Wrestling - The Greatest Sport :: essays research papers

Wrestling - The Greatest Sport My heart beats faster as I approach my opponent. My enemy stands as a colossus although I know in my mind he is my only equal. The crowd grows louder as we step on our lines, and the only thought echoing through my mind is "shoot for the leg!". These are the happenings before every match, and yet I still return. Wrestling, in my mind is one of the greatest sports. The idea of a battle between two equal men, both striving for the same goal is something I live for. Different people wrestle for different reasons, but what I wrestle for is the exhilaration, and the principals behind the sport of which I take so seriously. Wrestling, fortunately; is not just two sweaty men rolling on the mat. It is rather, a fight. A fight in which each combatant must push their-self to the final limits of total exertion. This great fight, although very tiring, gives you the greatest feeling after you defeat your opponent. For this feeling, and this feeling only is why I wrestle. This hard to explain feeling is like a rush of adrenaline that makes you want to kick the crap out of Mike Tyson. It is one of the greatest natural rushes one could possibly imagine, short of sticking a needle in ones own arm. The ideas behind wrestling are more then the thick headed thoughts of- "Throw em to the ground and put all your weight on em!"- but rather, use each move with precision, not force. When a move is executed, there are at least ten counter moves for it. Therefore; one must wrestle with his mind - backing each attack with the plan for another one. This form of two or even three-way thinking, is crucial to the success of a struggling player. To be a good wrestler, one must also be able to change from offense to defense in a matter of milliseconds. Countless times before, I have seen players who would stay offensive all the way until they were pinned. A simple arm motion could change the fate of the match, and one must be prepared for that

Promoting Communal Harmony

Promoting Communal Harmony Promoting Communal Harmony In our country people belonging to various religions live in harmony, but there are occasions when the communal fabric gets disturbed, often on trivial issues. It is the responsibility of all sections of society to ensure peace and brotherhood so that all round development of the country takes places rapidly. The police have a great role to play in promotion of communal harmony and national integration. They come in contact with the general public in the process of performing their duties far more frequently then most other bodies of civil servants of the Government.In such a situation, interaction with vision, understanding, tact, compassion and humour by the police will not only raise the public esteem of the police but will also lead to a healthy police-public relationship, and secure the desired measures of public involvement and cooperation in promotion of communal harmony. Keeping this in mind, the National Foundation for Co mmunal Harmony (NFCH) has been organizing seminars with the aim of effective sensitization of the police officers so that they become the torchbearers of communal harmony and national integration in their day to day functioning.The first such seminar was held at Haryana Police Academy, Madhuban, in August 2007 and the second one in Mumbai in October 2007. The Foundation, which is working silently for promotion of communal harmony, has also supplied reading materials on the role of police in promotion of communal harmony and national integration, constitutional and statutory provisions relating to communal harmony. These seminars have been quite successful in spreading the message of communal harmony and national integration amongst the police officers.The Foundation is an autonomous organization registered as a society under the Societies Registration Act, 1860. It functions under the aegis of the Ministry of Home Affairs and the Union Home Minister is the Chairman of the Governing Council. The principal objectives of the Foundation is to foster communal harmony, fraternity and national integration in general, and facilitate physical and psychological rehabilitation of the child victims of caste, communal, ethnic or terrorist violence, in particular.The NFCH undertakes and assists state governments, local administration, non-governmental organizations, universities, colleges and schools, social activists, scholars, researchers and students in undertaking activities and programmes aimed at promoting harmony at local, state and national levels. Though there have been some incidents of communal violence in certain States, there has been no major communal riot in any part of the country in 2007. Proactive role of the Central and State Governments prevented escalation of communal violence at Gorakhpur in Uttar Pradesh and Indore in Madhya Pradesh last year.All states are advised to keep a close watch on the situation with communal overtones and take early steps to prevent any flare up. Over the last five years the incidents of communal violence have gradually come down. The decline is attributed to the Centre closely monitoring the situation and keeping a strict vigil on the activities of individuals and organizations to ensure that the situation remains under control. The activities of all organizations having a bearing on maintenance of communal harmony in the country are under constant watch of the law enforcing agencies.The Communal Violence (Prevention, Control and Rehabilitation of Victims) Bill 2005 has been introduced in the Rajya Sabha. The Bill has been referred to the Department Related Standing Committee of Home Affairs. The report of the Standing Committee, on the basis of suggestions made by several individuals and organizations with regard to the Bill, has been received. The report and various suggestions received are being examined in the Ministry in consultation with the Ministry of Law and Justice and others for further nece ssary action.The Good Samaritan Playing the role of a Good Samaritan, the NFCH provides financial assistance to children who are orphaned or become destitute in caste, communal, ethic and terrorists violence for their care and education. Assistance is provided at the rate of Rs. 9,600 per annum per child in ‘A’ and ‘B’ class cities and Rs. 9,000 per annum per child at other places without any restriction on the number of children in a family. Additional assistance at the rate of Rs. 1,800 per annum per child is extended for undergoing vocational training.Children in the age group of 0-18 years (extended to 21 years in appropriate cases) whose families are below poverty line (Rs. 31,600 in urban areas and Rs. 22,400 in rural areas per family per annum) are eligible under the assistance provided they pursue their study after the age of five. Assistance is sanctioned for 12 months at a time coinciding with the academic session of the child and is renewed on ye ar-to-year basis. The Foundation aims at providing assistance to every single eligible child victim of violence so that such children, after receiving proper education become responsible and productive citizens.The Foundation has stepped up its liaison with State Governments for ensuring assistance to every eligible child, both in the categories of fresh cases and renewal cases. The NFCH has to necessarily depend on States and particularly District administrations for identification of orphaned or destitute children and for submission of their applications along with necessary documents. Every year awards are given by the Foundation to individual and an institution for their outstanding contribution to the cause of communal harmony and national integration.Instituted in 1997, the award has acquired an aura of its own. The Foundation is striving for greater publicity for the awards so as to ensure that cases of as many deserving cases as possible are placed before the jury for select ion. Aimed at creating awareness about communal harmony and national integration, the Foundation extends assistance to state administrations and non-governmental organizations for holding debates, seminars, workshop, painting, poster, slogan or essay writing competition, musical and cultural programmes, kavi sammelans and mushairas.The Foundation is striving to encourage and support as many organizations as possible to take up, on a significant scale activities related to promotion of communal harmony and national integration. The Foundation extends financial assistance to state/union territory administrations for organizing inter-community ‘milans’ (get together) on important festivals like Eid, Deepawali and Christmas subject to certain monetary ceiling. ‘Sadbhavana clubs’ have been established in educational institutions to sensitize students and motivate them to work for promoting communal harmony and national integration.The clubs aim at inculcating so cial values like fraternity, love and peace among the young generation. They strengthen bonds of unity and affinity and promote belief in the principles of non-violence in the society. The Foundation associates itself with important inter-community festivals like â€Å"Phool-Walon-Ki-Sair† in Delhi, and â€Å"Nauchandi† festival in Meerut and â€Å"Deva Mela† in Barabanki, both in Uttar Pradesh, to promote better understanding among various communities. Communal Harmony Campaign Since its inception in 1992, the Foundation has been taking active part in communal harmony campaign and has extended financial assistance of over Rs. 6 crore for rehabilitation of 8,849 children up to December 31, 2006. It also assists non-governmental organizations under the project â€Å"Cooperation† and grants fellowships for undertaking research in field situation in the communally sensitive districts. The Union Home Ministry on its part gives â€Å"Kabir Puraskar† nat ional award to those promoting communal harmony by showing physical and moral courage while saving the lives and property of members of another community during communal riots, caste conflicts or ethnic clashes.While â€Å"Sankalp Divas† is observed on October 31 every year, â€Å"Qaumi Ekta Week† is observed from November 19 to 25. The Home Ministry also encourages voluntary organizations to undertake activities for the cause of national integration and communal harmony through cultural shows, essay and painting competitions, inter-regional camps and exhibitions. It is the cumulative result of all these efforts that a sense of communal harmony prevails in the country by and large as is reflected in the Home Ministry statistics

Photosynthesis Rate

Photosynthesis Lab Before you begin, save this Lab Report Template on your computer as LastNameAPBIOPhoto Read all the instructions below BEFORE you start! 1. Please go to the following website: http://www. biocourse. com/mhhe/bcc/domains/biolabs. xsp 2. Scroll down and click on the link to Photosynthesis. It is the 6th one down on the left. 3. Read the instructions for entering the virtual lab. There is background information in the online lab manual that will be helpful in interpreting your results. Please review the steps in the light and dark reactions of Photosynthesis BEFORE or WHILE you are completing this lab simulation.You may want to have your textbook open to refer to while you do the lab. You may also need to use additional sources of information. 4. Remember to cite ALL external sources that you use, using proper MLA style. 5. YOU DO NOT NEED TO ANSWER THE ONLINE QUESTIONS, but you should think about them as you proceed thorough the lab. Note: Lab Instructions start on t he next page! Experiment 1: Habitat and Photosynthetic Rates Predict the relative photosynthetic rates of plants from a shaded rainforest floor, a coastal region with moderate light, and a sunny desert:Rainforest Prediction: ____________________________________________ Coast Prediction: ________________________________________________ Desert Prediction: _______________________________________________ a. Continue to the simulation screen and click Clear Data and click the Native Habitat tab b. Select Rainforest floor and then click Graph Data c. Repeat for Coast and Desert. d. Record your results in the Table 4-1, reading the data from the online display e. Graph your data using Create-a-Graph (http://nces. ed. gov/nceskids/graphing/) Results Experiment 1Data Table 4. 1: Habitat and Photosynthesis at Different Light Intensities Light Intensity (foot-candles)Photosynthesis Rate (mg CO2/g fresh leaf) RainforestCoastDesert 0 5 10 15 20 25 30 35 40 45 50 Analysis Experiment 1 a. How is p hotosynthetic rate measured? b. Explain why the photosynthetic rate is negative at low levels of light intensity. (HINT: Is there a net uptake or release of CO2 at low light intensity? ) c. Which of the 3 types of plants had the highest photosynthetic and which had the lowest? d. Did this observation agree with your predictions? . Indicate factors that might be associated with the differences in photosynthetic rates in the 3 types of plants. f. At what light intensity level did photosynthetic rate level off? Was this light intensity the same for all plants? g. Explain why the photosynthetic rate levels off. h. Is there a relation between light intensity and leveling off of photosynthetic rates in the different plants? i. Explain how plants become acclimated to light levels normally found in their native habitat. Conclusion Experiment 1: Short, testable statement! HINT: Rank the plants from high to low photosynthetic rate) Experiment 2: Light Color and Photosynthetic Rates Predict th e relation of carbon dioxide level and photosynthesis rates: Prediction: ____________________________________________ a. Click Clear Data and then the CO2 levels tab b. Select 274 ppm (parts per million) and click Graph Data c. Repeat with 370, 740, and 1000+ ppm CO2 d. Record your results in the Table 4-2, reading the data from the online display e. Graph your data using Create-a-Graph (http://nces. ed. gov/nceskids/graphing/)Results Experiment 2 Data Table 4. 2: CO2 Levels and Photosynthesis at Different Light Intensities Light Intensity (foot-candles)Photosynthesis Rate (mg CO2/g fresh leaf) 274 ppm CO2370 ppm CO2740 ppm CO21000+ ppm CO2 0 5 10 15 20 25 30 35 40 45 50 Analysis Experiment 2 a. What is the relation between CO2 levels and photosynthesis rates? b. Indicate where and explain why the photosynthesis rates level off at different levels of light intensity. c. Are CO2 levels a rate-limiting factor? Explain. d. What is a greenhouse gas? e. What is global warming? f.Suggest a possible relation between plant function, greenhouse gases, and global warming. Conclusion for Experiment 2: Short, testable statement! (HINT: Indicate the relation of CO2 levels and photosynthesis rate) Experiment 3 Predict the relation of light color and photosynthesis rates: Prediction: ____________________________________________ a. Continue to the simulation screen and click Clear Data and then the light color tab b. Select white light and click Graph Data c. Repeat with red, blue, green, and yellow light d. Record your results in the Table 4-3, reading the data from the online display e.Graph your data using Create-a-Graph (http://nces. ed. gov/nceskids/graphing/) Results Experiment 3 Data Table 4. 3: Light Color Photosynthesis at Different Light Intensities Light Intensity (foot-candles)Photosynthesis Rate (mg CO2/g fresh leaf) WhiteRedBlueGreenYellow 0 5 10 15 20 25 30 35 40 45 50 Analysis Experiment 3 a. Which light is most effective in driving photosynthesis rate? b. At what light intensity does the photosynthesis rate level off for white light? c. Why does the photosynthesis rate level off for white light but not for the individual colors? d.Which colors, other than white, are associated with the highest photosynthesis rate? With the lowest? e. What colors of light do plant leaves absorb during the growing season? f. What colors of light do plant leaves reflect during the growing season? g. How does chlorophyll interact with accessory pigments to broaden the spectrum of light for photosynthesis? Conclusion Experiment 3: Short, testable statement! (HINT: Rank the colors from high to low photosynthetic rate) Reflection: Statement about what you learned from this lab simulation. (NOTE: The reflection should be AT LEA

How has technology affected your life Essay

Technology is an essential need in everybody’s life . Without technology , many things would not be able to materialize . As for me , technology has made my life more enjoyable and easy . What is technology ? Technology is a body of knowledge devoted to creating tools , processing actions and extracting of materials . In my life there have many great changes in technology . Many of these changes have affected my life greatly . They have made it both easier and faster to do things . The one piece of technology that has affected my life is the computer and all its programs . The computer and all its programs have made my life so much easier . Before the computer was invented you either had to write out what you wanted to say or typewrite it on the typewriter . However this was not always easy because if you made a mistake there was no way to fix it but to write it over again or use white out . With the computer though , mistakes could be made and fixed before I print it out . These mistakes could be solved within seconds by doing a spelling and grammar check . Also the computer I can save my work so if something happens to the first copy another copy could easily be made . With the typewriter and plain old writing it if the original copy was damaged you had to write it over again . Another great thing about the computer is that it is fast . If I were to write this essay by hand it would take me about twice the time because I would have to write the letters instead of just pressing buttons to get the letters on the screen . Next the computer has many programs on it like all of the Microsoft Office programs so that I could do all of my school work and it sometimes has games on it . One of the useful products of technology would be the television . Usually , my family would sit together in the living room to watch television programmes together after dinner . During this time , we would occasionally talk about the shows that are being broadcasted . This allows my family to interact with each other more often . In the twenty-first century , one of the most important technologies would be the internet . The internet is a system  which allows people to communicate globally . I personally use the internet on a daily basis and find it useful in many ways . Also the computer usually has an internet connection . The internet is the one thing that saves me a boat load of time . On the internet I could research a topic for an essay I am supposed to write for school . This takes the place of going to the library and spending the whole day to find the same information that I could find on the internet in 5 minutes . With the information from the internet I could copy and paste the important info into a word document and use that information to create my reports , but with books I would have to copy the page that has good information on a copier or copy it by hand . Also I could communicate with people on the internet through email right from home while I am doing my reports . The internet makes me feel like the world is at my finger tips all I need to do is explore . The computer has made my life easier and free to do fun stuff by lessoning the time that is spent doing school work . Online gaming is also another big part of my life when I play games over the internet . I am able to make friends with people from other countries . Another part of technology in my life would be the mobile technology . In the olden days , people who wanted to communicate with their relatives in far away places would have only two choices . One was to personally take the trouble to travel to their relatives’ place and another would be via sending letters . Both ways needed huge amount of time , with mobile technology , people’s lives are made easier as they can contact each other anywhere and anytime they want to . Ever since I was a child I have been interested in technology . I remember when I got my first phone . This phone did nothing except keep an alarm and call people . At the time it didn’t have a SIM Card or no service so all I could do was pretend to make calls . Of course I was a child at the time the joy of having a device that had the power to connect to people’s conversations wirelessly  amazed me . When I received my first phone I started to stay more connected with my friends and occa sionally update my schedule each day . When I entered High School , our coach had a â€Å" thing † for writing emails . This kept me up to date with our workout schedule . Now I have a habit of preparing for things weeks before I need to to even worry about them . When I started Facebook I started to stay connected with my friends . I was on it almost everyday , however I started to stop using Facebook before my SPM year . Without information technology I don’t think I would be anywhere as organized as I am now . I personally have a mobile phone too and it has become more than a necessity in my life . With all the technology we have nowadays we dont’t need to get out of the house anymore , you can do everything from the comfort of your home . Almost everything resolves around technology now . What do most people do when they come back from school ? They usually go watch TV , go on the computer or something else like that . People take all of this for granted , what would they do if there was a power cut and they couldn’t watch TV or go on the computer ? Most people would just laze about doing nothing until the power come back on . Not many would pick up a book or do any of the things they would have done when none of these things were round . As a conclusion , technology changed our life into a simple and easy situation without questions . Technology does a lot to make things in life easier , faster , and more efficient . This is so we can do more things in a shorter amount of time , expending the least amount of physical and mental energy possible . At last , technology has certainly revolutionised communication between people , but not all of the outcomes of this revolution have been positive . Technology has changed my life so much and I love it . The world of technology is always changing and I can’t wait to see what is made next .

Forgive my Guilt Essay

Who was the poet who wrote the poem â€Å"Forgive my Guilt†? Well the poet who wrote the poem â€Å"Forgive my Guilt† was the American poet Robert P. Tristram Coffin. Robert was born on March 18, 1892 at Brunswick, Maine. Robert won the Pulitzer Prize for his poem â€Å"Strange Holiness† in 1936. His poems were based on New England farm and his voyage life. His poems were committed to cheerful acts for the world. Sadly Robert died on January 20, 1955 at Portland, Maine. In the poem â€Å"Forgive my Guilt† the poet uses rhyme, imagery and simile to make us understand and visualize the poem better. The speaker in this poem is the author. The author is talking about his summer when he was younger. He uses simile in the quote â€Å"They cried out like two sorrowful high flutes† meaning that the two birds cried sound like an out of tune flute that sounds horrible. He uses imagery because it helps me picture that two birds have been injured, by telling us that he had a pellet gun and shot the poor birds. The poem starts by saying â€Å"Not always sure what things called sins may be, I am sure of one sin I have done It was years ago, and I was a boy. In this sentence the author is admitting that he have done a sin when he was younger. A sin is when you have done the wrong action, a regrettable action. It continues to say â€Å"I lay in the frostflowers with a gun† he is started to say that he was lying on the ground filled with frostflowers. Then it says â€Å"The air ran blue as the flowers, I held my breath† when he said the air ran blue he reflects the sky. Then it says â€Å"Two birds on golden legs slim as dream things† he is making us visualize by telling us that the sun was reflecting the birds legs. Then it says â€Å"Ran like quicksilver on the golden sand† when he said this he meant that he was running on the beach. Then it says â€Å"My gun went off, they ran with broken wings† he said that he fired his gun and shot a bird and that bird was trying to fly with a broken wing. Then it continues to says â€Å"Into the sea, I ran to fetch them in, But they swam with their heads high out to sea,† he said that he knew that he shot a bird so he ran towards to see if the birds were fine but the birds swam away toward the sea. Then it continues to say â€Å"They cried like two sorrowful high flutes, with jagged ivory bones where wings should be† when he said that â€Å"they cried like sorrowful high flute† he meant that their cries sounded like an out of tune flute, which sounds horrible and then when it says â€Å"with jagged ivory bones where wings should be† he is telling us since he shot the birds, he left the birds wounds. Then it continues to say â€Å"For days I heard them when I walked that headland Crying out to their kind in the blue† he tells us that he went back to see the birds and saw that the birds were telling something to their herd. Headland is when your near a fence or border. Then it says â€Å"The other plovers were going over south on silver wings leaving these broken two† he said that the plovers sadly left the two birds and headed south without them. Then it says â€Å"The cries went out one day but I still hear them Over all the sound of sorrow in war or peace I ever heard, time cannot drown them. † He said that the cries of the birds followed him everywhere he goes not matter what he was doing he still heard their cries. Then it ends by saying â€Å"Those slender flutes of sorrow never cease. Two airy things forever denied the air! I never knew how their lives at last were split, But I have hoped for years all that is wild, Airy, and beautiful will forgive my guilt. † The author is telling us that the cries never stopped, he has heard their cries for many years, he is saying that he is sorry for the sin he has done and finally apologize for the guilt he has committed when he was younger. The poem is telling us to think before we commit something because you never know that the actions you decide might haunt you forever. It also says to always think twice because when you decide to do something and do it, you might regret it because you can’t go back in time and change your actions. This poem brings a good message to me. It helped me realize that I have to always think twice because I might regret doing something and if I don’t think twice the action I committed my haunt my life forever. Knowing this I will always think twice before I do something. When you read this analysis hopefully this poem brought you a lesson, a lesson in which tells you to always think twice before you commit something you’ll regret throughout your life!

Jack London and His ‘Wild Side’ Essay

Many of Jack London’s novels have the unique characteristic of portraying survival of the fittest, the humanizing of animals, and a contrast of savagery and civility in their protagonists. Subsistence was the number one priority for heroes and â€Å"villains† in many of London’s books. This quest for existence and life was a difficult one in the harsh environments Jack London favored as settings in his books. Therefore survival of the fittest was the law and it sparked the transitions between savagery and civility in its wake. Those affected were traditionally the lone animal heroes prevalent as protagonists in London’s works. To portray these characters, the humanizing of them was a necessary and well-employed tactic that London also utilizes to hold the readers’ interest. As most of London’s works take place in the wild, it is only natural that his heroes and heroines should be individualists to be able to survive. They challenge the wrath of nature, and those who are strong enough generally live (Ludington). Although the natural world plays a grim role in London’s works, it â€Å"plays no favorites,† and requires those existing in it to meet its demands. This proves to be a central conflict and consistent theme in many works. â€Å"‘To Build a Fire’ demonstrates the conflict of Man versus Nature†¦reveal[ing] London’s sense of the awesome appearance of Nature, sometimes harsh but always impressive† (McEwen). On London’s famous novel, White Fang, Earle Labor comments it is â€Å"structured on ideas rather than upon myth, [it] is a sociological fable intended to illustrate London’s theories of environmentalism† (79). London’s works focused on what he considered his philosophy of life. Through his canine protagonists in The Call of the Wild and other books, he expresses the themes of survival, courage, strength, determination, and respect for the truth (McEwen). Jack London’s so-called â€Å"Klondike Heroes† were an independent but still compassionate group who showed respect to the eternal laws of nature and to the overwhelming presence of conscience (Labor 50). Those who took to these values and lived by them at the very least survived, and at the most became leaders of their surroundings. In The Call of the Wild, Buck is â€Å"snatched from an easy life and submitted to brutal treatment and a harsh environment in the Klondike, [and only] survives because he is the superior individual† (Ludington). The dogs learned that â€Å"kill or be killed, eat or be eaten, was the law.† Almost above these laws is Buck. â€Å"When he was made, the mould was broke,† says Pete, a sleigh driver in the book (Ashley). The dog was not instantly a leader however, he first overcomes terrible hardships and falls into brutal skirmishes with both men and other animals, displaying the level of courage and cunning required in Jack London’s philosophy to become a hero (McEwen). Among the lessons learned by Buck are â€Å"treachery and nobility, faithfulness unto death, and a conviction that moral nature is ‘a vain thing and a handicap in the ruthless struggle for existence'† (Ashley). Part I of The Call of the Wild, the most naturalisticsection of the book, deals with physical violence and amoral survival of the dogs which paves the way for their progression into the heroes that London wished to portray them as (Labor 73). In London’s book The Sea Wolf, Wolf Larsen is an arrogant individualist who survives for awhile on an island without many provisions. Though he later perishes, supposedly as an indirect result of his moral flaws, his prolonged existence on the island can only be attributed to his admiral strength and skill- two characteristics that London holds in high esteem (Ludington). These are, however, not the only traits necessary to survive in a harsh environment as London stresses in â€Å"In a Far Country.† Survival of the fittest is expressed as not only a matter of physical fitness, but also of ethical integrity (Labor 53). Individualism, though sometimes detrimental to the character, is also a major theme in many of London’s works. Few persons who have ever encountered his work can totally forget†¦the lost miner who wanders across the Arctic waste land in a nightmarish odyssey of starvation and exposure, sustained solely by an incredible will to live; or either of the magnificent dogs: Buck, captivated by the call of the Northland Wild, and White Fang, tamed by the loving-kindness of a gentler master. (Labor 49) Wolf Larsen, in The Sea Wolf, goes beyond survival to domination. He is the captain and master of his vessel and its crew. What gets in his way goes overboard whether it’s a scullion or his first mate. Larsen’s motives of ambition and absolute superiority dominate his character to form a totally different connection between him and his â€Å"pack† than did Buck with his (Sandburg 30). Another dominant theme in London’s works is the humanizing of animals. By giving animals characteristics of a man, basically personifying them, London makes it easier and more enjoyable for the reader to relate to the animal’s situation. His ability to have the reader â€Å"connected† with creatures, to have the reader peer into their minds and hearts, makes their struggles, triumphs, and defeats all the more poignant (McEwen). Both The Call of the Wild and White Fang are beast fables because they provoke peoples’ interest -whether we know it or not- in the human experience, not in the plight and hardships of lower animals (Labor 69). Buck, in The Call of the Wild, takes on an almost human personality, not because of his actions or thoughts but because the reader can see his thoughts and understand his actions (McEwen). â€Å"The difference is [the book’s] radical departure from the conventional animal story in style and substance- the manner in wh ich it is ‘overdetermined’ in its multilayered meaning,† letting readers understand the dogs better than they may understand themselves (Labor 72). Not only are dogs humanized in London’s canine novels, but the humans are significantly de-humanized. This personification of animals gives them very flexible personalities than those of the humans, which tend to lack depth. This reversal of roles makes it entirely possible for the dogs, which are even given names, to be characters in the sense that the humans of the novels will never achieve. Even Judge Miller, â€Å"by whose Santa-Clara, California, fireside the young Buck lay in innocence and peace before he was ‘dognapped,’ has more of a function than a character at all. The humans in The Call of the Wild such as John Thornton, ‘Black’ Burton, and other bad guys are ‘stock characters’ for which the reader ‘provides’ their qualities from other reading rather than discover them in the novel (Ashley). The only real character is the dog who displays the humility and natural wisdom which the man fatally lacks: â€Å"Its instinct told it a truer tale than was told to the man by the man’s judgement†¦The dog did not know anything†¦But the brute had its instinct† (Labor 64). Perhaps the most dominant and glaringly obvious message in London’s work is the conflict of savagery versus civility and the transgressions and progressions between the two. In a letter Jack London wrote to George Brett in 1904, explained the plan behind his book White Fang. He decided to compose a complete antithesis and â€Å"companion† book: â€Å"†¦I’m going to reverse the process. Instead of devolution or decivilization of a dog, I’m going to give evolution, the civilization of a dog- development of domesticity, faithfulness, love, morality, and all the amenities and virtues† (Labor 78-79). The noble dogs in White Fang and The Call of the Wild revolt against their roots. White Fang shifts from an untamed life in the wild to one of civilization, while Buck eventually turns on his domestic background towards the wilderness (McEwen). â€Å"The law of club and fang† present in many of London’s wilderness novels is approached and embraced by Buck and cast away for a tamer life by White Fang (Ashley). The Call of the Wild is a â€Å"study of one of the most curious and profound motives that plays hide-and-seek in the human soul. The more civilized we become the deeper is the fear that back in barbarism is something of the beauty and joy of life we have not brought along with us† (Sandburg 29). So it is in fact, not all transgression for Buck, he gains something a domestic being could never achieve. On the other hand, White Fang, too, involves contrasting values: life, love, civilization, the Southland; and the protagonist dog’s progression towards these (Labor 79). Although the most noticeable transformations in London’s novels are in that of animals, the civil to savage metamorphosis is well-developed in humans too (McEwen). â€Å"Among [London’s] various studies of the North†¦nothing will set you thinking about how far the human race has progressed, the gulf between savagery and civilization, than the tale of ‘Nam Bok the Unveracious. ‘† (Sandburg 29). In Nam Bok the Unveracious, Nam Bok, after an absence of many years returns to his isolated fishing village on the shores of Alaska. Late into the night they talk, and Nam Bok, who has been to California, tells them he has †¦been upon a boat larger than all the boats of the village in one; he describes the sails of the vessel and the avers it made head against the wind as well as with it; he describes an iron monster that sped upon two streaks of iron faster than the wind, was fed up on black stones, coughed fire, and shrieked louder than thunder. Early the next morning he is informed that his sense of truth is mournfully degenerate. Their message runs this wise: ‘Thou art from the shadow-land, O Nam Bok. With us thou canst stay. Thou must return whence thou camest, to the land of the shadows.’ So much for Nam Bok. (30) The raging forces of human and natural forces that battle in these works â€Å"erode the layers of civilization to reveal the glimpse of the most primeval impulses inherent in men and their environments (McEwen). When a being is thrust into an unfamiliar environment, it must learn to adapt to and coexist with everything around it. In The Sea Wolf, Wolf Larsen eventually dies despite his strength and skills; he was an utterly egotistical an immoral character on an isolated island. London’s point was that Wolf could not have survived in a modern society with the traits he possessed. Buck, on the other hand, is returned to the wild from a tamed existence. He eventually joins a pack of wolves, but he is at the head because of the combination of intelligence he gained in the civilized world and the strength he acquired as part of his transgression to primeval instinct and the wild (Ludington). Even when ill treatment has the adverse affect of not taming Buck but sparking his change, he shows what dog (and man) can do to get past its hardships and become a leader (Ashley). His mistreatment was not the only factor in Buck’s transformation, the sense of a call back to â€Å"nature and her primal sanities† is felt by even the rankest degenerate, this is the cal of the wild (Sandburg 29). And with a fitting ending, The Call of the Wild closes: When the long winter nights come on and the wolves follow their meat into the lower valleys, he may be seen running at the head of the pack through the pale moonlight or glimmering borealis, leaping gigantic above his fellows, his great throat a-bellow as he sings a song of the younger world, which is the song of the pack. (Ashley) Throughout these novels, there can be seen a pattern of the same prevalent three prevalent themes. Each interrelated with one another, forming the same types of scenarios, and the same consistent fantastic plots that made London’s works famous. The main characters’ discovery of themselves sets in motion the reader’s own self-discovery. The fact that this lesson lies in the lives of canines and not other humans is the true test of London’s ability to humanize animals. In the end this combination forms for a more potent emotional attachment to these dogs than to any other type of fictional character. All these attest to London’s novels being viewed as timeless classics. Works Cited Ashley, Leonard R. N. â€Å"The Call of The Wild: Overview.† Reference Guide to American Literature. 3rd ed. Ed Jim Kamp. St. James Press, 1994. [Galenet] Labor, Earle. Jack London. New York: Twayne Publishers, Inc., 1974. Ludington, Townsend. â€Å"Jack London: Overview.† Reference Guide to American Literature. 3rd ed. Ed Jim Kamp. St. James Press, 1994. [Galenet] McEwen, Fred. â€Å"Jack London: Overview.† Twentieth-Century Young Adult Writers. 1st ed. Ed Lauren Sandley Berger. St. James Press, 1994. [Galenet] Sandburg, Charles A. â€Å"Jack London: A Common Man.† Critical Essays on Jack London. By Jacqueline Tavernier-Courbin. Boston: G.K. Hall and Co., 1983.

Internship Essay Example | Topics and Well Written Essays - 750 words

Internship - Essay Example In addition, the communication goal entails having proficient skills in the written materials that I pass on to other departments. It is vital that this goal was achievable. This regards the fact that it possessed direct and achievable procedures in attaining its proficiency. In building the same, it was the same to build on a feasible rapport with the employees and mangers. This became the fundamental idea in highlighting the vital strategies in enhancing communication. This relates to the idea that communication is vanity without a core rapport with the partners in the same. The goal was to make the employees friends. In this sense, I could articulate proper responses and communication to fellows. To begin with, proper listening skills were vital accompaniment of communication. This occurred from the realization that individuals pay attention to those who conduct the same (Buhler 78). This means that communication was a means to achieving other objectives of affectivity in relationships. Listening was essential for manifesting caring nature in the conversations. More essentially, daily conversations contributed to enhancing relations and communication skills. The practical way of achieving the same pertained to asking relevant questions. In addition, gratitude was an essential way of engaging others in building one’s communication skills. Since the HR department dealt with employees’ welfare, it was vital to express appreciation for their work. This was an essential way of creating response scenarios with employees. More essentially, it was vital to express appreciation in amiable ways. This pertained to avoidance of sarcasm in the same scenarios. In close relation to the same, expression of empathy helped build communication platforms with employees. It creates mutually benefitting scenarios for constructive communication. Additionally, humor was a superb skill of enhancing communication. It was an