The Journals of Susanna Moodie Essay Example for Free

The Journals of Susanna Moodie Essay One of the finest collections of poetry known is The Journals of Susanna Moodie, reiterating several poems contoured to environmental factors. Most of the poems are interconnected and weaves a cumulative effect on the reader. Of course, the cohesiveness comes from one persona, which is Susanna Moodie. Significantly, this book utters a woman’s growth and development into another land where light, darkness, trees, and fire form an important story in Moodie’s life. For instance is Moodie’s transformation in a foreign land, translated by light protruding into darkness. Sensibility on Moodie’s part will enhance the captivity of making such values on the environmental influences during and after her migration (Bilan, 2007). In this book, Atwood emphasizes the lack of connection a person has with a specific land. The â€Å"light† specified in the character of Moodie derives an inner margin between the land and the protagonist. The first of the three journals conveys the initialized entrance of Moodie unto a foreign space. It is described that Moodie sees herself as a light shedding to rocks. It seems that she already knew herself as a foreign character. Seen in this book, is the addressed change through acceptance and eventual exploration of greater self. Susanna Moodie is the protagonist, where she lives in the period of the 19th century, as an English immigrant to Upper Canada. This book is composed of eighteen poems under three journals. The first journal entails Moodie’s journey across the Atlantic and up the St. Lawrence where her departure becomes a difficult undertaking. Her migration has caused several deaths among her children. Following this event is her husband’s work as sheriff in Belleville. In the second journal, Mrs. Moodie experiences the haunting of the difficulties she had known in her past, which eventually links to what she has become in the third journal, a haunting ghost (Hammill, 2003). The Planters This poem sees how their adaptation comes in the unknown land. In the first stanza saying, â€Å"They move between the jagged edge Of the forest and the jagged river On a stumpy patch of cleared land. † (Atwood 16) Clearly, the stanza reiterates the difficulty of migration. Somehow, there is a description of their origin, â€Å"jagged† meaning diverse or interchanging life. On the next verse, ‘stumpy patch of cleared land,’ the characterization of the foreign land looked civilized to her or quiet. This description may also mean silence, where there is no one to cling to because of adapting to a new culture. The next stanza focuses on her husband’s and other neighbor’s status on their quest. Identified by describing how they foster their imminent work in the fields, she describes their hard adjustment through exploration uttering, â€Å"my husband, a neighbor, and another man Weeding the few rows Of string beans and dusty potatoes They bend, straighten; the sun Lights up their faces and hands, candles Flickering in the wind against the† (Atwood 16) It seems as though their work is very hard. Mrs. Moodie knows that their migration costs a lot than it should and the primary factor beaming is their culture. She also sees that their experience is similar to what other persons like them endure. The sun emphasized are the superiors, she sees her husband and the other who work as only candles, â€Å"flickering† or unsure of what they are doing. In addition, the instability portrayed may come from the sense of viewing their upholding traditions or what they are used to. Connected to this proposition is still the diffidence they feel on a foreign land. As said in the following, â€Å"unbright earth. I see them; I know None of them believe they are here. They deny the ground they stand on. † (Atwood 16) Their uncertainty dictates their actions. Moodie knows the unpleasant fact of their migration. Hence, the acceptance should be obscure rather than clarified. In a sense, the viewed party is undermined not by the consequences but of experiences they reach. She accepts yet another hurtful fact of their stay in that cleared land, as she utters of their future troubled but coping, to the unknown world. â€Å"pretend the dirt is future. And they are right. If they let go Of that illusion solid to them as a shovel,† (Atwood 17) Uttering these words would mean of the unpleasant pursuit dictated by their present status. Dirt would mean the strange, unacceptable, and unworthy but still, they have to and need to approve of it as part of their lives. She accepts it, spoiled and impaired. She acknowledges that if they try to accept that fact, stated as â€Å"solid to them as a shovel,† they are doomed. Finally, she identifies of the unknown world vehemently depraved of freedom, stating, â€Å"open their eyes for a moment To these trees, to this particular sun They would be surrounded, stormed, and broken In upon by branches, roots, tendrils, the dark side of light As I am. † (Atwood 17). Mrs. Moodies know of her position. She knows that similarly, other people superior to them determine her fate. Her understanding of that freedom, when persevered to the highest will result to a much bigger problem. She describes it by trees, its members, that they are the darker side of light. Generally, Mrs. Moodie experiences alienation from the verge of Victorian era. Her perception is more complex than any other is, more than her husband and those having similar fate. The separation of dark and light begins to break down unto her senses. Paths and Thingscape Explained in this entry is the attempt of Mrs. Moodie to take course of assimilation, though she is unsure of what she is doing. She wants this to happen, as she ventures into a new world. In these words, she starts to wander of other person’s embrace of the new world, asserting, â€Å"Those who went ahead Of us in the forest Bent the early trees So that they grew the signals: The trail was not among the trees but the trees† (Atwood 20) Again, she sees superiority over those who went ahead of her. She becomes the observer of the future unfolds of to the people comparable to her status. However, she dreams of awakening herself and accepting what these trees offer. She expresses what others dream of, extolling of the detriments, â€Å"and there are some, who have dreams Of birds flying into shapes Of letters; the sky’s codes; And dream also The significance of numbers (count petals of certain flowers). (20) The endowment of certain plans to make their future pleasant upholds her wishes of a better future. It supports her adaptation to the new land. Even though it proclaims of an uncertain trail held by people superior to them, still, she manifests of her justifications as correct. Guided by uncertainty and mere courage she advances into a more treacherous state of adjusting, she exalts of her undertakings, â€Å"In the morning I advance Through the doorway: the sun On the bark, the inter- twisted branches, here a blue movement in the leaves, dispersed Calls/no trails; rocks And grey tufts of moss† (Atwood 20) Her endeavor of finally settling to new pastures becomes wide and unsurpassed. She feels more comfortable of telling her spiritual bereavement over many things. More importantly, she endures of freedom like any body else and cannot commit herself to dependence. However, she feels insecurity of what is hiding unto the depths of the new world. She picks up the obligatory impression parallel with the others who dreamt of liberation. She exclaims of her concerns, â€Å"The petals of the fire- Weed fall where they fall I am watched like an invader Who knows hostility but not where The day shrinks back from me† (Atwood 21) Her definition inclines a surety of purposeful downfall after an undertaking. She exceeds advancement but treats it as a threat and not a triumph. Her overwhelmed quest modifies the true picture of the superiority over her and excludes courageous acts. However, this comprehensive characterization of Mrs. Moodie’s opinions may be false, as some elements may prove supportive of what she plans or does. The transformation possible ends in a negative opinion rather than a separate entity. What she does not conceptualize is the harmonious feeling of the subjective entities around her. Even though this is partially correct, she gratifies each vision as complete though it is not.

Similarities And Differences Between Sport And Fitness Physical Education Essay

Similarities And Differences Between Sport And Fitness Physical Education Essay Throughout this essay I will identify the definition for both sport and physical education, implementing my own interpretation. I will also explain the differences and similarities between them. My research will be based largely on the affect physical activity has on school children. I aim to concentrate my research on the method of teaching PE and sports, introducing both linear and non-linear pedagogy. Finally, I will conclude with my own understanding of my findings and where I feel research should be continued in order to ensure both PE and sports is an active part of every childs life, especially after leaving school. Sport v PE Classifying the definition of sport is not as simple as it seems. Research states, an athletic activity requiring skill or physical prowess and often of a competitive nature, as racing, baseball, tennis, golf, bowling, wrestling, boxing, hunting, fishing, etc. (http://dictionary.reference.com/browse/sport). This is true, however, there is a lot more to it that just skill and competition. Although rules are a major part of sport, making it sound more serious, it can also be fun and entertaining. Physical skill is a key advantage in playing sport, however lets not forget that most sports also require mental skill for strategic planning. The most important aspect of sport is having fun with the added bonus of maintaining a good fitness level. The term sport comes from the old French desport which means leisure. http://en.wikipedia.org/wiki/Sport. Physical Education is Training in the development of and care for the human body; stresses athletics; includes hygiene. http://www.wordwebonline.com/en/PHYSICALEDUCATION. It is a taught course taken during primary and secondary education that encourages psychomotor learning in a play or movement exploration setting. http://en.wikipedia.org/wiki/Physical_education. In the UK, Physical Education classes are compulsory in school until approximately age 16. As well as learning basic sporting skills, the curriculum also pays attention to health and fitness. My first recollection of PE at School was playing pirates in the school gym which involved running around on sporting apparatus being chased. PE is not always being taught the obvious sporting game such as football, hockey, etc. Its aim is to enhance an individuals progress through a variety of activities, which will boost their confidence level; hence my pirate game vastly improved my agility skills. As the student progresses, leaders hip skills are incorporated into the programme as well as being encouraged to be player independent in their decision-making. The most obvious similarity between sport and PE is that they both involve physical activity. Physical health benefits are gained by taking part in regular physical activity, whether that is during school hours (PE lessons), an extra-curriculum activity, or playing for a local club. Research shows that children who participate frequently in physical activity will reduce their chances of acquiring certain ailments such as diabetes and obesity, therefore improving their quality of life. However, other benefits such as affective and social are also gained. Research suggests that affective development is now evident with children. One of the main signs of this is a childs self-esteem that grows stronger when partaking in physical activity. Research show that stress, anxiety and depression, can also be significantly reduced with regular exercise. Probably the most important aspect of both sport and PE is social benefit. Whether you are playing football with a few friends or in a controlle d PE lesson, it is evident that this is a major part of a childs social learning skills. Anti-social behaviour is frowned upon and, to fit in, children tend to conform to the norm. Also, for an introvert child, communication though activity can help dramatically improve their interaction with other children outside of sports and PE and this has a knock-on affect with their affective skills also (Bailey, 2006). However, there may be implications. For example, we are assuming that pupils are enjoying the physical activity and are good at it. What if a child suffers with ability and/or may be teased by other school children for their lack of coordination? This may cause the child to become introvert and depression and anxiety could occur. Although PE has a positive effect for most, this concern needs to be considered carefully when planning PE lessons at school. However, sport is more about being competitive and winning medals and trophies. Although PE can be competitive, teachers introduce fair play; ensuring teams are equally balanced, whether that is by age, sex, and/or ability. However, in sports, the best players are selected for the clubs first team and those with less skill will be placed in a lower performing side. Sport is voluntary and the number of participants can vary from club to club, but the size of group/team can be adapted to suit the requirements of a match. However, PE is compulsory in schools and classes can be vast, this can cause problems for the teacher when applying rules and instructions, especially given that a proportion of children do not want to partake and may be unruly. Within sports there are leagues and competitions, involving officials and a fixture secretary and each club concentrates on one particular sport. However, the chosen activity for a particular PE lesson is usually decided by the teacher and can vary from lesson to lesson. This decision can also depend on the environmental conditions and equipment available to that school. For example, it is difficult for a school in the centre of London to partake in an outdoor adventure activity, as there are no local amenities to support this and some inner city schools dont have the funds to purchase expensive equipment. Linear and non-linear pedagogy The basic skills of PE are learned during a childs school years. This is normally taught using linear pedagogy, a more traditional method. Once the basics are learnt, a pupil may wish to expand on this skill and join a particular sport they excel in. This is where further, more advanced coaching, takes place and in my experience, a more non-linear pedagogy approach is implemented. Linear pedagogy is teacher centred, instructional, technique-based and practiced method. This style is more advantageous in schools than clubs, where, due to enormous class sizes, it is easier for the teacher to maintain control of the class. However, there are problems with this approach. For example, in my school-day experience, in order for skills to be learned, the teacher would use drills to demonstrate a technique and it was a luxury to play a game. This was a disappointment to my peers and me. Tactics were rarely mentioned therefore my decision-making was poor. Non-linear pedagogy leans more towards the Teaching Games for Understanding (TGfU) way of teaching where it is player centred, involving engaging an individual in being encouraged to think for themselves in both tactical and technical aspects (Thorpe and Bunker 1989). Its major advantage it that it is designed to guide players to become independent in their decision-making. For example, a typical training session may involve a short modified game to identify the teams failings. Drill sessions would then take place to strengthen these weaknesses. After the drills, another game would be played to implement the new skill, using their own thoughts. The coach encourages player independence by applying strategies to match an individual players game, therefore improving their decision-making throughout a game (Light, 2006). The main problem with linear pedagogy is that it can be strict and disciplined, almost military style, therefore enjoyment, which should be a major factor, is low on the list of achievements and participating in both PE and sport should definitely achieve this. Lessons become predictable and children tend to pay less attention due to boredom, therefore not much learning will take place. Also, too much structure wont allow those with less ability to achieve the aimed outcome and, instead, may become stressed at their inability to master the skill. This could also damage their confidence. By not allowing children to think for themselves, it reduces their scope of learning and their tactical skills will be limited. Non-linear pedagogy is not without its faults. At school level, it may lack adequate theoretical teaching from a motors learning perspective. Receiving little instruction from the teacher can result in the child not being able to make the correct decision. It is very difficult to measure whether or not the children are learning anything and it can look a lot like chaos (Mack, et al, 2000). Conclusion Taking into consideration the research and my own interpretation, it is encouraging to see that both PE and sports has a positive affect on majority of children. However, my findings highlight the need for schools to reconsider their method of teaching PE. Other less traditional styles should be implemented to enhance the enjoyment of the lesson, which may encourage children to continue their interest in extra-curriculum sporting activities and perhaps join sporting clubs upon leaving school. This will then increase the number of potential elite athletes. Further research needs to be undertaken to investigate the effects of social behaviour in children. For example, how does participating in PE and sports help reduce crime rate? What can the government do to ensure people from deprived areas are given more opportunities to partake in sport? Overall, any type of physical activity should be a part of everyones lifestyle. Although playing sport is more of an individual choice, it is vital that PE remains a compulsory part of the curriculum at schools as this is the grass roots encouragement they require to continue in their enjoyment and progress to playing sport after leaving school. Reference list: http://dictionary.reference.com/browse/sport http://dictionary.reference.com/browse/Physical+education Ones I have not used yet: http://www.tgfu.org/taskforce/index.htm http://www.citejournal.org/vol1/iss1/currentissues/english/article1.htm http://www.suite101.com/content/teaching-breathing-exercises-for-singing-a146136 http://www.questia.com/googleScholar.qst?docId=5002249790 http://www.bmj.com/content/327/7415/592.full

Anthropological Feminism in The Piano :: Feminism Feminist Women Criticism

Anthropological Feminism in The Piano  Ã‚   There is a moment in The Piano when the crazed husband takes an axe and chops off his wife's finger. We do not see the awful blow, but both times I watched the film the audience gasped and a few women hurried from the theater. It is a disturbing but crucial scene, the culmination of a sado-masochistic screenplay which has been condemned by some as harmful to women and welcomed by others as an important feminist work. Critics have been more nearly unanimous in their praise for The Piano, and for writer and director Jane Campion. A New Zealander, Campion made two previous low budget films with relatively unknown actors which attracted little notice and small audiences. But their quirky originality established her reputation among film cognoscenti. The Piano, by contrast, is both an astonishing artistic achievement and a major motion picture. Featuring Holly Hunter and Harvey Keitel, it has made Campion an overnight celebrity. She is being hailed as a "natural" and "original" film maker , and no doubt she is. Campion was also trained as a social anthropologist, however, and that training -- particularly the work of Levi-Strauss -- has had a profound impact on her directorial imagination. More than just a spectacular period piece or a feminist tract, The Piano is an anthropological excursion into the 19th century. And for Campion herself, it marks a shift from ethnography to fable-making. Campion as Ethnographer Campion's first esoteric film, Sweetie, was more "clinical" case history than screenplay. If it fails as a movie, it can be recommended as an instructional film for family therapists. Sweetie, the beloved daughter who turned out badly, is a greedy, impulse-ridden woman who constantly discomforts her family. Fat, if not morbidly obese, she is an unattractive personality in an unappealing body -- repulsive to conventional movie audiences. Fellini, fascinated by the grotesque, often gave such ugliness cameo roles in his films. But it is difficult to imagine any commercial film maker, even Fellini, choosing someone so utterly lacking in glamour, so completely unphotogenic, as heroine. There can be no doubt, however, that this was Campion's conscious aesthetic choice, for we see traces of the same kind of "ugly" choices in her two subsequent films. Campion is interested in Sweetie for all of the anthropological reasons that would repel an "escapist" movie audience and makes no effort to p rettify her. Anthropological Feminism in The Piano :: Feminism Feminist Women Criticism Anthropological Feminism in The Piano  Ã‚   There is a moment in The Piano when the crazed husband takes an axe and chops off his wife's finger. We do not see the awful blow, but both times I watched the film the audience gasped and a few women hurried from the theater. It is a disturbing but crucial scene, the culmination of a sado-masochistic screenplay which has been condemned by some as harmful to women and welcomed by others as an important feminist work. Critics have been more nearly unanimous in their praise for The Piano, and for writer and director Jane Campion. A New Zealander, Campion made two previous low budget films with relatively unknown actors which attracted little notice and small audiences. But their quirky originality established her reputation among film cognoscenti. The Piano, by contrast, is both an astonishing artistic achievement and a major motion picture. Featuring Holly Hunter and Harvey Keitel, it has made Campion an overnight celebrity. She is being hailed as a "natural" and "original" film maker , and no doubt she is. Campion was also trained as a social anthropologist, however, and that training -- particularly the work of Levi-Strauss -- has had a profound impact on her directorial imagination. More than just a spectacular period piece or a feminist tract, The Piano is an anthropological excursion into the 19th century. And for Campion herself, it marks a shift from ethnography to fable-making. Campion as Ethnographer Campion's first esoteric film, Sweetie, was more "clinical" case history than screenplay. If it fails as a movie, it can be recommended as an instructional film for family therapists. Sweetie, the beloved daughter who turned out badly, is a greedy, impulse-ridden woman who constantly discomforts her family. Fat, if not morbidly obese, she is an unattractive personality in an unappealing body -- repulsive to conventional movie audiences. Fellini, fascinated by the grotesque, often gave such ugliness cameo roles in his films. But it is difficult to imagine any commercial film maker, even Fellini, choosing someone so utterly lacking in glamour, so completely unphotogenic, as heroine. There can be no doubt, however, that this was Campion's conscious aesthetic choice, for we see traces of the same kind of "ugly" choices in her two subsequent films. Campion is interested in Sweetie for all of the anthropological reasons that would repel an "escapist" movie audience and makes no effort to p rettify her.

Elizabeth George :: essays research papers fc

A Brief Biography of Elizabeth George (with a smidgeon of literary criticism-- and a short bibliography) Susan Elizabeth George was born on February 26, 1949, in Warren, Ohio, to Robert Edwin and Anne (Rivelle) George. She married Ira Toibin, an education administrator, on May 28, 1971; they divorced in November, 1995. She received an A.A. from Foothill Community College (Los Altos, CA) in 1969, a B.A. in 1970 from the University of California at Riverside, and an M.S. from California State University in 1979. She lists her political affiliation as Democratic and her religion as "recovering from Catholicism." Marjorie Rosen writes of her: "Growing up the only daughter of Robert George, an estimator for a conveyor company, and his wife, Anne, a nurse, George was influenced early by her parents' enthusiasm for literature. 'When my older brother, Rob, was 6, he was struck in the eye by an arrow and had his eyes bandaged. My parents spent hours reading to him, and I listened,' she Ms. George and Titch--photo credit Patty Smiley says. 'We weren't a family that had a lot of money. We turned to the world of imagination.' At 7, George knew she wanted to write. She began turning out short stories in elementary school after her mother gave her an old '30s typewriter, and she wrote her first unpublished novel by the time she graduated from Holy Cross High School in Mountain View." She taught English at several California high schools and has conducted creative writing courses at Coastline College (Costa Mesa, CA), Irvine Valley College (Irvine, CA), and the University of California, Irvine. She was selected Teacher of the Year by the Orange County Department of Education in 1981. Contemporary Authors quotes Ms. George, "I'm often asked why I write about England. The answer lies in my philosophy: 'Write about what interests you; write about what you love; write about what gives you joy.' Writing is such a lovely torture, it seems silly to engage in it if it's not directed towards something you love." Ms. George states that her love of things British dates from a 1966 Shakespeare study trip to England when she was 16. However, she told Valerie Takahama, "There's a part of writing these novels that I really can't explain. ... When the plane comes down in England, I feel as if I'm coming home." (She recently purchased a flat near Hyde Park in South Kensington, London.

English Litt

If We Must Die which is written by Claude McKay and To Toussaint L’ouverture which is written by William Wordsworth. The form of If We Must Die is that it is a Shakespeare sonnet it is a fourteen line poem written in Iambic pentameter. The first twelve lines in If We Must Die rhymes and the rhyme scheme of it is ABABCDCDEFEFGG. While To Toussaint L’ouverture is an Italian sonnet it also has fourteen lines but a different rhyme scheme than Shakespeare’s sonnet it is ABBAABBA CDECDE.The tone of If we must die is rebellious because the writer is saying that the persons are tired of what is happening and they want change. And the tone of To Toussaint L’ouverture is depressing the writer is reminiscing of what happened and also giving his opinions on it. The mood of If We Must Die is aggressive it is aggressive because they are fighting for a cause and won’t stop not until they are heard.While in To Toussaint L’ouverture the mood is calm the write r is telling a story of what had happened and how it affected them personally and also society. The literary devices in If We Must Die is simile used in line 1 Claude is comparing something like death to hogs the writer is saying that the people do not want live like animals anymore so they are going to fight for their rights, another literary device is a rhetorical question is used in line 12 with â€Å"What though before us lies the open grave? This reminds the reader that death waits for all of us, so what have they really got to lose. In To Toussaint L’ouverture the literary devices are imagery because we are getting and insight to what happened in the poem and it is also symbolism because it symbolizes what happened and how it affect the persons in this poem.If We Must Die is about The Harlem Renaissance race riot this is where the blacks were against whites and where fighting for racial Inequality. And To Toussaint L’ouverture is about The Haitian Revolution and gives example of how closely To Toussaint L’ouverture actions and later imprisonment and how he died. These two poems are similar because they both deal with rebellion and inequality of people and how persons fought for what they wanted.

The Electronic Cigarette Alternative

We live in a fast-paced world, and with each invention things speed up even more. And here it does it again. An electronic version of anything, from the e-book to the cloud technology, will continue to have rejoinders in the arrival of the e-cigarette. Fancy a drag? Why not try it through a healthier form of smoking in the medium provided by e-cigarettes. E-cigarettes are the latest crazes that were made in a bid to replace tobacco in a world that is becoming more aware about health hazards.The lectronic cigarette resembles the traditional cigarette in appearance but it works its magic by simulating the effect of tobacco once it hits the system. The e-cigarette can very well become the means that one can adopt to help them wean off smoking altogether although research questions remains to be framed and studied regarding how successful or common this optimistic attitude has resonated with smokers or aspiring quitters. However, as an alternative, the e-cigarette is said to be safer tha n real' cigarettes.The concept was formulated by a Chinese pharmacist, Hon Lik, in the period following the new millennium, allowing the continued inhalation of nicotine sans the cons of tobacco smoke. Although the e-cigarette was welcomed by a flurry of bans by different countries around the globe, the openness and inquisitive spirit of research has once again opened the way for real questions to be asked regarding the advantages of switching from ciggies to its electronic version. The e-ciggies are more ser-friendly.The user merely needs to take long drags to release the nicotine from the cartridge. That's the end of traditional lighters for you. Once no longer in use, the atomizer in the cylinder detects a change in air pressure and deactivates. It comes in different flavors so the user can take their pick. It is a safer option for newbie's. Some old timers say that the e-cigarette makes for a poor replacement because they feel that the ‘hit' is missing when they inhale the smoke released into the throat.Maybe it's not even about going away from ‘real' cigarettes. E-cigarettes exist as an option in a market that is driven by its ability to offer buyers with variety. Their pitch stands on the foundation that they are free from over 4000 chemical that are present in traditional fags. Finally, the user will benefit from the product because they will have more disposable income to spend on other products as e-cigarettes are way cheaper than their big brother.

Reflection Essay Example | Topics and Well Written Essays - 750 words - 27

Reflection - Essay Example In the course, one is required be very effective in working with project teams. The first thing that was done was that we were divided into three groups and each group was given responsibility for different parts. In the team that I was in, Eric was chosen to be the team leader. The primary responsibility of a team leader is to allocate tasks among the team members. However, a member could at times be allowed to choose to participate in areas they thought they were best suited for. Normally, I am not good in communicating the requirements, so the team leader wrote down the requirements of the tasks for me and if anyone had issues with it, we would discuss it out and find a neutral ground. This was a very efficient system in that if one were not able to cut the handgrip from a racket, we could help him/her. I am not good in writing, so the team leader helped me to fix the grammar. I, however, think that I have fully exhausted the purpose of the Senior Design Projects, which was â€Å"to utilize your knowledge, as a senior student to perform a major open-ended design project†. One of the main objectives of this project is to make the treatment methods of the patients better and more efficient. From the duration that I spent in the facility, I realized that I required much technical knowledge that I have not acquired yet. A notable example is that we need to design games and yet am not able to design a 2-D game. However, for the creation of 3-D games, I can easily handle since I had already acquired that knowledge from Miami University where I was taught to use Abacus CAE to design a model for the handgrip. I was also able to apply the knowledge from physics on how to cut the handgrip from the racket. Another requirement for the course is to gain experience from the capstone experience. It provided us with the chance of gaining experience on how a project is done in a real business environment. The