Essay Dramatistic Analysis on Breaking Bad Essay Example for Free

Essay Dramatistic Analysis on Breaking Bad EssayCady is going to encounter psychological struggle and unwritten social rules that jejune girls face today. Through the Marxist perspective, the movie will be analyzed in set to pose how sometimes the pull to conform to hegemony is so important that we have no choice that letting us be dragged to respect the established hierarchy. ungenerous Girls is an excellent artifact, worthy of investigation in the way that it shows how we judge jejune girls to act, but also how difficult it is for them to refrain from acting that way. When using the Marxist perspective, we begin by identifying the subject positions, as models or anti-models. Mean Girls provides clear subject positions about the models characters that viewers ar back up to want to be kindred, and the anti-models characters that viewers are encouraged to no want to be like. Thus, the models appear to be The Plastics, a group composed of the three teenage girls Regina George, Gretchen Wieners and Karen Smith. By analyzing The Plastics, it seems like teenage girls need to dramatize a specific pattern in order to be popular.That is to say, on a physical standpoint, teenage girls need to be thin, pretty, and wear tight and revealing clothes, while on a doingsal standpoint, they send away their time gossiping, partying, dating, and talking about boys, rather than pore on their academic success. On top of the hierarchy is Regina George, and the two other Plastics are her subordinate. On the contrary, the anti-models, challenging the status quo and considered as abnormal or undesirable are represented by Janice and Damien.Both of them are belonging to the oppressed group, or the group that is considered as inferior and subordinate to the supreme group. Mean Girls depicts how easy it is for a dominant group (The Plastics) to impose its political orientation on other groups. The interests of the empowered group are then promoting as being natural. Indeed, in Mean Girls, the dominant social group keeps the control everywhere the other groups because nobody dares challenging the authority claimed by The Plastic. The Plastics keep their status quo by oppressing and manipulating the other subordinate groups.They dictate how things should be. The positive power of popularity combine with the negative disempowerment of being unpopular and rejected ultimately reinforces hegemony. That is to say, those who are popular are empowered plane if popularity is just a facade for these teenage girls, and those who are not popular are disempowered. By focusing on Cady Heron, and observing how from an innocent teenage girl, she becomes a terrible Plastic, we can deduce that erstwhile accepted by the dominant group, people have trouble in seeing the flaws and drawbacks of the hegemony they are in.In order for them to be aware of it, they have to become a member of the subordinate group. Only the anti-models characters are able to see how w rong is the hierarchy they live in, and are willing to change it in order to create a more equal system. Mean Girls proposed both a preferred and an oppositional view on the hegemony. Indeed, from the beginning to the middle of the movie, Mean Girls brings a preferred reading with Cady altering her original beliefs, joining the dominant group and becoming a Plastic.Cadys desire to respect conformity can be explained by a need to fit in and avoid ridicule. As a consequence, the viewers, siding with her, reinforcement the status quo. On the other hand, from the middle to the end of the movie, Mean Girls gives an oppositional reading by considering that The Plastics ought not to be empowered, in order to have a more equal system. Indeed, by the middle of the movie, Cady understands that her destructive behavior made her loose her two closest friends (Janice and Damien).She also realizes she needs to stop acting like a Plastic and to categorize people according to superficial traits, a nd that she should start considering people according to different characteristics (intelligence over beauty for example). As a consequence, Cady, desirous of putting things right, starts to think how she could readjust the hegemony around her. Thus, she considers destroying the hegemony reigning at school in order to challenge the status quo. At that time, the movie gives the viewers an oppositional reading rejecting thehegemony. In spite of the casualty and frivolity of the topic addressed (teenage girls movie), Mean Girls is still interesting to study because it gives us some interesting and engaging acumen into Marxist perspective and hegemony. Mean Girls shows us how hard it is to gybe hegemony when everyone else is subjected to it. Mean Girls also makes viewers being more critical about how hegemony is reproduced in regular patterns of life, like the passage in high school for example.

The Development Of Fundamental Movement Skills

The Development Of Fundamental act adroitnesssThe Development on Fundamental Movement Skills (FMS) during childhood is eventful for the development of that child as well as them being successful in sport, so they lowlife meditate other life expertnesss. (Okely sales booth 2004)To downstairsstand when Children should start out to learn FMS is to understand the long term development model (LTD), knowing this volition help indentify when children exact to learn which skill by which age. (Balyi, 2004).During the first stage of the LTD is the FUNdametal stage which focuses on children aged 6-9. During this stage the children starts to learn the basic Fundamental accomplishment patterns. Learning these skills is important as they be the building blocks to sport specific, for framework kicking is a base in a number of skills in footb completely, If a Child learns these skills it pull up stakes contribute signifi disregardtly their future athletic achievements (Balyi, 2004). Once the Child r for each onees 9 and 11 it is the most important periods of skills development, during this period they are developed enough to learn and complete general overall sports skills (Balyi, 2004). It has been recommended that all Children should of know all the basic FMS by the age of 8 (Gallahue and Ozmun, 2006)Jess et al (2004) also reported the importance of FMS stating that they conquer children to pass through a progression barrier to allow the development of skills in the future. Booth et al (2004) reported that in a random sample of year 4, family 6, Year 8 and Year 10 children that less than 40% had ensureed all the skills victimization inherent measures, suggesting that when the children should be learning FMS skills they are not ontogenesis them in the correct way in that location confuse been a number of studies that be arouse looked on how to measure FMS mastery. The 2 main methods reported are objective and internal. Objective measures are the ret urn of the skill, i.e. the duration taken to run 10 meters or the number of catches.The advantage of apply objective measures is it allows a high level inter and intra and Inter-rater reliability over attempts and measurers (Spray 1987).Another important is the tester does not fill a high level of knowledge about the skill (Hands Larkin, 1998).The second way to measure FMS is victimisation subjective measures. This is d 1 by victimisation a checklist for each FMS that identifies coaching points that the subject needs to do while completing the skill. Knudson and Morrison (1997) definedsubjective measures or qualitative analysis as the systematic manifestation and introspective judgment of movement and skills for the purpose of improving that skill. The checklist which pull up stakes be used in this get a line is The New South Wales Fundamental Movement Skills (NSWFMS) guidelines (2000), this is a resource for primary school children. The advantage of use subjective measure s is that it can help identify one point in the skill that is weak. That information can then lead to trying to develop that weakness (Hands, 2000). However the criteria can be read and set differently by different assessors.In terms of research in the area of what affects FMS movement skills in that location has been a lot reported in what factors affect FMS ability. It has been reported that Physical natural process level (Fisher et al 2004) has an effect on FMS ability with Children who take part in much than physical activity have collapse FMS skills. There has also been mixed views on the effect of gender on FMS skills, Fisher et al (2004) reported no difference in unsounded scores mingled with boys and girls, however. Okley and Booth (2004) reported that boys did better than girls in the sprinting and the object control skills, which in this subject field would be the ease up and catch, the girls performed better in the abatement of the locomoter skills which in this case is the balance. The reason for this difference could be done to what reported that FMS are affected more by the activities done by boys while girls are affected by psychosocial or environmental factors (Cliff 2009).There has been however a small majority of research looking at how age effects FMS. Okely Booth (2004) did one such study looking at using subjective measures and found for certain part on FMS Skills, Year 3 Children had mastered the skill better than Year 1 Children.For Example totally 1.5% of the year 1 boys and 0% of girls completed the hips then shoulders rotate forward coaching point for the throw compared to 13.5% of year 1 boys and 1.7% of year 3 girls.It is also important to note with regards to age that even Children in the same year can be further developed, meaning their body can do more and they may be able to process the FMS in formation easier. It is important to understand this when the analysing results as one Year 6 child could be biologically mo re developed than another and therefore be able to perform the skill better. (Gallahue and Ozmun 2006).This paper pull up stakes therefore look at age and specifically the difference between year 1 and 6 children due the lack of research looking at Year 6 Children and the fact it has been reported that all Children should have mastered FMS by Year 8. The study allow for also use subjective and objective to get a better idea of which children have mastered the skills.The results can be used to see what areas of each skill children are failing to master and then interventions can be designed to improve them as it has been reported that a well-planned and implemented fundamental movement skill intervention in has an effect on childrens motor skills, physical activity levels and bequeath keep the child interested in Physical learning.Section 2 AIMS AND OBJECTIVES AND HYPOTHESIS design The Aim of the study is to assess Fundamental Movement Skill (FMS) mastery in primary school child ren, to catch if there is a relationship between subjective and objective for FMS and to compare mastery of these skills by children in Year 1 and Year 6.ObjectivesTo measure Fundamental Movement Skills in Year 1 and Year 6 childrenTo analysis the skills using the New South Wales CriteriaTo study the relationship between year groups and the subjective and objective measuresHypothesis The Year 6 children will have high objective and subjective measures for all the FMS than the Year 1 children.Section 3 EXPERIMENTAL METHODSThe Children will be tested for 2 hours in a normal PE lesson for 2 separate weeks. all(prenominal) Child will be asked to wear sufficient kit and footwear. The school sports hallway where normal PE lessons take place will be used as the testing site once a risk assessment form was completing and checking the sports hall is fitted to complete the testing. These checks will be done before each testing session. too ethical blessing will need to be given before any testing can take place. Also before testing each child will undertake a warm up overseen by a PE Specialist.Subject PopulationA sample of 30 Children aged 10-11 (year 6) and 30 children ages 5-6 years (year 1) will be recruited for this study from a local primary school in Coventry. Informed consent from the parents will be obtained as well as agreement from the Child as each participant is under the age of 18.Fundamental Movement Skill Measurements Both subjective and objective measures will be measured, with the subjective being taken while the child performs one of the skill trails. The subjective measures will be analysed using The New South Wales Fundamental Movement Skills (NSWFMS) guidelines (2000) (see appendix for criteria).Using Qunitic Software each video will be watched 5 times and notational analysis will be used to measure how many of the skill components have been achieved. This will give an overall dowery of how that Child has mastered the skill. That will compa re to the existing result for that skill.The criteria will also be used during the demonstration to allow the children to know all the points that render up the skill, also no feedback will be given after each attempt.Fundamental Movement SkillsEach Child will complete 5 fundamental movement skills, (Balance, Kicking, touching, Throwing and sprinting). A description of what each test involves is shown below.FMS TestMethodBalanceSubjective MeasuresFor the subjective measures the children will be asked to Stand on their dominant leg, children will be asked to stay as upright and still as possible guardianship eyes forwards for 20 seconds, with their other leg bent.Objective MeasuresThe objective measures will involve the children equilibrize for 20 seconds on a balance board device (Tunturi by MFT, Germany) connected to a laptop, The percentage of time spent on either side (left/right) will be used as the measurement. Each Child will have a practice before being called up/ inputte d into the laptop system.CatchSubjective MeasuresThe Children will move their body to become in line with the travelling path of a soft tennis sized ball, a thrown by the researcher and PE specialist in a measured square area of 1m by 1m.Objective MeasuresThe number of successful catches the children make out of 3 will be save.JumpSubjective MeasuresThe Children will be asked to start with knees bent and then using their arms for momentum, jump up as high as possible into the air. Objective MeasuresThe Childrens jump visor of the jump will measured using Quintic Biomechanics software (Quintic Biomechanics v17 software, Coventry, UK) and recorded in meters.ThrowSubjective MeasuresThe Children will throw a small soft ball over-arm, towards a target placed on the sports hall wall.Objective MeasuresPoints will be awarded to determine the precision of the throw. There were three sections, each with different amounts to loose the accuracy of the throw.SprintSubjective MeasuresChildren will be asked to ran as degenerate as they could along the 10 m measured track and then joined the back of the queue. The time will be recorded as use as the measure.Objective MeasuresChildren will be ask to sprint as fast as they could down a 10m track, split times will be recorded at 5m and 10m using the SMARTSPEED timing gate system (SMARTSPEED, UK).Any children will also be able to withdraw their agree and not take part even if their parents/guardian has given informed consent, at any time during the testing.Statistical analysisA combination of correlations and ANOVAs will be used to examine the relationship between the objective measures and the subjective measures but also each of the two year groups. Microsoft Excel will be used to produce the graphs and SPSS will be sued for the statistical analysis.Section 4 PROPOSED TIME PLAN run intoAction to be completed before deadline6th December 2010Complete and hand in invent Proposal10th 2quaternary January 2011Go to schools and collect data ready for analysis27th January 4th February 2011Complete data collection, produce table of results and complete graphs4th- 8th February 2011Complete data analysis10th- twentieth February 2011Write discussion and put in info from proposal such as Introduction and Methods.twenty-first February 2011 hold on final project with supervisor and compile lab file23rd- 1st swear out 2011Check for any errors in project and print out 2 copies ready for binding11th March 2011Hand in 2 copies of the thesis and lab file.12th March 2011 5th AprilRevise for oral exam SeminarSection Five REFERANCESBalyi I., Hamilton A. (2004) Long-Term Athlete Development Trainability in Childhood and Adolescence. Windows of Opportunity. Optimal Trainability.Victoria National teach Institute British Columbia Advanced Training and Performance Ltd.Booth M, Macaskill, P, McLellan L. (1997) NSW Schools Fitness and Physical Activity Survey. Sydney. NSW Department of School Education.Cliff, D, P., Okely , A.D,. Smith, L.M and McKeen, K. Relationships Between Fundamental Movement Skills and Objectively Measured Physical Activity in Preschool Children. Pediatric coif Science, 2009, 21, 436-449Fisher, A., Reilly J.J., Kelly, L.A., Montgomery, C., Williamson, A., Payton, J.Y., Grant, S., (2004) Fundamental Movement Skills and Habitual Physical Activity in Young Children official Journal of the American College of editions Medicine. 684-688.Gallahue, D, L and Ozmun, J,C. (2006) 6th edn. Understanding Motor Development Infants, Children, Adolescents, Adults, USA McGraw HillHands, B. (2000) How can we best measure fundamental movement skills? Health Sciences Conference Papers. Paper 5.Hands, B., Larkin, D. (1998). Australian tests of motor proficiency What do we have and what do we need? The ACHPER Healthy Lifestyles Journal, 45(4),10-16.Hands, B. Martin, M (2003) Implementing a Fundamental Movement Skill program in an early childhood setting The childrens perspectives Health Sciences Papers and Journal ArticlesJess, M., Dewar, K. and Fraser, G. (2004) Basic moves developing a foundation for lifelong physical activity, British Journal of Teaching in Physical Education 35 (2) 23-7.New South Wales (2000) Move It, Groove It Physical Activity in Primary Schools sum-up Report. A NSW Health Physical Activity Demonstration Project (DP 98/1)Okely, A.D Booth, M,L. (2004) Mastery of fundamental movement skills among children in New South Wales prevalence and sociodemographicdistribution Journal of Science and Medicine in Sport 7 (3) 358-372.Spray, J. A. (1987). Recent developments in measurement and possible applications to the measurement of psychomotor behavior. Research Quarterly for Exercise and Sport, 58, 203-209.Section 6 APPENDIX