association (NCAA) Rules Committee recommendations. In the league’s early years, players considered the low-paying NFL a part-time job and held other jobs during the day. Thus, while college coaches could drill their players daily for hours, professional football coaches arranged practices in the evenings, sometimes only three or four times a week. Development of Offensive Strategies The offensive techniques and formations prevalent in the contemporary game developed from the ideas of early and mid-20th century coaches such as Walter Camp, Alonzo Stagg, Pop Warner, Fielding â€Å"Hurry Up† Yost, Bob Zuppke, Knute Rockne, and Paul Brown. Following very few historical precedents, these men innovated unique strategies that changed the nature of football forever. Stagg, operating out of the early T-formation, originated the between-the-legs snap from center to quarterback and put a player in motion in the backfield before the snap of the ball. In 1906 Warner unbalanced his line, placing four players on one side of the center and two on the other side, while shifting the backfield into a wing formation. The quarterback functioned as a blocker, set close behind the line and a yard wide of the center. At the same depth, but outside the line, was the wingback. Deep in the backfield was the tailback, who received most of the snaps, and in front and to the side was the fullback. This formation became known as the â€Å"Single-Wing,† and it remained football’s basic formation until the 1940s. From the Single-Wing emerged Warner’s â€Å"Double-Wing,† with wingbacks set wide on either side of the line. This formation forced the defense to spread itself across the field in order to protect against the pass, thus creating favorable conditions for the offense to execute unexpected running plays. The strategy is the same as today’s â€Å"draw† and â€Å"end-around† concepts, but Warner’s teams could also pass from the formation. Warner would also open up the lines completely, splitting the ends into modern â€Å"slot† positions, inside the wingbacks. This was a four-receiver formation that evolved into the â€Å"Shotgun† offense, popularized by the San Francisco 49ers of 1960. Like the double-wing, the â€Å"Shotgun† utilized two wideouts and two slot players, with the passer set deep in the backfield next to a running back. The NFL’s newest formation of the 1990s, the â€Å"Run and Shoot† offense, also resembles Warner’s formation. With Warner’s innovations, wing formations came to dominate the NFL. Coach Zuppke at Illinois ran single- and double-wing formations, often sending four or five receivers downfield in pass patterns. Some teams would use a short-punt formation, with the quarterback and wings set on different sides, providing a more balanced look. At Notre Dame in 1923 and 1924, Rockne instituted his famous Four Horsemen offense. At the beginning of a play, Rockne set up the backs in a four-square, box alignment on one side. Then, in the famous â€Å"Notre Dame Shift,† the backs would shift out of the box and into a single or double wing. In later years, other coaches imitated Rockne’s innovation and achieved similar success. For example, former Washington Redskins’ coach Joe Gibbs implemented an offensive strategy called the â€Å"Explode Package. † Modeled after Rockne’s Notre Dame Shift, the Explode Package helped the Redskins defeat the Miami Dolphins in the 1983 Super Bowl. In Gibbs’s system, the backs and receivers would jump into new positions before the snap, thus unsettling the defense. Although talented, the quarterbacks of the 1930s and parts of the 1940s seldom completed 50 percent of their passes, while many were even less successful. A major cause of these low percentages was the primitive nature of pass-blocking schemes. With little protection, passers always had to throw while avoiding incoming rushers. In the 1940s Paul Brown, the coach of the Cleveland Browns, installed a blocking system which transformed the passing game forever. Brown changed the system by arranging the linemen in the form of a cup. They pushed most incoming pass-rushers to the outside. Anyone who penetrated the line was met by a firmly planted fullback named Marion Motley. From that point on, the passing game achieved a new significance. Other teams implemented strong blocking lines, providing the quarterback with more time to release the ball. The contemporary game of the 1980s and 1990s is noted for its exciting and effective passing plays in both the professional and college ranks. Artificial turf, the surface in many of the nation’s stadiums, provides excellent footing for quarterbacks and receivers. With strong protection, talented quarterbacks make a perceivable difference to a game. For example, quarterback Joe Montana keyed the San Francisco 49ers’ three Super Bowl victories in the 1980s. Montana, who benefited from good protection, could instinctively read defenses and had the ability to deliver the ball accurately to his receivers while on the move. In college football, the University of Miami Hurricanes dominated the game in the late 1980s with a flashy passing game and a quick defense that could react effectively to the pass. Development of Defensive Strategies One striking aspect of modern football is its emphasis on defense as well as offense. This trend began after World War II (1939-1945), when college teams were allowed free substitution of players—that is, a player could enter and leave the game an unlimited number of times, as long as the ball was not in play during the substitution. This feature of the game led to the modern two-platoon system, in which one group of 11 players enters the game to play offense and a second group enters to play defense. Such a system has fostered the development of individual skills and specialization among players. Defensive football has acquired an extensive terminology of its own. In some ways defense is more complicated than offense, because defensive teams have fewer restrictions on their manner of lining up. Generally, however, the defensive formation is determined by the way the offense lines up. For example, when defending against opponents who are expected to throw many forward passes, a team might use a formation with a four-player line of two ends and two tackles. Three linebackers would stand directly behind the front four. In addition, two cornerbacks placed wider and farther back could defend against mid-range assaults. Two safeties would position themselves deeper to protect against longer aerial attacks. Most of the innovative thinking by coaches in the NFL during the 1970s came on defense. Offensive statistics plummeted as defenses dominated. The newer game demanded speed at every position, in addition to strength and bulk. Great linebacker units with catchy names such as Doomsday in Dallas, Pittsburgh’s Steel Curtain, Minnesota’s Purple People Eaters, and the Rams’ Fearsome Foursome dominated offenses. Teams turned the free safety position over to ferocious hitters such as the Raiders’ Jack Tatum and Dallas’ Cliff Harris. Rough, physical cornerbacks such as Pittsburgh’s Mel Blount and Oakland’s Willie Brown employed tight bump-and-run techniques on receivers downfield. Professional Football Today. The present-day NFL game is immensely popular. It is played during the late summer, through autumn, and into January. Professional teams play 4 exhibition games before the start of the regular season, followed by 16 games in the regular season and then playoff games, when they qualify for the playoffs. Teams play one game each week, using the time between games to recover, practice, and prepare for the next game. Each team receives one week without a game, known as a bye, during the season. The NFL is a big business for players, owners, advertisers, and other industries tied to the sport. NFL franchises generate huge revenues for host cities, in addition to promoting civic pride and national exposure. Thus, cities often compete for teams, offering prospective teams bigger and better stadiums, guaranteed fan support, and various economic incentives. In the 1980s three NFL teams relocated: the Raiders moved from Oakland, California, to Los Angeles in 1982; the Colts moved from Baltimore, Maryland, to Indianapolis, Indiana, in 1984; and the Cardinals moved from Saint Louis, Missouri, to Phoenix, Arizona, in 1988. Other teams have agreed to stay only with the promise of new facilities by their host cities. Throughout the years, other consortiums have sought to capitalize on the economic potential of the sport. For three years in the 1980s a new professional spring league, the United States Football League (USFL), competed with the NFL. The NFL lost players to the USFL, and NFL teams had to pay higher salaries to keep other players from leaving. However, the USFL soon folded, with much of its more talented personnel entering the NFL. Super Bowl The Super Bowl is the final contest of the professional season and determines the league’s annual champion. Currently the Super Bowl routinely finishes among the all-time top 50 programs in television ratings, and the 1994 game reached an estimated 750 million viewers around the world. Now probably the most important single-day sporting event in the United States, the Super Bowl had more modest beginnings. In 1967 the champions of the American Football League (which merged with the NFL in 1970) and the NFL met in what was called the AFL-NFL World Championship Game. The name was later shortened to Super Bowl, named after a child’s toy, the Super Ball. In this first game, the Green Bay Packers beat the Kansas City Chiefs, 35-10. The Los Angeles Coliseum, site of the game, fell far short of a sellout, although tickets were only $10 each. In comparison, the highest ticket price at the 1994 Super Bowl reached $250, with scalpers illegally charging more than twice that much. Rule Changes and Modern Developments The game of football has a history of constant rule changes. Rule changes have been implemented to bolster the excitement of the game of football and to increase the game’s safety. By 1906 the game was extremely rough, and many injuries and some deaths had occurred. Educators considered dropping the sport despite its popularity on campuses. United States President Theodore Roosevelt, an ardent advocate of strenuous sports, declared that the game must be made safer. As a result, football leaders revamped the game, and many of the rougher tactics were outlawed. In a constant attempt to maintain public interest in the game, NFL rulemakers review trends in their sport. For example, in the early 1970s, the rulemakers brought the hash marks in closer to the center of the field to give offenses more room to throw wide. The move, which increased scoring and made the game more exciting, also helped bolster the running game. Ten NFL runners gained more than 1000 yards in one season (1972) for the first time in history. During the next season, Buffalo Bills’ running back O. J. Simpson rushed for more than 2000 yards, the first time a player had gained that many yards in a single season. However, the passing game eventually suffered as defenses quickly adjusted. The Pittsburgh Steelers had a stranglehold on the NFL during the 1970s, with four Super Bowl victories. The dominant defensive athletes the Steelers put on the field shut down the wide-open passing attacks that had developed in the previous era. By 1977 scoring was the lowest it had been since 1942, while offensive touchdowns had fallen to their lowest levels since 1938. The rulemakers enacted serious measures after this low-scoring 1977 season, fearing a loss of public interest in the defense-dominated game. They established a zone of only five yards from the line of scrimmage in which a bump by a pass defender was permitted.

Ethical leadership Article Example | Topics and Well Written Essays - 6250 words

Ethical leadership - Article Example The examination of this study focuses on three types of leaders, including group - benefiting, self – benefiting and a combined group and self benefit leader. The study combines these three leadership attributes with two budgetary policies used by all three types of leaders. The interaction between the leaders, responses from the team members and the result in the budget are then examined with emotional intelligence in ANOVA statistics. It was found that the group benefiting leader was considered at a higher level through entitlement, being a representative and with the willingness to collaborate. This shows that the ethical concepts of leaders and the attributes with group communication are the most important considerations when examining how team members react in terms of ethics and policies. 1.0 Introduction The concept of ethics is one which is considered as a priority with leaders that are in a given setting. Meeting standards and ensuring that fair conduct is initiated w ithin a given work force is one which is theoretically designed to offer better actions and interactions among leaders and team members while ensuring that performance levels heighten within a company, institution or other setting (Patiar, 2009). While the expectations for ethics among leaders continue to be looked at theoretically, it is also noted that leaders continue to act in ways which are unethical. This is often attributed to the benefits within the company as well as the expectations that are related to each action which is taken. When examining the leadership and the changes according to benefits, it can be noted that there are different concepts which relate to how leaders act according to given situations, leadership style and the benefits that are associated with given circumstances. This is not only important to define in terms of the leaders but also how the decisions which a leader takes ultimately affect the performance and belief systems within a corporation. The p urpose of this paper is to examine the ways in which leaders are affected by different variables. Specifically, there will be an examination of the relationship to the budget policy and how this affects the leadership style and outcomes within teams in trusting a leader based on the leadership relationship to budget policy. The examination will include an understanding of how the leader acts in various situations, specifically when relating to budgetary needs, while examining how the team members within a given group respond to the budget system and relationship to the leader that may change styles or manipulate different events in order to change the benefits of the system. It is expected that the leadership styles will change and manipulate the budgetary system and their styles while examining the benefits, specifically which changes the performance level of other team members. 1.1 Aim and Objectives The concept of ethics and leadership styles is one which is expected to carry spe cific theoretical implications in terms of characteristics and methods of remaining a leader. However, it is also noted that the perceptions which are a part of being a leader can easily be manipulated and changed, specifically based on the characteristics of leadership style and benefits which are attached to the needs of the leader (Northouse, 2009). The aims of this paper is

Professional development for strategic managers Essay

Professional development for strategic managers - Essay Example An individual must, of course, sustain all of the mandated academic talents associated with the entire business value chain, including fundamental knowledge of strategic planning, implementation, control and evaluation. Further, the individual seeking the role of strategic manager must identify with cultural issues, the external environment related to stakeholders/shareholders and consumer demand, as well as the fundamental skills that are provided by sociological and psychological curricula. Outside of these academics-based learnings are more complex understandings of the self as it relates to emotional intelligence, motivational factors that drive goal attainment and learning, as well as having a practical understanding of personality constructs and learning style. There are countless theorists that can describe the systems view of the strategic management process, however transposing theory to practical application in the real-world business environment requires a talented blend o f knowledge and self-understanding. The report highlights literature regarding specific aspects of achieving success in the role of strategic manager, supplemented by a forthright self-analysis of skills development and capabilities in order to determine strengths versus weaknesses in priority aspects of skills associated with strategic theory and application. The student created a pre-set list of criteria, based on consultation with considerable secondary resource studies, that would be most critical for an honest self-assessment. In order to fully measure areas requiring development, the student needed to examine the structural, interpersonal, cultural and adaptive behaviours needed to become a successful strategic manager and leader. The assessment, in order to create a realistic and priority personal development plan, required consultation with theorists and case studies involving change management, developing and evaluating quality control systems, the psycho-social elements of management and interpersonal relatio nship development, as well as various literature on effective teaching and learning as these are fundamental in being a strategic practitioner. Besides the student’s many personal strengths in multiple areas, the following were identified as requiring re-assessment and development to attain success in the strategic career role. These include: The ability to teach others in team-focused environments Effective promotion of change leadership philosophy Teaching others to assess and analyse qualitative and quantitative research data Improvement of knowledge regarding cultural diversity principles Advanced development needs in psycho-social learnings for leadership improvement Outside of the more structural and systems view of strategic

Hobbes and Locke views on the State of Nature Essay

Hobbes and Locke views on the State of Nature - Essay Example The egoism in man, is a presupposition of Hobbes which leads him to the description of nature as a constant power struggle. In a natural state, that is, in a physical state, men are generally equal in strength, mental capacity and experience (Solomon, Ed, 1992, p. 178). He asserts that everyone has a natural and equal right to everything. However, if man was without government the conflict from desire would lead to a state of war of every man against every man: Hereby it is manifest, that during the time men live without a common Power to keep them all in awe, they are in that condition which called Warre; and such a warre, as is of every man, against every man(Solomon, Ed, 1992, p. 179). Fortunately, however, Hobbes argues that "passion" in the form of a "fear of death", and the desire to live a long and peaceful life, has allowed man to use "reason" in order to form laws which combined, provide the basis or foundation of a civil society, allowing man, therefore, to escape the state of nature-- the universal "strife": â€Å"The Passions that encline men to Peace, are Feare of Death ... and Reason suggesteth convenient articles of Peace, upon which men may be drawn to agreement.(Solomon, Ed, 1992, p. 180) It is at this point, that the political philosophy of Hobbes can now be understood, given that the foundations have been established, namely, that if the end of man is security, then the state itself is necessary. In particular, for the purposes of securing peace, Hobbes argues that of the three forms of government, monarchy, aristocracy, and democracy, monarchy is the most effective at realizing this end of a peaceful society. In keeping with the notion that the state itself, is a like a human body-- or, one might refer to the state in this sense, as the political body. Monarchy is like the mind of a body, which rationally maintains the desires in a sense of harmony. The desires, in terms of the analogy of the state with the body, amount to the people who th e monarch is sovereign over. Hobbes argues that for the purposes of peace, monarchy is necessary. The interests of the monarchy and his subjects, Hobbes argues are exactly alike, thus, what is good for the monarchy (the mind), is also good for the people (the body), given that they are all connected with the aim of self-maintenance: â€Å"It is manifest, that men who are in absolute liberty, may, if they please, give Authority to One man, to represent them everyone.† (Solomon, Ed, 1992, p. 184) Thus, if the Monarch is rich and secure, so too is the people, given that his wealth is derived from theirs. Further, there will be no argument and disagreement in making decisions, and that decisions will stand more firm. As an analogy again, with the body, one could see for example, that when someone is confused or in a state of inner turmoil mentally, often the body suffers as a result. If there is only one decision maker, namely, the monarch, then there is no suffering amidst the b ody as a whole. In terms of fear then, which was raised earlier in the context of Hobbes view of human nature, or his psychology, Hobbes argues that rather than fearing the sovereign which is reasonable and the regulator of the passions-- the body should

Eurocentric patterns of perception Essay Example | Topics and Well Written Essays - 3000 words

Eurocentric patterns of perception - Essay Example It looks into the impact the media has on the nation, highlighting good practice as well as bad along the way. It aims to enlighten everyone with an interest in the media about how it all works, how quickly things are changing. It's also intended to be essential listening for those who work in the industry itself, those who study the media - and, of course, those who simply enjoy well-produced and lively radio. Williams, Tannis MacBeth (1986) The purpose of this study was to examine how the media has shaped student perception about class and privilege. In particular, this study looked at how classroom instruction might help students more critically examine the relationships between print media and television media hereafter and student notions of privilege. One reason this study may be significant is because it begins to examine the role of the social studies teacher in making the unintended consequences employed by mass media to define culture visible to students. It is also important because it attempts to measure student awareness of the media. It may begin to provide insights for future research on how the media affects student's perception of not only privilege but of other aspects of social studies education like race, gender, and conditions of freedom. Thompson, Robert J. (1996) The purpose of this study is not to condemn the media; rather this study is focused on empowering the modern society with reflective skills enabling them to be more critical consumers of modern media, by raising issues of race and class as it relates to media. 1.2 Media and Embodying Difference; Divided percepception Mass communications is crucial in today's world - yet people allow it to govern their minds, perceptions, and world views completely unchallenged. I respect the entertaining and educational aspects of media - and its overall power - yet I find all too often, the mass media does not serve the well-being of people, society, or this planet, in general. Greenberg, Bradley S. (1980) People of colour well understand how disempowering media can be. While we may be increasingly included in media representations, we still remain two-dimensional, 'either-or' stereotypes or caricatures of who we are and have the potential to be. Such stereotypes are often subtly negative. There's also what I call 'The Stickiness Factor;' I'll explain more about this, later. All activists, fringe types, and marginalized folks experience being 'othered,' in one way or another - especially by the media. Be you a person of colour, queer, low-income, female, differently-abled, or whatever, there are many ways to get stigmatized. Being viewed as less credible by those around you, or in the public's mind, is a constant struggle. 1.3 Literature Review 1.3.1 Social and Historical Background of Media in Society Several writers think that reality, the material and psychological aspects of culture, one's identity, is defined and shaped by the media. Hart (2000) believes the media forges many attitudes, raises barriers and can play a role in limiting freedom in a democratic society. His position contends the media helps to reproduce the privileges of whiteness, thereby playing a passive role in supporting, and in some cases,