Analysis Of The Article The Dating Game Killer

‘The Dating Game Killer† April Smolkowicz Criminology 3200 Georgia Gwinnett College Introduction Rodney James Alcala is a California convicted serial killer. Alcala is also known as the â€Å"Dating Game Killer†, from when he was chosen in 1978, as a contestant on the ABC prime time show, â€Å"The Dating Game.† Alcala enrolled as a clerk in the U.S. Army in 1960, then in 1964 Alcala was discharged on medical grounds, after being diagnosed with antisocial personality disorder by a military psychiatrist. Rodney Alcala is highly manipulating, using very persuasive skills and influential charm by posing as a photographer. Beginning in 1968, Alcala would use his photography skills as his abduction technique in order to abduct young girls and attractive women in order to sexually assault, rape, torture, strangle, beat, and kill them (Pelisek, 2010). As Paternoster Bachman (2001, p.11) points out that, â€Å"The Classical Paradigm, during the middle of the eighteenth century, founded by Cesare Beccaria a utilitarian philosopher who embraced the belief that human beings are rational, calculating, and hedonistic beings. With the decline of the Classical paradigm, when the focus of rationality lead to the focus on science. A new paradigm emerged, a Neoclassical Paradigm: Rational Choice Perspective (Paternoster Bachman, 2001, p. 23). The theoretical approach to rational choice begins with the idea that a criminal act is chosen because of the benefits it brings to the offender.Show MoreRelatedEssay Violence in Video Games2668 Words   |  11 Pagesyears has been video games. Taking form nearly four decades ago, video games have been one of the major embodiments of the growth of entertainment technology. 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Contents  Ã‚  [hide]   * 1  Health effects * 1.1  Acidity and tooth decay * 1.2  High fructose corn syrup * 1.3  Risks arising from over-consumption * 1.4  India secret formula ban * 2  EnvironmentalRead MoreAmerican Slang Essay 115481 Words   |  62 Pages linguistically rich languages.†Ã‚   Whereas slang was once considered as the lowest form of communication, many now consider slang to be an intelligent and insightful variation to the blandness of the standard language.   Gerald Parshall, in a 1994 article for U.S. News World Report, describes this as â€Å"proletarian poetry.†Ã‚   The Oxford English Dictionary points out that George Eliots character in Middlemarch, written in 1871, says that â€Å"Correct English is the slang of prigs who write history and essaysRead MoreMarketing and E-commerce Business65852 Words   |  264 Pagesof Marketing and Advertising  The text includes two chapters on marketing and advertising, both traditional online marketing and social, mobile, and local marketing. 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The Bauhaus And Its Impact On Architecture - 1800 Words

The Bauhaus was arguably one of the most influential events in design history. The Bauhaus was a German art, design, and architecture school that was founded by Modernist architects Walter Gropius, Ludwig Mies van der Rohe, and Le Corbusier. Although founded by Modernist architects, the Bauhaus did not teach architecture during its early years. Instead, Head of the Bauhaus Walter Gropius, wanted to form a school that encompassed all learnings of art and craft and form a curriculum that was activity-based and not purely theoretical. Gropius stated in Manifesto and Program of the Bauhaus, Weimar, 1919, â€Å"Let us therefore create a new guild of craftsmen without the class-distinctions that raise an arrogant barrier between craftsmen and†¦show more content†¦During this time, industries transitioned from handmade crafting to machine manufacturing. Industries began manufacturing cheaper copies of handmade luxury goods which ultimately lead to a loss of need for the arts an d crafts. Many designers, including English craftsman William Morris, developed an anxiety for the loss of craft. Manufacturing and creativity had branched off into two separate paths. Many attempts were made to reconnect craft with industry at the beginning of the 20th century. The Deutscher Werkbund in Munich was formed in 1907 to showcase designs for manufactured objects. After the fall of the German Monarchy post World War I, Germany became more revolutionised. In 1917 the Dutch movement De Stijl was founded. De Stijl was centred on constructivist design principles. It was from this idea that Gropius decided to build a school which could attempt to bridge the gap between industry production and crafts. Gropius opened the first Bauhaus school in Weimar in 1919. Not only had craft reconnected with industry production, but the Bauhaus sought to revolutionise design. Gropius believed that art schools should unite all fine arts and crafts in a single location and have all discipli nes collaborate with one another. He also hired specialists in each discipline of the arts to teach and revolutionise modern design. Of all concepts taught out the Bauhaus,

Relationship Between The Story of an Hour The Yellow...

Outline * Story of an Hour and Yellow Wallpaper have challenges that were faced by the protagonists, setting looked to be in the same era with men being in charge of their wives lives. * Both women were emotionally and psychically trapped in their relationships * Both wanted freedom from their husbands * Both protagonists had an illness, which lead to had an opposite effect on both characters * Mrs. Millard had a heart condition and the narrator would develop a mental illness * Mrs. Millard had the news break slowly to her, in the end her death was led by joy * The narrator in Yellow Wallpaper was confined in a room with wallpaper she disliked, the husband would say nothing is wrong with her;†¦show more content†¦Body and soul free!† (Chopin 3). In my point of view those feelings that Mrs. Mallard felt at that moment was finally being let go from her husband’s grasp and the shackles of marriage which was an imprisonment to her. In â€Å"The Yellow Wallpaper†, the narrator of the story was remained nameless is confined in a room with eccentric wallpaper, which I think seems to symbolize the complexity and confusion in her life. The narrator’s freedom in this case would be writing, which did not sit well with her husband based on this quote; â€Å"There comes John, and I must put this away – he hates to have me write a word† (Gilman 57). For those moments the narrator writes in her journal she feels to have freedom and to express herself from reality, but in secret. The way the narrator describes her room as; â€Å"it is a big, airy room, the whole floor nearly, with windows that look all ways, and air and sunshine galore†¦I should judge, for the windows, are barred for little children and there are rings and things in the walls† (Gilman 56). This portrayal of the room could be described as confinement for the narrator, and a sense feeling trapped. In both short stories, the main characters, Mrs. Mallard and the narrator have or ended up developing some sort of illness while in their marriages which can create difficulties in their relationship. In â€Å"Story of an Hour†Show MoreRelatedComparison of the Yellow Wallpaper, Story of an Hour, and Gaslight960 Words   |  4 Pagesremain deeply embedded in our culture. Today and in the past, feminist notions about the social norms that limit womens possibilities have yearned for expression and have found this through various artistic outlets. The Yellow Wallpaper by Charlotte Perkins Gilman, The Story of An Hour by Kate Chopin, and the 1944 Film Gaslight are three artistic works that relay feminist themes in a unique way. These three works differ in certain aspects, but all ultimately embody the same underlying theme of the oppressionRead MoreComparison Essay of The Yellow Wallpaper and The Story of an Hour958 Words   |  4 PagesEssay â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman and â€Å"The Story of an Hour† by Kate Chopin are two different stories with the women both suffering from an illness. One of the women are sufferering from a mental illness and the other physical, and both are bery emotionally detached from their husbands. In â€Å"An Story of an Hour† Mrs. Mallard is at first devistated from her husbands death but soon realizes this means she is free from him, and in â€Å"The Yellow Wallpaper† it seemsRead MoreCultural Analysis : The Yellow Wallpaper927 Words   |  4 PagesCultural Analysis: The Yellow Wallpaper Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper† is a short story told from the perspective of a woman who’s believed to be â€Å"crazy†. 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Comparatively, the relationships between the two main characters in the stories portray women’s yearning for freedom with different typesRead MoreFiction Essay: Yellow Wallpaper and Story of the Hour1517 Words   |  7 Pagesï » ¿Victoria Reyes English 104-OL5 Professor Steiner September 9, 2013 â€Å"The Yellow Wallpaper and Story of The Hour: A Character Analysis† Marriage has often been described as one of the most beautiful and powerful unions one human can form with another. It is the sacred commitment and devotion that two people share in a relationship that makes marriage so appealing since ancient times, up until today. To have and to hold, until death do us part, are the guarantees that two individuals makeRead MoreThe Oppressive Force in Marriage 1266 Words   |  6 PagesIn the novels written by Charlotte Gilman and Kate Chopin, the concept of marriage is contradicted from the romanticized relationship to a notion of imprisonment. Through the feminist perspective the reader gains a sense in which marriage may be the primary cause to gender oppression. In â€Å"The Yellow Wallpaper† Gilman’s central figure, who is unknown to the reader, is metaphorically imprisoned in a house in which the warden is her own husband. In contrast to this Chopin’s Character, Louise MallardRead MoreOpression and Freedom of Women in L iteratu1662 Words   |  7 Pagesmarriages lead many women to feel heavily burdened, both mentally and physically. In the literary works â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman and â€Å"The Story of an Hour† by Kate Chopin, both women are characterized as victims oppressed by their marriage and their strong desire to be free. In each story, the women depicted are oppressed in their marriages. In â€Å"The Yellow Wallpaper,† the unidentified woman is taken to a summer house by her husband, John, so she may recover from her condition

Mind-Body free essay sample

Eleanor Metheny, born in Manhattan, Illinois in 1908, was a pioneer in the physical education community for four decades. She attended public school outside of Chicago and moved on to a university in the city. After attending the University of Chicago, where she studied English and mathematics, Metheny made her unintentional entry into physical education as an algebra teacher. At her new school, the math teacher typically taught the physical education classes as well as their designated math classes (Leigh Studer, 1983). Later, Metheny served as a professor at the University of California for 29 years. She believed that physical helped to augment movement through which children could â€Å"express, explore, discover, and interpret their world† (Shimon, 2011). Metheny published more than 150 articles, papers, and studies, proved instrumental in creating the country’s first graduate program in physical education, and championed women’s equality in sports. After retirement, Metheny worked in physical education at Pegasus Learning Center at USC. Metheny was most recognized as always being on the cutting edge of her profession (Leigh Studer, 1983). Eleanor Metheny’s work will continue to influence the field of physical education for many years. Jesse Feiring Williams was both in 1886 in Kenton Ohio. He attended college at Oberlin College where physical education became an interest. At Oberlin, he served as a tutor, coach, and director of athletics. After graduating, Williams taught physical education at the New York Institute for the Education of the Blind. After returning from service in World War II, Williams received his MD from Columbia University College of Physicians and Surgeons. He then began association with Teachers College where after four years, he was promoted to professor and chairman of the Physical Education department. He remained at Teachers College for 18 years before going into early retirement. It was at Teachers College where Williams developed new concepts on physical education, health education, and dance. During his time in the field, Williams authored of co-authored an astounding 41 books, including the famed Principles of Physical Education (Kretchmar Gerber, 1983). Jesse Feiring Williams served as a pioneer in the physical education field, and his revelations continue to impact the field. In her article, The Third Dimension in Physical Education, Eleanor Metheny takes a monistic approach to understanding the concept of physical activity. Metheny begins her article by describing the three-dimensional process that is modern education. She explains the three-dimensional process as the one-dimensional training of the mind, the two dimensional education of mind-body unity, and the three-dimensional interconnection of mind-body-emotions (Metheny, 1954). Similar to Metheny’s monistic views are Jesse Feiring William’s in the article Education Through the Physical. Williams initiates the article with the following striking statement. â€Å"No one can examine earnestly the implications of physical education without facing two questions. These are: Is physical education an education of the physical? Is physical education an education through the physical? † He elaborates further on education of the physical, stating that supporters indicate chief outcomes as firm ligaments and strong muscles, which demonstrates the dualistic view. On the other hand, education through the physical embarks on the monistic route, based on the biologic unity of mind and body, viewing life as a totality (Williams, 1930). Because both Williams and Metheny advocated for the monistic view, there are many similarities in their articles. The ways in which the two authors describe physical education gravitate toward the same central values. Metheny defines a physically educated person as one who is able to productively use all possibly faculties of physical movement to â€Å"express, explore, develop, and interpret† his or her self in relation to the world in which they inhabit (Metheny, 1954). Williams, while stating his views more simply, states that physical education mainly as a way of living life. To further elaborate views on monism, Williams states that the apotheosis of solely the mental, or the physical, or the spiritual will lead to tragedy (Williams, 1930). Metheny states that the body is the corporeal expression of the person, his mind, his emotions, and his thoughts. The body is the self that a person presents to the world (Metheny, 1954 ). Metheny and Williams also express similar values in regard to the timeline and lasting effects relating to physical education. According to Metheny, physical education curriculum must be altered to both instant and long-term needs of students and sensible situations in which we must operate (Metheny, 1954). Williams indicates that education for life and modern physical education must have joint supports and confidences (Williams, 1930). Finally, both authors argue that physical education serves the greater purpose of increasing quality of life. Williams states that education through the physical will be evaluated by the role it plays in exceptional living and that physical education seeks to further the purposes of modern education when it stands for supreme kind of living (Williams, 1930). Metheny argues that a person will mature in their physical educational experience by finding his or her self improve with each new movement experience. Through each new movement, a person establishes new relationships with others and makes great advancement toward becoming a better incorporated person-mentally, physically, and emotionally healthy (Metheny, 1954). Essentially, Williams and Metheny prove that they have very similar and monistic views on physical education as a whole. However, while both articles are written to demonstrate monistic views, the both present very different areas of physical education. As previously stated, Williams begins his article with the proposal of the question education of the physical (dualistic) or through the physical (monistic). Williams follows this question up with presentations of the dualistic view throughout the article. We are able to that he prefers a monistic view, but he does elaborate upon a dualistic view (Williams, 1930). However, Metheny gives no real details on the opposing side of her monistic view, which makes the article somewhat one-sided (Metheny, 1954). Throughout the article, it seems that the purposes of both articles differ greatly. Eleanor Metheny seems to be speaking to an audience of physical educators throughout her article. She indicates what our jobs as physical education teachers must be and describes student’s physical experiences (Metheny, 1954). On the other hand, Williams seems to be putting up an argument for mind-body physical education versus a dualistic view. First, Williams begins by explaining the opposing dualistic view and some of the downfalls that could be included with it. Finally, Williams seems to be indicating whose responsibility it is to improve the quality of physical education for the future. He completes his article describing the universities responsibilities in regards to physical education and the betterment of modern education (Williams, 1930). The mind-body problem is one of the most highly debated topics in philosophy. In relation to the mind-body problem, monism denies a distinction between the two. In contrast, dualism indicates the belief that the two are two distinctive parts. I myself seem to struggle with believing one side or the other in the monism/dualism debate. Personally, the best definition of dualism comes from Douglas Odegard (1970), where he described that a â€Å"mind and a body are two different entities and each is â€Å"had† by a man. A man is thus a composite being with two components, one ‘inner’ the other ‘outer’ (87). † On one hand, I do believe in the interaction of the mind and body and that they greatly influence and depend upon each other. On the contrary, I think that it is foolish to believe that the two cannot exist without the other. I do believe that the mind and body are two separate entities; they do, however, closely interact and have dependence on each other. For that reason, my opinions tend to have both a monist and dualist (while more dualist) edge. I tend to share the same opinions as Ernst Johnson (1918) in his article titled Monism and Dualism featured in The Monist. Johnson begins the article by proposing a question on monism and dualism: are incompatible or complementary, can you only have either or are you able to have both? He then defends his points by elaborating on Plato’s â€Å"theory of knowledge† which states that a human may know being through one of two ways: sense perception which entails knowing the material world (dualistic) or though the supersensible, which may contain no duality (monistic). Furthermore, Johnson provides argument that dualism proves to be a more realistic view than that of monism. â€Å"Natural science has shown conclusively that all the immediately observable phenomena of the universe are mechanical. Therefore, no genuine idealistic monism can explain the universe. † One of the most thought provoking statements comes from Johnson when he asks if monism could simply be dualism in disguise, considering the world arose from interaction of two principles that are difficult to combine: mechanics and creativity. This statement clicked something in my mind that I had never thought about before. Overall, I believe it to be very challenging to simply take one side in mind-body problem, and I look forward to further exploring the topic.