Economics College Research Paper Example | Topics and Well Written Essays - 750 words

Economics College - Research Paper Example Example of cigarette consumption by a die-hard smoker who hardly changes his smoking habit and consume as many number of cigarettes as he smoked earlier in spite of the bigger rise in its price. Unitary Elastic demand curve that may be sloping down uniformly in such a way to register equal proportionate increase or decrease in demand for a good in response to given proportionate fall or rise in its price 1.1 Demand for necessities and luxury in daily life. The rise and fall of prices of essentials makes no differences in demand pattern at least for short period. Similarly the rise in the prices of luxurious goods does not affect their demand because of the income status of the consumers in that segment is high enough to reduce the demand. 1.3 : In case the commodity has a substitute the increase in the prise of the primary one will lead consumers to shift to the substitute. In this case the demand will remain relatively elastic and the demand curve will slope down. The tea price being raised consumers would readily shift to coffee provided it satisfies the taste. 1.4 Technological changes in the product make the consumers unable to or difficult to shift its demand for cheaper or better good. Here the demand remains relatively inelastic to the change in price. ... Consumers are already using some other non electrical goods or geared to other system. Increase of electricity consumption depends upon buying and using more sophisticated electrical gadgets. Buying is not a function of electricity price but the income and need. 1.5 Imperfect knowledge about market is a factor that accounts for price inelasticity of demand in which condition the fall in price of a commodity would not lead rise in demand for that good in the short run because consumers are not aware about the change. This would not enable the demand curve to fall in short time at least. B. The effect of unitary elastic demand defined above for good in response to change in price term on total revenue is neutral because there would be equal and proportionate change in demand for goods in response to the given proportionate change in price. The amount spent on that particular good would be same as before the price change as shown in the following chart1 and diagram1: When the elasticity is unitary the demand for good changes from PQ to P1Q1 at the fall of price in such a way to spend the same amount of money to buy higher quantity P1Q1 to satisfy. Here the out lay of PROQ is equal to P1R1OQ1 Chart 1 Total Outlay method Elasticity=1 Price $ Demand/no. Outlay/$ 10 70 700 5 140 700 2 350 700 Chart 2 Total Outlay method Elasticity.>1 Price $ Demand/ no. Outlay/$ 10 70 700 5 170 850 2 500 1000 Chart3 Total Outlay Method Elasticity

EDU 330 Special Education Foundations and Framework Benchmark Assessment Essay Example for Free

EDU 330 Special Education Foundations and Framework Benchmark Assessment Essay The Individuals with Disabilities Education Act (IDEA) has granted that placement options be available to better meet the needs of students. (Classroom Leadership, 2001) To better meet these requirements, educators have strived to make every effort to place students with and without disabilities in environments where they can learn, grow, and be successful. Each student is placed according to their individual needs, abilities, qualities, and level of services needed. Placing students in their correct environment is essential for obtaining a quality education. Today, there are many resourceful classrooms that are aimed at the specific abilities and disabilities of students. In these types of classrooms, students are better equipped to get the help they need. There are also related services within the school and the community that are aimed at offering support to families with disabilities. When students are placed in the correct environments, teachers can strategically help connect students and their families to these resources, and also integrate assistive technologies into the curriculum to support student learning abilities. When it comes to effectively placing student’s collaboration is key to assessing the type of environment that is presumed to be best for students. Educational environments affect teaching and learning, therefore the classroom environment must be designed to support the individual needs of students. A few types of classroom environments used in K-12 education include inclusion, self-contained, and resource rooms. The inclusion model allows students to participate in regular educational settings, and receive supported help by the inclusion teacher therein. The inclusion model is essential for increasing social  networking skills, developing behavior and academic skills through peer role-modeling, improving student achievement of IEP goals, and helping students acquire skills with the general education curriculum. The inclusion model is great for students who have mild learning disabilities, and those who are progressing consistently to a degree, where little or no help is needed. Based off of the student’s unique needs, the inclusion model is a great teaching environment, along with the self-contained education environment. In the self-contained classroom environment, students with disabilities are granted the  ability to receive much more one-on-one help given their unique disabilities. In this type of setting, educators receive additional specialized training to be able to aid students in making learning a success for students with disabilities, who are not able to participate in regular educational classroom settings. Students who learn at a slower pace, as a result of a learning disability, or uses modifications to lessons to acquire learning, a self-contained classroom may be beneficial. Nonetheless, resource educational environments may aide this same situation. In many cases, If a student is not mobile (using a wheelchair), have  severe disabilities like severe cerebral palsy, it may be beneficial to the student to participate in a resource classroom environment. Resource classroom environments focus on the student’s direct disability based on their IEP. They are potentially designed to be smaller for students to be able to get the one-on-one help they need yet still experience the social interaction with peers. Given the types of educational settings that were previously discussed, in the case of Gabriel, a kindergartener who battles cerebral palsy and has limited mobility it is necessary to place Gabriel in a resource room, to receive exceptional academic  training. Because, Gabriel is tub fed and has to use a diaper it is easier for instructors of a resource room to provide him his necessary needs, as they focus directly on the direct disability of students. Furthermore, it is concluded that Gabriel may not succeed in a regular educational setting, or a self-contained classroom setting because of his verbal inability. Although, he is able to communicate through a few eye movements, it is not enough to gain the benefits of a self-contained classroom, a regular education classroom, even though inclusion models. It is the  opinion of the author that Gabriel will better succeed in a resource room, where he will receive additional resources as physical therapy, to help him gain muscle strength to grasp things and even a speech therapist to help him gain control over his vocals. When it comes to exceptional education, there are many different related resources for students inside, and out of the school system. As for Gabriel, cerebral palsy or CP can mean life-long treatment. Generally, CP patients require 24-hour care. Therefore, in Gabriel’s case, eating, breathing, and moving freely can be a  challenge especially when trying to live independently, or study independently in an inclusion classroom, or self-contained environment. For this reason, educators may want to consider other related services, or services to assist their students with severe disabilities. Although, student have disabilities educators are still required to utilize these related services in order to provide those students with the best education possible. Most services are available to children in the public school system. While others can be accessed in the local community. However, there are related services abroad for students in public,  private, early education and head start school systems. Related services, in the terms of the educational setting of choice, calls for the special education classroom to utilize resources as assistive technology devices like wheelchairs, much physical therapy, and speech and language pathology services. Individuals who work to develop speech abilities in students who have communication impairments can effectively provide treatment to students like Gabriel, by showing them how to communicate with others. Furthermore, it is also beneficial to provide students like Gabriel with a physical therapist, who can work  through movement to help gain muscle control and movement. Nonetheless, teachers strive to develop independency in students of this type of educational setting, by providing assistive technology to encourage independent learning. Assistive technology for advancing communication with nonverbal students is made possible through devices, such as the DynaVox. This device can also be used to assess students like Gabriel to ensure they are understanding simple communication skills. Given the student’s abilities, it is necessary for educators to plan lessons and activities using a student’s IEP goals as guidelines. Then, during instruction time use many visuals and demonstrations, and even prompt the students for feedback. Moreover, in situations like Gabriel’s it is essential to students to use the co-teaching model To conclude, each type of educational setting discussed have significant roles in providing exceptional educational outcomes for students with disabilities. Whether a student is receiving training through inclusive model learning, self-contained strategies, or resource models of learning students are capable of receiving exceptional learning abilities and skills to build off of. It is a given, that all  types of educational settings has its pros and cons. However, it is believed that each type of environment has is benefits to support students in individual development. References Classroom Leadership (2001) Resource vs. Inclusion Classrooms; which is best for Students? Retrieved 8/17/14 from http://www. examiner. com/article/resource-vs-inclusion-classrooms-which-is-be st-for-students Council for Exceptional Children, (2014). Special Education Professional Ethical Principles and Practice Standards. Retrieved from http://www. cec. sped. org/Standards/Ethical-Principles-and-Practice-Standards.

Difference Between Believers And Non Believers Religion Essay

Difference Between Believers And Non Believers Religion Essay According to the Holy Quran, believers are They who turn (to Allah), who serve (Him), who praise (Him), who fast, who bow down, who prostrate themselves, who enjoin what is good and forbid what is evil, and who keep the limits of Allah; and give good news to the believers(Surah At-Tawba: Ayah 112). The Holy Quran further shades light on this; Successful indeed are the believers, Who are humble in their prayers, And who keep aloof from what is vain, And who are givers of poor-rate, And who guard their private parts, Except before their mates or those whom their right hands possess, for they surely are not blamable, But whoever seeks to go beyond that, these are they that exceed the limits; And those who are keepers of their trusts and their covenant, And those who keep a guard on their prayers; These are they who are the heirs, Who shall inherit the Paradise; they shall abide therein.( Surah Al-Muminun : Ayah 1-11). In regards to the Bible, we might generally say that the biggest difference between a believer and a non-believer is the thought process of how a person looks at new information. Believers believe things are true until proven false and non-believers see things as false until proven true. However, we might say the opposite when other subjects are introduced such the Theory of Evolution. So Christians can be guilty of the same accusation. Christians need to present their case to non-believers using mechanisms that do not start with the assumption the Bible is true because it is the Bible. More objective methods that do not use circular reasoning are needed in these forums. Well make far more progress this way. The Bible teaches that in order to be saved you must repent toward God which means to believe on the Lord Jesus Christ who shed his innocent blood for the forgiveness of all your sins. The Bible teaches that after you are saved you must stand in the true grace of God. (1) According to the Bible those who are saved are redeemed from the Law of Moses (Old Covenant) and are now under the New Covenant and a much higher law: The law of the Spirit of life in Christ Jesus. The Bible says, For the law was given by Moses, but grace and truth came by Jesus Christ. (John 1:17). If you are led by the Spirit you are not under the Law of Moses:But if ye are led by the Spirit, ye are not under the law.(Gal. 5:18). The law of Moses- as holy and righteous a standard as it is- does not give eternal life because no one is justified by keeping the law: But that no man is justified by the law in the sight of God, it is evident: for, The just shall live by faith.(Gal. 3:11). Paul explained that the flesh lusts against the Spirit, and the Spirit against the flesh: and these are contrary the one to the other (walking after the flesh is contrary to walking after the Spirit) so we cannot do the things that we would: For the flesh lusteth against the Spirit, and the Spirit against the flesh: and these are contrary the one to the other: so that ye cannot do the things that ye would. (Gal. 5:17). The goals of the flesh (mans selfish desires) are contrary to the goals of the Holy Spirit in a Christians life. The goals of the flesh and the goals of the Holy Spirit are in opposition to each other. The Bible is clear that if the Christian follows the leading of the Holy Spirit he is not under the law, but if he walks after the flesh without repentance, God considers him to be under the law, not under grace. A pressing issue that seems to have controversies worldwide is the issue of charitable giving. Apparently, it is an issue that is debated within religions, between religions, or between believers and non-believers: Are Religious People More Charitable than Non-Believers? The differences in charity between secular and religious people are dramatic. Religious people are 25 percentage points more likely than secularists to donate money (91 percent to 66 percent) and 23 points more likely to volunteer time (67 percent to 44 percent). And, consistent with the findings of other writers, these data show that practicing a religion is more important than the actual religion itself in predicting charitable behavior. For example, among those who attend worship services regularly, 92 percent of Protestants give charitably, compared with 91 percent of Catholics, 91 percent of Jews, and 89 percent from other religions. In the book, Who Really Cares: Americas Charity Divide by Arthur C. Brooks (2006), Brooks cited several studies and surveys that appeared to demonstrate that secular Americans give less to charity than their religious counterparts. He proposed several reasons for these results, namely those secularists are just naturally less generous; that as a largely liberal group they had higher expectations of government welfare programs; and that they lacked a centralized institution such as a church that codified and encouraged giving. However, later critics have pointed out that it is not entirely clear whether the religious are more generous than the non-religious; other studies have shown that the real situation is far murkier. These critics of Brooks analysis were quick to point out that religious charities are usually clearly labeled as such, making it far easier to track the religious affiliations of the givers. Secular charities, by contrast, receive donations from religious and non-religious alike, with no particular distinction being made between the two. This might serve the purpose of concealing charitable giving by secular Americans. Recent efforts to establish pointedly secular charities like the Richard Dawkins-organized Non-Believers Giving Aid have been very successful, but by definition secular charities act very much like secular individuals in being non-discriminating with both their donations and their disbursement. There is some truth to Brooks contention that seculars who tend to lean liberal for the largest part would desire that welfare programs be run more justifiably through government agencies to a certain extent than being left to the whims of private charitable trusts. And as extreme as it sets off, more European secular individuals give far less to charities than their American counterparts. Nevertheless, this is not the complete picture. When the sum Europeans disburse in taxes to finance social programs abroad and at home is taken into consideration, then their charitable philanthropic far outstrips that of Americans. In extremely atheistic Denmark, for instance, the tax coffer contributes to ninety percent to foreign aid, while in the U.S. the figure is merely fifteen percent. Studies of spiritual generosity and belief that focused on non-cash giving established a further interesting result. With respect to donating blood, the religious belief or non-belief of the benefactor made extremely no distinction at all to the regularity or amount donated. equally, a study of American doctors who were prepared to forgo productive medical careers in order to work with the underprivileged in the oversees or the U.S. showed insignificant differences involving the secular and the religious, with 35% of the altruistic doctors self-identified unbeliever, as contrasted to 28% Catholics and 26% Protestants. In additional studies of bigheartedness by means of more restricted methods, no disparity was established between non-religious and religious subjects. occurrences of the dictator game where a single subject is given funds and requested to split it or not with an unidentified other player who knows not anything of the specifics of the deal established religious subjects were no more liberal than their non-religious counterparts; undeniably, a good number people who participated in the game offered the anonymous player half or almost half of the funds, despite of the religious belief or lack thereof. As in the majority of research of this sort, there is a threat of relying too much on peoples self-reporting of their activities, in particular where something as accepted as generous giving is fretful. Some studies, together with one done in 1973, give the impression that the spiritual were more probable to want to be seen as bighearted and consequently more probable to pump up the amount they contributed to charity. Tom Flynn, in a free of charge Inquiry expose, illustrated the self-reporting impasse by referring to the oft-cited statistic that 40% of Americans account to having attended church services in the previous week, then illuminating that when researchers essentially went out to a big sampling of churches and counted attendants, the number was nearer to 20%. He supposes that the accurate inconsistency linking religious and non-religious giving, if any, can by no means be definitively known as long as self-reporting is the major means of data compilation. In the discussion featured in The Great God Debate showcasing atheist Christopher Hitchens and the Jewish Rabbi David Wolpe, similar to many of the encounters involving Hitchens and religious leaders, the argument was fascinating and spirited. This was one issue that came up-and perpetually does in these debates-was the subject of generous giving, and the reality that religious people confer substantially more of their money and time to charity than non believers. despite the fact that Hitchens endeavored to invalidate that allegation by claiming that spiritual charitable giving frequently comes with strings attached-that is as part of some sort of evangelical outreach to win further converts- the basic truth that spiritual people give more is inflexible to refute. Hitches also conversed about the Richard Dawkins Foundations endeavor to raise funds for survivors of the Haitian tremor. In addition, it ought to be understood that the dissimilarity is not only relevant to believers. Also, non believers are equally liberal with their money and time. So whatsoever the reason is, its not a basis specific to one belief. Thus believers cannot justifiably claim that their openhandedness is because of some inherent moral virtue or righteousness of their faith. There ought to be factors at work that are universal to all major spiritual groups. Adding to this, the significance of benevolent giving isnt constrained to one political group or even within a specific religion. Pious liberals are in addition much more probable to contribute money and time to charitable causes than their non-believing counterparts. it is factual that believers typically suppose that the government ought to have a superior role in helping the needy and poor in the world which, in turn, should decrease the need for clandestine donations, except that the belief definitely doesnt impede believers from donating their money and time at the higher rates distinctive of all religious believers, so the grounds why religious people contribute more is small to do with politics. Lastly, after an extended assessment of government wellbeing and how he believes is impairing charitable giving and religious faith, Brooks gets around to tackling the grounds of why devout believers tend to be more bighearted than non-believers. He further points out that it might be that belief simply has a strong didactic control over volunteering and giving. Various places of worship might educate their congr egants the spiritual responsibility to give, and about both the spiritual and physical desires of the poor. Basically, people are more likely to study charity in a synagogue, mosque or church than outside. Its unquestionable that places of worship are highly significant when it comes to bountiful giving. But its to a large extent more than just educating people that they ought to give. First, congregants are not merely taught that it is their just duty to offer, they are frequently told in no doubtful terms that they will be known by their fruits-that if they are certainly authentic to their belief, they will portray it by bequeathing their money and time to laudable causes. This is an enticement beyond and above just telling people that it is the correct thing to do. Next, religious leaders are continuously repeating to their congregants of their spiritual duty to give bigheartedly, mostly in times of crisis (What Laws are Believers Under, 2001,  ¶1-5). For example, how many American pastors agreed up the prospect to sermonize a discourse about the moral conscientiousness of looking after those less fortunate than ourselves in the consequences of Hurricane Katrina? very few just as everyone would wager. And its not just the influential who frequently remind believers about contributions, it is also as a result of peer pressure. Among the parishioners there will for all time be a number of people on the lookout for help with one laudable reason or another. If you are a vigorous affiliate of a religious community, its hard to keep away from all these desires for your money and time. In conclusion, religious institutions hearten charitable donations by putting up the infrastructure that makes philanthropic as painless and as easy as likely. each Sunday in several churches around the globe, an offertory bowl is passed under every congregants nose. In several of those churches, you can even set up a monthly express debit to send your cash from your account to the churchs personal coffers with no lifting a finger. Furthermore as a plus, you get to set aside some money on the taxes as well. There are stands in the churches coffee rooms dealing with Traidcraft goods in assistance to Third World scarcity, as well as tables set up where people can give up their time to help out in the neighborhood. The listing of ways that spiritual institutions assist people contribute their time and money to generous causes is endless (Buzz, 2010,  ¶4). Its also worth remembering that while most organizations charge a membership fee in order to help fund its financial obligations, religious organizations typically do not, and thus all monies collected from members in support of their operations are classed as charity, thus greatly boosting the overall amount religious people donate. Compare all that with the experience of the non-believer. There is little question that the vast majority of non-religious people believe that charitable giving is a good and moral thing to do. Even without access to a vast religious infrastructure to help them, two-thirds of all non-believers still donate money to charity on a regular basis. So why dont non-believers donate as much or as often? Simply put, they lack the same motivations and opportunities that religious people have. Non-believers do not have their moral duty to give to charity preached at fifty-two Sundays a year. They do not have a collection plate waved in their face every week reminding them of their obligation to make a donation. They do not typically frequent places where large on-going efforts to raise money for charity are underway, and they usually only have their consciences stirred when some great tragedy hits the news headlines-like the Ethiopian famines, Hurricane Katrina, or the Haitian earthquake. So I dont think that it is at all surprising that non-religious people give less of their time and money to charity. But its not because non-believers are intrinsically less moral in any way, its simply because they lack the same obligations, encouragement, and outlets that religious people have. Ashford (2010), points out an excellent proposition on this issue that if aid is indeed a cultured behavior, it may be that houses of devotion are only meant to teach it. Secularists concerned in increasing benevolent volunteering and giving among their ranks might expend some effort opinionating on alternative ways to foster these habits. It at all there exists hope, then it would be in efforts to give many more people a taste of what its like to donate ones time to charitable works. Study after study have shown that engaging in regular volunteer work can be a great benefit to ones mental and physical health. It doesnt matter if the volunteerism is conducted through a religious institution or not, almost everyone who tries it, even for a short time, begins to experience those personal benefits first hand, making it more likely that they would want to persist doing it on a customary basis ( ¶5-8). Basically, individuals must come together in the public and decide how communal wealth will be allocated as well as how actions will be governed.   These opinionated questions bring both nonbelievers and believers together and force interaction among them.   It is not good enough for believers and nonbelievers to twist their backs on one other when real-life sensible matters are at risk.   Providentially, there is a lot of universal ground accessible between believers and nonbelievers to tackle practical problems. So there are various ways to hearten charitable giving as well as instill good habits beyond the auspices of spiritual groups, despite the fact that I do not underrate the scale of the duty of matching the altruistic work performed and encouraged through religious institutions. The most important aspect to keep in mind is that there is nothing supernatural or mystical regarding the generosity of religious people. It is purely an end product of indoctrination, facilita tion, promotion as well as education facilitated by the various religious institutions they belong to.

Degradation of Women in Jack Kerouac’s On The Road Essay -- On The Roa

The Degradation of Women in On The Road An argument can be made that the women in Jack Kerouac's On The Road are not as characteristically well developed as the men. Through Sal and Dean's interactions with women, the reader sees that there exist two types of females in this novel - the benevolent virgin/mother figure or the whore. Women are constantly referred to in a negative way or blatantly degraded and insulted by numerous characters. However, Kerouac (through the character of Sal) exhibits sympathy for women. Sal does occasionally participate in female stereotyping, but this is simply because he wants to fit in. Although Sal may try to make arguments against the poor treatment of women, the novel in its entirety seems to reinforce male domination. "On the Road endorses the belief that women exist as either a virgin or a whore and Sal's character is not strong enough to offset this belief"(Bartlett 135). Although women are portrayed negatively in the novel, they do play a key role in many ways. Dean always needs to have a woman around to make his experiences more "real." As a result, women in general are often degraded. Marylou, for example, is constantly talked about but never talked to. She is not socially valuable enough to engage in conversation. When Dean tries to persuade Sal to sleep with Marylou, the dialogue is between Sal and Dean. Marylou doesn't have one line. All she really has is a little "go ahead". That is all and that really does not even imply cooperation; only coercion like "go ahead and You do Your thing to me". Dean is flippantly wanting... ...icate Dynamics of Friendship: A Reconsideration of Kerouac's On The Road." American Literature. v46: 200-206. 1974. Holmes, John C. "The Philosophy of the Beat Generation." On the Road. Text and Criticism. By Jack Kerouac. Ed. Scott Donaldson. New York: Penguin, 1979. 367-79. Kerouac, Jack. On The Road. Ed. Scott Donaldson. New York: Penguin, 1979. Krupat, Arnold. "Dean Moriarty as Saintly Hero." On the Road. Text and Criticism. By Jack Kerouac. Ed. Scott Donaldson. New York: Penguin, 1979. 397-411. Lorch, Thomas M. "Purdy's Malcolm: A Unique Vision of Radical Emptiness." Wisconsin Studies in Contemporary Literature. 6 (1965): 204-13. Purdy, James. Malcolm. London, New York: Serpent's Tail, 1994. Watson, Steven. The Birth of The Beat Generation. New York: 1981 Â  

Babe Ruth Research Paper

The Great Bambino George Herman Ruth was born in Baltimore Maryland on February 6th 1895. His mother gave birth to him on the second floor of her father’s house. George is the oldest of 8 children. He was often missing from school. George was officially named a juvenile delinquent after his bouts skipping school. At a very young age George began drinking, chewing tobacco, and stealing (Berke 18). People around him were fed up with his behavior and he was sent to Catholic school. During his stint there, George made a positive out of it and made a 360 turn around.He was taken care of by Xaverian brothers from the School, St. Mary’s  (Berke 19). Ruth’s baseball career began when he was attending St. Mary’s (Berke 19). In the early 1900s, baseball was at its prime. Oddly, he pitched and batted left-handed, but started out catching in his young years. The last two years spent in school he was a staggering six feet, two inches and weighed in at 170 pounds. Ris ing to popularity at school, he became a major asset to the baseball team, and was promoted to pitcher and became the teams lead hitter and pitcher (Berke 22).Orioles signed Ruth to a six-month contract that paid him $600. It is said that in batting practice alone babe attracted up to 30,000 fans (Berke 22). Twenty-two games were won while Ruth was with Baltimore. In the early part of his career, Babe Ruth walked a batter and struck an umpire, getting himself thrown out of the game. In the series against the Dodgers, he pitched 4 games to one (Berke 23 – 24). The rising star soon was sold to the Boston Red Sox. The great Bambino’s salary jumped from a six hundred dollar check to a whopping thirty five hundred dollars.His primary position for Boston was pitcher. Ruth was one of few in the league that pitched left-handed and this would help Boston become exceptionally well. The first game Ruth ever pitched with Boston was a 4 – 3 win over Cleveland. Ruth’s first year with Boston he became good friends with Map, another great ball player at this time. He would also become teammates with him again in the future Yankees team. George Herman Ruth’s first recorded homerun was a game against New York and it was a straight shot to the upper deck of right field in the polo grounds off of Jack Warhop.The year was 1915 and the Bambino was named best pitcher and hitter for Boston (Berke 31,32,33). This year the Red Sox was named the best team in the Major League. Ruth led the team to the 1915 World Series and brought them a win. With all the hard work and determination from the Bambino his salary took another leaping hop from thirty five hundred dollars to five thousand. Ruth claimed that the 1915 Red Sox champion team was his favorite team he had ever played for, even in his later years. Another year passes and yet again the Red Sox make it back to the world series with the help of Ruth and win their second world series in a row.By 1917, Babe Ruth was by far statistically and fan based declared Boston’s best Ace pitcher and left handed hitter in the league (Berke 35 – 36). In 1915 Babe Ruth struck out 112 batters with a season record of 18 – 8. He also had a 2. 44 run average. (ERA) In the year 1916 Babe Ruth lead the Red sox to a 23 – 12 record and had an ERA of 1. 75. The Boston Red Sox family would be the first to help the Great Bambino achieve such an amazing goal as a major league pitcher/player and that was to win a back to back world series. Babe started the1917 Red Sox season 10 – 1. He would go on to end that season with a 24 – 13 record with a 2. 1 ERA. 1917 Ruth went on to end the season with a total of 128 strikeouts, the leagues fifth highest total. This milestone was not broken until more than 4 decades later by Whitey Ford of the New York Yankees. The Bambino set a World Series record of twenty-nine and two thirds scoreless innings (Berke 37). 1918, game one R uth shut out the Cubs tossing a 1 – 0 six hitter and won game 4 of the World Series. With all of the pitching experience in high school, minor league, major league, and four World Series later the Bambino ended his pitching career with this 1918 World Series win against the Cubs (Berke 38).George Herman Ruth married a waitress by the name of Helen Woodford after meeting her in a Boston Restaurant. In the off-season the newly weds spent the winter with Babe’s father. The year 1919 Babe Ruth was now ranked as the greatest pitcher of all time. Being called the greatest pitcher of all time comes Celebrity status. Due to the Bambinos pitching success and batting prowess everyone looked him up to in this time period. Ruth was just as well known with his batting as much as his pitching with Boston. At the beginning of the 1919 season, Ruth became a full-fledged left fielder.He predicted he could help win more games playing every day in the outfield and getting to swing his ba t more than he did pitching every fourth game (Berke 39,40,41). In this day in age a home run hitter was an oddity and completely unheard of especially with the materials of the time frame. The bats weren’t as up to date as ours today and weight lifting is by no means as advanced as it is today. It was more of a game of strategy than a game of power hitters. 1919 was a very dark period of baseball other than Ruth’s home run exploits.The 1919 World Series is best remembered for the Chicago White Sox purposely throwing the game to the Cincinnati Reds to illegally gain money from gambling (Berke 42). 1920, a year Boston will never forget. Honestly one of the most remembered years of Major League baseball history. The Sultan of Swat, the Great Bambino, the Colossus of Clouds, the Babe Ruth was sold to the New York Yankees. Ruth was sold for an astonishing amount of one hundred twenty thousand dollars. Twice the amount ever paid for a player up until that point in history.A t this point, in Ruth’s life, there wasn’t a doubt in his mind that he wasn’t going to take the offer from New York. Do you blame him? One hundred twenty thousand dollars in 1920 was an extreme amount to pay for a player. It is said that New York had to take out loans to pick up Ruth but it was a move that will set New York up to be the greatest Dynasty in the game of baseball (Babe N. P. ). Boston is soon to find out that they had just been left with the curse of the bambino. After Ruth’s transition from Boston to New York he decided to still stay a full time outfielder.He new exactly what he was doing when he decided to become an outfielder and end his pitching career on a good note. The great bambino dominated the game with amassing numbers that had never been seen in the history of baseball. He changed the style of baseball from a high intense grind it out strategy style of game to a power and high scoring kind of game (Babe Babe). The record books we re about to be opened and stay wet with ink as long as Ruth was playing. It would be useless to close the record books because every game it would be opened right back up.Ruth’s records from a hitting standpoint were insane! With a high batting average and an uncontrollable, unbelievable power he had an assault on baseballs most hallowed records (Babe About). 1920 Ruth surpassed the home run record in a single season that he had set a year before at Boston by belting out 54 in just one season. A season in which no other player usually hit more than 19 and that was considered outstanding at this time. There had only been one team that hit more home runs in one season than babe had individually up until this point in history.In the following season Ruth was not done breaking records, he was just getting started. 1920 was the first year that Ruth had won his first home run title and definitely not his last. The Bambino drove an astonishing 114 home runs with the Yankees in the 1 920 season, which is a major league high (Babe teen). All eyes were on Ruth and because of him baseball became Americas favorite past time. Adults, kids, and the retired all spent their time watching or playing the great game of baseball that once did not seem so interesting.George Herman Ruth is responsible for the term the grand slam. A grand slam in the game of baseball is when bases are loaded and the player at bat hits a homerun allowing your team to advance four points. Ruth had 4 grand slams in 1920, which remained a Major league high for forty years (Berke 45 – 46). The New York Yankees ended their 1920 season with a ninety-five –- fifty-nine record and finished just three games behind the AL champions the Cleveland Indians. This was the eighteenth season for the Yankees managed under the one and only Miller Huggins.The Yankees of the 1920’s were the first major league baseball team to have more than a million fans attends their game (Berke 46 – 4 7). The Bambino was built for the expanding New York City of the nineteen twenties and the New York City of the nineteen twenties was built for him, they were perfect for each other. Now the war was long over done and all of our soldiers were back home. America was on top, second to no one with New York City the center attention. Giant skyscrapers, new and fancy cars, shopping centers, Broadway, clubs, sports. Who wouldn’t want to be apart of this growing city of excitement?The famous New York sportswriter Westbrook Pegler once quoted â€Å"The Era Of Wonderful Nonsense† or as another New York sports writer Paul Gallico said â€Å" We were like children who had just been let out of school†. Ruth landed him in the right place at the right time. Ruth acquired several new and fashionable names already within months, Sultan of Swat, the Caliph of Clout, the Wizard of Whack, the Rajah of Rap, the Wazir of Wham, the Mammoth of Maul, the Maharajah of Mash, the Bambino, the Bam, the Big Bam (Montville 106 – 107). The center of a half mile racetrack in Jacksonville Florida is where the Yankees training field was located.They traveled her by train from New York City. The team was already off playing cards for real money before they hit New Jersey. Ruth roomed with Ping Bodie in the Hotel Brunswick. The first night they arrived, Ruth participated in a basketball game for the Shawmut Athletic Club, in which he scored eight points in the 41 – 25 win. Ruth, still tanned from California wearing a large leather coat handing out Cigars left and right, hit the clubs that evening. After a night of fun and excitement he arrived back to his hotel room where he proceeded in shinning his golf clubs.On the first day in Jacksonville, practice was optional since Huggins hadn’t arrived, so the big bam decided to go tour the 18 holes at the Florida Country club with his new clubs. Newspapers reported that he wore a silk shirt and white golf flann els and at one point he threw up a golf club while a ball was in flight and hit it out of the air (Monteville 108 – 110). The place of camp was casual, the Brooklyn dodgers also trained in Jacksonville but on the other side of the city at Barrs Field. From the start, Ruth lived a different way of life than all of his teammates.Yankees owner gave the players five dollars per day for meal money. This changed fast because the players would eat cheap hot dogs every day and saved the money for late night fun. Babe lived on a higher economic and social level than the people around him. Ping Bodie, Ruth’s roommate in Jacksonville gave the press the answer everyone had been waiting for. They asked him what kind of guy George Herman Ruth was and Ping answered, â€Å" I don’t know, I don’t room with babe. I room with his suitcase. † (Monteville 112 – 114). Finally the first day of practice starts and the million-dollar question is asked.Is it possible that the Bambino mysteriously lost his amazing ability to crush a ball higher and farther than anyone else in the league? Maybe, just maybe through winter and Ruth’s off time not keeping up on his skills he lost his ability. March nineteenth, seventeen days after the team had arrived. Babe Ruth hit a smashing ball 478 feet. 50 feet over the center field fence, the fence was 428 feet deep (Monteville 112 – 115) Babe Ruth went on to become not only the greatest baseball player of all time but also a celebrity of his era. Babe helped the New York Yankees win seven pennants and four World Series titles.The Bambino retired in 1935. Just one year later in 1936 Babe was one of the first 5 elected into the baseball hall of fame. The Bambino is credited for the popularity of the game of baseball. He helped pick the speed of the game up from a low scoring speed dominated game to a high scoring power game. Since then he has became one of the greatest sports heroes in American hi story. The legendary power and the charismatic personality made the bambino larger than life itself. He was famous for his charity off of the diamond but also known for his reckless lifestyle.He went on to coach after retiring from the game. August 16, 1948 cancer got the best of the Bambino and he died at the age of 53. The legend of Babe Ruth will live on forever (World). Works Cited â€Å"Babe Ruth a Teen to Adult. † Babe Ruth Central The Site That Ruth Built. N. P. , n. d. Web. 22 Oct. 2012. http://www. baberuthcentral. com/biography/babe-ruths- personal-side/. â€Å"Babe Ruth. † About. com 20th Century History. N. p. , n. d. Web. 22 Oct. 2012. â€Å"Babe Ruth Biography. † Bio. com. A&E Networks Television, n. d. Web 22 Oct. 2012. http://www. baberuthbiography. com/ Babe Ruth Biography. † N. p. , n. d. Web. 22 Oct. 2012. http://espn. go. com/mlb/player/bio/_/id? 27035/babe-ruth. Berke, Art. Babe Ruth. New Yourk: F. Watts, 1988. Print. Fischer, David. B abe Ruth: Legendary Slugger. New York: Sterling, 2012. Print Hampton, Wilborn. Babe Ruth: A Twentieth-century Life. New York, NY: Viking, 2009. Print. Monteville, Leigh. The Big Bam: The Life and times of Babe Ruth. New York: Doubleday, 2006. Print. â€Å"World Biography. † Babe Ruth Biography. N. p. , n. d. Web. 22 Oct. 2012. http://www. notablebiographies. com/Ro-Sc/Ruth-Babe. html.

The Seventh Symphony essays

The Seventh Symphony essays Arriving at the Arnoff Center for the Performing Arts this passed Saturday `evening, sparked my imagination when I first saw the interior atrium. The building was beautiful and spacious along with fantastic lighting accents. I just knew this ballet performance was going to be a good one. Moreover, I had no idea how well executed and imaginative this performance was going to be. The main event was the Seventh Symphony. Leonide Massine casted this work and the United States have not seen this work since 1948. Massine was from the Ballet Russe era. This caused an infuriation with the music world. Unfortunately, George Balanchine conquered Massines career. Massine was trained at the Imperial School in Moscow and choreographed for Diaghilev's company from 1915 to 1928. His choreographed ballets like Soleil de Nuit in 1915, Parade in 1917, Les Femmes de Bonne Humeur in 1917, Contes Russes in 1917, La Boutique fantasque in 1919, Le Tricorne in 1919, Pulcinella in 1919, Le Chant du Rossignol in 1920, Astuzie Femminili in1920, Zphyre et Flore in 1925, Les Matelots in 1925, Pas d'acier in 1927, and Ode in 1928. He also choreographed works for the "Soirees de Paris" in 1924 like Salade (Darius Milhaud), Mercure (Erik Satie), Les Roses (Henri Sauguet), Le Beau Danube (J. Strauss) and Gigue. His last works were for Ballets Russes de Monte-Carlo he choreographed Jeu x d'Enfants in 1932, Les Prsages 1933, Beach in 1933, Union Pacific in 1933, La Symphonie fantastique in 1936, The Seventh Symphony [Septime Symphonie] in 1938, and his last, L'Etrange farandole in 1939. The main event was The Seventh Symphony. The first movement was The Creation. God was creating plants where there were girls in dresses acting as the plants. The men sitting down were rocks in brown unitards. Water was hitting the rocks to make a stream. There were birds created with deer, fish, and plants. T ...