Essay on Othellos Flaw in Shakespeares The Tragedy of...

Othellos Flaw in Shakespeares The Tragedy of Othello In Shakespeare?s play Othello, Othello himself is the tragic hero. He is an individual of high stature who is destroyed by his surroundings, his own actions, and his fate. His destruction is essentially precipitated by his own actions, as well as by the actions of the characters surrounding him. The tragedy of Othello is not a fault of a single person, but is rather the consequence of a wide range of feelings, judgments, misjudgments, and attempts for personal justification revealed by the characters. Othello is first shown as a hero of war and a man of great pride and courage. As the play continues, his character begins to deteriorate and become less noble. Throughout the play,†¦show more content†¦With this dark side, he is also very outgoing, and not very bright. He is not observant and the schemes of Iago work well on him. For all the dangers and encounters he has been involved in, Othello is still naive when it comes to the corruptness of other people. Othello has a trusting nature in which he gives it all. He put all his trust in Iago during times of war and during his marriage to Desdemona. Everyone considered Iago to be honest, and it would be simply unspeakable for Othello to believe any differently. For example, Othello had told Duke: So please your grace, my ancient; a man he is of honesty and trust. To his conveyance I assign my wife, with what else needful your good grace shall think, To be sent after me (I, iii, lines 306-310). Even if Othello were not as trusting or corrupt, he still would not realize Iago was lying. Othello commits his first act of violence against Desdemona by hitting her. This shows Othellos tragic flaw. He made himself susceptible to Iago and the jealousy within him begins to lead to the end of others. Through his actions, Othello has isolated himself from everyone except Iago. This gives Iago the perfect opportunity to complete his course of action. Finally, Othellos breakdown results in the murder of his wife Desdemona. Desdemona, representative of goodness and heaven, blames her death on herself and not Othello. She is representative of the good in nature and is referred to as ?white ewe?. Good can be defined asShow MoreRelated Othello, The Moor of Venice Essay examples1319 Words   |  6 PagesOthello, the Moor of Venice is one of the major tragedies written by William Shakespeare that follows the main character, Othello through his trials and tribulations. Othello, the Moor of Venice is similar to William Shakespeare’s other tragedies and follows a set of specific rules of drama. The requirements include, following the definition of a tragedy, definition of tragic hero, containing a reversal of fortune, and a descent from happiness. William Shakespeare fulfills Aristotle’s requirementsRead MoreTragedy In Shakespeares Othello1519 Words   |  7 Pagesâ€Å"Tragedy  is an imitation not just of a complete a ction, but of events that evoke pity and fear.† The famous Greek philosopher Aristotle gave the classic theory of tragedy a distinguishable definition. There are various elements included in a tragedy, making it both successful and enjoyable. From the dramatic plot to the audaciousness of characters that create intensity, every element is necessary to construct the classic tragedy. This can be observed through action as seen in Shakespeare’s OthelloRead More William Shakespeares Othello as a Victim Essay1370 Words   |  6 PagesWilliam Shakespeares Othello as a Victim Not All Works Cited Included In Othello Shakespeare shows that Othello is victimised in many ways, for instance; his race, his culture, his social position and naÃÆ' ¯ve. Othellos victimisation could also show Shakespeares meaning of the term tragedy. In other Shakespearean tragedies the lead character is shown as cunning, ruthless and manipulative, more similar to Iago than Othello. This could represent a change in Shakespeares Read MoreThe Protagonist in Willima Shakespeare ´s Othello810 Words   |  4 PagesThe central character, or protagonist, in William Shakespeare’s tragedy Othello, The Moor of Venice is Othello. Aristotle defined the concept of a tragic hero as the destruction of a noble person, usually with a personal flaw, and this flaw determines their fate. Othello is a tragic hero with a tragic flaw in one of Shakespeare’s most known tragedies. Shakespeare so prominently exhibits the tragic flaw Othello obtains, allowing implications and thoughts, to overrun reality and show how just the insecurityRead MoreOthello: The Tragedy of an Aristotelian Tragic Hero Essay1531 Words   |  7 PagesShakespeares play, â€Å"Othello, the Moor of Venice,† is a powerful example of a tragedy and it’s main character, Othello, is an excellent illustration of what Aristotle constitutes as a tragic hero. The play imitates life through basic human emotions such as jealousy and rage. In addition, Othello is far from being a perfect character - another quality that meets Aristotles requirements. Othello also matches Aristotles ideas of tragic hero because our Othello realizes the error of his ways, causingRead MoreEssay about Othello - The Greatest Tragedy1090 Words   |  5 PagesShakespearean tragedy is one that encompasses many different elements. Shakespeare presents all of these elements spectacularly in Othello. For a tragedy to occur there are five conditions. The protagonist, Othello in this case, must experience a death or a total loss of ranking in society. The audience must also be captured by the actors and feel some sort of connection to them. This is known as catharsis. In Shakespearean tragedies the protagonist always has a character defect or a tragic flaw. This tragicRead MoreOthello, By William Shakespeare1599 Words   |  7 Pages William Shakespeare’s 16th century play Othello is a duplicitous and fraudulent tale set alternatingly between Venice in act 1, and the island of Cyprus thereafter. The play follows the scandalous marriage between protagonist Othello, a Christian moore and the general of the army of Venice, and Desdemona, a respected and intelligent woman who also happens to be the daughter of the Venetian Senator Brabantio. Shakespeare undoubtedly positions the marriage to be viewed as heroic and noble, despiteRead MoreOthello - the Greatest Tragedy1109 Words   |  5 PagesShakespearean tragedy is one that encompasses many different elements. Shakespeare presents all of these elements spectacularly in Othello. For a tragedy to occur there are five conditions. The protagonist, Othello in this case, must experience a death or a total loss of ranking in society. The audience must also be captured by the actors and feel some sort of connection to them. This is known as catharsis. In Shakespea rean tragedies the protagonist always has a character defect or a tragic flaw. This tragicRead More William Shakespeares Othello Essay2198 Words   |  9 PagesWilliam Shakespeares Othello Every artist needs a subject to draw inspiration from—an idea to develop into a masterpiece. Leonardo da Vinci had Madame Lisa to portray in paint. The Beach Boys had Rhonda to render in rhyme. And William Shakespeare had one of one hundred stories written by Giraldi Cinthio to help him create his masterpiece, Othello. Each artist creates his own interpretation from his source. Shakespeare transformed the core of Cinthio’s story into a tragedy. A tragedy is dramaRead MoreShakespeare s Othello As A Tragic Hero1517 Words   |  7 Pages Some may wonder, who is Aristotle and why does he label Shakespeare’s play, Othello, as a tragedy? Aristotle is a famous Greek philosopher who defines Shakespeare’s character, Othello, as a tragic hero. Many parts in Othello tell the readers that the play is a tragedy, such as jealousy, arguing, and death, which makes the play famous and delightful to read. Aristotle has identified many common traits or characterist ics that a tragic hero requires. In Shakespeare s play, Aristotle defines many

Cyber Office Essay - 951 Words

Enlist Frontline Personnel To Protect The Information Assets They Use As a company as you may have seen we need to start training our employees to be able to acknowledge and understand certain cyber threats. The massively expanding human attack surface is currently at 2 billion-plus people online, and Microsoft expects that figure to reach more than 4 billion by 2021. Every person is a candidate for security awareness training. I’ve been considering ways that people could help cut down on cyber threats from inside the company. We should attempt to instate a ‘see something, say something’ policy. In basic terms, if anyone of you sees an employee acting weird with company devices just report them to IT. This will allow IT to overview†¦show more content†¦This will allow for a more secure overall data transfer and also if a breach were to happen in one of the division we could lock down the other divisions to help minimize losses. Depending on our budget it is also an option to attempt cloud-based alternatives to common intern al services, to alleviate some strain on IT’s monitoring. While there is a cost associated, these services are fully managed and can be privatized to be compatible with corporate data protection policies. One thing that all employees upon purchase will be supplied with would receive hardware-based two-factor authentication keys for all employees, regardless of team or status. These keys can be revoked in case of loss or compromise, and provide an extra layer of protection from external attackers to company information assets. These help IT manager who is accessing what and your name will be linked to your hardware key so just keep that in mind while on company devices. Deploy Active Defenses To Engage Attackers Since we have now built a company standard for cybersecurity and all employees will in the near future be fully trained we will now overview our plan to deploy an active defense to engage attackers. With the necessary resources, IT can provide an â€Å"active defense† to the company networks, employing logging and auditing tools to determine the likelihood of an internal or external breach. By reviewing alerts to intrusions to the network, and requesting immediate remediation, ITShow MoreRelatedE Commerce : A Popular Activity On The Internet1388 Words   |  6 Pagesis remain unsafe on the internet due to the cyber-crimes, server attacks and sensitive data interceptions. When individuals attempting E-Commerce activities, their money would be under risk of being stolen if these private information being intercepted. This essay seeks to analyse the existing problems of the internet, including Cyber-crimes, server attacks and sensitive data disclosures, which would have impacts on personal property security. The essay also seeks to suggest that both public forceRead MoreCybercrime And Its Effects On Our Nation s Security And Economy1118 Words   |  5 Pagestechnology devices. Cybercrimes affect on our nation’s security and economy. Therefore, there is a statement: â€Å"The US has done plenty to prevent cybercrimes† about cybercrime situations. From my perspective, I do not agree with this opinion. In this essay, I will point out that the US has not done a lot to prevent cybercrimes from stealing money and private information of businesses. Every year, cybercrime takes about $445 billion from businesses, it not only hurts businesses but also hurts jobs andRead MoreEssay on should students be allowed to use cell phones in school1043 Words   |  5 PagesSchool Room 218 Persuasive Essay / Cellular Telephone Cell Phones: Many American youth now have cell phones that they carry with them everywhere .Should cell phones be allowed at school ?Many teachers and students claim that phones are distracting while many parents and students insist that phones are necessary. Write a persuasive essay explaining your position on the issue. Although not everybody would agree, but IRead MoreEssay on The Dark Side of the Internet1018 Words   |  5 Pagesnegative one. As such the negative side of the World Wide Web, cybercrime, has developed as just one of the major disadvantages with the internet. Cyber Crime itself is a broad term and can and does include any crime that is committed via the internet including seemingly minor acts as downloading music, to denial of service attacks(DoS), and to acts of cyber-terrorism. With the recently formed threat of cybercrime has also come inventive ways for law enforcement to attack and prevent it as well andRead MoreImpact Of Technology On Our Daily Life1259 Words   |  6 Pagesaround, also in case of any unanticipated change in after school plans. For example, students can be notified of a sudden cancellation of soccer practice through cellphones. However, they are wrong. According to the National School Safety and Security Offices, they argue that â€Å"allowing cell phones for safety reasons is inaccurate. As they explain, changing policies under the guise of cell phones being a crisis tool for student safety is, in our opinion, a knee-jerk reaction and is not ‘the answer’ to schoolRead MoreThe Nsa Spying Is A Major Issue1077 Words   |  5 Pagesinformation could be bank account and credit card numbers, pins, and or passwords. We unconsciously don’t even realize that we could be sharing this information. We give out information that is randomly requested when we walk into a dentist office or doctor’s office, the local liquor store, or when we are using social media sites like Instagram, Facebook, and Google. This is all collected, stored, and tracked by the NSA, and what is our government is doing with it is unknown. In today’s world NSA spyingRead MoreInternet Privacy : How Much Privacy Do We Really Have Anymore? Essay1706 Words   |  7 PagesMike Mingone Mrs. Main May 6, 2015 English 15 Essay 5 Internet Privacy How much privacy do we really have anymore? Each and every day new technologies are being born and introduced into our society. A lot of these technologies have something to do with tracking and monitoring the consumer or user of a product or service. I am okay with having my personal information shared with the Internet but only to a point. While Americans claim to care about their privacy, they seem to really care about convenienceRead MoreThe Impact Of Computer Technology On Students998 Words   |  4 Pagesage of computers technology. In the recent decade, these machines became a very popular and an important part of the human’s life; as a result, today we are surrounded by computers everywhere. We have computers at homes, educational institutions, offices, hospitals, banks, supermarkets and so on. However, we cannot deny this fact that computers are given great importance in the education sector and students are the key part of it. Different studies have revealed (Study link is given below) that computersRead MoreArgumentative Essay : Donald Trump1278 Words   |  6 PagesBoone 1 Andre Boone Jones ENGL 103-008 11 Nov. 2016 Argumentative Essay Donald Trump was born on June 14, 1946. He was born in Queens, New York. His father was a builder and real estate developer in Queens, Staten Island and Brooklyn. Trump was an energetic, assertive child, and his parents sent him to the New York Military Academy at age 13, hoping the discipline of the school would channel his energy in a positive manner. Trump did good at the academy both socially and academically. He becameRead MoreColl1273 Words   |  6 Pagescons of using the social-web? a) No Privacy b) Cyber bulling c) Identity theft and fraud. d) Keeping kids safe 4. Ways we can make the social web safer and educational? a) Don’t give out your information b) Monitor our kids online c) Make it easier and safer to control. Teens these days are well connected, with strong majorities having their own email address and cell phone. They spend substantial amounts of time Is this Essay helpful? Join OPPapers to read more and access more

Spirit Of A Late Victorian Age Essay free essay sample

, Research Paper The Spirit of a late Victorian Age. With mention to Bram Stoker # 8217 ; s Dracula. Stoker # 8217 ; s monstrous figure, Count Dracula, has today reached heroic poem and about fabulous proportions, like Frankestein ( non the physician ) , the Gordon Medusa, even Virginia Woolf ( thanks to Albee ) . Like the aforesaid illustrations, what we associate in our heads to be these monsters, largely conditioned by popular civilization and Hollywood, are simply ocular representation. In the novel itself, nevertheless, harmonizing to other litterateurs who have exhaustively examined this piece, Dracula represents an full genre of thought and human development, concentrated in the prose of literature. Mark M. Hennelly, Jr. identifies Dracula as # 8220 ; an fable of rival epistimologies in pursuit of a gnosis which will rehabilitate the Victorian barren ; and as its decision dramatizes, this rehabilitation demands, a transfusion, the metaphor is inevitable, from the blood-knowledge of Dracula # 8221 ; ( Literature of the Occult, 140 ) . By the Victorian barren the litterateur here is mentioning the overplus and the redundancy of the Victorians, peculiarly the nouveau riche and the in-between category. We will write a custom essay sample on Spirit Of A Late Victorian Age Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The places of these upper categories are missing infinite every bit much as the little suites in which the labor are forced to remain ; the former deficiency infinite because of an accretion of furniture and objects, the latter because of the littleness of the suites themselves. The epistimologies in challenger are the rational and the irrational. # 8220 ; Beneath the ordered society of his clip each [ novelist of the Irrational ] say an disordered pandemonium, a universe disintegrating, a new order waiting to be established # 8221 ; ( Literature of the Occult, 143 ) . This dichotomy between the rational and the irrational could merely be captured in a novel that is unmistakably Gothic and Romantic. The novel begins with # 8220 ; a travel diary # 8221 ; ( Dracula: Between Tradition and Modernism, 35 ) of Jonothan Harkens, the immature British attorney who has been hired to manage Count Dracula # 8217 ; s estate. Particularly, Count Dracula # 8217 ; s unusual palace which stands at the border of a drop. Jonothan Harkens becomes a # 8220 ; prisoner # 8221 ; ( Dracula, 47 ) in this tremendous tower in which there are no # 8220 ; retainers # 8221 ; ( Dracula, 32 ) and yet there is a redundancy of furniture and infinite and books. This device as a literary device plants on the reader because he becomes engross erectile dysfunction in Harkens sincere Hagiographas and becomes a portion of the palace. The palace itself represents one facet of the Gothic, the second of which I will elaborate upon subsequently. The palace itself becomes a organic structure, a vas, if you will, from which there is no flight unless the proprietor of the palace allows him to. There is a sort of Medieval morbidity that underlies this thought but what Stoker was making was utilizing the Gothic genre to force against the rational and be given into the kingdom of phantasy and the supernatural. By rendering Count Dracula # 8217 ; s as a soundless character creates a stable focal point for the remainder of the altering storytellers. That is to state, while the narrative passes from Mina to Harkens to Lucy the palace itself remains a soundless opposite number. Why is this of import? Like I have mentioned earlier, there is a sort of Medieval morbidity to bodying the palace. This represents both the organic structure and the spirit shouting to a God who as pious individuals we must believe in but in actuality we neer do acquire to see. # 8220 ; There is no uncertainty that the Western European characters are at least nominal Christians or that the English characters are disciples to the Church of England, # 8221 ; Carol Senf writes in # 8220 ; Dracula: Between Tradition and Modernism # 8221 ; ( 67 ) . A good illustration of this is when Jonothan Harkens is offered a prayer beads. # 8220 ; I did non cognize what to make, for as an English Churchman, I have been taught that these things as # 8230 ; idolatrous, and yet it seemed so ungracious to decline an old lady # 8221 ; ( Dracula, 67 ) . This sort of ambivalency and # 8220 ; challenger of epistimologies # 8221 ; runs throughout the full novel, where the really nature of dichotomy i s concentrated. The blood is the life, and for Victorian scientists, # 8220 ; familial stuff circulated in the blood stream # 8230 ; because it contained the information that communicated the animate being # 8217 ; s or human # 8217 ; s mental and physical make-up # 8221 ; ( Dracula: Between Tradition and Modernism, 75 ) . Although this theory is unmistakably Darwin, what it tends to place is a group of people who believed in Darwin # 8217 ; s biological science and Newton # 8217 ; s natural philosophies. In fact, harmonizing to the essay # 8220 ; For Blood is the Life # 8221 ; it talks about Darwin # 8217 ; s nephew, Francis Galton seting his uncle # 8217 ; s theories into pattern, by instilling the blood of one animate being into the organic structure of the other in order to # 8220 ; act upon the progeny # 8221 ; ( Dracula: Between Tradition and Modernism, 75 ) Bibliography Dracula film

Winston churchill their finest hour free essay sample

Winston Churchill In perhaps his most moving speech during World War II, British Prime Minister Winston Churchill delivered this address in the House of Commons on June 18, 1940, vowing to lead the British people in a fight against the Nazis, Winston Churchill’s: Their finest hour, rallied the British nation in mounting a formidable defense against the Nazi’s control. Churchill is able to do this through his tone, organization and syntax. Winston Churchill was perhaps one of the greatest public speakers in history. Although Churchill delivered many speeches, his speech on June 18TH, 1940 showed the most emotion and courage of any other he told. In this speech, he explained that the war in France is over and the war in Britain would begin. On May 10, 1940, Nazi Germany began a massive attack against Holland, Belgium, Luxemburg and France. Britain defended these countries. The Germans relied on an aggressive battle plan, utilizing modern communications, the allies including Britain still relied on hand delivered messages. We will write a custom essay sample on Winston churchill their finest hour or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a result, the German Blitzkrieg caught the allies off guard. After a few weeks of battle, Hitler’s armies conquered Holland, Luxemburg and Belgium. France requested an armistice, Britain now stood alone and it was Churchill’s speech that led the British into victory. (â€Å"Winston Churchill-Biographical† Nobelprize) Winston Churchill was born November, 30 1874, in Blenheim Palace. He was born into a wealthy family who treated Winston to a rich lifestyle. In 1893 Churchill entered the Royal Military College as a cadet, from here on he rose to the top ranks commanded with great authority. He began to have political speeches at the age of twenty-three (â€Å"This was their Finest Hour† Wikipedia). However, his Finest Hour speech can be argued as one of his best speeches given in a time of imminent war. The purpose of this speech was to show the members of the Commons that we must fight this war and win, for if England shall lose the rest of the rest of the world shall lose. Winston explained this in the last part of his speech. â€Å" If we can stand up to him, all Europe may be free and the life of the world may move forward into broad, sunlit uplands. But if we fail, then the whole world, including the United States, including all that we have known and cared for, will sink into the abyss of a new Dark Age made more sinister, and perhaps more protracted, by the lights of perverted science. Let us therefore brace ourselves to our duties and so bear ourselves that, if the British Empire and its Commonwealth last for a thousand years, men will say, ‘This was their finest hour’†(Winston 5,6). This speech was written in chronological order. He firsts starts off talking about British efforts in France and the battles that were fought around the area, and then ends the speech by noting the war now lye on the British navy and army. The structure of the speech is cause and effect, he states that British conditions have worsened and he states that this is because Hitler has conquered most of the western coast of Europe and is threatening to invade Europe. If there is one thing that Churchill makes very clear throughout this speech is the adamancy of which England must fight the war, there is nothing that Hitler would not do, â€Å"Untiring vigilance and untiring searching of the mind is being, and must be, devoted to the subject, because, remember, the enemy is crafty and there is no dirty trick he will not do†(Winston 3). Churchill will not submit to tyranny. â€Å" There are a good many people who say ‘Never mind. Win or lose, sink or swim, better die then submit to tyranny- and such a tyranny.’ And I do not dissociate myself from them† (Winston 4). Winston Churchill’s speech was very well organized with specific arguments and accurate data, which explained how Britain would win the war. â€Å"†¦ the British Empire to fight on†¦ During the last few days we have successfully brought off the great majority of the troops we had on the lines of communication in France; and seven-eighths of the troops we have sent to France since the beginning of the war- that is to say, about 350,000 out of 400,000 men- are safely back in this country. Others are still fighting with the French, and fighting with considerable success†¦ We have, therefore, in this island today a very large and powerful military force† (Winston 1,2). Winston Churchill’s speeches are known for his tone and emotion that he portrays throughout them, this speech is no different. Churchill explained, â€Å" Hitler knows that he will have to break us in this island or lose the war. If we can stand up to him, all Europe may be free and the life of the world may move forward into broad, sunlit uplands†(The Art of Presentation). Words like â€Å"free, move forward and sunlit uplands† are phrases that help the citizens to feel more powerful and hopeful, and that the war would move in a positive direction. When Churchill speaks of the Navy, he shows that he is knowledgeable and knows how to defeat the Nazi Germany. He uses a formal tone throughout this speech, mainly so the listeners will understand the seriousness of the war, but also because he needs to convince them to fight the war. Churchill does not use sophisticated language, in fact most of the words he uses are simple but these words pack emotion- words such as â€Å"victory, evil, tyranny, lost, lose and win† these words evoke an emotion that rallies the British nation against Germany because even the uneducated are able to understand the imperative need to win this war. Winston Churchill also structured this speech so that the point was not made until the very end, he gives background and information and proves his point before saying what it is, this forces the listener and reader to hear the facts and determine for themselves why Britain must fight Germany. Putting the sentence â€Å" This was their finest hour† lights a spark under people and excites them about how tyranny will fall and democracy will prevail. It is the job of the people to protect and preserve the world, as they know it. If they succeed, their sacrifice will go down in history as their finest hour.

Book Commentary on Farewell to Manzanar Essay Example

Book Commentary on Farewell to Manzanar Essay Example Book Commentary on Farewell to Manzanar Paper Book Commentary on Farewell to Manzanar Paper Book commentary on Farewell to Manzanar Jeanne Wakatsuki Houstons book. Farewell to Manzanar, was about Japanese- americans during World War II, but more importantly was based off of her childhood life and experiences. Through Jeannes true life story, readers get a grasp of what it was like to be a Japanese individual in America. Jeanne and her family try as hard as they can to remain stable under the conditions of discrimination. The book goes into detail about the war and the otherness in America. The chapter titled mies Yes No No reveals a central tension of fear in America through the characters reactions to the draft application, reveals a dilemma of distrust by the way Japanese-Americans were treated in America, and lets the reader know about how discombobulated the war effort really was. mies Yes No No reveals a tension of fear through the characters reactions in the book. A tension of fear is presented in this chapter through Jeannes brother Woody. But if I answer Yes Yes I will be drafted anyway, no matter how I feel about it. That is hy they are giving us the oath to sign. (89) Woody is tense about draft application because he knows he has to answer Yes Yes. Woody knowing that he will go to war makes him even more frightened. Papa is also aware that his son must answer Yes Yes, but is fearful of losing a son to a war. Papa became frustrated and turned to drinking. Much arguing took place between the Japanese people in Manzanar because of the draft, which revealed their tense and fearful state. The Japenese- Americans had no choice but to go to war against their home country. Not only were Japanese-Americans scared, but many Americans feared any Japanese person they saw and could not trust them. A dilemma of distrust about is revealed through the way the Americans treated the Japanese-Americans. The Americans started to not trust any Japanese individual since the bombing of Pearl Harbor. Americans became frightened by Japanese people within America so they put them in camps such like Manzanar. On top of that, they made Japenese man within the camps sign up for the draft to fight against their home country. After the war, many Americans still had their doubts about Japanese- Americans. Jeanne asks her friend Radine if she could Join the girl scouts, but Radines mother declines her request Just because she is Japanese. ( ) Japanese people in America were discriminated and it is as if the Americans had a some kind of reputation to keep. Jeanne and her family would try their best to be optimistic and eventually gained some respect. The tension of fear and dilemma of distrust lets the reader know about how discombobulated the war effort was. America expected more from its citizens in this time of war. America took necessary precautions by putting Japanese-Americans into camps. On the other hand, instead of Americans being loyal to their country by volunteering to fght in the war, a draft was issued and resulted in drafting some soldiers that were part or fully Japanese. America made life a living hell for Japanese people within their country. Americans were supportive of their country, but afraid. They trusted their soldiers over seas, but not the people within their borders. America put in effort, but not enough considering that they had to use the Atomic bomb. The time during World War II was a strange, tense period, where no one knew who they could trust. The chapter mies Yes No No reveals the tension of fear and dilemma of distrust about the war and otherness in America. This otherness in America was the way Americans reacted/treated the Japanese individuals within their country. The war effort was there for America, but was strange as they turned to their enemies Oapanese-Americans) in search for allies.

Organic Compound Names and Formulas Starting with E

Organic Compound Names and Formulas Starting with E This is a list of organic compound names and formulas with names starting with the letter E. Eburnamenine - C19H22N2Ecstasy (MDMA or Methylenedioxymethamphetamine) - C11H15NO2EDTA (Ethylenediamine-N,N,N,N-tetraacetic acid) - C10H16N2O8Eicosane - C20H42Emetan- C25H32N2Encainide - C22H28N2O2Endosulfan - C9H6Cl6O3SEndrin - C12H8Cl6OEosin B - C20H8Br2N2O9Eosin Y - C20H8Br4O5Ephedrine - C10H15NOEpibromohydrin - C3H5BrOEpinephrine (Adrenaline) - C9H13NO3Ergoline - C14H16NErgotaman - C25H33N5OErgotamine - C33H35N5O5Erucic acid - C22H42OErythrinan - C16H21NErythritol - C4H10O4Esarine - C15H21N3O2Estradiol (estrogen) - C18H24O2Estriol (estrogen) - C18H24O3Estrone (estrogen) - C18H22O2Ethacridine lactate - C18H21N3O4Ethanal (Acetaldehyde) - C2H4OEthane - C2H6Ethane (ball and stick) - C2H6ethane (space-filling model) - C2H6Ethanedioic acid (oxalic acid) - C2H2O41,2-Ethanedithiol - C2H6S2Ethaneperoxoic acid - C2H4O3Ethanoic Acid (Acetic Acid) - C2H4O2Ethanol - C2H6OEthanol (space filling model) - C2H6OEthene - C2H4Ethene (ball and stick model) - C2H4Ethenone - C2H2OEthidium bromide - C2 1H20BrN3Ethyl acetate - C4H8O2Ethyl alcohol - C2H6OEthyl aldehyde - C2H4OEthenyl functional group - C2H3-Ethylamine - C2H7NEthyl 4-aminobenzoate (Benzocaine) - C9H11NO2Ethylbenzene - C8H10Ethyl carbamate - C3H7O2Ethyl chloride - C2H5ClEthylene - C2H4Ethylene dichloride (EDC) - C2H4Cl2Ethylene oxide - C2H4OEthyl formate - C3H6O2Ethyl functional group - C2H5Ethylene glycol - C2H6O2Ethyl glyoxylate - C4H6O32-Ethyl-1-hexanol - C8H18OEthyl hydride - C2H6Ethyl hydride (space-filling model) - C2H6ethyl mandelateEthyl 3-oxohexanoate - C8H14O3Ethyl propiolate - C5H6O2ethyne - C2H2Ethynol - C2H2OEtorphine - C25H33NO4Eugenol - C10H12O2

The Law Relating To Appurtenant Rights Over Freehold Land, Such As Essay

The Law Relating To Appurtenant Rights Over Freehold Land, Such As Easements, Covenants, Rent Charges And Profit A Prendre - Essay Example Personal property attached to real estate by a tenant for the purpose of his or her business is classified as a trade, or chattel, fixture and remains personal property. Four legal tests determine if an item is a fixture or not: intent, relationship of the annexing party to the property, method of annexation and adaptability (which may be referred to as the Total Circumstances Test). An estate is the degree, quantity, nature and extent of interest a person holds in land. Freehold estates are estates of indeterminate length. Less-than- freehold estates are called nonfreehold, or leasehold, estates, and they concern tenants. A parcel of land may be a freehold and nonfreehold at the same time. A freehold estate may be a fee simple estate or a life estate. A fee simple estate can be absolute or defeasible on the happening of some event. A conventional life estate is created by the owner of a fee estate; a legal life estate is created by the Law. An easement is a right in the land of anot her which enables the landowner to restrict in some way the use of adjoining land by another party. It is the right acquired by one person to use another’s real estate. There are two types of easements: easement appurtenant and easement in gross. An easement appurtenant involves two separately owned tracts. The track benefited is known as the dominant tenement ; the tract subject to the easement is called the servient tenement . An appurtenant easement is an encumbrance to the servient estate and a benefit to the dominant estate.

Waste en P3 Essay Example | Topics and Well Written Essays - 250 words

Waste en P3 - Essay Example To get the percentage amount of time used to produce the waste, it is calculated by dividing the amount of time not spent on anything by the total amount of time available all day: (Robbins 2005). To get the amount of time spent in value addition, we get the total time the student used actively doing something from the time he wakes up to the time he prepares for bed. The total time used actively is 210 minutes, while the total available time is 960 minutes. The percentage is therefore calculated by dividing the amount of time spent actively by the total available time: (Robbins 2005). It is quite evident from the calculations that the amount of waste produced is higher than the amount of value added. It is therefore important for the student to reduce the amount of waste produced; he should engage himself in some active activities such as football, cycling, reading or some exercise that will keep him fit physically and mentally active. This will increase his value addition (Robbins

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay William Shakespeare, one of the most famous playwrights of all time, was born in Stratford upon Avon in 1564 and died in 1616. He was one of eight children of John Shakespeare, a local town official and glove maker, and Mary Arden. In 1982 Shakespeare married Anne Hathaway at only eighteen. They had three children together, Susanna, and twin Judith and Hannet. Sadly Hannet tragically died at eleven. Shakespeare was known for performing at the Globe theatre with the Chamberlains Men. He wrote 37 plays in his lifetime and one of his most famous plays was Romeo and Juliet. I am going to compare lines 1-100 of Act One, Scene One from the text of the two film versions; Franco Zeffirellis version and Baz Luhrmanns version. The text opens with the prologue, which gives a brief outline of the story, it is 14 lines long, and is therefore typical of what is known as a sonnet. It is about two families from Verona, both of similar status; both hate the other due to an ancient feud, the lovers, Romeo and Juliet both from each of the families take their own lives for their love. Their death makes their parents see sense. Shakespeare has deliberately revealed the ending in the prologue so that the audience may judge the characters and the events up to the final tragedy. Act One Scene One begins in a public place. It starts like a comedy with word-play and puns from Gregory and Sampson, both servants of the Capulet house. They boast about what they would do to the Montagues. One pun used is Well not carry coals. This means well not stand for any insults. No, for then we should be colliers. This means if we do stand for any insults then we shall be coal sellers or coal miners which were probably regarded as dirty and poor people in their day. Sampson uses rude language, to boast about what they would do to any Montagues Therefore I will push Montagues men from the wall, thrust his maids to the wall. Sampson thinks that love is just a matter of brutal conquest of another body. This part of the scene is very boastful and light hearted, until Abraham and a servant, both from the Montague house enter and the scene turns instantly threatening and tension increases. Sampson and Gregory turn from being boastful to serious, in a way this is ironic because when the they were joking, they were not afraid of saying about what they would do to the Montagues, but now when they come across the Montagues they become unsure as to whether to torment them or not, because Gregory says How, turn thy back and run? Hes unsure whether to provoke the Montagues. But Sampson is not as afraid as Gregory, so he decides to provoke them by biting his thumb at Abraham and the servant. Biting thumbs was regarded as an insult in that day. Both houses start bantering at each other, both speaking politely with a threatening undertone. Gregory says Do you Quarrel sir? Which is do you fight. The Capulets crave for a fight by aggravating the Montagues, but the Montagues are not up for a fight. At this point Benvolio enters and Gregory says Here comes one of my master kinsmen. But he is not referring to Benvolio because he is a Montague. He is referring to Tybalt who is approaching. So the Capulets start the fight themselves when Sampson says Draw if you be men, Gregory remember thy washing blow. The word washing blow means in this context, a slashing blow, which is a sword move. They then fight but there is no description of what happens. Benvolio who is against fighting stops the fight, but then Tybalt who is a Capulet enters and he offers Benvolio to fight . Turn thee Benvolio, look upon thy death. Tybalt is an aggressive character and when he enters he is spoiling for a fight and he does not believe in peace, this is evident when Benvolio says I do but keep the peace. Benvolio tries to restore the peace because he is a peacemaker. Tybalt does not believe that Benvolio is trying to stop the fight so he threatens Benvolio What, drawn and talk of peace? I hate the word . have at thee coward. Then Tybalt attacks Benvolio and a huge brawl follows, but this time the citizens and the officer attempt to break up the fight. The mood is now chaotic. Old Capulet and Lady Capulet enter. Old Capulet wants to be involved in the fight Give me my long sword, ho. Lady Capulet replies A crutch, a crutch! Meaning a crutch might be better because he is too old to fight. Then enters Old Montague and Lady Montague, he also wants to fight but Lady Montague attempts to stop him by restraining him. The two heads of the families seem foolish and try to stand up for their family by trying to be involved in the fight. Then Prince Escalus enters with his train, these are his guards in our context. He is in charge of Verona and he breaks up the fight between the two families. He is furious with them both. He gives a long speech to the two families. He compares their behaviour to beasts You men, you beasts, that quench the fire of your pernicious rage He also says that there have been three civil brawls between the two families in Veronas streets. He has had enough of it and the pointless fighting has disrupted the social life of the city. Their punishment if this happens again would be paid with their lives. Many of the characters from the two families seem to act first and think later. For instance some characters jump into a fight without thinking of the consequences. The fight breaks out quickly between the two families which proves the point that some of the characters act first, think later. These first 100 lines prepare the audience for the haste and speed which plays a big part in the coming tragedy of the deaths of Romeo and Juliet and it prepares for the fights that take place later on in the play. The Franco Zeffirelli film version of the play is set in the 15th century in the town of Verona in Italy which is the ideal setting to the play. The first scene which I am going to study is set on a bright sunny morning in the town market. The costumes worn are authentic to the 15th century, these include tight leggings known as Hose and close fitted jackets known as doublets worn by the men. The two families also wear the livery of their household. The Montagues livery is blue and grey and the Capulets livery are red and orange. The film introduces with a prologue, just like the text. As the Prologue is being spoken, the film shows a number of views of Verona. While this is being shown, music authentic to the time is played along with it. The prologue is correct to the text but the last two lines are cut out. After the prologue, the film goes straight to Veronas market, the public place. This market setting is authentic with its old sandstone buildings and its bustling market. Sampson, Gregory and another Capulet who is not included in the text, are walking through the market joking and being a nuisance to some of the citizens by kicking them for a joke. This portrays the Capulets as trouble makers. The mood is boastful and light hearted, which is faithful to the text. The film does not include the conversation about Colliers and Montague maids spoken between the Capulets. But it starts on line 25 when Gregory says The quarrel is between our masters and us their men. Sampson replies to this Tis all one. This is correct to the text, but it misses all the lines afterwards where Gregory says Here comes the house of the Montague. The Montagues consist of three people here, Abraham and two other Montagues not named. They are shown buying items from a market stall, you see them thanking the stall keeper and being polite to the citizens, Zeffirelli portrays the Montagues as nice people even though there is no evidence of this in the text. The banters between the two families are started just like the text. Sampson bites his thumb at the Montagues. This is also known as an insult in the film. The banters between them are correct to the text. After Abraham says You Lie. The Montagues walk away from the Capulets because they dont want to start any trouble. This is evidence to suggest that the Montagues are nice people. Sampson retaliates to this because he craves for a fight. He deliberately trips up the older member of the three Montagues. This is not included in the text. Sampsons retaliation makes Abraham angry and he declares the fight by saying Draw if you be men. This is actually said by Sampson in the text. Then Sampson completes the sentence from the text Gregory, remember thy washing blow. The brawl starts with both sides charging at each other. The scene is now in the streets of Verona near the market. The citizens help the Montagues break up the brawl by grabbing hold of the Capulets. Then Benvolio enters, he stops the fight and says his lines from the text, but in addition to this he says The prince expressly forbids fighting on Veronas streets. This is not in the text. Then Tybalt with a lot more of Capulets men enter, he laughs in a threatening way and the mood suddenly gets threatening, he and Benvolio say their lines, which are correct to the text. Benvolio is cowardly towards Tybalts will to fight, and the brawl begins again. The mood is chaotic and hot because it is set on a bright and hot street. During the fight, Tybalt injures Benvolio and he says hi thee home? Fragment. This means youre a coward and you should go home, Tybalt says it in a boastful way. The film shows the fight with lots of chaos, colours, close ups, lots of action, aerial shots of fighting, village people trying to stop the fight, things flying through the air, explicit bits like people being killed, there is no evidence of this in the play, it is hard to see who people are, such as who is Montague and who is Capulet. At one point during the fight, Zeffirelli shows us the two households. He shows Old Capulet gathering his men and charging out into the chaotic fight. There is no conversation between Old Capulet and Lady Capulet, despite this being in the original text. Zeffirelli also shows us Old Montague gathering his men to go and join the fight, and Lady Montague attempting to stop him. At this part the conversation between Old Montague and Lady Montague is correct to the text, but it misses parts out.

The Primal Scattering of Languages: Philosophies, Myths and Genders :: Philosophy Philosophical Papers

The Primal Scattering of Languages: Philosophies, Myths and Genders ABSTRACT: In After Babel, George Steiner recounts ‘two main conjectures’ in mythology which explain ‘the mystery of many tongues on which a view of translation hinges.’ One such mythic tale is the tower of Babel, which not only Steiner, but also Jacques Derrida after him, take as their starting point to approach the question of translation; the other conjecture tells of 'some awful error [which] was committed, an accidental release of linguistic chaos, in the mode of Pandora’s Box' (Steiner). This paper will take this other conjecture, the myth of Pandora, first woman of the Greek creation myth, as its point of departure, not only to offer a feminized version of the primal scattering of languages, but to rewrite in a positive light and therefore also toreverse the negative and misogynist association of Pandora with "man’s" fall. But, rather than exposing the entrenched patriarchal bias in mythographers’ interpretations of Pandora, my for emost aim is to pose, through her figure, questions about language and woman, and, by extension, the mother tongue and female sexuality. In After Babel George Steiner recounts "two main conjectures" in mythology which explain "the mystery of many tongues on which a view of translation hinges". One such mythic tale is the tower of Babel, which not only Steiner, but also Jacques Derrida after him, take as their starting point to approach the question of translation; the other conjecture tells of "some awful error [which] was committed, an accidental release of linguistic chaos, in the mode of Pandora's Box" (Steiner 1975:57). This paper will take this other conjecture, the myth of Pandora, first woman of the Greek creation myth, as its point of departure, not only to offer a feminized version of the primal scattering of languages, but to rewrite in a positive light and therefore also reverse the negative and misogynist association of Pandora with man's fall. Rather than adopting the patrilinear account Derrida or Steiner give as regards the origin of translation, I will use the figure of Pandora to combine, and rewrite, aspects both of the Babel myth and the Oedipus myth. This is because, whilst Babel is associated with loss, the loss of one tongue, and Oedipus is associated with lack, man's castration anxiety, Pandora's box has been associated with both: the threat of linguistic chaos, i.e. the loss of understanding, and the threat of woman's sexuality, i.

Fine Print: Life and Works of a Poet Essay

The world and imagery created through words written with the pen and paper are always made not only to bring about entertainment but also to capture the hearts of those who are able to read it. But to be able to evoke such strong emotions, most writers tend to take into consideration their lives and first-hand experiences. Such was in the case of Edgar Allan Poe. Poe has been a fortress in writing, regarded with high praises, and the one from whom the most valuable thriller and detective stories originated. His is a passion that had started since his early years. Without doubt, Poe’s life had mostly been about writing, writing, and writing. One of his teachers in Richmond, right about when he was around five, said â€Å"While the other boys wrote mere mechanical verses, Poe wrote genuine poetry; the boy was a born poet,† commenting on his natural gifts. Indeed this passion is so strong that it is reflected in a selection of his works, especially in The Raven in which he said, â€Å"With me poetry has been not a purpose, but a passion; and the passions should be held in reverence: they must not – they cannot at will be excited, with an eye to the paltry compensations, or the more paltry commendations, of mankind. † (http://www. readprint. com/author-67/Edgar-Allan-Poe) But not only was his passion for writing translated to his works but also his devotion and love for his wife Virginia. While Virginia was his cousin and fairly young compared to him when they were married their relationship had been true and very deep. Edgar Allan Poe’s Annabel Lee is a writing that presented his utter devotion to Virginia. Kevin J. Hayes even cites in his book, â€Å"Annabel Lee exemplifies several traits of Poe’s feminine ideal, especially that of being wholly subsumed by the male. Her unnaturally young age for marriage (she and the narrator are each described as a â€Å"child†) is of course evocative of Poe’s own child-bride, his thirteen-year-old cousin Virginia. † (152) His wife’s illness and ultimately her death is something that profoundly struck Poe, the thoughts consuming several of his works and showing how he tried to break free of the loneliness and agony he felt with her loss. Hayes says: Eleonora epitomizes Poe’s ideal: young, unlearned, impressionable and completely dedicated to her love for him†¦ She is exceptionally frail and beautifully sick, â€Å"slender even to fragility† with an â€Å"exceeding delicacy† of frame†¦After plumbing the depths of the â€Å"fervor of her love† for the narrator, her main concern at death is whether the narrator will remain true to her memory or will marry another.. These scenes are reminiscent of Ligeia’s â€Å"idolatrous love† and the narrator’s subsequent remarriage in the tale. They are also prescient of Poe’s own experience with Virginia’s youthful death and his subsequent years spent with her mother, â€Å"Muddy. † (154) Indeed, after Virginia’s death, Poe’s vices build up, especially his alcoholism; his outlook becoming gloomier each passing day. A friend of his explained the reason as to why, â€Å"The loss of his wife was a blow to him. He did not seem to care, after she was gone, whether he lived an hour, a day, a week, or a year; she was his all. (Meyers 207) A writer’s life and his experiences undeniably take a big slice in how he writes his stories and how his characters develop their behaviors. And in Poe’s case, it really stands out. Works Cited Hayes, Kevin J. The Cambridge Companion to Edgar Allan Poe. New York: Cambridge UP, 2002 Meyers, Jeffrey. Edgar Allan Poe: His Life and Legacy. New York: Cooper Square Press, 1992. â€Å"Edgar Allan Poe. † Read Print. 2009. Read Print. 19 April 2009.

First Day of Classes

A9927139 English Writing March 13, 2013 First Day of Classes (draft 1) Throughout the first twenty years in most of our life, we have attended the first day of classes several times. This time, why not abandon the ancient way and be only one of its kinds. Early in the morning, students come to school half an hour before the bell rings. Step in to the school gate with a little part of our shirt out, so the prefect can catch us for not tucking the shirts in. The school petrol will definitely have a tremendous impression on us on the first day.Then, once students enter their classrooms, look around the existing mammal in the class, gaze at new classmates appearance and judge a book by its cover to decide whom we want to become friend with. Obviously we do not want to have a new amiga who is pretty but dumb, but at least it is better than without covering and being stupid. During the class, remember not to show off your talent and ability too early, and wait until the last minute. If no one else in the class can answer the question, then go for it.This is how our image of intelligent is formed; hopefully the rest of the class will praise you as Athena. Comes the break time, this is the perfect timing for us to acquaint new friends. We can see herds of pupils gather around and start giggling and gossiping. Try to start a conversation with peers we desire to be friends with and stick to them for the first few days. Friend’s accompany gives a sense of safety. After repeating the last two steps, there comes the end of the day. Farewell to our new friends and wish us a bright tomorrow.

Iraq Genocide Brock Essay

Iraq Genocide Brock Essay Iraq Genocide Brock Essay Brock Needens Mackey 26 April 2011 Red 4 Iraq Genocide Many genocides have happened throughout the earth, and some are a lot worse than others but the Iraqi genocide is still pretty sad what happened. The genocide is known for the mass number of Kurdish people that were murdered under Saddam Hussein’s rule. In northern Iraq he directed mass evacuations, mass executions, and also chemical attacks on Kurdish men, women, and children. The Iraq genocide still affects the culture of the people because they still suffer serious sickness and deformities as a result of what happened, and also Kurdish people still worry that it is possible to happen again. Also Saddam treated people very poorly, and the Iraq genocide changed the life of not only the people involved but the people to come. The genocide has hurt many people in northern Iraq not only emotionally but also physically. Under Saddam Hussein’s rule many Kurdish people were killed in mass numbers by not only torture chambers, but also by chemical attacks. Many people did die because of this but some were just seriously harmed by the chemicals they got. â€Å"And the people of that area are still suffering serious illness and deformities as a result†(Genocide 1). Many families lost their loved ones as a result of the chemicals, but many would feel better loosing someone than having to see them live through the hardship of being ill and or deformed. This has cleared harmed people in Iraq physically, but if you think about it, it has hurt them emotionally also. Many people would say that Saddam was one of the worst dictators of all time. He did many things that are almost inhuman and would be impossible to hurt people the way he did. People use to worry that he would do more terrible things, until the day they were finally relieved with his execution. â€Å"History will certainly judge Saddam Hussein as amongst the cruelest and most dangerous dictators of all time†(Genocide 1). He was a crazy man that could go off and do totall y terrible things at any time he was angry. Even people in history believe that he was a terrible man, and that is why the Kurds could not feel safe until he was gone. Saddam Hussein treated the Kurdish people almost like they were worse than dirt, and that he could treat him however he wanted. He had not only chemical attacks on people, but he also had torture chambers where he did many horrific things to people. Hussein was an awful man whom had no feelings for other people that he was harming. â€Å"Applying hot irons and electric currents while nailed to a wall are standard treatments of torture†(Genocide 1). This shows how terrible and crazy he truly was that he could first of all nail someone to a wall, but also put hot irons on them. It is clear he did what he wanted because no one near him tried to put a stop to this which is really sad. Also Saddam had anger issues that could come up at any time if someone did or said the wrong thing. The way he killed people could v ary but the fact that he could just go off and do that made him a monster. â€Å"If Saddam became irked, that victim may well be thrown into one of the palace’s acid pools†(Genocide 1). Clearly Saddam Hussein had little control over himself considering he could just throw someone in an acid pool, and watch them die a terrible death. There is no doubt he has anger problems, and it would have been terrible to be the unlucky victim when he went off. Finally the genocide that occurred in Iraq affected not only the people involved but many people to come. Many people were killed or seriously injured and that really affected families and relatives that were close to that person. A lot of people

German Proficiency Tests and Certification

German Proficiency Tests and Certification At some point in your study of the German language, you may want to, or you might need to take a test to demonstrate your command of the language. Sometimes a person may want to take it for his or her satisfaction, while in some cases a student may be required to take a test such as the Zertifikat Deutsch (ZD), the Großes Sprachdiplom (GDS), or the TestDaF. There are more than a dozen tests you can take to certify your proficiency in German. Which test you take depends on several factors, including for what purpose or for whom you are taking the test. If you plan on attending a German university, for instance, you need to find out which test is required or recommended. While many colleges and universities have their in-house proficiency tests, what we are discussing here are established, widely recognized German tests offered by the Goethe Institute and other organizations. A standardized test such as the widely accepted Zertifikat Deutsch has proven its validity over the years and is recognized as certification in many situations. However, it is not the only such test, and some of the others are required instead of the ZD by some universities. There are also specialized German tests, particularly for business. Both the BULATS and the Zertifikat Deutsch fà ¼r den Beruf (ZDfB) test a high level of language competency for business German. They are only suitable for people who have the appropriate background and training for such a test. Test Fees All of these German tests require payment of a fee by the person being tested. Contact the test administrator to find out the cost of any test you are planning to take. Test Preparation Since these German proficiency examinations test general language ability, no one book or course prepares you for taking such a test. However, the Goethe Institute and some other language schools do offer specific preparatory courses for the DSH, GDS, KDS, TestDaF, and several other German tests. Some of the tests, particularly the business German tests, provide specific requirements (how many hours of instruction, type of courses, etc.), and we outline some of that in the following list. However, you need to contact the organization that administers the test you want to take for more detailed information. Our list includes Web links and other contact information, but one of the best sources of information is the Goethe Institute, which has local centers in many countries all over the globe, and an excellent Web site. (For more about the Goethe Institute, see my article: Das Goethe-Institut.) BULATS (Business Language Testing Service) Organization: BULATSDescription: The BULATS is a worldwide business-related German proficiency test administered in cooperation with the University of Cambridge Local Examinations Syndicate. Besides German, the test is also available in English, French, and Spanish. BULATS is used by organizations to assess the language skills of employees/job applicants in a professional context. It comprises several tests that can be taken separately or in combination.Where/When: Some Goethe Institutes around the world offer the German BULATS test. DSH - Deutsche Sprachprà ¼fung fà ¼r den Hochschulzugang auslndischer Studienbewerber (German Language Test for College Admission for Foreign Students) Organization: FADAFDescription: Similar to the TestDaF; administered in Germany and by some licensed schools. The DSH examination is used to prove an international students ability to understand lectures and study at a German university. Note that, unlike the TestDaf, the DSH may be retaken only once!Where/When: Usually at each university, with the date set by each university (in March and September). Goethe-Institut Einstufungstest - GI Placement Test Organization: Goethe InstituteDescription: An online German placement test with 30 questions. It places you in one of the six levels of the Common European Framework.Where/When: Online at any time. Großes Deutsches Sprachdiplom (GDS, Advanced German Language Diploma) Organization: Goethe InstituteDescription: The GDS was established by the Goethe Institute in cooperation with the Ludwig-Maximilians-Universitt, Munich. Students taking the GDS must be virtually fluent in German as it is rated (by some countries) as being the equivalent of German teaching qualification. The exam covers the four skills (reading, writing, listening, speaking), structural competence and dictation. In addition to spoken fluency, candidates will need advanced grammatical ability and be capable of preparing texts and discussing issues about German literature, natural sciences, and economics.Where/When: The GDS can be taken at Goethe Institutes and other testing centers in Germany and other countries. Kleines Deutsches Sprachdiplom (KDS, Intermediate German Language Diploma) Organization: Goethe InstituteDescription: The KDS was established by the Goethe Institute in cooperation with the Ludwig-Maximilians-Universitt, Munich. The KDS is a German language proficiency test taken at an advanced level. The written test involves the understanding of texts, vocabulary, composition, understanding instructions, as well as exercises/questions about specifically chosen texts. There are also general questions on geography and German culture, plus an oral exam. The KDS satisfies university language entrance requirements.Where/When: The GDS can be taken at Goethe Institutes and other testing centers in Germany and other countries. Tests are held in May and November. OSD Grundstufe Ãâ€"sterreichisches Sprachdiplom Deutsch - Grundstufe (Austrian German Diploma - Basic Level) Organization: Ãâ€"SD-Prà ¼fungszentraleDescription: The OSD was developed in cooperation with the Austrian Federal Ministry of Science and Transport, the Federal Ministry for Foreign Affairs and the Federal Ministry of Education and Cultural Affairs. The OSD is a German language proficiency exam which tests general language skills. Grundstufe 1 is the first of three levels and is based on the Council of Europes Waystage Level specification. Candidates should be capable of communicating in a limited number of everyday situations. The exam comprises both written and oral elements.Where/When: At language schools in Austria. Contact the Ãâ€"SD-Prà ¼fungszentrale for more information. OSD Mittelstufe Austrian German Diploma - Intermediate Organization: Ãâ€"SD-Prà ¼fungszentraleDescription: Candidates must be able to handle a level of German beyond everyday situations, including intercultural skills. See the listing above for more about the OSD. Prà ¼fung Wirtschaftsdeutsch International (PWD, International Test for Business German) Organization: Goethe InstituteDescription: The PWD was established by the Goethe Institute in cooperation with Carl Duisberg Centers (CDC) and Deutscher Industrie-und Handelstag (DIHT). It is a German business proficiency test taken at an intermediate/advanced level. Students attempting this examination should have completed 600-800 hours of instruction in German business and economics. Students are tested on subject terminology, comprehension, business letter standards, and proper public relations. The examination has both written and oral components. Students attempting the PWD should have completed a course in intermediate business German and preferably an advanced language course.Where/When: The PWD can be taken at Goethe Institutes and other testing centers in Germany and other countries. TestDaF - Test Deutsch als Fremdsprache (Test (of) German as a Foreign Language) Organization: TestDaF InstituteDescription: The TestDaF is a German language proficiency test recognized by the German government. The TestDaF is most commonly taken by people who want to study at the university level in Germany.Where/When: Contact the Goethe Institute, other language schools, or a German university for more information. Zentrale Mittelstufenprà ¼fung (ZMP, Central Intermediate Test) Organization: Goethe InstituteDescription: Accepted by some German universities as proof of German proficiency. The ZMP was established by the Goethe-Institut and can be attempted after 800-1000 hours of advanced German language instruction. The minimum age is 16. The examination tests reading comprehension, listening, writing skills, and verbal communication at an advanced/intermediate level.Where/When: The ZMP can be taken at Goethe Institutes and other testing centers in Germany and other countries. Contact the Goethe Institute for more information. Zentrale Oberstufenprà ¼fung (ZOP) Organization: Goethe InstituteDescription: Candidates must show they have a good command of the regional variations of standard German. Must be able to understand complex, authentic texts and to express themselves accurately both orally and in writing. Level compares with that of the Kleines Deutsches Sprachdiplom (KDS). The ZOP has a written section (text analysis, tasks that test the ability to express oneself, essay), listening comprehension, and an oral examination. Passing the ZOP makes you exempt from the language entrance examinations to German universities.Where/When: Contact the Goethe Institute. Zertifikat Deutsch (ZD, Certificate German) Organization: Goethe InstituteDescription: Internationally recognized proof of basic working knowledge of the German language. Candidates must be able to deal with everyday situations and have a command of basic grammatical structures and vocabulary. Students who have taken about 500-600 class hours can register for the exam.Where/When: the examination centers set ZD exam dates. As a rule, the ZD is offered one to six times per year, depending on location. The ZD is taken at the end of an intensive language course at a Goethe Institute. Zertifikat Deutsch fà ¼r den Beruf (ZDfB, Certificate German for Business) Organization: Goethe InstituteDescription: A special German test aimed at business professionals. The ZDfB was developed by the Goethe Institute and the Deutsches Institut fà ¼r Erwachsenenbildung (DIE) and is currently being administered by the Weiterbildungstestsysteme GmbH (WBT). 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Legal problem question Essay Example | Topics and Well Written Essays - 1500 words

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Architectural Design Essay Example | Topics and Well Written Essays - 3000 words

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Computer Programming Coursework Example | Topics and Well Written Essays - 1000 words

Computer Programming - Coursework Example The â€Å"implements† keyword is used by a concrete class to indicate that it implements the interface and that each method in the interface is declared with the signature specified in the interface declaration. Note that we use an interface class instead of an abstract class since there is no default implementation to inherit as would be in abstract classes. It is also noteworthy that an interface class must be declared in a file with the same name and a .java file-name extension. Should the user fail to select anything in the special features panel that is reinforced or sealable top, the default is, it is assumed that the container is not reinforced or can’t have a sealable top as appropriate. The user will only enter the exact dimensions of the desired container and that these dimensions will be within the range that the company can make. That is there is no way of checking whether the ordered dimensions can actually be

Elderly Physical Activity And Exercise Health And Social Care Essay

Elderly Physical Activity And Exercise Health And Social Care Essay According to Foster (1983), well elderly are people over the age of 65 who live in the community out of an institutional setting who continue their life-long patterns of coping with life and living. 2.2.0 Physical activity and Exercise 2.2.1 Definitions of Physical Activity and Exercise Caspersen, Powell and Christenson (1985) defined physical activity as any bodily movements produced by skeletal muscles that result in energy expenditure whereas exercise was defined as planned, structured, repetitive, and purposive bodily movement done to improve or maintain one or more components of physical fitness. In several studies these two terms are used interchangeably. Melillo et al. (1996) stated that when compared to physical activity, exercise is only a component of the overall concept. According to O Brien Cousins (1998) when gerontologists need to measure amounts of physical movements that the elderly may be doing , they tend to use the term physical activity instead of exercise or sport as the latter two may sound like high-exertion and risky activity. 2.2.2 Perceptions of Physical Activity and Exercise Hutton et al. (2009) studied the view of physical activity in older adults. Some consider the involvement in everyday activities such as household chores, leisure pursuits and gardening sufficient for them to meet their physical requirements. On the other hand, others believed that activity needs would be met if one participates in specific tasks other then daily activities. Lavizzo-Mourey et al. (2001) studied the difference in perception of exercise between the less and the more physically capable group of old adults. The less physically capable group defined exercise as maintaining basic abilities and movement. The more physically capable think that exercise should push physical limits and eventually have a goal, although they did not oppose that ageing increases the challenge in activities of daily living. Wilcox, Oberrecht, Bopp, Kammermann and McElmurray (2005) came to similar conclusions after analysing elderly womens attempt in describing the difference between the physical activity and exercise. Physical activity was viewed as broader than exercise. Walcott- McQuigg and Prohaska (2001) distinguished exercise definition between older adults at different stages of readiness to change, used in the Transtheoretical Stages of Change model by Prochaska et al. (1997). Precontemplators viewed exercise as a form of physical exertion such as performing calisthenics and push ups. Participation in formal programs, walking and home exercises were contemplators perceptions of exercise. A broader definition was given by the action and maintenance group as exercise was defined as housework, dancing, general movement and attending social functions. 2.2.3 Recommendations of Exercise The  American College of Sports Medicine (ACSM) and the  American Heart Association (AHA) released exercise guidelines in 2007 which are an update from the 1995 guidelines by ACSM and Centers for Disease Control and Prevention (CDC). The new recommendation of moderate-intensity aerobic exercise for adults over age 65 identified 30 minutes a day, five days per week as the recommended minimum as opposed to previous one that stated accumulation of 30 minutes or more on most, preferably all days of the week (Haskell et al., 2007). A subjective scale that ranges from 1 (resting) and 10 (an all out effort), is used since moderate intensity cannot be defined in absolute terms. Moderate intensity exercise means working hard at about level-six intensity and being able to carry on a conversation during exercise (ACSM AHA, n.d.). 2.2.4 Perceptions of Exercise Recommendation In 2004, Belza et al. found that older adults understood the ACSM and CDC recommendation. In a similar study done by Wilcox et al. (2005) amongst old women, the participants expressed the idea that moderate-intensity is subjective as it depends on the person. Housework and walking were the two most examples given to illustrate the meaning. Others defined moderate intensity by the level of exertion such as sweating, when the heart start pounding and going beyond comfort level. The word accumulate in the recommendation resulted in uncertainty. When asked to give their general opinion on the recommendation, some said that it was good and realistic and others said it was not. In the same study it has been shown that older adults believe that tailoring recommendations to ones age and physical health is more sensible than just using one-size-fits-all recommendation. 2.3.0 Benefits of Exercise 2.3.1 Documented Benefits of Exercise Juarbe, Turok and Perez-Stable (2002) declared that physical inactivity is one of the most important amendable risk factor for many diseases. WHO (2003) stated that physical activity is important in the prevention of non-communicable chronic diseases such as osteoporosis, type 2 diabetes mellitus and obesity. The risk of deaths from cardiovascular disease is reduced by moderate levels of physical activity (Bassett et al., 2002, as cited in Belza et al., 2004). Blumenthal et al. (1999) stated that routine physical exercise diminishes mental concerns such as depression and anxiety. Regular exercise is also related to a reduction in the risk of falling (Gregg, Pereira Caspersen, 2000). Cress et al. (2005, as cited by Hardy Grogan, 2009) stated that physical activity helps the elderly to keep up a better quality of life by enabling them to have the opportunity for a more active and independent life. OBrien Cousins (2000, as cited in OBrien Cousins, 2003) explains that elderly see physi cal activity as high risk behaviour, when in actual fact it is chronic lying in bed which decondition the body and increases the risk of health problems. In fact Booth, Bauman and Owen (2002) confirm that the risks associated with a sedentary lifestyle far exceed the risks associated with regular participation in regular physical activity. 2.3.2 Knowledge and Perceptions of the Benefits of Exercise It was found that when elderly lack the confidence in physical activity engagement, that is exercise self efficacy, being knowledgeable about the benefits of exercise will not necessarily result in increased physical activity engagement (Phillips, Schneider Mercer, 2004). Crombie et al. (2004) in their study found out that elderly had high levels of knowledge about the specific health benefits from exercise participation. However, a small number of participants gave the wrong responses or were unsure of the effects. 15% thought that physical activity can lead to long-term hypertension and 13% thought that exercise can weaken bones. 10% did not believe that participation in regular physical activity would not help them to feel better and in remaining independent. Most elderly believed that exercise can help to improve physical fitness, maintain levels of energy, maintain or increase muscle strength and tone, prevent aches and pains, and give them the opportunity to socialise with other people. Wilcox et al. (2005) examined perceptions of exercise benefits and came up with three types namely being weight and appearance, physical health and mental health benefits. Physical health benefits were the most regularly mentioned benefits of exercise in this study. Such examples include heart strengthening, improving arthritis, and decreasing joint stiffness. Some pointed out specific conditions that would benefit from exercise such as diabetes, high blood pressure and cholesterol. Stress reduction, improved alertness, feeling better, feeling good and improved sleep are examples of mental health benefits cited in the study. When asked about the health benefits of exercise in the study of Lavizzo-Mourey et al. (2001), many seniors mentioned weight loss and improvements in the heart and breathing. However, it was found that it was easier for elderly to appreciate or detect increased leg strength than increased cardiac fitness, even though they were interested in increasing aerobic and cardiovascular capacity. Walcott-McQuigg and Prohaska (2001) discovered the difference in discussion of benefits between elderly at different stages of exercise. Precontemplators and contemplators discussed benefits in terms of disease processes, such as it keeps you from having the hardening of arteries, prevents weight gain and helps the circulation. While those who exercised used terms such as keeping alert, energizing, relief of stress, keeps you in shape and prevents you from getting stiff. Leavy and Aberg (2010) found out that the inactive and moderately active elderly did not believe strongly that being active could add to life span or avoid disease, despite not denying potential health benefits of exercise. 2.4.0 Motivators to Exercise Resnick (1996, as cited in Keiba, 2004) defined motivation as the inner urge that moves or prompts a person to actionmotivation comes from within. 2.4.1.0 Personal Motivators 2.4.1.1 Health and Fitness Newson and Kemps (2007) in their study among 222 elderly participants examined the incidence of exercise motivation from fitness, challenge or health factors. Fitness factors such as wanting to stay in shape and physically fit were marked as very frequent motivating factors in 51.3% and 51.6% of participants respectively. 30% of elderly stated that weight loss has never been a motivating factor to exercise, while 24.5% always exercise to lose weight. Cholesterol reduction and weight loss promote healthy behaviours adoption such as healthy eating and exercise in elderly (Greaney, Lees, Greene Clark, 2004). Improving fitness, keep healthy and joint mobility maintenance were the most reported motives to engage in exercise and sports in participants of the study of Kolt, Driver and Giles (2004). 2.4.1.2 Challenge Beljic (2007) stated that competition can be an efficient motivational tool for elderly to exercise as it was common amongst elderly who constantly compared their blood glucose measurements whilst on a summer camp. Other people can be a source of external motivation through competition, cooperation and comparison (Fogg, 2003, as cited in Albaina, 2009). Factors such as competitivity and skills improvement were mostly marked as rare stimulating factors (Newson Kemps, 2007). 2.4.1.3 Psychological Resnick et al. (2002) explained social cognitive theory of Bandura (1997). They stated that forethought regulates human motivation and action. Outcome expectations and self-efficacy expectations are the basis of the behaviour cognitive control. This means that the person has to believe that a personal action will be followed by a certain outcome, and has to believe in his or her capability to perform such course of action. Exercise engagement has been repeatedly found to be predicted by a strong self belief in accomplishing exercise (Phillips et al., 2004). Resnick (2002) identified factors that had been found to increase self efficacy in older adults. Such factors include role modelling, verbal persuasionf and encouragement, education about exercise and reduction in exercise associated unpleasant sensations. Doing an activity the elderly really enjoy, was found to be a motivating factor to exercise (Melillo et al., 1996). Exercise adherence is influenced by physical activity enjoyment as discussed by Hardy and Grogan (2009). 2.4.1.4 Other motivators Another exercise enabler, time availability, emerged from the various studies including that of Scanlon-Mogel and Roberto (2004). 60% of elderly in the study agreed that role changes in later life such as retirement permit more time available for elderly to participate in exercise. 9.1% of elderly in the study of Cohen-Mansfield, Marx and Guralnik (2003) mentioned increased time availability as a motivating factor. Tolma, Lane, Cornman and Uddin, (2003) indicated that some elderly are motivated to exercise because of their perceived exercise benefits such being able to perform simple activities of daily living, keeping busy and prevent boredom. 2.4.2 Social Motivators Keiba (2004) discussed that social support could encourage individuals to complete necessary unappealing activities because we as individuals are social in nature. This is particularly significant in the older adult who is more reluctant and cautious in attempting certain activities due to fear of decreased physical abilities and mental acuity. Berkman (1995, as cited in Resnick et al., 2002), described different types of social support related to exercise including instrumental, informational, emotional and appraisal types. Such examples of support include accompanying an old adult for a walk, sharing information about exercise, calling a friend to check if they have walked or giving verbal encouragement. According to Hardy and Grogan (2009), social support would increase elderly confidence and reassurance and thus enhance elderly self efficacy in exercise. Family as encouragement was one of the most important themes that emerged from the study by Belza et al. (2004). Family assisted elderly participation in exercise in several ways, such as getting them exercise equipment, providing transport to exercise facilities and by encouraging their participation. Grossman and Stewart (2003, as cited in Bunn et al., 2008) agrees with the latter study as they both cited that decreasing the burden on their family by avoiding sickness was an incentive for some elderly to keep physically active. The motivation of some elderly to stay active and maintain a good quality of life arises from the death and weight problems of their loved ones (Hardy and Grogan, 2009). Cohen-Mansfield et al. (2003) found that 14% of participants stated that having someone to exercise with, motivates them to be physically active. Wilcox et al. (2005) supported this finding as they found that elderly physical activity participation increases and becomes more enjoyable when having someone to exercise with. It was reported that elderly discussed the idea of organizing neighbourhood groups to enable increased communication, support, and planning of physical activities. Because of increased social contact and motivation, group exercise encourages some elderly to be physically active according to Lavizzo-Mourey et al. (2001). 31.3% of African American and 27% of European American in the study of Schuler et al. (2006) stated that they exercise as it is something they can do with their friends. Swinburn, Walter, Arroll, Tilyard and Russell (1998) stated that patients consider a physicians exercise prescription important. Pfeiffer, Clay and Conatser (2001) in the evaluation of the former statement, pointed out that the physician believe in the health benefits of exercise since he or she equates exercise with medication. 6.1% of elderly in Nowak study (2006) mentioned physicians recommendation as a motive to exercise. 2.4.3 Environmental Motivators Exercise facility proximity to the elderlys house promotes exercise engagement in 10% of the participants in the study of Chen, Snyder and Krichbaum (2001). Huston, Evenson, Bors and Gizlice, (2003) studied further this enabler among elderly in America and found that performance in some type of leisure-time physical activity is increased by having access to parks, clubs and fitness centres, in the vicinity of their homes or workplace. Bunn, Dickinson, Barnett-Page, Mcinnes and Horton (2008) identified accessible and appealing information about physical and psychological benefits of exercise as facilitators to exercise. Convenient scheduling of exercise programmes which are tailored to needs or lifestyles enable exercise participation. 2.5.0 Barriers of exercise The Oxford Study Dictionary (1994, pg.50) defined Barrier as something that prevents or controls advance, access, or progress. Hardy and Grogan (2009) stated that real or perceived barriers can significantly obstruct exercise participation. 2.5.1.0 Personal Barriers 2.5.1.1 Health In the study of Juarbe et al. (2002), 28.6% of elderly claimed that the maintenance of a regular physical activity program was impeded by their personal health condition. Cohen-Mansfield et al. (2003) reported that the ability to stay physically active can be influenced by a variety of chronic disabling illnesses and a general lack of understanding of the role of physical activity. 53% reported pain or health problems as a limitation to exercise. The elderly had the belief that due to their medical diagnosis they should not and were not allowed to participate in physical activity. 12% were restricted by shortness of breath while 27% were impeded by painful joints (Crombie et al., 2004). The perception of making their pain worse and feeling of tiredness and dizziness restricted physical activity (Belza et al., 2004). 2.5.1.2 Concerns Petersen (2006) argued that for many older people, fear of injury is an impediment to exercise. Elderly may have multiple pathologies and they might be afraid of exacerbating their symptoms such as pain, inducing injury such as a fracture and triggering hypoglycaemia for instance. Overexertion concerns were brought up in the study of Lavizzo-Mourey et al. (2001) such as worrying of death when the heart starts beating too fast. Fear of exercise-associated falls were cited as obstacles to exercise ( Lavizzo-Mourey et al., 2001) as they lead to a decline in confidence, which in turn discourage exercise participation (Bruce, Devine Prince, 2002, as cited in Bunn et al., 2008). Unwillingness to go out at night due to fear of being out alone hinders exercise participation (Crombie et al., 2004; Hardy and Grogan, 2009). 2.5.1.3 Perceptions Wilcox et al. (2005) discussed elderly perception of being too old to exercise and their concern of doing more harm than good. 34.9% of elderly participants in the study of Nowak (2006) and 14.3% in the study of Chen et al. (2001) voiced their idea that their inappropriate age is occluding them from exercising. Zunft et al. (1999, as cited in Leavy Aberg, 2010) in their examination of perceived barriers of the older European adults, found that being too old or not being the sporty type were major barriers in physical activity participation. Relating physical activity to sport and the unawareness of the moderate-intensity activity importance on healthy aging, could rationalize these perceptions, argues Leavy and Aberg (2010). Crombie et al. (2004) pointed out the contribution of lack of positive beliefs of physical activity to sedentary behaviour. Some elderly women voiced their ideas that housework serves as a sufficient exercise and eliminate outside exercise activities requirement (Walcott-McQuigg Prohaska, 2001). 2.5.1.4 Psychological Nowak (2006) reported that 7.8% of elderly women cited self-consciousness as their reason for physical passivity. Lavizzo-Mourey et al. (2001) in their study assumed that participation in group exercise might be influenced by embarrassment. As reported in the study, an elderly person was concerned that when bending over, the person behind would see the whole rear exposed. Hutton et al. (2009) in their findings of exercise barriers reported feeling of self-consciousness when exercising in the presence of younger people with gym equipment. Dissatisfaction of the body appearance and body mass index, would affect the old adults body esteem and this would influence the level of physical activity (McLaren, Hardy Kuh, 2003, as cited in Hardy Grogan, 2009). McLaren et al. (2003) attributed this negative influence to the effect of body dissatisfaction on the persons sense of well-being and quality of life. Lack of enjoyment is another known barrier to exercise (Wilcox et al., 2005), in fact it impedes 8.3% of elderly participants in the study of Cohen-Mansfield et al. (2003). Laziness, lack of motivation and willpower were identified as barriers to exercise (Walcott-McQuigg Prohaska, 2001; Wilcox et al., 2005). Dergance et al. (2003) in their study about the difference of barriers to leisure time physical activity across cultures found that 19% of Mexican Americans elderly and 45.9% of European Americans elderly stated lack of interest as a barrier. 11.4 % of elderly in the study of Chen et al. (2001) have never considered practicing Tai Chi as they were not interested. 2.5.1.5 Other barriers O Brein Cousins (2003) argues that since older people pack their schedules with voluntary work, care giving roles and probably bingo and other passive games, they genuinely feel they have no spare time left to engage in physical activity. Similarly Schuler al. (2006) reported that among their study population, 12.2% of African American and 10.1% of European American cited lack of time as an exercise barrier. Twenty nine percent of participants in Cheng et al. study in 2007 referred to their difficulty in memorising exercise styles as a barrier to exercise. 22.9% of elderly do not consider practicing Tai Chi as they think they will forget its complicated movements (Chen et al., 2001). The necessity of a walking aid is an impediment to exercise in the elderly (Lavizzo-Mourey et al., 2001). 2.5.2 Social Barriers Petersen (2006), mentioned that physicians occasionally hinder lifestyle changes unintentionally. Patients are given the impression that exercise is not important as physicians do not inquire much about exercise. Rogers et al., (2006) reported low levels of physician counselling on physical activity. Only 34% of a survey participants cited being advised on exercise at their last doctor visit (Wee, McCarthy, Davis Phillips, 1999, as cited in Resnick et al., 2002). ONeil and Reid (1991, as cited in Melillo et al., 1996) found that 16% of elderly did not exercise as their doctor advised them to be careful and not to over-exert themselves. Belza et al., (2004) reported that elderly mentioned family and work obligations which interfere with physical activity routine maintenance. Walcott-McQuigg and Prohaska (2001) indicated that family responsibilities such as caring for grandchildren and older or ailing relatives are restricting the time available for elderly to be physically active. It was also stated that repeated family advice and encouragement can become irritating to the elderly person. Lack of social support from spouse, family and lack of company obstruct exercise participation (Lees, Clark, Nigg Newman, 2005; Wilcox et al., 2005). Ball, Bauman, Leslie and Owen (2001, as cited in Salvador, Florindo, Reis Costa, 2009) stated that walking during leisure time is 31% less likely in individuals who do not have anyone to exercise with. Antikainen et al., (2010) pointed out the elderly family members concern of overexertion and thus resulting in little encouragement to exercise. Negative comments directed to elderly who attempted to exercise discourage physical activity participation (Jancey, Clarke, Howat, Maycock, Lee, 2009). Lavizzo-Mourey et al. (2001) emphasize this barrier as a group of children was a source of intimidation and hazard for certain elderly whilst doing exercise. 2.5.3 Cultural Barriers A barrier that emerged in the study of Wilcox et al. (2005) was that in the past, exercise was not something discussed and stressed on, and they did not have exercise role models. In fact one elderly woman cited that she cannot visualize her mother doing exercise or even speaking about it. Similarly in the study of Nowak (2006) it was found that the most barriers associated with physical inactivity were cultural, originating from the lack of cultivated customs of a physically active lifestyle in the society. Physical labour of past African American jobs led to their perception that additional exercise was not necessary (Walcott-McQuigg Prohaska, 2001). 2.5.4 Environmental Barriers Difficulty, element of competition and lack of attraction of exercise classes were some of the elderly views that hindered their participation in a class, according to Hutton et al. (2009). Uneasiness was a mentioned concern in a group exercise environment and this pressure is owed to the inability of keeping pace with the class. Wilcox et al. (2005) supported this report by his findings in which elderly discussed the lack of age-appropriate classes and expenses. In the study of Cohen-Mansfield et al. (2003), 10.9% of participants reported bad weather as an obstacle to exercise. Several issues related to rurality such as transport unavailability, lack of pavements, lack of safety and facilities were considered as barriers in Wilcox et al. study in 2005. Pfeiffer et al. (2001) supported these findings by their study and attributed the unavailability of sidewalks with the fear of falling and hence makes walking an unappealing exercise. In the study of Lavizzo-Mourey et al. (2001), unevenness of steps and pavements was cited as another barrier. 16 % of elderly in Cheng et al. study (2007) cited limited public space available to do exercise. Limitation and inappropriateness of space to exercise in the house was found to be a barrier in the study done by Juarbe et al. (2002), usually due to the fact that they live in a confined space with their relatives, shared residential homes or in an apartment. Hardy and Grogan (2009) in their investigation o f the factors influencing engagement in physical activity concluded that the lack of information about exercise and the elderly is limiting their participation. 2.6.0 Variables affecting Impeding and Motivating Factors OBrien Cousins (1995, as cited in OBrien Cousins, 2003) has shown that the elderly involvement in exercise could be significantly affected by the individuals life circumstances such as the age, gender, education and health. 2.6.1 Age Bylina et al. (2006) cited National Center for Chronic Disease Prevention and Health Promotion when stating that 28-34% of adults between 65-74 years old and 35-44% of adults aged 75 or older are inactive, not exercising, and engaging in no leisure-time physical activities. Newson and Kemps (2007) compared those older than 75 years to their younger counterparts. They were more likely to exercise to maintain an active lifestyle and medical problems were more likely to prevent them from engaging in exercise. Kolt et al. (2004) found that involvement factors such as getting out of the house and having something to do, and medical motivators were rated more highly by those 75 + than the middle old. The middle-age group reported fitness reasons to be more important than the old-age group. The high ratings of involvement factors may be explained by McMurdo (2000) when stating that loneliness and isolation faced by older adults may be countered by the experience provided by physical activity and exercise. 2.6.2 Level of Education Walsh, Rogot, Pressman, Cauley and Browner (2001) found out that medium or high intensity activities were activities that elderly women with greater than a high school education, were more likely to engage in. Similarly Cheng et al. (2007) reported that exercise participation was lower in less educated people . Highly educated elderly were found to be highly motivated to exercise by social and fitness motivators (Kolt et al, 2004) and an organized exercise program (Cohen-Mansfield, 2003). Involvement reasons were highly rated by those who did not complete high level education (Kolt et al, 2004). 2.6.3 Level of Exercise Time constraints and physical weakness were identified as barriers by the exercisers, while fear of falling and the negative consequences were mentioned by the non-exercisers. Lack of social support is a significant barrier for both. Having a buddy-system in a group exercise would encourage non exercisers to exercise (Lees et al., 2005). Fitness and Challenge factors were reported as frequent motivators by the high-level exercisers when compared to low-level exercisers. Concern, medical factors and lack of facilities and knowledge were rated as frequent barriers to low-level exercisers (Newson Kemps, 2007). Health problems were more likely to be identified as barriers by the precontemplators, although it was a common report among the other groups. Lack of motivation and laziness were identified as barriers by the elderly at every stage of readiness to change (Walcott-McQuigg Prohaska, 2001). Social interaction was an opportunity which motivated the less active participants in parti cular, to take part in exercise (Leavy and Aberg, 2010). 2.6.4 Marital and Habitual Status Cohen-Mansfield et al. (2003) found that having more time available would motivate a lot of married elderly to exercise more frequently. Additionally, it was discussed that since the unmarried would probably be more in need of social interactions, they showed more of an interest in finding someone to accompany them in exercise. It was further discussed that the more socially isolated persons may benefit from social forms of exercise as group exercise would motivate them to exercise. 2.7 Conclusion Elderly persons have different perception of exercise definition, recommendation and benefits. A vast range of motivators and barriers were found to encourage or impede elderly participation in exercise. The perceptions, barriers and motivators were also found to differ with different elderly background characteristics and level of exercise.