Comparative Character Analysis of Classical vs. Modern...

Comparative Character Analysis of Classical Vs. Modern Tragic Protagonists. A hero/ heroine is described as the principal male/ female character in a literary or dramatic work or the central figure in an event, period, or movement. The classic tragic hero was defined by Aristotle in the fourth century as, someone who is highly renowned and prosperous (LATWP, 639), suggesting that there is a natural right ordering and proportion of traits within the human being that if violated, produces calamity (LATWP, 639). The book goes on to define classical tragedy as one that involves the inevitable destruction of a noble person by means of character flaw, usually a disproportionate measure of a specific human attribute such as pride,†¦show more content†¦Mrs. Wrights environment where she was continuously broken down by her husband was probably a far cry from where she had imagined herself to be. Mrs. Hale repeatedly brought up how different Mrs. Wright was when she was Minnie Foster, I wish youd seen Minnie Foster when she wore a white dress with blue rib bons and stood up there in the choir and sang (Glaspell, 962). Implying that this now submissive, nervous woman who was Mrs. Wright was more a product of the environment she found herself which denied her the fulfillment of being who she actually was. So, tragic heroes can either be classic, or modern. Both however, are driven by their beliefs. One is such a way that they would risk all to back up what they believe in, as in the case ofShow MoreRelatedMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 PagesPoints in the Semiotics of the Cinema, 92 Problems of Denotation in the Fiction Film, 108 III Syntagmatic Analysis of the Image Track Chapter 6. Outline of the Autonomous Segments in Jacques Rozier s film Adieu Philippine, 149 Chapter 7. Syntagmatic Study of Jacques Rozier s Film Adieu Philippine, 177 vii viii CONTENTS IV The Modern Cinema: Some Theoretical Problems Chapter 8. The Modern Cinema and Narrativity, 185 Chapter 9. Mirror Construction in Fellini s 8 1/2, 228 Chapter 10. The SayingRead MoreThe Studio System Essay14396 Words   |  58 Pagespivots on an understanding of the studio system, or what scholars often refer to as Americas specific mode of film production, typically placed in the years 1930-48. American Film Institute Poster for The Wolf Man (1941), a classical-era thriller released by Universal. American movies, as well see throughout this seminar, are overdetermined by a number of economic, social and cultural factors. Overdetermined, a term used in film studies, simply means thatRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesLerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Read MoreOrganisational Theory230255 Words   |  922 Pagesorganization theory Critical alternatives to managerialism in organization theory Philosophical disputes and debates: explaining and understanding the diverse nature of organization theory Mapping some aspects of organization theory’s diversity Positivist protagonists: the truth is out there, and we can objectively know it Philosophical disputes around the role of the subjective in science Epistemological and ontolological disputes: how can we ever know the ‘truth’ and is there an ‘out there’? A few words of

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Paying NCAA Athletes free essay sample

Thesis: As the popularity, and revenue continues to grow in college sports, the debate will be taken to new heights about whether or not college athletes are being exploited, and if they should be compensated monetarily. I. (C)The National Collegiate Athletic Association (NCAA) defines amateurism as, â€Å"The conviction that people should participate in sports as a hobby (for the fun of it) rather than for money. † The NCAA mandates that all college athletes maintain this level of amateurism while in college, however, college sports have never been more of a cash cow than right now. Both ratings and revenue are at peaks never seen before at this level. (A) So can we really call these athletes amateurs if they generate this much money? As the popularity, and revenue continues to grow in college sports, the debate will be taken to new heights about whether or not college athletes are being exploited, and if they should be compensated monetarily. (M) I conducted an interview with current UMD Athletic Director Josh Berlo to gain an expert perspective on this topic. In this speech, I will explore both sides of this pressing issue and will cover topics such as, revenue, university budgets, and just how we might go about paying these athletes, or maybe, not paying them. Transition: First, let’s explore the revenue aspect. II. According to NCAA. com, the NCAA generated $871. 6 million in revenue in 2012. A. Where does this money come from? 1. The NCAA generates 81% of its revenue from TV and marketing rights fees. a. Most of this comes from a $10. 1 billion contract made with CBS for rights to broadcast the Division I Men’s Basketball tournament. 2. The NCAA generates 11% of its revenue from various championship series they put on at the end of each sports’ regular season 3. The NCAA also generates money by selling team apparel, including jerseys with specific athlete’s names on them. b. Enter Johnny Manziel. Dubbed, Johnny Football, Manziel is one of many athletes who has been allegedly â€Å"exploited† by the NCAA. i. The NCAA sold jerseys with Manziel’s name on the back which technically violates their belief of amateurism. c. Professional athletes get a stipend of the money made off their jerseys, so why didn’t Manziel and other athletes get paid for this? This type of hypocrisy by the NCAA has given them a poor reputation and has provided more support for paying athletes. B. So where does this $871. 6 million go? 1. 60% of the NCAA revenue is directly distributed to Division I conferences who then distribute it to their respective universities. 2. The NCAA also uses this revenue to fund 89 national championships C. Bottom line, the athletes provide the entertainment which allows the NCAA to hold these enormous contracts. 3. Without the athletes there would be no NCAA, yet, the athletes get no compensation for this. 4. It’s like putting in a 40 hour week, and then not geting a paycheck. Transition: If the NCAA doesn’t want to pay the athletes, why don’t the universities? Next let’s take a look at university budgets. III. Can colleges afford to pay these athletes, and if so, who and how do they decide to pay? A. There are approximately 170,000 Division I student athletes, but not all of them play revenue sports. (Football, Basketball, Baseball). 1. So how does the NCAA decide who gets paid between Johnny Football, and Johnny Water Polo? 2. From a business standpoint, it makes sense to only pay players who play revenue sports right? Paying revenue athletes would create an inequality among revenue and nonrevenue athletes and that would also ensue a long line of Title IX and gender inequality lawsuits. B. Some argue that athletes are already being paid. How is that possible? 3. It’s estimated the average athletic scholarship is worth $121,000, and even though the athletes never see any of this money, they have very few financial burdens to pay off. b. Throw in all of the gear associated with being a Division I college athlete and you’re looking at a hefty amount of cash being invested in each athlete. Each athlete equally while still staying above the budget? You can’t. 1. Trying to pay a football team alone could plunge a university underneath their budget with an average of nearly 100 players per team. 2. On top of that, there are 28 more sports with athletes waiting to have their pockets filled with cash. 3. And finally, it takes away funding for other important academic areas of the college. Transition: The budget just simply isn’t there for a university of any size to reasonably pay each and every athlete so finally I will explain some different ways an NCAA athlete could possibly make some money. IV. There are plenty of ways an athlete could make money, but it would require some self marketing and a little help from the NCAA. A. A player could seek out additional sponsorships and advertising deals like a professional athlete. 1. The athlete isn’t technically making money off their playing ability they’re making the money from the name on the back of their jersey. B. Opposers of this idea would say that equality plays a factor here as well. 2. Not every athlete is as marketable as the next and would defeat the purpose the NCAA is attempting to impose by making all athletes equal in every aspect except ability. C. Another attempt would be to have the NCAA pay athletes on teams that qualify for postseason tournaments and championships. 1. In an interview with former Notre Dame assistant athletic director and current UMD athletic director, Josh Berlo, He claims he supports the idea of using postseason appearances as an incentive for college athletes A. â€Å"I understand some of these guys come from rough backgrounds and may not have the spending cash that other athletes do. Offering cash incentives for making the postseason forces athletes to stay motivated academically so they can stay eligible. It also motivates them to get better so they can reach the postseason. † 2. The NCAA’s firm stance at this point is they refuse to use money as an incentive or a form of compensation for excelling in athletics. Conclusion: This debate has never been hotter but the NCAA remains unmoved in their stance on paying college athletes. This is a difficult situation that can’t end up pleasing everyone. The NCAA could decide to cave and make some decisions about how athletes could be paid or make money, but they would have to do it without punishing the budgets of colleges. On the other hand they could just leave things the way they are and see if the noise dies down, or if the world of college athletics crumbles to pieces. One of these theories will becomes reality. It’s just a matter of how and when.

Why Every Writer Needs to Understand the Marketing Funnel

If you want to create content that gets results, you need to make sure it connects with readers. This means writing content that potential customers would be looking for at the right time in their buying journey. For example, a salesy message that pushes readers to buy when they don’t know anything about a company or product is probably not going to be very effective. However, that same message could be incredibly effective when the reader is already seriously considering a purchase. To create content that answers the questions readers have at particular points in their buying journey, you need to map out your content strategy in parallel to the marketing funnel for a product. Free Actionable Bonus: Get the complete guide Creating Content for All 4 Stages of The Buyer Journey Defining a Marketing Funnel While every business may have some unique nuances in their customer buying journey, they all follow a general awareness, consideration and conversion track. If you or your client doesn’t already have a good idea of the sales funnel you’re writing for, try to get a hold of website analytics to see where people are coming from, what content they are interacting with most, what they do after reading and how they are navigating toward a purchase. The type and composition of your content is going to be different at each stage and it’s important to know what works best in general and what will work best with your particular target readers from getting their initial attention to securing a sale. Top of the Funnel: Awareness During this initial stage of the funnel, brand awareness is a major goal. So, you’re looking to catch people’s attention with something they would like to know that’s related to the product but not necessarily all about a product. Usually, you’re trying to educate and establish a company as a trusted brand in the space. Middle of the Funnel: Consideration When a reader is interested in possibly purchasing your product, they’ll want to know more details. This is the ideal time to give more specific information showcasing a product’s value through case studies, testimonials, product information sheets and detailed how-to content. You want to show the reader that the product can provide solutions to their issue and you want to demonstrate how your offer differs from the competition. Bottom of the Funnel: Conversion The moment of truth! A prospect knows the value of a product and is ready to become a customer. At this point, it’s time to alleviate any remaining hesitation. This is where you want to reinforce the value being offered, address any risks that might be bothering the shopper and create a sense of urgency with your call to action. This is where many offer free trials, discounts and limited-time offers to minimize the perceived risk of purchasing. Security seals, ratings and testimonials are all helpful in securing the trust to hit check out. Putting it All Together When it comes to marketing content, there’s no such thing as a one-size-fits-all approach. It’s important to tailor content for each stage of the marketing funnel, providing readers with the information they need as they move forward in their buyer’s journey. When you understand your audience and know what they may need to hear, you can help move your readers deeper into the funnel and turn more prospects into customers.