Louis Simpsons The Battle Formalist Criticism

Presentation Born on 27th March, 1923, Louis Aston Marantz Simpson is one of America’s best know artists. He has won numerous honors in his field, including the 1964’s Pulitzer Prize for Poetry. The last was in acknowledgment for one of his works, At The End of the Open Road. Conceived in Jamaica, his family moved to the United States of America while he was 17.Advertising We will compose a custom exposition test on Louis Simpson’s The Battle: Formalist Criticism explicitly for you for just $16.05 $11/page Learn More for a long time (somewhere in the range of 1943 and 1945), he battled for America during World War II. This experience molded the majority of his works when he began composing after the war. He filled in as a detachment between his company’s base camp and the warriors battling on the bleeding edge. A large portion of his sonnets and different works are accounts of his encounters as an envoy. The Battle is one of his notable sonnets that portra y the encounters of a delegate on the cutting edge. In four refrains and sixteen lines, Louis takes the peruser through the revulsions of war, which is the significant topic of this sonnet. In this paper, the writer will give the peruser a study of this sonnet. The sonnet will be scrutinized utilizing the formalist analysis hypothesis. Among the issues that will be tended to in this scrutinize is the structure and association of the sonnet, the manner in which the sonnet starts and how it continues from the earliest starting point. The creator will likewise take a gander at how the sonnet closes, the plot of the work and how this plot is identified with the structure of the sonnet. The Battle: Structure and Organization of the Poem The sonnet is organized in four verses and sixteen lines (Poetry365 1-16). Louis is by all accounts looking for an equalization in the structure of the sonnet. This is given the way that every one of the refrains is comprised of four lines, imitating the four verses of the sonnet. This makes some similarity to proportionality between the verses and the entire sonnet. Be that as it may, the structure of the lines isn't uniform all through the sonnet. For instance, a portion of the lines are made of two sentences isolated by a full stop, an a valid example been the second line â€Å"Marched through a backwoods. Some place up ahead† (Poetry360 2). Others are made of single sentences isolated by a comma, for instance the principal line â€Å"Helmet and rifle, pack and overcoat† (Poetry360 1). All things considered, different lines are made of a solitary, strong and whole sentence, for instance the sixth line â€Å"into the moist earth between the trees† (Poetry360 6). Start of the Poem Louis starts the sonnet by furnishing the peruser with a symbolism of a warrior. Despite the fact that he doesn't make reference to the word warrior anyplace, the choice of words in the main line leaves presumably that the writer is d iscussing a trooper. He starts by â€Å"Helmet and rifle, pack and overcoat† (Poetry360 1).Advertising Looking for paper on american writing? We should check whether we can support you! Get your first paper with 15% OFF Learn More The officer portrayed in this line is clearly set out toward battle, and this is clarified by the consideration of â€Å"rifle† in his freight. It is additionally clarified that the climate is cold, and that is the reason the officer conveys a jacket. It is most likely in winter, and the trooper is made a beeline for the fight line. Where does it go? The tone that Louis begins with in the principal verse is kept up all through the sonnet for the bigger part. For instance, he begins by utilizing symbolism, and this shows up in different refrains of the sonnet. For instance, in the eleventh line, he talks of â€Å"†¦.The snow was black† (Poetry360 11). Snow is commonly white, however by portraying it as â€Å"black snow†, Lou is summons in the reader’s mind a picture of snow with its virtue meddled with by the progression of blood from the fallen and harmed officers. The sonnet begins with a depiction of the warrior setting out from the camp and to the bleeding edge. The sonnet keeps on following the excursion of the fighter into the forested areas, towards the combat zone. In the third refrain, Louis depicts how the fighter, presently on the bleeding edge, faces the â€Å"†¦.(the) shells and slugs (clearing) the cold woods† (Poetry360 10). The sonnet illustrates what the warrior experiences in the front line. How does the Poem End? The sonnet closes with the persona mentioning to the peruser what they recalled about the fight. Apparently the persona isn't associated with battle; he expect the tone of an observer. He depicts the presence of the fighters, â€Å"The sluggishness in (their) eyes, (and) what hands looked like thin† (Poetry360 14). The main brilliant slight about the soldier’s appearance is the splendid ash around their stogie. The sonnet closes with the line â€Å"†¦., and the splendid coal (of the cigarette)/Would beat with all the life there was within† (Poetry360 15, 16). This line makes a picture of an officer, who is as fragile as the ash of the cigarette he is smoking. The Plot The sonnet gives the tale of officers leaving the camp to go to the combat zone. Furnished with their rifles, they walk through the woods, and towards the sound of crashing firearms. The story given in this sonnet doesn't appear to paint a decent picture with respect to the fight. The artist depicts scenes loaded with â€Å"black snow†, and if the dark shading can be taken as the shade of coagulated blood on the day off, it appears there was a great deal of carnage. Relationship of the Poem’s Plot to its Structure Some examinations can be drawn between the plot of the sonnet and its structure. As prior showed, the sonnet structure seems adjusted, with four refrains with four lines each. Be that as it may, this is interestingly with the plot of the sonnet. There is nothing adjusted about the life of the trooper, or the fight that is being battled. On the off chance that there was balance in the general public, possibly the war would have been unnecessary.Advertising We will compose a custom exposition test on Louis Simpson’s The Battle: Formalist Criticism explicitly for you for just $16.05 $11/page Learn More However, it very well may be said that the fighters in the fight and the war by and large, is planned for accomplishing some equalization in the general public, balance like that of the poem’s structure. The logical inconsistency between the poem’s structure and the plot stretches out to singular lines in the sonnet. For instance, in depicting the fighter doing battle in line 1, the writer portrays the trooper putting on his uniform and taking his weapons from back to front. For inst ance, one would anticipate that the warrior should initially put on the jacket, at that point heist his pack on his fighters, take the rifle lastly put on the protective cap. In any case, Louis doesn't see it thusly. Rather, the trooper first wears the â€Å"Helmet (at that point takes the) rifle, pack and overcoat† (Poetry360 1). End In his sonnet The Battle, Louis depicts fighters heading off to the fight line, and what comes to pass there. The significant topic in the sonnet is the repulsions of war. This paper scrutinized the sonnet from a formalist viewpoint. Among the parts of the sonnet tended to is the start and closure of the sonnet, the plot of the sonnet and how the sonnet is identified with its structure. Works Cited Poetry365. The Battle, Louis Simpson. Poetry365. August 9, 2009. Web. This paper on Louis Simpson’s The Battle: Formalist Criticism was composed and put together by client Carolyn S. to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; in any case, you should refer to it likewise. You can give your paper here.

Writing Ethical Dilemma Essay Topics

Writing Ethical Dilemma Essay TopicsEthical dilemma essay topics are not very difficult to choose. The fact is that almost any topic can be used in a dilemma essay, and the only thing that may need to be considered is how you will deal with the dilemma and whether or not it is relevant to the topic of the essay. Some topics will require that you think about your dilemma, some will require that you deal with it and some will just have you living with the dilemma.The first thing to keep in mind when dealing with ethical dilemma essay topics is that you should try to include a problem in with your writing. Instead of having the dilemma pop up out of nowhere you should be able to provide some sort of problem or concern with the situation. The point is to provide some sort of conflict or dilemma in your essay that will provide interest for the reader. If you can find something in your essay that will make your reader question what they have just read then that will be an easy dilemma for you to deal with.However, some ethical dilemma essay topics are so bad that they just do not make sense, and if they do not make sense, then there is no problem with having them in your essay. If the dilemma is something that is unfair or immoral then you should at least consider changing it so that it does not affect you negatively. However, you should be very careful when dealing with something that could make you feel that way.Many people write ethical dilemma essay topics with their loved ones in mind. You could do this by having one character being upset or disgusted by another character's actions, but then not dealing with the same things themselves. You could also present a moral dilemma for your character, but do not treat it like a real life dilemma. You should always show the dilemma as something that is happening and should not be shown in detail.If you have many characters in your story, then you can still use them to have a situation that is related to each other. You s hould be careful with this though because there may be instances where you will want to add more than one character. This is because there will be instances where you will want the reader to focus on different characters.Many times, ethical dilemma essay topics will not include any action or anything that is not part of the plot of the story. It is easy to feel like you should be doing something in order to solve the dilemma, but you should always consider this. Just because you feel like you are acting in a certain way does not mean that it is the right thing to do.Another thing to remember when writing ethical dilemma essay topics is that you should be able to find an acceptable solution to the dilemma without breaking your own rules. If you are going to write a philosophical dilemma, you should be able to follow a good writing rule to help you present the situation in a manner that you would not break any rules. If you cannot do this then you should reconsider having the dilemma in the essay in the first place.There are many things to keep in mind when writing ethical dilemma essay topics. All you need to do is remember that you should provide some sort of conflict or dilemma to fit the theme of the essay. Do not write anything that is unrealistic or immoral, as you will not be able to take it out of the essay later.

A Day at Stanford University

A Day at Stanford University Yeah, you read that right. Let me tell you about Stanford. Stanfordis not like MIT. Where to start? Stanford is sunny and spacious. The buildings are built out of tasteful sandstone and, as a bonus, rectangular. Instead of drowning in camera-armed Chinese tourists you should worry about getting run down by bicyclists who are, as far as I can tell, all Stanford students. There are no clouds in the sky. Ever. The statues of people do, in fact, look like people, and were created by famous French sculptors named Rodin. Also, unlike the infinite corridor at MIT, the Stanford corridors arereally quiet. Also, outdoors. The corridors that do happen to be indoors are famous and steeped with historical value and the a cappella singers are all satanists. Okay, so maaaaybe I exaggerated some of those things. After all, this is based on a half-day sample of the Stanford Experience. Being home briefly for summer break, I decided to visit some of my Stanford friends and spend a day in the Land of Palm Trees and Californian Paradise. That satanist a cappella group is actually the amazingly charming  Stanford Fleet Street Singers, performing at their weekly ClawCappella performance (so named after the Claw, the fountain in front of the bookstore). When I started talking to the students, however, a strange feeling of familiarity emerged. These people are passionate and smart and, yes, just as hosed as MIT kidson the day I visited, my best friend had just emerged from an all-nighter working on a final paper. Some of the other old friends I caught up with are fundraising for a project called Fuse!box, a mobile hackerspace designed to bring electronics and hacking resources (3D printers, Arduinos, etc) to low-income students all around the Bay Area. In short, its a magic school truck full of engineering toys. Check them out: So yeahStanfords pretty different from MIT. Its a very different atmosphere to be walking under palm trees in the gentle breeze instead of walking under umbrellas through snowstorms. There isnt a tunnel system, and the buildings all have Real Names instead of numbers. But cultural differences and appearances aside, those Stanfordites are all right. Theyre working for the same things and reasons that MIT students are, making charming music and longboarding down those gosh-darned empty corridors along the way. And heycourtesy of the Wormhole, Stanford is never too far from MIT. From California with love, Allan

The Once and Future King Guenever Essay - 892 Words

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Discussing Texas V. Johnson Essay - 1632 Words

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Night World Secret Vampire Chapter 3 Free Essays

string(46) " Night People could fall in love with ahuman\." All Poppy could think of was the pretty bald girl inthe gift shop. Cancer. â€Å"But-but they can do something about it, can’tthey?† she said, and even to her own ears her voice sounded very young. We will write a custom essay sample on Night World : Secret Vampire Chapter 3 or any similar topic only for you Order Now â€Å"I mean-if they had to, theycould take my pancreasout†¦.† â€Å"Oh, sweetheart, of course. â€Å"Poppy’s mother took Poppy in her arms. â€Å"I promise you; if there’s some thing wrong, we’ll do anything and everything to fix it. I’d go to the ends of the earth to make you well. You knowthat. And at this point we aren’t even sure that there issomething wrong. Dr. Franklin said that it’s extremely rare for teenagers to get a tumor in the pancreas. Extremely rare. So let’s not worry about things until we have to.† Poppy felt herself relax; the pit was covered again. But somewhere near her core she still felt cold. â€Å"I haveto call James.† Her mother nodded. â€Å"Just make it quick.† Poppy kept her fingers crossed as she dialedJames’s apartment. Please be there, please be there, she thought. And for once, he was. He answered laconically, but as soon as he heard her voice, he said, â€Å"What’s wrong?† â€Å"Nothing-well, everything. Maybe.† Poppy heardherself give a wild sort of laugh. It wasn’t exactly alaugh. â€Å"What happened?† James said sharply. â€Å"Did youhave a fight with Cliff?† â€Å"No. Cliff’s at the office. And I’m going into thehospital.† â€Å"Why?† â€Å"They think I might have cancer.† It was a tremendous relief to say it, a sort of emo tional release. Poppy laughed again. Silence on the other end of the line. â€Å"Hello?† â€Å"I’m here,† James said. Then he said, â€Å"I’m coming over.† â€Å"No, there’s no point. I’ve got to leave in a minute.† She waited for him to say that he’d come and see her in the hospital, but he didn’t. â€Å"James, would you do something for me? Wouldyou find out whatever you can about cancer in the pancreas? Just in case.† â€Å"Is that what they think you have?† â€Å"They don’t know for sure. They’re giving me some tests. I just hope they don’t have to use any needles.† Another laugh, but inside she was reeling. She wished James would say something comforting.†I’ll see what I can find on the Net.† His voice was unemotional, almost expressionless. â€Å"And then you can tell me later-they’ll probablylet you call me at the hospital.† â€Å"Yeah.† â€Å"Okay, I have to go. My mom’s waitin†Ã¢â‚¬ Take care of yourself.† Poppy hung up, feeling empty. Her mother wasstanding in the doorway.†Come on, Poppet. Let’s go.† James sat very still, looking at the phone withoutseeing it. She was scared, and he couldn’t help her. He’dnever been very good at inspirational small talk. It wasn’t, he thought grimly, in his nature. To give comfort you had to have a comfortableview of the world. And James had seen too much of the world to have any illusions. He could deal with cold facts, though. Pushingaside a pile of assorted clutter, he turned on his lap top and dialed up the Internet. Within minutes he was using Gopher to search theNational Cancer Institute’s CancerNet. The first file he found was listed as â€Å"Pancreatic cancer-Patient.†He scanned it. Stuff about what the pancreas did,stages of thedisease, treatments.Nothingtoo gruesome. Thenhewentinto â€Å"PancreaticcancerPhysician–a file meant for doctors. The first lineheld him paralyzed. Cancer of the exocrine pancreas is rarely curable. His eyes skimmed down the lines. Overall survival rate †¦ metastasis †¦ poor response to chemotherapy, ra diation therapy and surgery †¦ pain †¦ Pain. Poppy was brave, but facing constant painwould crush anyone. Especially when the outlook for the future was so bleak. He looked at the top of the article again. Overallsurvival rate less than three percent. If the cancer had spread, less than one percent. There must be more information. James wentsearching again and came up with several articles from newspapers and medical journals. They wereeven worse than the NCI file. The overwhelming majority of patients will die, and dieswiftly, experts say†¦. Pancreatic cancer is usually inoperable, rapid, and debilitatingly painful†¦. The averagesurvival if the cancer has spread can be three weeks tothree months†¦. Three weeks to three months. James stared at the laptop’s screen. His chest andthroat felt tight; his vision was blurry. He tried to control it, telling himself that nothing was certain yet. Poppy was being tested, that didn’t mean she had cancer. But the words rang hollow in his mind. He had known for some time that something was wrong with Poppy. Something was-disturbed-inside her.He’d sensed that the rhythms of her body wereslightly off; he could tell she was losing sleep. Andthe pain-he always knew when the pain was there.He just hadn’t realized how serious it was. Poppy knows, too, he thought. Deep down, she knows that something very bad is going on, or she wouldn’t have asked me to find this out. But whatdoes she expect me to do, walk in and tell her she’s going to die in a few months? And am I supposed to stand around and watch it? His lips pulled back from his teeth slightly. Not anice smile, more of a savage grimace. He’d seen a lot of death in seventeen years. He knew the stages ofdying, knew the difference between the moment breathing stopped and the moment the brain turnedoff; knew the unmistakable ghostlike pallor of a freshcorpse. The way the eyeballs flattened out about five minutes after expiration. Now, that was a detail most people weren’t familiar with. Five minutes after you die, your eyes go flat and filmy gray. And then your body starts to shrink. You actually get smaller. Poppy was so small already. He’d always been afraid of hurting her. She lookedso fragile, and he could hurt somebody much stronger if he wasn’t careful. That was one reason hekept a certain distance between them. One reason. Not the main one. The other was something he couldn’t put intowords, not even to himself. It brought him right up to the edge of the forbidden. To face rules that had been ingrained in him since birth. None of the Night People could fall in love with ahuman. You read "Night World : Secret Vampire Chapter 3" in category "Essay examples" The sentence for breaking the law was death. It didn’t matter. He knew what he hadto do now.Where he had to go. Cold and precise, James loggedoff the Net. Hestood, picked up his sunglasses, slid them into place. Went out into the merciless June sunlight, slamminghis apartment door behind him. Poppy looked around the hospital room unhappily.There was nothing so awful about it, except that it was too cold, but †¦it was a hospital. That was thetruth behind thepretty pink-and-blue curtains and the dosed-circuit TV and the dinner menu decoratedwith cartoon characters. It was a place you didn’t come unless you were Pretty Darn Sick. Oh, come on, she told herself. Cheerup a little.What happened to the power of Poppytive thinking? Where’s Poppyanna when you need her? Where’sMary Poppy-ins? God, I’m even making myself gag, she thought. But she found herselfsmilingfaintly, with selfdeprecating humor if nothing else. And the nurses were nice here, and the bed wasextremely cool.Ithad a remote control on theside that bent it intoevery imaginable position. Her mother came in while shewas playing with it. â€Å"I got hold of Cliff; he’ll be herelater. Meanwhile,I think you’d better change so you’re ready for the tests.† Poppy looked at the blue-and-white striped seersucker hospital robe and felt a painful spasm that seemed to reach from her stomach to her back. And something in the deepest part of her said Please, not yet. I’ll never be ready. James pulled his Integra into a parking space on Ferry Street near Stoneham. It wasn’t a nice part of town. Tourists visiting Los Angeles avoided this area. The building was sagging and decrepit. Severalstores were vacant, with cardboard taped over broken windows. Graffiti covered the peeling paint on thecinder-block walls. Even the smog seemed to hang thicker here. Theair itself seemed yellow and cloying. Like a poisonous miasma, it darkened the brightest day and made everything look unreal and ominous. James walked around to the back of the building.There, among the freight entrances of the stores in front, was one door unmarked by graffiti. The signabove it had no words. Just a picture of a blackflower. A black iris. James knocked. The door opened two inches, anda skinny kid in a wrinkled T-shirt peered out with beady eyes. â€Å"It’s me, Ulf,† James said, resisting the temptationto kick the door in. Werewolves, he thought. Why do they have to be so territorial? World. I don’t want to break any laws. I just wanther well.† The slanted blue eyes were searching his face. â€Å"Areyou sure you haven’t broken the laws already?† And when James looked determined not to understand this, she added in a lowered voice, â€Å"Are you sure you’re not in love with her?† James made himself meet the probing gaze directly. He spoke softly and dangerously. â€Å"Don’t say that unless you want a fight.† Gisele looked away. She played with her ring. Thecandle flame dwindled and died. â€Å"James, I’ve known you for a long time,† she saidwithout looking up. â€Å"I don’t want to get you in trouble. I believe you when you say you haven’t brokenany laws–but I think we’d both better forget this conversation. Just walk out now and I’ll pretend itnever happened.† â€Å"And the spell?† â€Å"There’s no such thing. And if there was, Iwouldn’t help you. Just go.† James went.There was one other possibility that he couldthink of. He drove to Brentwood, to an area thatwas as different from the last as a diamond is fromcoal. He parked in a covered carport by a quaint adobe building with a fountain. Red and purplebougainvillaea climbed up the walls to the Spanishtile on the roof. Walking through an archway into a courtyard, hecame to an office with gold letters on the door. Jasper R. Rasmussen, Ph.D. His father was a psychologist. Before he could reach for the handle, the dooropened and a woman came out. She was like mostof his father’s clients, forty-something, obviously rich, wearing a designer jogging suit and high-heeled sandals. She looked a little dazed and dreamy, and therewere two small, rapidly healing puncture wounds on her neck. James went into the office. There was a waitingroom, but no receptionist. Strains of Mozart came from the inner office. James knocked on the door. â€Å"Dad?† The door opened to reveal a handsome man withdark hair. He was wearing a perfectly tailored gray suit and a shirt with French cuffs. He had an aura of power and purpose. But not of warmth. He said, â€Å"What is it, James?† in the same voice he used for his clients: thoughtful, deliberate, confident. â€Å"Do you have a minute?† His father glanced at his Rolex. â€Å"As a matter offact, my next patient won’t be here for half an hour.† â€Å"There’s something I need to talk about.† His father looked at him keenly, then gestured to an overstuffed chair. James eased into it, but found himself pulling forward to sit on the edge. â€Å"What’s on your mind?† James searched for the right words. Everything depended on whether he could make his father under stand. But what were the right words? At last hesettled for bluntness. â€Å"It’s Poppy. She’s been sick for a while, and nowthey think she has cancer.† Dr. Rasmussen looked surprised. â€Å"I’m sorry to hearthat.† But there was no sorrow in his voice. â€Å"And it’s a bad cancer. It’s incredibly painful andjust about one hundred percent incurable.† â€Å"That’s a pity.† Again there was nothing but mildsurprise in his father’s voice. And suddenly James knew where that came from. It wasn’t surprise thatPoppy was sick; it was surprise that James had made a trip just to tell him this. â€Å"Dad, if she’s got this cancer, she’s dying. Doesn’tthat mean anything to you?† Dr. Rasmussen steepled his fingers and stared intothe ruddy gloss of his mahoganydesk. He spoke slowly and steadily. â€Å"James, we’ve been through this before. You know that your mother and I are worried about you getting too dose to Poppy. Too . . . attached †¦to her.† James felt a surge of cold rage. â€Å"Like I got tooattached to Miss Emma?† His father didn’t blink. â€Å"Something like that.† James fought the pictures that wanted to form inhis mind. He couldn’t think about Miss Emma now; he needed to be detached. That was the only way to convince his father. â€Å"Dad, what I’m trying to say is that I’ve knownPoppy just about all my life. She’s useful to me.† â€Å"How? Not in the obvious way. You’ve never fedon her, have you?† James swallowed, feeling nauseated. Feed onPoppy? Use her like that? Even the thought of it made him sick. â€Å"Dad, she’s my friend,† he said, abandoning anypretense of objectivity. â€Å"I can’t just watch her suffer. I can’t. I have to do something about it.† His father’s face cleared. â€Å"I see.† James felt dizzy with astonished relief. â€Å"Youunderstand?† â€Å"James, at times one can’t help a certain feeling of . . .compassion for humans. In general, I wouldn’t encourage it-but you have known Poppya long while. You feel pity for her suffering. If youwant to make that suffering shorter, then, yes, Iunderstand.† The relief crashed down around James. He stared at his father for a few seconds, then said softly, â€Å"Mercy killing? I thought the Elders had put a banon deaths in this area.† â€Å"Just be reasonably discreet about it. As long as itseems to be natural, we’ll all look the other way. There won’t be any reason to call in the Elders.† There was a metallic taste in James’s mouth. Hestood and laughed shortly. â€Å"Thanks, Dad. You’ve really helped a lot.† His father didn’t seem to hear the sarcasm. â€Å"Gladto do it, James. By the way, how are things at the apartments?† â€Å"Fine,† James said emptily. â€Å"And at school?† â€Å"School’s over, Dad,† James said, and let himselfout. In the courtyard he leaned against an adobe walland stared at the splashing water of the fountain. He was out of options. Out of hope. The laws ofthe Night World said so. If Poppy had the disease, she would die from it. How to cite Night World : Secret Vampire Chapter 3, Essay examples

The Five Doctrinal Tenets Of Islam Essay Example For Students

The Five Doctrinal Tenets Of Islam Essay Final Graded CopyGrade: 95The Five Doctrinal Tenets of Islam:Supporting Pillars for the FaithfulThe Five Doctrinal Tenets of Islam:Supporting Pillars for the Faithful I. Introduction to IslamA. Numbers in IslamB. The Prophet Muhammad and the HadithII. The Five Pillars of IslamA. The Statement of Faith (Shahadah)B. The Establishment of Prayers (Salah)C. The Giving of Alms (Zakah)D. Fasting (Sawm)E. Pilgrimage to Mecca (Hajj)III. The Effect of the Five Pillars on the Islamic Life The Five Doctrinal Tenets of Islam:Supporting Pillars for the Faithful Islam is, debatably, the fastest growing religion in the world today. At a level of 1.2 billion, they represent approximately 22% of the worlds population. Moslems make up the second largest religion in the world, surpassed only to Christianity at 33%. This is according to the 1999 World Almanac and Book of Facts (724). What is Islam? Who is a Moslem? What do they believe? How does one become a Moslem? In 1964, Philip K. Hitti addressed the rapid emergence of Islam throughout the world in his writing History of the Arabs. In his book, he stated that every eighth person in our world today is a follower of Muhammad. He continues to say The Moslem call to prayer rings out through most of the twenty-four hours of the day, encircling the large portion of the globe in its warm belt (Hitti 3). Today, some thirty-six years later, Islam has become the place of comfort, peace, and faith for over one billion people. To have this type of growth there must be an underlying foundation to the movement. As any builder can attest, in order for a structure to maintain its integrity the support for that structure must be stabilized and strengthened. Within the holy writings of Islam the support and structure of the faithful is proclaimed. The concept of no deity except God is always alive within the heart of a Moslem. They recognize that he alone is the Creator, the Provider and Sustainer, and the true Reality; the source of all things of all benefits and harm. This belief requires that He be worshipped and obeyed. We will write a custom essay on The Five Doctrinal Tenets Of Islam specifically for you for only $16.38 $13.9/page Order now In the Holy Koran, God has made obedience to the teachings of the Prophet Muhammad incumbent upon the all believers. The teachings of Prophet Muhammad are available today in the form of Hadith. Although Islamic faith and beliefs are vast, the establishing doctrine, i.e., foundation, for Islam remains to be the five pillars of faith. The first is a statement of faith, the subsequent four are major exercises of faith of which some are daily, some weekly, some monthly, some annually, and some are required as a minimum once in a lifetime. The Five Pillars of IslamThese Five Pillars are the frameworks of a Muslims life. At one time, when the Prophet Muhammad was asked to give a definition of Islam, he named the Five Pillars. In the Hadith, the collection of sayings of Muhammed, these exercises of faith are stated to serve mans spiritual purposes, satisfy his human needs, and to mark his whole life with a Divine touch (Hadith Shih Bukhari, Volume 1, Book 2, Number 7). The writings comprising the Hadith, while regarded as an excellent guide to living, are not regarded as having the same status as the Holy Koran (Quran). The major duties, nevertheless, in the life of a Moslem are to fulfill these Five Pillars. They are:1. The Statement of Faith (Shahadah) 2. The Establishment of Prayers (Salah)3. The Giving of Alms (Zakah)4. Fasting (Sawm), and5. Pilgrimage to Mecca (Hajj). .ubf4837d2b69fe52b459ae13b36376997 , .ubf4837d2b69fe52b459ae13b36376997 .postImageUrl , .ubf4837d2b69fe52b459ae13b36376997 .centered-text-area { min-height: 80px; position: relative; } .ubf4837d2b69fe52b459ae13b36376997 , .ubf4837d2b69fe52b459ae13b36376997:hover , .ubf4837d2b69fe52b459ae13b36376997:visited , .ubf4837d2b69fe52b459ae13b36376997:active { border:0!important; } .ubf4837d2b69fe52b459ae13b36376997 .clearfix:after { content: ""; display: table; clear: both; } .ubf4837d2b69fe52b459ae13b36376997 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubf4837d2b69fe52b459ae13b36376997:active , .ubf4837d2b69fe52b459ae13b36376997:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubf4837d2b69fe52b459ae13b36376997 .centered-text-area { width: 100%; position: relative ; } .ubf4837d2b69fe52b459ae13b36376997 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubf4837d2b69fe52b459ae13b36376997 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubf4837d2b69fe52b459ae13b36376997 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubf4837d2b69fe52b459ae13b36376997:hover .ctaButton { background-color: #34495E!important; } .ubf4837d2b69fe52b459ae13b36376997 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubf4837d2b69fe52b459ae13b36376997 .ubf4837d2b69fe52b459ae13b36376997-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubf4837d2b69fe52b459ae13b36376997:after { content: ""; display: block; clear: both; } READ: Minimum wage EssayAs distinct as the Ten Commandments are to members of the Christian and Judaic faiths, each of the Five Pillars are direct commands from Allah for his children. The first of these Pillars is:The Statement of Faith (Shahadah). Shahadah is the bearing of witness to Allah. This is a declaration of faith. In his declaration, a Muslim proclaims ASH-HADU ANLA ELAHA ILLA-ALLAH WA ASH-HADU ANNA MOHAMMADAN RASUL-ALLAH. The English translation is I bear witness that there is no deity (none truly to be worshipped) but, Allah, and I bear witness that Muhammad is the messenger of Allah. The Shahadah is repeated at least on a daily basis. Having acknowledged this withi n his heart, the second Pillar of Islam is instituted:The Establishment of Prayers (Salah). Ordered time for prayers is essential for maximum benefit to both the faith and to the believer. The Shahadah is to be performed five times a day: morning, at noon, mid-afternoon, after sunset and just before sleeping. Ones body is to be toward the holy city of Mecca, or toward the east, where the Prophet Muhammad was born. No other form of worship can be compared to the prayer (Salah), for it is the basis of religion, without which there would be no religion or faith. The earlier prophets (e.g., Abraham, David, and Jesus) and their followers practiced prayer in some form as an essential part of the religion of God. Islam, which is considered the final stage, completion, and confirmation of a monotheistic religion, considers prayer essential. Its denial removes one from the ranks of Islam. Obligatory prayers are performed the aforementioned five times a day, and are a direct link between the worshiper and God. As stated by Sayyid Abu Al-Ala Maududi in Islam: Its Meaning and Message, There is no hierarchical authority or priesthood in Islam, so a person learned in the Quran leads group prayers. These prayers contain verses from the Quran, and they are said in Arabic, the language of the revelation itself (Al-Ala Maududi 12). Personal prayers, on the other hand, may be offered in ones own language. While the shahadah is paramount in becoming a true Moslem, and the Salah is necessary in maintaining a close relationship with Allah, a concern for others is stressed within the confines of the third of the Five Pillars of Islam: The Giving of Alms (Zakah). Synonymous with the tithe of the Christian faith, Zakah is expected and ordered of the faithful of Islam. It is an act of worship and spiritual investment. The literal meaning of Zakah is purity, and it refers to the annual amount that a Moslem with means must distribute among the rightful needy. Ibrahim Shabaan, a Tyler, Texas business owner and native of Libya, North Africa, commented recently in a conversation that the Zakah is not viewed as an obligation, although it is one. It is, to the Moslem, viewed as an honor in which to help his brother in need. It must be noted, however, that Zakah is intended for ones Moslem brothers in need. The charity given not only purifies the contributor, but also purifies his heart from selfishness and greed. Furthermore, it purifies the heart of the needy one from envy, hatred, or jealousy, and replaces these undesirable thoughts with those of good will and wishes of happiness for the contributors. The list of recipients of Zakah is multiple: the Moslem poor and needy, the new Moslem converts, and the Moslem prisoners of war (as a means to free them). It is also intended for Moslems in debt, those appointed to collect the charity and Moslems in service of research or study or propagation of Islam. This is not an exhaustive list. As needs arise within the family of the Islamic faith, the charity is distributed. .u9179ecfa71cf47222920ff735042705d , .u9179ecfa71cf47222920ff735042705d .postImageUrl , .u9179ecfa71cf47222920ff735042705d .centered-text-area { min-height: 80px; position: relative; } .u9179ecfa71cf47222920ff735042705d , .u9179ecfa71cf47222920ff735042705d:hover , .u9179ecfa71cf47222920ff735042705d:visited , .u9179ecfa71cf47222920ff735042705d:active { border:0!important; } .u9179ecfa71cf47222920ff735042705d .clearfix:after { content: ""; display: table; clear: both; } .u9179ecfa71cf47222920ff735042705d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9179ecfa71cf47222920ff735042705d:active , .u9179ecfa71cf47222920ff735042705d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9179ecfa71cf47222920ff735042705d .centered-text-area { width: 100%; position: relative ; } .u9179ecfa71cf47222920ff735042705d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9179ecfa71cf47222920ff735042705d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9179ecfa71cf47222920ff735042705d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9179ecfa71cf47222920ff735042705d:hover .ctaButton { background-color: #34495E!important; } .u9179ecfa71cf47222920ff735042705d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9179ecfa71cf47222920ff735042705d .u9179ecfa71cf47222920ff735042705d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9179ecfa71cf47222920ff735042705d:after { content: ""; display: block; clear: both; } READ: Unemployment EssayIn order to increase ones spiritual depth it is necessary at times to purge the needs of the body. In Islam, the needs of the body are considered to complicate closeness to Allah. To become the vessel needed to accept all Allah has to give, the Moslem faithful practice another purging of the soul. Fasting (Sawm). Personal fasting and prayer may be done at the discretion of the individual. Recommended personal fasting times and dates are suggested, but are not viewed as an obligation. Once a year, however, during the month of Ramadan (the ninth month of the Islamic year), obligatory fasting takes place. Abstinence is ordered in the form of eating, drinking, allowing intimate sexual contacts, and smoking. These restrictions of the daily life are in place from the break of dawn until sunset. Fasting teaches man the principle of sincere love to God. It brings to an individuals heart the understanding of hope, devotion, patience, and self-control. Willpower, discipline, unity, and brotherhood are also learned. The obligatory fast is intended for every adult Moslem, whether male or female, if he/she is mentally and physically able. If on a journey, the fast may be postponed, but the exercise is to be made up later. Exceptions to the fast are women during their unclean period (menstruation) or while nursing a child, and in case of travel and sickness for both men and women. Sheikh (sic) Muhammed Salih Al-Munajjid, in Al-Siyaam 70 Matters Related to Fasting, states:It is better for a menstruating woman to remain natural and accept what Allaah has decreed for her by not taking any medication to prevent her from bleeding. She should be content with what Allaah accepts from her of breaking her fast during her period and making those days up later. This is how the Mothers of the Believers and the women of the salaf were (Al-Munajjid 66). Pilgrimage (Hajj)The fifth, and final, Pillar of Islam is an obligation to those within the faith that are able physically and financially. Similar to a Christians desire to journey to the Holy Land, the Hajj is the ordered pilgrimage of all able Moslems to the city of Prophet Mohammeds birth, Mecca in Saudi Arabia. Pilgrims who participate in the Hajj wear very simple garments that denote no status or wealth. Without the appearance of wealth, all people stand equal before God. Moslems pray for Allahs forgiveness while they fulfill the once in a lifetime duty that is their pilgrimage to Mecca. In Islamic history, the Hajj commemorates the Divine rituals observed by Prophet Abraham and his son, Ishmael, who were the first pilgrims to the house of Allah on earth: the Kabah. It is also to remember, and anticipate, the great assembly of the Day of Judgment when people will stand equal before Allah. Moslems go to Mecca to glorify Allah, not to worship a man. The Five Pillars are the basis of Islamic religion because they structure the spiritual life of an individual Moslem. The spiritual life has a direct effect on the personal and interpersonal life of the faithful. The personal life of the Islamic man or woman is hoped to influence the spiritual life of the non-Moslem. It will bring the non-Moslem to the point of conversion to Islam. The choice, however, is to the individual. There are no pressure tactics used, but only the prayer that example will lead one to Allah. In essence, the Prophet Muhammad declared of the Five Pillars of Islam to serve mans spiritual purposes, satisfy his human needs and to mark his whole life with Divine touch (Muhammed). Religion Essays

The Ancient Indus Valley Civilization

The Ancient Indus Valley Civilization When 19th-century explorers and 20th-century archaeologists rediscovered the ancient Indus Valley civilization, the history of the Indian sub-continent had to be rewritten.* Many questions remain unanswered. The Indus Valley civilization is an ancient one, on the same order as Mesopotamia, Egypt, or China. All these areas relied on important rivers: Egypt relying on the annual flooding of the Nile, China on the Yellow River, the ancient Indus Valley civilization (aka Harappan, Indus-Sarasvati, or Sarasvati) on the Sarasvati and Indus rivers, and Mesopotamia outlined by the Tigris and Euphrates rivers. Like the people of Mesopotamia, Egypt, and China, the people of the Indus civilization were culturally rich and share a claim to the earliest writing. However, there is a problem with the Indus Valley that doesnt exist in such pronounced form elsewhere. Evidence is missing elsewhere, through the accidental depredations of time and catastrophes or deliberate suppression by human authorities, but to my knowledge, the Indus Valley is unique among major ancient civilizations in having a major river disappear. In place of the Sarasvati is the much smaller Ghaggar stream that ends in the Thar desert. The great Sarasvati once flowed into the Arabian Sea, until it dried up in about 1900 B.C. when the Yamuna changed course and instead flowed into the Ganges. This may correspond with the late period of the Indus Valley civilizations. Mohenjo-Daro - From Archaeology at About.com The mid-second millennium is when the Aryans (Indo-Iranians) may have invaded and possibly conquered the Harappans, according to a very controversial theory. Before then, the great Bronze Age Indus Valley civilization flourished in an area greater than one million square km. It covered parts of Punjab, Haryana, Sindh, Baluchistan, Gujarat and fringes of Uttar Pradesh. On the basis of artifacts of trade, it appears to have flourished at the same time as the Akkadian civilization in Mesopotamia. Indus Housing If you look at an Harappan housing plan, youll see straight lines (a sign of deliberate planning), orientation to the cardinal points, and a sewer system. It held the first great urban settlements on the Indian subcontinent, most notably at the citadel cities of Mohenjo-Daro and Harappa. Indus Economy and Subsistence The people of the Indus Valley farmed, herded, hunted, gathered, and fished. They raised cotton and cattle (and to a lesser extent, water buffalo, sheep, goats, and pigs), barley, wheat, chickpeas, mustard, sesame, and other plants. They had gold, copper, silver, chert, steatite, lapis lazuli, chalcedony, shells, and timber for trading. Writing The Indus Valley civilization was literate we know this from seals inscribed with a script that is now only in the process of being deciphered. [An aside: When it is finally deciphered, it should be a big deal, as was Sir Arthur Evans deciphering of Linear B. Linear A still needs deciphering, like the ancient Indus Valley script.] The first literature of the Indian subcontinent came after the Harappan period and is known as Vedic. It doesnt appear to mention the Harappan civilization. The Indus Valley civilization flourished in the third millennium B.C. and suddenly disappeared, after a millennium, in about 1500 B.C. possibly as a result of tectonic/volcanic activity leading to the formation of a city-swallowing lake. Next: Problems of the Aryan Theory in Explaining Indus Valley History *Possehl says that prior to the archaeological investigations starting in 1924, the earliest reliable date for the history of India was spring of 326 B.C. when Alexander the Great raided the northwestern border. References Imaging River Sarasvati: A Defence of Commonsense, by Irfan Habib. Social Scientist, Vol. 29, No. 1/2 (Jan. - Feb., 2001), pp. 46-74.Indus Civilization, by Gregory L. Possehl. The Oxford Companion to Archaeology. Brian M. Fagan, ed., Oxford University Press 1996.Revolution in the Urban Revolution: The Emergence of Indus Urbanization, by Gregory L. Possehl. Annual Review of Anthropology, Vol. 19, (1990), pp. 261-282.The Role of India in the Diffusion of Early Cultures, by William Kirk. The Geographical Journal, Vol. 141, No. 1 (Mar., 1975), pp. 19-34.Social Stratification in Ancient India: Some Reflections, by Vivekanand Jha. Social Scientist, Vol. 19, No. 3/4 (Mar. - Apr., 1991), pp. 19-40. A 1998 article, by Padma Manian, on world history textbooks gives an idea of what we may have learned about the Indus Civilization in traditional courses, and debated areas: Harappans and Aryans: Old and New Perspectives of Ancient Indian History, by Padma Manian. The History Teacher, Vol. 32, No. 1 (Nov., 1998), pp. 17-32. Major CitiesAll the textbooks Manian examines mention the cities of Harappa and Mohenjo Daro, their urban features of ordered streets, sewers, citadels, granaries and the bath at Mohenjo-Daro, artifacts, including seals in a yet undeciphered language. Some authors mention the area of civilization was more than a million square kilometers. One author mentions another excavated city, Kalinagan, and most of the books mention the surrounding villages.DatesMost date the Indus Valley civilization from 2500-1500 B.C., although there is an alternative, 3000-2000. The year 1500 is listed as the year of the Aryan (or Indo-Iranian) invasion.Decline of the Indus CivilizationSome attribute the fall of the Indus civilization to the Aryans, destroyers and enslavers of the Indus people. Others say environmental changes caused the fall. Some say both.Identification of the AryansThe books call the Aryans pastoral nomads. Their origins include grasslands of Eastern Europe/Western Asia, the Caspian Sea, Anatolia, and south-central Asia. The books also claim they came with cattle and some say they already had iron weapons, while others say they developed them in India. One claims they crossed the Himalayas in horse-drawn chariots. Victory Over the Indigenous PeopleAll the textbooks assume the Aryans were victorious and regard the Vedas as written by these invaders.CasteThere are various interpretations of the caste system. In one, when the Aryans arrived on the scene there were already 3 castes in India. In another interpretation, the Aryans brought and imposed their own tripartite system. The dark-skinned people are generally considered the conquered people and the lighter skinned ones, the Aryans. Problems With the Aryan Theory in the Typical Presentations ChronologyThe idea that Harappan civilization fell as a result of the arrival of the Aryans. Harappa had lost its urban character by 2000 B.C., 500 years before the Aryan arrival. Traces of Harappa ElsewhereIndicators of refugees, including lustrous Red Ware, until about 1000 B.C. Refugees fled north-eastward; some residents east to the Gulf of Cambay. Lack of Aryan TracesPainted Grey Ware pottery formerly attributed to the Aryans has not been found along their possible courses, but appears to be an outgrowth of earlier Indian styles. LinguisticHistorical linguistic reasoning about the origin of the Aryans is faulty. (This is a complicated topic summarized by Kris Hirst.) Nomad Status QuestionableArchaeologist Colin Renfrew denies that there is any evidence in the Rig Veda that Aryans were invaders or nomads. Sarasvati ChronologySince the Rig Vedas refer to the Sarasvati as a large river, they must have been written before 1900 B.C., so the people mentioned in it must have already be en there.

Definition and Examples of Memory in Classical Rhetoric

Definition and Examples of Memory in Classical Rhetoric Definition In classical rhetoric, memory is the fourth of the traditional five parts or canons of rhetoricthat which considers methods and devices (including figures of speech) to aid and improve an orators ability to remember a speech. Also called  memoria. In ancient Greece, memory was personified as Mnemosyne, the mother of the Muses. Memory was known as mneme in Greek, memoria in Latin. See Examples and Observations below. Also see: Bathtub EffectClassical Rhetoric Dissoi Logoi: Dissoi Logoi on MemoryMnemonicOratory Parable: The Invention of LettersWhat Are the Five Canons of Rhetoric? EtymologyFrom the Latin, mindful   Examples and Observations In general, Roman writers on rhetoric (and, according to them their Hellenistic predecessors) avoided deciding whether memory was a natural ability or a learned skill by dividing it into two kinds. There was what was called the natural memory, which was simply an individuals aptitude for recalling things. This natural memory could be supplemented by the techniques of artificial memory, a set of practices that enabled their user to remember more clearly, more completely, more systematically, or simply more than his natural memory would allow.(William West, Memory in Encyclopedia of Rhetoric, ed. Thomas O. Sloane. Oxford University Press, 2001) The Mnemonic Place SystemIt is not difficult to get hold of the general principles of the mnemonic. The first step was to imprint on the memory a series of loci or places. The commonest, though not the only, type of mnemonic place system used was the architectural type. The clearest description of the place is that given by Quintilian [in Instit utio Oratoria]. In order to form a series of places in memory, he says, a building is to be remembered, as spacious and varied a one as possible . . .. The images by which the speech is to be remembered . . . are then placed in imagination on the places which have been memorized in the building. . . . We have to think of the ancient orator as moving in imagination through his memory building whilst he is making his speech, drawing from the memorized places the images he has placed on them. The method ensures that the points are remembered in the right order.(Frances A. Yates, The Art of Memory. Routledge and Kegan Paul, 1966) Oral Memory and the Art of Memory: Orality and LiteracySome distinctions between oral memory and the art of memory (the fourth canon in classical rhetoric) should be articulated in future studies on memory. Whereas oral memory is a conception for cultural oral traditions and, specifically, for oral epic traditions, the art of memory is a reconceived view of memory that was articulated by rhetoricians and was clearly influenced by the increased acceptance and use of literacy in Greek culture. Thus, Frances Yatess seminal work, The Art of Memory, begins with a rhetorical, not a poetic, tradition. The very notion of memory as inner writing shows the early influence of literacy on the rhetorical tradition of memory. . . . The evolving art of memory shows orality and literacy working together.(Joyce Irene Middleton, Oral Memory and the Teaching of Literacy. Rhetorical Memory and Delivery: Classical Concepts for Contemporary Composition and Communication, ed. by John Frederick Reynolds. L awrence Erlbaum, 1993) Memory as a Creative ForceIn rhetoric, memory craft is a stage in composing a work; presupposed is the axiom that recollection is an act of investigation and recreation in the service of conscious artifice. Its practitioners would not have been surprised to learn what was to them already obvious: that recollection is a kind of composition, and by its very nature is selective and formal.(Mary Jean Carruthers, The Book of Memory: A Study of Memory in Medieval Culture, 2nd ed. Cambridge University Press, 2008) Kairos and MemoryIt seems paradoxical, but kairos and memory were partnered in several ways. First, both require a kind of attunement in that the rhetor who is gathering items for reserve in the memory must be thinking simultaneously about whats available now that might be useful later. Secondly, memory requires an attunement during the moment of speaking or composing, a recognition of the right time for recalling an illustrative example, an argument, and so on. . . . It is also of crucial importance to be aware of what events or knowledge might dominate the memories of a particular audience. . . . All of these aspects of memory , we believe, connect to kairos, the ancient notion of timing and attunement.(Sharon Crowley and Debra Hawhee, Ancient Rhetorics for Modern Students, 3rd ed. Pearson, 2004) The Suppression of Memory in Composition StudiesIt is crucial to an understanding of Western literacy at this millennium to recognize that the disappearance of memory and delivery is not a benign removal; rather, it is part of a larger movement in the United States to pablumize the humanities in general, and to vitiate writing in particular by behaving as if it were a mere skill, craft, or useful tool. . . .Many issues of culture, ideology, society, and the construction of public and private lives reside in the functions of memory and delivery; public and private realms are routinely and tacitly regarded not as construction, but as palpably, obviously separate entities. The elimination of memory and delivery in the majority of student writing textbooks constitutes the removal of student-written language from the larger public arena. The removal reinforces the common, dualistic idea that students live outside ideology if they choose to do so, just as they are outside language if they choose to be.(Kathleen E. Welch, The Suppression of Memory, Delivery, and Ideology. Rhetorical Memory and Delivery: Classical Concepts for Contemporary Composition and Communication, ed. by John Frederick Reynolds. Lawrence Erlbaum, 1993) Pronunciation: MEM-eh-ree

Business Proposal for a new international SME Assignment

Business Proposal for a new international SME - Assignment Example The competitive advantages and disadvantages of the proposed business are also highlighted. In the subsequent section, operation of the proposed business is provided along with recommendations. Table of Contents Executive Summary 2 Introduction 4 Analysis of the International Business Opportunity 9 Operation of the Proposed Business 15 Conclusion 18 Recommendations 19 References 23 Bibliography 28 Introduction Small and medium enterprises (SMEs) have started to play significant role in global trade. Statistics gathered by Organization for Economic Cooperation and Development (OECD) and other sources have indicated that SMEs have at present account for substantial part of exports from industrialized nations throughout the world (Knight, 2001). According to the statistics of OECD (1997), SMEs account for around 25% - 35% of the global manufactured exports and around 4% - 6% of the exports of OECD countries. These statistics have indeed established facts and support the internationaliza tion activities of SMEs. In recent times, ever increasing contribution of technological advancements and continuous easing out of regulatory advances have led to easier flow of transport, goods/services, information as well as finance in and around national borders. These factors have made SMEs a major contributor towards growth in the global economy (Fletcher, 2004). Recent growth of globalization has resulted in subsequent increase in the internationalization of SMEs. Along with globalization, advancement in transportation and increase in computerization have contributed towards the SMEs looking beyond their own country for business growth and opportunity (Suh & Et. Al., 2008). International Entrepreneurship In the growth and development of business, an SME and their management need to interrelate their expansion venture keeping in view the crucial aspects related to international entrepreneurship. International entrepreneurship assumes that becoming entrepreneurial and acting ent repreneurially is a dual process. This process generally gets integrated in practice. SMEs before looking towards international expansion generally looks towards building market, financial as well as entrepreneurial resources in their own country of origin. Later, they look to build on their existing capabilities by venturing towards global domain (Fletcher, 2004). The study intends to prepare a business proposal for an international SME i.e. Practicus. The SME is situated in the UK. It is primarily a recruitment company which provides value to their esteemed clients by offering their services in various fields related to human resource such as interim management, outcome risk &reward, project & programme management, capability & skills transfer, outcome healthcheck, project media & communications. The organization renders their services related to international change delivery business along with a distinctive approach in order to assist clients with various value added support. Th e organization’s major aim is to deliver as well as embed sustainable change (Practicus, 2011). Practicus, around six years ago, was only seen as an idea. However, through sustained effort it has at present grown to possess four offices in the UK and has opened new offices in Australia and the Netherlands. The firm in the year 2010 was listed at the 13th position by Sunday Times in terms of

Professional Learning Communities Research Proposal

Professional Learning Communities - Research Proposal Example (DuFour, 2004, pp.6-11). For Senge, the five key disciplines underlying the concept of PLC include organizational learning, shared vision, mental models, team learning and systems thinking whereas Hord believes these five key elements to be supportive and shared leadership, shared values and vision, collective learning and application of learning, supportive conditions and shared personal practice (Alberta Education, 2006, pp.8 & 9). Since teachers play a key role in the over all accomplishment of any educational institute, they have become the cynosure of professional learning communities where they are considered as learners who are in a constant process of mentoring and being mentored. The reason behind bringing the teachers to the centre of attention is the fact that any kind of improvement happening in any classroom involves the participation of a teacher (Schwarz: 1998). Any development in teachers would not only improve students’ performance but would also motivate the teachers themselves. As a consequence of aggrandizing trend of professional learning communities, the education system has witnessed a considerable phase of amelioration. According to the studies of Wisconsin Department of Public Instruction, as a result of professional development, the teachers do not confine their lessons to the conventional facts but keep updating their knowledge with latest developments in their fields. Similarly, the teachers do not expect normative feedback but appreciate multiple perspectives from their students. They also design the curriculum in such a way that the knowledge inculcated to the students becomes more thought provoking. In order to elucidate various concepts, they try to extract examples from the real life situations instead to sticking to the text book instances. Through the practice of collegiality facilitated by PLCs, teachers are now able to work in groups in order to share different teaching strategies about

Sports Leadership And Communication Physical Education Essay

Sports Leadership And Communication Physical Education Essay This research is based in Sports Leadership and communication. The specific area to be investigated is the question following: Different coaches will have different leadership and communication styles. How will you determine the most appropriate style for you to use? The Coaches leadership and communication style can affect the athletes psychology. Im investigating this area on my class paper because as a sports coach, I would like to know how to be a leader of my team and communicate with my athletes. Based on that problem statement, I have to answer the questions: What is Leadership? What is Communication? From these two basic questions, I should answer more focused questions. What is leadership and how is connected with psychology? What are the leadership traits? How communication skills can be use in sports psychology? How can you send and receive messages more effectively to athletes psychology? These questions are made into sections which can be: Definitions of leadership The Leadership traits Communication Send and receive messages Definition of leadership in Sports psychology Leadership might broadly be considered the behavioral process of influencing individuals and groups towards set goals. This definition is useful because it encompasses many dimensions or leadership. In sport and exercise, these dimensions include making decisions, motivating participants, giving feedback, establishing interpersonal relationships, and directing the group or team confidently. (Weinberg, 2007) A leader knows where the group or team is going and provides the direction and resources to help it get there. Coaches who are good leaders provide not only a vision of what to strive for but also the day-to-day structure, motivation, and support to translate vision into reality. Coaches, teachers, and exercise specialists are leaders who seek to provide each participant with maximum opportunities to achieve success. And successful leaders also try to ensure that individual success helps achieve team success. (Weinberg, 2007) Leadership is simply this: First its knowing how to chart a course, to give others direction by having a vision of what can be. A team without a leader is like a ship without a rudder. Second, leadership is developing the social and psychological environment-what business calls the corporate culture and Ill call team culture-to achieve the goals the leader has charted. This culture consists of selecting, motivating, rewarding, retaining, and unifying members of your team-players, assistants, everyone who helps your organization. Excellent coaches-leaders-give the team vision, and know how to translate this vision into reality. Coaches, in their leadership roles, seek to develop an environment whereby each and every athlete has the maximum opportunity to achieve success, and in so doing achieve team success. The coach is concerned not only with the physical environment, but the psychological and social environments as well. . (Martens, 1987) Leadership formally defined, is the action of an individual to influence others toward set goals. It is often confused with management. Management consists of planning, organizing, staffing and recruiting, scheduling, budgeting, and public relations. Leaders perform these functions, or delegate them to others, but they also do more. Leaders determine the direction for the future, and then marshal the resources within the organization to pursue that vision. Managers simply handle the routine, never questioning whether the routine should be done. This distinction is significant in sport, for too many teams are over managed and underled. (Martens, 1987) Leadership emphasizes interpersonal relationships and has direct impact on motivation, whereas management necessarily does not. Tom Peters and Nancy Austin write in A Passion for Excellence: Coaching is face-to-face leadership that pulls together people with diverse backgrounds, talents, experiences and interests, encourages them to step up to responsibility and continued achievement, and treats them as full-scale partners and contributors. Coaching is not about memorizing techniques or devising the perfect game plan. It is about really paying attention to people-really believing them, really caring about them, really involving them. (1985, p. 326) While reading through the massive literature on leadership, I gained two impressions. First, the leadership literature in psychology, including sport psychology, contains pounds of pulp and ounces of information. Never have so many said so much to tell us so little. And second, the essence of leadership, what sets it apart from other human processes, is ill conceived in psychology. (Weinberg, 2007) Leadership Style There are two leadership styles democratic and autocratic. As you might expect, the coach with a democratic style is typically athlete centered, cooperative, and relationship oriented. Conversely, the autocratic style is usually win oriented, tightly structured, and task oriented. A coach need not act entirely one way or the other. Coaches can effectively integrate and blend democratic and autocratic leadership styles. Different leadership behaviors are more optimal in various situations, as you have seen through the multidimensional model of sport leadership and LSS. The challenge is determining what style best suits the circumstances and whether individuals and flexible enough to adapt their dominant style to a particular leadership situation. The appropriate coaching style depends most on situational factors and member characteristics. (Weinberg, 2007) One aspect of style that has been researched is how decisions are made by coaches. In fact, coaching effectiveness largely depends on making good decisions and the degree to which those decisions are accepted by athletes. Chelladurai and others have developed a model of decision making that applies in sport. Five primary styles of decision making are used in sport: Autocratic style. The coach solves the problem herself using the information available at the time. Autocratic-consultative style. The coach obtains the necessary information from relevant players and then comes to a decision. Consultative-individual style. The coach consults the players individually and then makes a decision. The decision may or may not reflect the players input. Consultative-group style. The coach consults the players as a group and then makes a decision. The decision may or may not reflect the players input. Group style. The coach shares the problem with the players; then the players jointly make the decision without any influence from the coach. (Weinberg, 2007) To the above figure we can see the different types of coaching leadership style: (Martens,1987) Section II Trait Approach In the 1920s, researchers tried to determine what characteristics or personality traits were common to great leaders in business and industry. They considered leadership traits to be relatively stable personality dispositions, such as intelligence, assertiveness, independence, and self-confidence. Proponents of the trait theory argued that successful leaders have certain personality characteristics that make it likely they will be leaders no matter what situation they are in. This would mean, for example, that Michael Jordan would be a great leader not only on the basketball court but also in other areas of life such as business and community affairs (or as part owner of the Washington Wizards). Or that Winston Churchill, Gandhi, or Martin Luther King, Jr., would have similar personality characteristics that helped make them effective leaders. (Weinberg, 2007) The trait approach lost favor after World War à Ã‹Å", when Stogdill reviewed more than 100 trait theory studies of leadership and found only a couple of consistent personality traits. Although certain traits might be helpful for a leader to have, they are certainly not essential for successful leadership. Because common leadership traits among coaches, exercise leaders, and performers have not been found, little sport research today uses the trait approach to leadership theory. Leaders have a variety of personality traits. There are no specific traits that make a leader successful. (Weinberg, 2007) Interactional Approach Trait and behavioral approaches emphasize personal factors at the expense of considering the interaction between people and their situational constraints. Many researches in industry and general psychology have proposed interactional models of leadership. These interactional theories have important implications for effective leadership in sport and exercise settings. As we have seen, no one set of characteristics ensures successful leadership. Investigators believe that great leaders have had in common personality traits appropriate to leadership role and distinct from nonleadership roles. However, leaders have not been predicted solely by their personality traits. Effective leadership styles or behaviors fit the specific situation. Coaches have been fired from team positions, for example, when administrators thought they werent providing effective leadership, only to be hired by another team where they were immediately successful. These coaches probably did not suddenly change their leadership styles or the way they coached-rather, their leadership styles and behavior fit better in the new settings. Leadership styles can be changed. If you hear someone say, Some people just have what it takes, dont believe it. In fact, coaches and other leaders can alter their styles and behaviors to match the demands of a situation. Two examples of leadership styles are presented as well as how they might change to fit a situation. For example, relationship-oriented leaders develop interpersonal relationships, keep open lines of communications, maintain positive social interactions, and ensure that everyone is involved and feeling good (their style is analogous to the consideration function described earlier). On the other hand, task-oriented leaders primarily work to get the task done and meet their objectives (their style is analogous to the initiating structure function described earlier). A relationship-oriented leader focuses on developing and maintaining good interpersonal relationships; a task-oriented leader focuses on setting goals and getting the job done. People can change from a relationship-oriented style to a task-oriented style and vice versa, depending on the situation. According to Fiedlers research as he developed his contingency model of leadership, the effectiveness of leadership depends equally on the leaders style of interacting with the group and on the situation. Specifically, Fiedler argued that a task-oriented leader is more effective in either very favorable or unfavorable situations; a relationship-oriented leader is more effective in moderately favorable situations. A physical education teacher in an inner-city school that lacks facilities, leadership, and community support might have to be seen as very unfavorable. Getting things done and setting goals would override developing positive interpersonal relations. In contrast, a physical education teacher in a lower-middle-class school where the facilities are poor but the community support is good (moderately favorable situation) might be more effective as a relations hip-oriented leader. Thus, sport and exercise professionals need to be flexible in leadership styles, tailoring them to meet the demands of situation. If a coach feels more comfortable with one type of leadership style than another, she should seek out situations in which this style would be more effective. Highly skilled players are typically already task oriented, and coaches who have a more relationship-oriented style appear to be more effective with these players. Conversely, less skilled players need more continuous instruction and feedback, and a task-oriented coach would be more appropriate for them. This does not mean than less skilled individuals do not need or want a caring, empathic coach or that more highly skilled participants do not need specific feedback and instruction. It is a matter of what should be emphasized. The effectiveness of an individuals leadership style stems from matching the style to the situation. (Weinberg, 2007) In Finding a Way to Win, Bill Parcells, successful football coach what he believes to be the keys to successful leadership: Integrity. A leaders philosophy must have a sound structure, must be rooted in the leaders basic values, must be communicated and accepted throughout the organization, must be resistant to outside pressure, and must remain in place long enough to allow for success. Flexibility. Traditions are made to be broken. If youre doing something just because its always been done that the way, then you may be missing an opportunity to do better. Loyalty. The first task of leadership is to promote and enforce collective loyalty, also known as teamwork. Confidence. If you want to build confidence in your players and coaching staff, give them responsibility and decision-making capabilities and support them in their attempts. Accountability. Accountability starts at the top. You cant build an accountable organization without leaders who take full responsibility. Candor. When sending a message, its not enough to be honest and accurate. The impact of the message will hinge on whos receiving it-and what the recipients are willing to take in at that time. Preparedness. Well-prepared leaders plan ahead for all contingencies, including the ones they consider unlikely or distasteful. Resourcefulness. At its most basic level, resourcefulness is simply resilience, a refusal to quit or give in even when all seems bleak. Self-discipline. There is always a way to compete, even against superior forces, but strict adherence to a calculated plan is required. Patience. Patience is rarest-and most valuable-when an organization is performing poorly. Its not enough to know what changes must be made; its equally important to decide when to make them. (Weinberg, 2007) Section III: Communication The relationship that exists between a coach and an athlete has been extensively researched, and can be both extreme and powerful (panel). A coach has tremendous influence on the physical and psychological development of their athletes. Sophia Jowett has defined a positive coach-athlete relationship as a state reached when coaches and athletes closeness (eg, interpersonal feelings of trust, respect, and appreciation), commitment (eg, interpersonal thoughts and intentions that aim to maintain the relationship over time), and complementarity (ie, interpersonal behaviours of cooperation, such as responsiveness, easiness, and friendliness) are mutually and causally interconnected. The main responsibility of the coach is to enable their athletes to attain levels of performance not otherwise achievable. Coaches therefore need to motivate athletes and establish the right conditions for learning. Effective coaches have many skills. They should, for instance, be good communicators and have a working knowledge of the learning processes, and of the teaching methods, training principles, and assessment procedures associated with their sport. (Sandra E Short, Martin W, 2005) These skills enable a coach to fulfil five defined roles-those of teacher, organiser, competitor, learner, and friend and mentor. 1. Teacher: This role is the most immediately recognisable function of a coach. Quality training or practising provide opportunities for coaches to display their knowledge and skills to help prepare athletes for competition. Training involves the provision of tuition about physical, tactical, technical, and mental aspects of the sport. Although some coaches also teach their athletes psychological skills (such as mental imagery or relaxation techniques) to help them learn and perform new skills, and effective strategies to improve their self confidence and regulate arousal and anxiety levels, many hire psychologists to work with their teams on these aspects of mental training. 2. Organiser: Typically the least enjoyable or rewarding part of being a coach involves the work that is done behind the scenes-the organisation of practices and competitions, and the scheduling, planning, and transportation of athletes-that makes for a successful season. Organisation, however, helps a coach to prepare for training and for competition, and is a crucial variable for success in all sports. A coach must have an explicit plan or vision, especially in team sports. It is vital for a coach to begin every season by outlining the steps necessary to achieve success. Related to the role of the coach as an organiser is the recognition that they often have to work within certain constraints. There are issues specific to places and contextual factors like scholarship allotment and budgets that can affect a coachs win-loss record. 3. Competitor: Throughout the day of competition, the coach must attend to various tasks. These tasks differ from sport to sport. Coaches of teams play a more active part in competitions than do coaches who work in individual sports; having to make athlete substitutions, call time-outs, and interact with officials. Individual sport coaches are often passive observers during competitions. Coaches in team sports also tend to be more emotional than those in individual sports, in that they are more likely to experience the same emotions as many of their athletes. This emotional response, coupled with perceptions of how the team played and the outcome of the contest, interact to affect the content and focus of the post-competition meeting with athletes. 4. Learner: A coach should be continually learning about their sport and improving their abilities as a trainer. 5. Friend and mentor: Coaches have the opportunity to develop strong relationships with their athletes and to take on the role of friend and mentor. This process involves being a positive role model, discussing problems, sharing successes, offering support when needed, and even providing counselling when necessary. This aspect of coaching can have a strong positive or negative effect on the athlete and affects their feelings of satisfaction with the coach-athlete relationship. An important research finding is that successful coaches seek to improve athletes lives both inside and outside of sport. Results of research into the characteristics of coaches indicate that there are some differences between those who work in individual sports and those who work in team sports. The same is true for athletes. Irrespective of the type of sport, however, both parties view the structure and function of the coach-athlete relationship in the same way. It is noteworthy, though, that athletes in individual sports often feel closer and more committed to their coaches than do team players. What seems to be more important than the individual sport versus team sport distinction is the expectation that a coach has for their athletes. The expectancy theory, or the self-fulfilling prophecy, describes the situation in which coaches perceptions of their athletes affect their behaviour towards them, consequently encouraging actions from the athletes that are consistent with the initial judgment. In sport, the expectancy model comprises four stages. First, coaches form expectations of their athletes bas ed on the athletes personal cues-eg, physical appearance, ethnic origin, and sex-and performance information-eg, practice behaviour, past performances, and skill tests. Second, the expectations made by the coaches affect their behaviour towards the athletes with respect to the frequency and quality of interactions, quality and quantity of instruction, and type and frequency of feedback. Third, over time, the coaches behaviour affects the athletes performances by causing lowexpectancy athletes to perform to poor standard because they have received less reinforcement and playing time, have less confidence, and believe their ability is limited, compared with high-expectancy performers, who typically excel. The cycle is complete when the athletes performance confirms the coachs expectancy. If a coach is wrong, a gifted athlete might never achieve his or her potential. Coaching is an art as well as a science. A coach has to assimilate a vast amount of information and scientific data about their sport, and translate it into practical coaching and training programmes. The success or failure of this process relies heavily on the coachs experience, availability of resources, knowledge of the event or sport, and their relationship with the athletes that they are coaching. By understanding the scientific principles that surround their sport, a well designed training programme can be developed that will help an athlete reach their full potential. The art of coaching is in the understanding and application of the science. (Sandra E Short, Martin W,2005) Sending and receiving messages These are guidelines for sending effective verbal and nonverbal messages (Martens, 1987b): 1. Be direct. People who avoid straightforward communicating assume that others know what they want or feel. Rather than expressing their message directly, they hint at what they have in mind-or they tell a third person, hoping the message will get to the intended recipient indirectly. 2. Own your message. Use I and my not we or the team, when referencing your messages. You disown your messages when you say, The team feels or Most people think you are.. . What youre saying is what you believe, and using others to bolster what you have to say implies cowardice in expressing your own megs.. 3. Be complete and specific. Provide the person to whom you are speaking with all the information he needs to fully understand your message. 4. Be clear and consistent. Avoid double messages. I really want to play you, Mary, but I dont think this is a good game for you. I think youre a fine athlete, but youll just have to be patient. This is an example of a double message-acceptance and rejection-and it probably leave Mary confused and hurt. Double messages send contradictory meanings, and usually the person sending them is afraid to be direct. 5. State your needs and feelings clearly. Because our society frowns on those who wear their emotions on their sleeves, we tend not to reveal our feelings and needs to others. Yet to develop close relationships, you must share your feelings. 6. Separate fact from opinion. State what you see, hear, and know, and then clearly identify any opinions or conclusions you have about these facts. You say to your son when he returns home late one night, I see youve been out with the Williamson kid again. In the context in which you say it, your son will receive the message but not be certain of what exactly your concern is about the Williamson boy. A better way to send this message would be to say, That was the Williamson kid, wasnt it? (verifying a fact) and then, Im concerned that you spend time with him. Im afraid hell get you into trouble (stating your opinion). Although your son may not be pleased with your opinion, at least hell understand it. 7. Focus on one thing at a time. Have you ever begun discussing how to execute a particular skill and abruptly switched to complaining about how the team hasnt been practicing well? Organize your thoughts before speaking. 8. Deliver messages immediately. When you observe something that upsets you or that needs to be changed, dont delay sending a message. Sometimes holding back can result in your exploding later about a little thing. Responding immediately also makes for more effective feedback than a delayed response. 9. Make sure your message does not contain a hidden agenda, which means that the stated purpose of the message is not the same as the real purpose. To determine if your message contains a hidden agenda, ask yourself these two questions: Why am I saying this to this person? Do I really want the person to hear this, or is something else involved? 10. Be supportive. If you want another person to listen to your messages, dont deliver them with threats, sarcasm, negative comparisons, or judgments. Eventually the person will avoid communicating with you or simply tune you out whenever you speak. 11. Be consistent with your nonverbal messages. Perhaps you tell a player it is okay to make an error, but your body gestures and facial expressions contradict your words. Conflicting messages confuse people and hinder future communication. 12. Reinforce with repetition. Repeat key points to reinforce what you are saying. However, dont repeat too often, because this causes the other person to stop listening. You can also reinforce messages by using additional channels of communication-show a picture or video along with explaining a skill, for example. 13. Make your message appropriate to the receivers frame of reference. Messages can be much better understood if you tailor them to the experiences of the person with whom you are communicating. It is inappropriate, for example, to use complex language when speaking to young athletes. They do not have the vocabulary to understand what youre saying. 14. Look for feedback that your message was accurately interpreted. Watch for verbal and nonverbal signals that the person to whom you are speaking is receiving the message you intended. If no signal is given, ask questions to solicit the feedback: Do you understand what I am telling you, Susan? or Are you clear about what you should do? Athletes and Coaches behaviour has the most important role in their communication to the follow article we see some studies about players and coaches behaviour. Relevance of several factors to players aggressive behavior has been extensively studied. Sport-related factors were studied in the framework of context-personality (Isberg, 1985, 1986, 1989) or context-gender (Rainey, 1986; Kemler, 1988; Bond Nideffer, 1992) relationship. Teams moral atmosphere, team norms regulating aggressive acts, and players perception of these norms are mentioned to be important in this circumstance (Stephens Bredemeier, 1996). Difficulty of the task (McGowan Schultz, 1989) and use of anabolic steroids (Lefavi, Reeve, Newland, 1990) also appear to be relevant to aggression in sport. The relevance of communicating factors was also studied (Hanin, 1980) and practically discussed (Hanin, 1992). Coach-related factors are also of importance in this context. Coaching includes decision-making processes, motivational techniques, giving feedback, establishing interpersonal relationships and directing the team confidently. Good coaches provide not only a vision of what to strive for, but also the day-to-day structure, motivation, and support to translate vision into reality. Because of the importance of coaches behaviors and its possible relation to players behaviors, it seems that our understanding about the significance of this relationship needs improvement. Having studied coaches behaviors extensively, some investigators tried to categorize coaching behaviors. Tharp and Gallimore (1976) after studying the behavior of the most successful NBA coach emphasized the importance of instruction and demonstration behaviors and their significant effects on players success. At the same time, sport specific questionnaires were also developed. Danielson, Zelhart, and Drake (1975), revised the Leadership Behavior Description Questionnaire to classify coaching behaviors into eight categories. On the other hand, researchers trying to develop guidelines for training coaches (Smith, Smoll, Hunt, 1977; Smoll, Smith, Curtis, Hunt, 1978) needed a proper tool to observe and classify coaches behaviors; therefore, the Coaching Behavior Assessment System (CBAS) was developed for coding and analyzing the behaviors of coaches in natural field settings (Smoll Smith, 1984). This system which was applied in the present study, divides coaches behavior into twelve categories as follows: Reinforcement Nonreinforcement Mistake-contingent encouragement Mistake-contingent technical instruction Punishment Punitive technical instruction Ignoring mistakes Keeping control General technical instruction General encouragement Organization and General communication According to Smoll and Smith (1984), distributions in the CBAS categories indicated that nearly two-thirds of coaches behaviors were found to be positive, falling into the categories of: a) positive einforcement, b) general technical instruction, and c) general encouragement. Players who played for coaches, who frequently used encouragement, instructions, and reinforcement, demonstrated greater self-esteem at the end of season. They rated their teammates and their sport more positively. According to Weinberg and Gould (1995) these players reported that: they liked their teammates more, felt their coaches were knowledgeable, rated their coaches better as teachers, had a greater desire to play again the next year, and had higher levels of enjoyment comparing to other young players (p. 208). Having considered the association between coaches and players behaviors (Tharp Gallimore, 1976; Danielson, Zelhart, Drake; 1975), one may consider that some players unwanted or negative actions may also be related to coaches behaviors. Aggressive behaviors are among the most problematic behaviors in sport setting and reported to be somehow related to coaching behaviors. Isberg (1985) reported that coaches encouraged players to commit aggressive acts to win the game; such acts were often rewarded by coaches and teammates. Stephens and Light-Bredemeier (1996) observed that the power of context in elite level of competition, forced young soccer players to act aggressively even if they had different orientation. Special stress on relating players aggressions to coaches behaviors would be explained by Social Leaming Theory (Bandura, 1973), which emphasizes the important role that significant others have on the development or control of aggression (Smith, 1988). Therefore, the main objec tive of the present study was to investigate the reality and the amount of possible correlations among coaches behaviors and players aggressive acts in natural field settings. (S. M. VaezMousavi, M. Shojaei, 2005) Conclusion Leadership is the process that one individual set some goals and is trying to support them and accomplish them with the help of others. A Leader is a person who rules others and he is trying to guide and inspire them. As a Coach you have to have the strength to lead your players or athletes. There are different types of coach-leaders but is good to borrow from other coaching-leaders if you want to improve your coaching and leadership skills. The most important traits of a leader are honesty, integrity, to be a good person and to be positive. Exhibiting these traits will decrease your leadership. A coach influences the physical and psychological development of his athletes. Some important roles of a coach are teacher, organizer, competitor, leader, friend and mentor. The characteristics of a coach are different depending on who he is coaching. When he is sending some messages he must be direct, complet