A football match review Essay Example for Free

A football match review Essay My piece of coursework is a football match review. The score line is fictional for dramatic effect. Such an article would be traditionally found in the back pages of a tabloid newspaper, such as The Sun or The Daily Mail. The analysis is of a crunch match, which will decide the victor of the Premiership. Therefore, I have given the article an emotive title, with the use of the word epic. This sets the scene for the tension I build up within the article. In terms of the layout, I have attempted to match that of both the Daily Mail and The Sun. I have placed the score line and the author name underneath the title respectively. At the top of the page I have shown the subject, in this case, The Premiership. The Daily Mail uses this technique to head their pages, such as finance and motoring. I initiate the article with an introductory text, which sets the scene for the importance of such a match. This text is in larger font than the rest of the article, which simply shows that the piece is an introduction. Within the text, I have used dividers, commonly used by The Sun newspaper. These are usually one-word headings, which relate to the following paragraph. I have used these mainly to divide the text and provide a lightly informative hint to the contents of the paragraph. The photograph on the right hand side is taken from ITVs website and is accompanied with a caption. All analysiss are accompanied by a photograph taken from the game. The incident in the photograph usually relates to the victor of the match. In this case, a Newcastle player is shielding the ball from a Man Utd player to represent Newcastles winning of the match. Additionally, there are two information boxes included. One shows the score line and scorers and the other provides specific information the game such as number of yellow cards and free kicks. These boxes are only featured within a tabloid newspaper and are taken to the extreme by The Sun, who sometimes give very specific but often unnecessary details on the game. I have only included common information, which adds authenticity and depth to the analysis. The language I have used within this analysis, relates to football language. Such examples are midfield, tactics, centrally attacking, Red Devils and Magpies. Clearly, this terminology is only understandable to those with knowledge of football as the intended audience is of course football supporters. The language I use also dramatises the situation in order to keep the readers interest and to give an exaggerated view of the situation. An example from the text is with Solano hitting the underside of the crossbar after a stunning run. This technique helps to build up the readers view of the atmosphere in the stadium. Progressively, through various drafts of my coursework, I have generally improved the layout of the work, adding columns and paragraph headings to the article. I have also changed some parts of the text due to grammatical errors and improved the overall presentation of the article.

Identifying Heroes: The Godfather and Pulp Fiction Essay -- essays res

Identifying Heroes: The Godfather and Pulp Fiction The form of Classical Hollywood films is, first and foremost, invisible. In a Classical Hollywood film, the narrative is foremost, and style serves the narrative. Camera angles, lighting and editing patterns such as the shot/reverse-shot pattern aim to give us the best possible perspective on the unfolding events(1). These events are arranged in a strongly causality-oriented linear narrative, with one event causing the next. This narrative is arranged around a central, active protagonist, whose decisions and actions are the key to the pattern of cause and effect that drives the story(2). This pattern seems so logical, so natural, that the audience of the classical Hollywood film is supposed to feel that they are receiving the material without the mediating intervention of the filmmaker. The link between heroes and the spectator under this model is therefore one of relatively unproblematic identification. Even films that featured anti-social heroes, such as the thirties gangster genre , modified the pattern only through imposing the strongly moral, tragic sequence of rise and fall; the audience's identification remained firmly with the central protagonist(3). Such a situation, under these assumptions, puts the audience in an apparently perverse situation, and it is therefore hardly surprising that the infamous Hays code of the thirties moved to ensure that "the sympathy of the audience shall never be thrown to the side of crime, wrongdoing, evil or sin(4)." The assumption of audience identity with the hero was never unproblematic, and of course the classical Hollywood model of filmmaking partially outlined above never existed entirely without challenge. Nevertheless, it is clear that up to the fifties the classical Hollywood model was relatively applicable and that challenges to it were largely ineffective. However, beyond the fifties, the model became increasingly irrelevant. The reasons for the downfall of the classical paradigm are complex, and related to economic changes within the industry (the forced dismantling of the vertically integrated studio system that placed production, distribution and exhibition roles under the one organisation) as well as wider cultural shifts that occurred during the sixties (the widespread social upheaval and increasing prominence of counter-cultural challenges ... ...he coffee shop scene around the body of the film isolates one couple at the exact moment they make the wrong choice. The cleverness of Tarantino's approach is in isolating the artificiality of his heroes' persona, and using that as an approach with which to undermine the audience's admiration of that hero. Just as Coppola's attempts to alienate the viewer from Michael Corleone were only partially successful, so Tarantino's approach is flawed: Tarantino was accused of glorifying his criminal heroes, and audiences do still see Vincent Vega as a modern day Fonze, the embodiment of coolness. A subtext is still, after all, a subtext, and not everybody can be in the ironic audience. Perhaps, though, the real reason that both Coppola and Tarantino still have problems in avoiding the audience identification with their heroes is the astonishing persuasiveness of classical Hollywood forms. The learned patterns of classical Hollywood narratives and the associated identification with a strong central protagonist are likely to take over if given even the slightest chance. This is the price Coppola and Tarantino must pay if they wish to harness this form of filmmaking for commercial advantage.

Importance of Uttarayan Essay

Shivya: Hi Shivam, how is your uttarayan going? Shivam: Very nice. How about you? Shiyya: Enjoying. But I do not know why uttarayan is celebrated. Can you lighten me? Shivam: Well shivya there is more to Uttarayan than just holding a string and a kite. Let us today understand the religious aspect of Uttarayan. Het can you pls. share with us the information that you have? [By that time their other 5 friends join them and take part in the conversation. All of them give information about the topic which entilighten us about the religious aspect of Uttarayan] Het: Hello everybody. Well Uttarayan is celebrated in many parts of the country and also in some other parts of the world with great zeal and enthusiasm. It is a harvest festival which is basically celebrated in the Hindu communities. In Indian, the states of Bihar, Bengal, Punjab, Maharashtra, Gujarat, Rajasthan and Tamil Nadu celebrate the festival with great fervor and gusto. Now I will tell Harsh to share some of information that he has. Harsh: U know Het, In Tamil Nadu the festival is known as Pongal, in Assam as Bhogali Bihu, in Punjab, as Lohiri, in Gujarat and Rajasthan, as Uttararayan. In Uttar Pradesh it is celebrated as Khichdi or Donation festival. In Bihar it is known as Til Sankranti or Khichdi festival. Outside India, the festival is given due importance in the countries like Nepal where it is celebrated as Maghe Sakrati or Maghi, in Thailand where it is named as Songkran and in Myanmar where it is called Thingyan. Shivya: Wow I thought Uttarayan is celebrated only in Gujarat. But I can bet it must not be celebrated anywhere like in Gujarat with the sky becoming so colourful. Devayani what information you have to share with us. Devayani: Well you know the way Makar Sankranti is celebrated in every state of India with faith and joy, it can be guessed that the festival has some religious beliefs. This festival is mentioned in many of our religious text, which enlighten about the festival’s religious significance. The religious scripture, â€Å"Gita† which is known as the voice of Lord Krishna, illustrates that six months of Uttarayan is the day time of deity. And, the 6 months of Dakhshinayan is the night for Gods. It is believed that person who scarifies his body in Uttarayan get a position in ‘Krishna Lok’. That person gets liberation, whereas, the one who dies in Dakhshinayan, has to be reborn. In the era of Mahabharata, Bhishma Pithama had a blessing of wish death. Although lying on the bed of arrows, he did not sacrifice his life in the Dakhsinayan, and waited for the Sun to go in Uttarayan. It is believed that on the day of Makar Sankranti, when sun entered in the Uttarayan, Bhishma Pithama, discarded his body. Scientifically, this day the sun begins its northward journey and enters the sign of Makar (the Capricorn) from the Tropic of Cancer. It is like the movement of sun from Dakshinayana (south) to Uttarayana (north) hemisphere. It is the one of the few chosen Indian Hindu festivals which has a fixed date. This day falls on the 14th of January every year according to the Hindu Solar Calendar. The festival is considered to be a day from where onwards all the auspicious ritualistic ceremonies can be solemnized in any Hindu family. This is thus considered as the holy phase of transition What do you say Ashiti. Am I right? Ashiti: Yes Deyanai, in fact another one religious story is also there which states that, Yashoda Mata kept fast to have Lord Krishna as her son. The story of Gangawatran is also linked with Makar Sankranti. It is said that on the day of Makar Sankranti, Ganga followed Bhagirath Muni and met the ocean. Conjunction of Ganga and ocean is the reason behind crowd of devotees taking bath in Ganagasagar on Makar Sankranti. Capricorn is a sign of Saturn. On the day of Makar Sankranti, sun enters into the sign of Saturn. Sun God is the father of Saturn. Father goes to meet his son in his home. Saturn and Sun, both are might planets, who’s auspicious blessings can make humans achieve great success. Hence, on the holy festival of Makar Sankranti people delight sun and Saturn. Shankranti means transmigration of Sun from one zodiac in Indian astrology to the other. As per Hindu customary beliefs, there are 12 such Sankrantis in all. But the festival is celebrated only on the occasion of Makara Sankaranti i.e. the transition of the Sun from Sagittarius (‘Dhanu’ Rashi ) to Capricorn(‘Makara’ Rasi). Lastly Jai can you put some more information on the topic. Jai: Yes my dear friends. Makar Sankranti holds special significance as on this day the solar calendar measures the day and night to be of equal durations on this day. From this day onwards, the days become longer and warmer. It is the day when people of northern hemisphere, the northward path of the sun marks the period when the sun is getting closer to them. The importance of the day was signified by the Aryans who started celebrating this day as an auspicious day for festivities. The reason behind this may be the fact that it marked the onset of harvest season. Married women pray to Sun God for long life of their husbands and give gifts to their elders, in return take blessing that the way days are getting longer, similarly, the life of their husbands also keep increasing.

Ancient Rome Education and Its Evolution Although Ancient - Free Essay Example

Sample details Pages: 6 Words: 1812 Downloads: 6 Date added: 2019/07/29 Category History Essay Level High school Tags: Ancient Rome Essay Did you like this example? Although Ancient Rome had a foundation for which the civilization based its educational system on, and it worked to the extent that it favored the elite, or the privileged, and fought against the advancement of the less fortunate. Using sources Education in Greek and Roman Antiquity by Anthony Corbeill, Readings in Late Antiquity by Michael Maas, and As the Romans Did: A Sourcebook in Roman Social History by Jo-Ann Shelton, this paper will attempt to suggest that the educational structure that ancient Rome used was not intended to better those less fortunate or of the lower class and was intended to advance those of the elite class. While relying heavily on the populace to fund the educational system, and to use said system to implant the morals, traditions, and beliefs of Roman culture, and to teach how to be a citizen of the Republic rather than to better the populace with knowledge. Don’t waste time! Our writers will create an original "Ancient Rome: Education and Its Evolution Although Ancient" essay for you Create order These obstacles contributed to the faulty structure through the unreliable funding and the lack of social and intellectual growth of the lower class. The Roman education system was not funded or required by the government so the education was deferred to privately funded organizations, or it was the responsibility and choice of the parents to institute a form of education. The beginning or early segment of Romes education was casual and unofficial (261 Corbeill, 100 Shelton). The lower class gained their knowledge of the inner political workings of Rome by the attendance at public spectacles such as theater and oratory (262 Corbeill). The beginning of the youths education started when the children were very young and included the fundamental knowledge on how to function as a Roman citizen and what would be required to thrive as one (100, Shelton). The use of the education to embed the foundations of Roman culture began in the home with the parents teachings. The knowledge given to the children by the parents was used to further their understanding of business interactions and the appreciation of Roman traditions (100 Shelton). Ca to the Elder was quoted on his views on the importance of the father teaching his child the fundamentals of being a Roman citizen and upholding the values that comes with it. Therefore Cato himself was his reader teacher, his law professor, his athletic coach. He taught his son not only to hurl a javelin, to fight in armor, and to ride a horse, but also to box, to endure both heat and cold, and to swim strongly through the eddies and undercurrent of a river. He also says that he wrote his book (the one titled History) in large letters and his own handwriting so that his son might have the opportunity at home to become familiar with his societys ancient customs and traditions. (101 Shelton) The education of Romes youth relied solely on the teachings of the parents or their ability to afford tutors. It was not just the moral and virtuous lessons that the father or mother had to install in their children, but the knowledge of physical labor that was needed to thrive in their society. The practice of parents teaching Roman traditions continued through the evolution of education even when formal instruction was introduced. The schooling given by the parents was to facilitate the children into becoming model citizens while teaching them how to integrate into society (266 Corbeill). The education system continued to evolve for the higher class by having the means to afford teachers for other than the learning of Roman traditions. This began the imbalance of education throughout the Roman youth. While the higher class was given the opportunity to continue their education after learning the fundamentals, the rest of the young population ended their education because of lack of funding to afford the small public teachers fee, or they did not have access to the teacher on account of location (111, Shelton). The number of young elite students who would go on to further their knowledge was significantly smaller than that of the lower class, which may have been the cause to why the progress of education stayed stagnant in nature (269, 275 Corbeill). If only the socially elite were the ones to show intellectual progress while the rest of the populations intellectual growth continued to be stationary, then they would not evolve as a whole causing an imbalance in the education system (275 Corbeill). The Romans utilized the imbalance to divide the populace into a structure that separated the society into divisions of the educational elite and illiterate (282 Corbeill). It is clear that the Roman culture valued practical education but did not value it to the point to where the government would insure everyone received the same amount of introduction, thus creating the divide (103 Shelton). But lack of the formal system of education at the level of the state does not mean estate does not control education. For to democratize the population, but to replicate or reproduce the already existing social system. (262 Corbeill) The quote shown demonstrates the system to which the foundation of social structure of Roman society and its citizens. The lack of funding contributed to the divide in relation to the shortage of resources, which in turn left the teachers to work with virtually no pay other than what the parents gave them (103 Shelton). Ancient Roman history documents that the teachers who did not tutor the children of the elite were severely underpaid which left them with very little funds (103 Shelton). For a long time he lived as a teacher and his hometown, but then in his fiftieth year (the year of Ciceros consulship) he moved to Rome and talk there. However, he earns more fame and money. In one of his books, written when he was an old man, he complains that he is a pauper, living in an attic. He also published a book called My Trials and Tribulations in which he complains about the insults and injuries done to him by negligent or ambitious parents. (103 Shelton) The passage shown above contains a quote from Orbulius, a schoolteacher from Ancient Rome, who shines light on the hardships that he personally faced during his teaching career. The passage above may also be taken in account and used as evidence on how underfunded the teachers of the public were, and how the law did nothing in support of the education system. The teachers solely relied on the payment of the students parents to live and rent classrooms, which usually left the teachers to find creative ways to cut their budget. This included them to teach on the street during the early morning (104-105 Shelton). As a result of the teachers having class on the street and at dawn, documented texts display that the citizens disliked like the teachers for disrupting their daily lives (104 Shelton). What do you have against us, spiteful schoolteacher? Before the crested rooster has even crowed, you shatter the silence with your harsh voice and with lashes of your whip., the quote mention ed may be used as evidence towards the negative emotions the citizens had towards the teachers of the public (105 Shelton). The lack of positive emotions steered towards the teachers may be one of the several reasons why they were so underpaid, which leads back into the cycle of the teachers having to teach on the streets. Other than the difficult location the teachers had to use, their workload was a continuation of the teachings given by the parents on Roman tradition through the literature by using works that had a moralizing tone (109 Shelton), and to further the youths knowledge on the useful applications of math and rhetoric that would advance their knowledge on how to be a functional citizen. I didnt learn geometry and literacy criticism and useless nonsense like that. I learned how to read the letters on public inscriptions. I learned how to divide things into hundreds and work out percentages, and I know weighs, measures, and currency. (111 Shelton) The quote shown above is a prime example of how and why the education system was set up and what its purpose was. In addition to the lack of furthering the advancement of their level of knowledge and funding the teachers, the lower class youths usually followed the same career choice as their parents. This feeds into the social structure that is se t up for the progress of the poor citizens to reduce their opportunity of improvement intellectually and socially (111 Shelton). The youth usually did not make the decision on their job selection as a result of that was the parents choice, and it was easier and more cost efficient to have the children apprentice the parents (111- 112 Shelton). The virtual inevitability of having the same job as your father or his father before him limited the possibility of social advancement. A child might be trained for work by his father or might be sent to be an apprentice to a craftsman. (112 Shelton). This quote demonstrates the use of apprenticeship to impede the progress of the lower class society. The lack of furthering the education of the poor encourages the division between the two classes and induces a halt on the intellectual evolution of the Roman people. History does not document a change or advancement in the educational system until the introduction of Christianity (Maas). The introduction of Christianity changed the foundation of the belief system of Rome and the education that was taught including the traditional values. The introduction of Christianity into the Roman society disrupted the literature that the citizens could teach and learn. A report has reached us, which we cannot mention without shame, that you are lecturing on profane literature to certain friends. This fills me with such grief and vehement disgust that my former opinion of you has been turned to mourning and sorrow. For the same mouth cannot sing the praises of Jupiter and the praises of Christ. (71 Maas) The quote shown is a representation of how the turn in tradition changed the foundation to teaching the word of Christ to represent the traditions on beliefs of Roman society. All scripture is inspired by God and is useful Now the prophets teach one thing, historians another, the law something else, and the form of advice found in the proverbs something different still. But, the Book of Psalms has taken over what is profitable from all. It foretells coming events; it recalls history; it frames laws for life; it suggests what must be done; (73-74 Maas) The quote above displays the change of education and tradition and the switch from preparing the youths into citizens through education to how to interpret the meanings of the Bible. This may not be seen as advancement for Roman society but it is an evolutionary step for their culture. To push the changes of religion into Roman the education system, the schoolteachers who continued to teach the about the pagan beliefs, pay was severely cut (73 Maas).