The Lord Of The Rings Essay - 2159 Words

â€Å"The murder of Dà ©agol haunted Gollum, and he had made up a defense, repeating it to his ‘precious’ over and over† (The Fellowship of the Ring 62). This quote gives a look into the strongest moment of shock that impacted young Smà ©agol’s life forever. Gollum is a fictional character unlike any other in The Lord of the Rings series, as he is portrayed as having undiagnosed Post-Traumatic Stress Disorder. There are six recurring symptoms that must happen in conjunction with traumatic factors in order for someone to be diagnosed with PTSD, and unfortunately for Smà ©agol his actions and history sync perfectly into the diagnosis. Due to the fact that Gollum is a fictional character out of a book, it seems that the author, J.R.R. Tolkien, may have purposely given these attributes to Gollum to display PTSD. Though Tolkien may argue that his time in the war did not highly influence his books, subconsciously Tolkien, like many who were in the war, could h ave had undiagnosed PTSD or known someone who did. As a combat veteran, Tolkien and his friends were more likely to develop PTSD. This may have resulted in portraying these symptoms on to one specific character, Gollum. Post-Traumatic Stress Disorder â€Å"is a disorder that develops in some people who have experienced a shocking, scary, or dangerous event† (NIMH), just as Gollum had and continues to be put through. He has had a rough past of loss and exile, as well as continuously trudges through horrific events and torture in which he mustShow MoreRelatedThe Lord Of The Rings1648 Words   |  7 Pagesand religious truth (or error), but not explicit, not in the known form of the primary real world.† As The Lord Of The Rings is, by Tolkien’s definition, a fairy-story, it would be correct to assume that it, too, contains â€Å"elements of moral and religious truth.† However, many who read Lord Of The Rings dispute the trilogy’s religious content. Tolkien states, The Lord Of The Rings is of course a fundamentally religious and Catholic work†¦ That is why I have not put in, or have cut out, practicallyRead MoreThe Lord Of The Rings1736 Words   |  7 PagesThe Lord Of The Rings The story began as a consequence to Tolkien s 1937 fantasy novel The Hobbit, but eventually improved into a much larger employment. Written in stages between 1937 and 1949, The Lord of the Rings is the second pick-selling surprising ever written, with over 150 million carbon copy sold. The Lord of the Rings is an epopoeia exalted-imagination recent written by English subcreator J. The toil was initially intended by Tolkien to be one roll of a two-volume put, the other toRead MoreThe Lord Of The Rings1383 Words   |  6 PagesSome stories can affect people emotionally, but once in a while a story can call a person to escape to it. The Lord of the Rings is an enchanting story with masterful use of setting and sensational characters that engages readers and can move them to experience life in a deeper way. As a child J.R.R. Tolkien lived in Africa until his father passed away. Then his mother moved them to England. Mrs. Tolkien made certain that her children learned literature and languages. It was probably due somewhatRead MoreThe Lord Of The Ring1455 Words   |  6 PagesTom Bombadil placed the magic ring on his finger; everyone waited for him to disappear, but nothing happened, and he handed the ring back to Frodo without a slight hesitation. Frodo offered Galadriel the ring and she grew into a horrible creature towering over Frodo, but fought the ringâ€⠄¢s strong temptation, and finally decreasing back to her normal self and declined the powerful ring. Both Tom and Galadriel, in The Lord of the Ring, portray Tolkien’s respect for nature and strong spirituality, becauseRead MoreThe Lord Of The Rings1549 Words   |  7 PagesDarkness extended over all of Middle-Earth like a veil during the time of war. New laws were enforced and the citizens’ freedom was taken away. Frodo’s magic ring represents the unsustainability of the environment, and the characters of Middle-Earth. In The Lord of the Rings, Tolkien uses the magic ring to reflect the politics of sustainability, by drawing from his own life experiences. Two philosophers, Scruton and Hart write their recipes for sustainability. Scruton believes that finding the rightRead MoreThe Lord Of The Rings1469 Words   |  6 Pagesauthor of The Fantastic: A Structural Approach to a Literary Genre, defined fantasy as â€Å"the creation of a moment of hesitation betw een two worlds†(qtd. Kelly, Course Introduction 2). This description of the genre compliments J.R.R Tolkien’s The Lord Of The Rings trilogy due to the author’s use of sub-creation to construct his alternate world. Tolkien believed that the way to create a believable, all-encompassing world was to combine fragments of reality, or the â€Å"primary world†, together to constructRead MoreThe Lord Of The Rings1698 Words   |  7 Pagesaudiences. Both of these have had a profound effect on the world, whether it be through changing a way of life or just by making time pass for a few hours. Certain books and movies have played great roles in the world and had many influences. The Lord of the Rings has had a massively positive effect on both literature and film. Its creation has led to many positives and in doing so has become one of the most influential stories ever created. It has also led to some major impacts outside of literature andRead MoreThe Lord Of The R ings999 Words   |  4 Pagesby J.R.R. Tolkien in The Lord of the Rings, where the ultimate power source created contains enough power that the master of the Ring becomes in turn the master of Middle Earth, and absolute power follows in accordance to absolute corruption of he who possesses it. Many a man and creature wields the Ring, falling to the temptation of its power and the poison of its possession, bringing about death and evil life to the masters of the Ring.In Tolkien’s The Lord of the Rings, the wizard Gandalf renouncesRead MoreThe Lord Of The Ring841 Words   |  4 PagesThe Lord of the Ring J.R.R Tolkien Setting the western, middle, and southern region of Middle earth in the third age Character Frodo - a Hobbit with the one ring and has to take it into the land of Mordor and throw it into Mount Doom Sam - a Hobbit who is Frodo’s best friend who helps Frodo on his journey and come with him to the end Peregrin Took - a Hobbit call Pippin, who is Frodo’s friend and he helps Frodo on his journey Merry - a Hobbit who is Frodo’s friend and he helps Frodo on his journeyRead MoreThe Lord Of The Rings1352 Words   |  6 PagesThe darkness that had extended over Middle-Earth, lifted like a veil the moment the magic ring was destroyed. New laws were enforced and the citizens’ freedom was taken away. In The Lord of the Rings, Tolkien uses the magic ring to reflect the politics of sustainability, therefore exploring the hardships of an unsustainable community. Frodo’s magic ring represents the ruthless actions of the creatures of Middle-Earth. Two philosophers, Scruton and Hart write their recipes for sustainability. Scruton

The Prehistoric Civilization Of Chavin - 1293 Words

The prehistoric civilization of Chavin, a name of which has been given to the Chavin culture since the name for which the original indigenous people had is unknown, spanned approximately 700 years in the Andean highlands of Peru through the Mosna Valley and spread its cultures ideology and technological advances far beyond its immediate geographic region over a period time known as the Early Horizon (Druck, 2004). Among the many things Chavin has been recognized for over the history of its archaeological research is the culture of Chavin de Huantar, found in the Andean Highlands, believed to be built almost 3,000 years ago. The importance of this site, as a political and religious center for its people, has been designated as UNESCO World Heritage Site, one of 1,052 sites globally. Furthermore, the archaeological work in Chavin, particularly in the research of ceramics has led to identifying the culture in three stages – Urabarriu, Chakinani, Jarabarriu, (Druck, 2004). (Druc, 2004). John Rick writes that, Overtime, these changes in populations showed they were moving from a â€Å"small-scale societies to much larger populations with increasingly differentiated power and privilege,† (p. 4, THREE STAGES Early on in the first stage, the Urabarriu spanned 400 years where the Chavin de Huantar site was comprised of a few residential areas away from the ceremonial center where only a few hundred people resided. Though the Chavin people grew maize, the incorporation of deer,Show MoreRelatedThe Birth of Civilization18947 Words   |  76 Pages1 The Birth of Civilization Mohenjo-Daro Figure. Scholars believe this limestone statue from about 2500 B.C.E. depicts a king or a priest from Mohenjo-Daro in the Indus valley in present-day Pakistan. Does this figure seem to emphasize the features of a particular person or the attributes of a particular role? Hear the Audio for Chapter 1 at www.myhistorylab.com CRAIMC01_xxxii-031hr2.qxp 2/17/11 3:22 PM Page xxxii EARLY HUMANS AND THEIR CULTURE page 1 WHY IS â€Å"culture† considered a defining

The Personal Development, Health and Physical Education Free Essays

The necessity for the furtherance of vigorous, hale and hearty lifestyles among the children and youth is immense. More and more children and youth are subjected to ample social evils and actions that expose their health and lifestyles at peril. This is substantiated by mounting reports of low self-esteem, insufficient nutrition, family troubles, strain, increased drop-out rates, aggression among youths, sexual activity from a young age, rise in smoking habits, reduced physical work, growing incidence of portliness and rise in health risks caused due to more and more desk work among the youth of our nation. We will write a custom essay sample on The Personal Development, Health and Physical Education or any similar topic only for you Order Now The personal development, health and physical education or PD/H/PE is very important to every feature of the standard growth and development of children and youth- not just bodily but social and emotional development also. (A Global Vision for School Physical Education, 1995) Better education, enhanced attentiveness, refined self-control and poise as also promotion of healthy, encouraging and lasting attitudes towards personal development, health and Physical education are well preserved advantages of excellent personal development and physical education in educational institutions. Moreover, personal development, health and Physical education begins the foundation of expertise of skills for involvement throughout the life while concurrently developing an automatic shielding effect against a lot of ailments due to lifestyle associated habits like desk work. With families and social institutions undergoing a revolutionary change, a lot of people more and more turn to educational institutions for an answer. The school is the organization possessing the capability to definitely influence mindsets and behaviors of every child and addresses youngsters as a cohesive group irrespective of sex, age, potential, racial or socio-economic position. (A Global Vision for School Physical Education, 1995) In this paper, we shall deal with a literature review to understand the teacher’s perceptions towards the value of personal development, health and Physical education. The sentimental temperament of the teacher might put a deep influence on the mindset of the student to PD/H/PE and thereafter put a major impact on the student’s personal development, health and physical education that he faces. S. Smith during 1993 stated that the approach of the teacher was one of the most important factors in the achievement of primary PD/H/PE programs. While elucidating the reason behind non-adherence of physical education in the manner as planned in the curriculum, a lot of clarifications in the writings frequently allude to the teacher, generally specifying the primary teacher as lacking in knowledge, eagerness and making age and gender responsible for it. The duty for planning, teaching and reviewing PD/H/PE is the responsibility of the generalist classroom in a NSW primary school. But, the generalist teachers in this study do not constitute a cohesive class in their mind-set to or engages themselves in imparting personal development, health and Physical education. Age was continuously recognized as an important factor of alarm for the teacher’s views towards the importance of PD/H/PE. In a research on â€Å"Teachers’ Perceptions of Physical Education in NSW Primary Schools† it was comprehended that a clear gender imbalance is present among the teachers in primary schools the ratio being three female teacher for every male teacher. This automatically does not prove the teacher’s apparent potential to teach physical education. Nearly all the teachers in this age group state possess a positive experience of personal development, health and Physical education and sporting activity. Therefore a lot of teachers within the 20-30 year age bracket offer an encouraging viewpoint to the teaching and learning scopes meant for students. Their pre-service courses assumed presented increased resilience, with a several teachers falling under this group having passed an important course of study in personal development, health and Physical education. These teachers point out that PD/H/P/E is accorded major precedence in their schools. They place more weight to personal development, health and Physical education and have increased confidence to tutor a wider array of physical activities. Teachers’ Perceptions of Physical Education in NSW primary schools) The researches in this study make out that the majority of the teachers within the 20-30 age brackets have the same level of keenness on the theme of personal development, health and Physical education irrespective of gender. Certainly the lady teachers in this class frequently show an eagerness to instruct throughout a wide array of PD/H/PE activities compared to their male fellow workers. But, in case of those whose age is more than 30 years, male teachers normally enjoy increased satisfaction with their capability to impart personal development, health and physical education, save a lot who are not content with their capability to teach dance. The teachers in the higher age group especially the 41-50 and more than 51 years of age have decreased chances to be content with their capability to instruct about the vastness of PD/H/PE. They regard personal development, health and physical education to be of lower importance and give lesser scope in case of students to attain the results of the curriculum. Several teachers in the above age bracket were worried with legal liability matters, their dearth of training and potential to be idols and the potential to exhibit proficiencies to their classes. (Teachers’ Perceptions of Physical Education in NSW primary schools) Some researchers such as Faucette Patterson, Lawson Stevens and Portman have discovered that several non-specialist teachers reserve downbeat thoughts on personal development, health and physical education and doubt its value for children. Several more new researches have tried to examine these realms by Xiang et al and Faulkner Reeves, but added research is required to examine the attitudinal temperament of non-experts and experts and to contrast outcomes for various categories of pre-service and in-service teachers. Xiang et al investigated the attitudinal temperament and thinking of pre-service classroom teachers prior to and following a fields-based course applying two open-ended questions. Upon finishing the course, 50% of the pre-service classroom teachers mentioned that they were reluctant to teach PD/H/PE. It was revealed by Xiang et al. that a lot of classroom teachers that they are not trained to teach personal development, health and physical education after examining the intricate type of PD/H/PE teaching. In the opinion of Portman, it is vital that the attitudinal temperament of teachers is approved in the growth of suitable personal development, health and physical education teacher education courses, as pre-service opinions of the teachers regarding the PD/H/PE might require confrontation or harmonized. Several researchers have mentioned that initial experiences in school in PD/H/PE give potential teachers with a huge spectrum of information regarding physical education, which is likely to influence approaches, idea, and teaching practices. (Morgan; Bourke; Thompson, 2002) Taking a cue from a life history research of 11 women, Emma Rich discovered the manner in which a team of freshly skilled female. PD/H/PE teachers built the ‘dilemma’ of girls’ comparatively decreased involvement in personal development, health and physical education. It is recommended that, whereas these women willingly articulated a wish to alter the gendered characteristics of PD/H/PE at the time of teaching their stature were most vehemently directed to a discussion of liberal individualism billing ‘girls’ as a dilemma in personal development, health and physical education. However, there are also methods wherein teachers might initiate to take steps witnessing girls as ‘problems’ within personal development, health and physical Education by depicting on a knowledge of physical culture and developing automatic habits in teacher education. In the opinion of Jinhee Kim and Andrews Taggart, three reasons surfaced which represented the negative discernment of personal development, health and physical education: the low condition of physical education program, teacher’s detachment with the subject matter, and their absence of pedagogical knowledge. It was finally arrived that teachers at the primary school level possess a very narrow perception of their duties for executing PD/H/PE programs and appear to a part of the sustainable stillness attributed to physical education classes in primary schools. Gold holds the opinion that several of the researches evaluated in literature on the views of teachers towards the importance of personal development, health and physical education point out that the maximum difficulties faced by teachers were irresistible experiences of disenchantment and thinking that they were not capable to adjust with the plethora of strain faced daily, and that to fight out that difficulty thought must be applied to find out the type of facilities required for initiating teachers and to devising efficient back-up programs. Unluckily the likely dearth or shortage of supportive programs in the early years of teaching might just enhance the rate of teachers to quit for greener pastures. Woods proposed that similar mounting stress on the teacher often totally aggravate the educational objectives and raise an advanced concern to the completeness of the encounter, which is of existence. With this special apprehension, the opinion of Wood is that teachers build endurance policies and that they are inclined to be employed in acts like domination, socialization, brotherhood, for students. (Hardy, 1999) Substantiation can be found that teachers who comprehend the importance of, and are capable of working by undertaking a strategy, the interactive factors impacting their independent workplace circumstances are starting to relocate their programs as more fundamental to their whole school’s educational culture and objectives. These growths indicate ardently at methods of qualified regeneration in case of a lot of teachers with whom we have worked on sport education projects. (Alexander; Taggart; Thorpe, 1997) Teachers contributed an important part in furtherance of the value of personal development, health and Physical education in America. The literature evaluation allowed revealing that the approach of the teacher was one of the most important factors in the accomplishment of primary personal development, health and physical education programs. One of the causes for the lack of success of these programs is ascribed to the teacher as being poorly prepared, dearth of interest, unenthusiastic attitudes towards personal development, health and physical education, doubting its importance for children and even making age and gender responsible. The disparity in age and gender facilitated to understand the disparities in the discernment of the teachers in connection to personal development, health and physical education. Nevertheless, the literature showed no countrywide qualitative researches of teachers’ belief of directives about personal development, health and physical education. How to cite The Personal Development, Health and Physical Education, Papers