Who Is The Hero s Journey - 1419 Words

One of the most thought of and unanswered questions that we humans ponder over is, â€Å" what is the meaning of life?† We might not know the answer to that question, but what we can do is look at our lives and the lives around us and compare it to the Hero’s Journey. Now the Hero’s Journey is an, â€Å" all-embracing metaphor for the deep inner journey of transformation that heroes in every time and place see to share, a path that leads them through great movements of separation, descent, ordeal, and return†. Everyone has their own goals in their lives and how they want to accomplish them. Many want to go to college for extra education and study and get a degree in what they are interested for a occupation. For example, a student could have a goal one day to become a lawyer and to establish a law firm in Chicago. So in order to do so, he or she must take the time to hit the books, get good grades, and do whatever is necessary to accomplish what they set o ut to do. The end product of whatever happens to that student is only part of the Hero’s Journey. It’s not about the end product, for it is about the journey that the student experienced through his life time to eventually get to his goal. Now in the Hero’s journey, there is usually a special weapon or talent that the protagonist is either born with or has received. To clear any confusion up, a special gift or talent may include a lightsaber (Luke SkyWalker), a ring (Lord of the Rings), or even a lightning shaped scar (HarryShow MoreRelatedThe Hunger Games : A Hero s Journey847 Words   |  4 PagesA Hero s Journey In the history of cinema, most movies involving a hero s journey involve mostly the same plot; man gets a call, goes on a journey, gets in a battle or two, and saves the helpless woman from some evil source. The Hunger Games has the same plot as other hero films, but takes a complete turn on the actor encompassing the hero. The hero in this film is a Katniss Everdeen, a poor girl from a dystopian society. In this film Katniss volunteers for her sister to be in the Hunger GamesRead MoreThe Threshold Of The Hero847 Words   |  4 Pagesthreshold guardians in the heroes journey represent a test of the hero before he is to cross the threshold. These guardians see if the hero is ready to head into the unknown world and either allow or prevent the hero from crossing the threshold. The watchman of the wall, who served as the Shieldings lookout, represents a threshold guardian by questioning Beowulf and his warriors. When challenging the Geats during their arrival, the guardian asked What kind of men are you who arrive rigged out for combatRead MoreHe Heroic Journey : Katniss Everdeen848 Words   |  4 Pageshe Heroic Journey of Katniss Everdeen In the history of cinema, most movies involving a hero s journey have mostly the same plot. A man gets a call, goes on a journey, gets in a battle or two, and saves a helpless woman from some evil source. The Hunger Games has the exact plot but takes a complete turn regarding the hero in the film. The hero in this film is a Katniss Everdeen, a poor girl from a dystopian society. In this film Katniss volunteers for her sister to be in the Hunger Games, whichRead MoreHuck Finn, a Journey946 Words   |  4 PagesHuck Finn The Hero#8217;s Journey Joseph Campbell describes a hero#8217;s journey as a cycle where the person is a hero from birth. This holds true for the character of Huck Finn because he fits the description of a hero in the book Adventures of Huckleberry Finn. There are different parts of the hero#8217;s journey that can be applied to Huck, such as the first stage which is known as the Innocent World of Childhood. A stage further on in the journey is the Initiation while the last stageRead MoreTennyson vs Homer Ulysses Vs Oddyseus1667 Words   |  7 PagesTennyson s portrayal of Odysseus in the poem Ulysses. Whereas Odysseus wishes to complete his journey and find relief, Ulysses seeks to continue on a never-ending one. Homer s Odyssey and Tennyson s Ulysses have different desires and their desires lead them on contrasting quests. The hero in Homer s depicts Odysseus as a hero in the process of completing a journey home. The portrayal of Ulysses is a hero that has already completed his journey, but he wishes to go back on another journey. OdysseusRead More Harry Potter Archetype paper 675 Words   |  3 PagesHarry Potter, in many ways follows the hero journey and archetype. Throughout the book many of his adventures and exploits leave many of the others feeling as if he were a hero. The journey he takes part in is ones that make me feel hes living a heros journey. Harry was born with many special talents and abilities. The following paragraphs I state my views and how Harry fits the hero archetype and journey. In many ways Harry Potter fits the hero archetype. A few of the examples are as followsRead MoreThe Hero S Journey1352 Words   |  6 Pagesï » ¿Josie Channel Mr. Wilcoxon English Composition I November 4, 2014 The Hero’s Journey There are many steps of â€Å"The Hero’s Journey†. The first step of The Hero’s Journey is the ‘Ordinary World’. The ‘Ordinary World’ allow us to get to know the Hero and identify with him before the Journey begins. This step refers to the hero s normal life at the start of the story. Next, is the ‘Call to Adventure’ and the hero is faced with something that makes him start his adventure. This might be a problem orRead MoreWilliam Shakespeare s Hamlet s Revenge1725 Words   |  7 Pages Thesis: Shakespeare s portrayal of Hamlet s revenge is not a worthy journey because he never finds his self worth, distracted between what will exemplify his purpose, and what will make him a failure in the memory of Denmark. Three quotes with analysis explaining thesis: Act 1 Scene 5 Ghost: â€Å" But know, thou noble youth, Hamlet: â€Å"Oh My Prophetic Soul! My uncle?† The serpent that did sting thy father’s life Now wears his crown.† The beginning of the â€Å"call to adventure -JRead MoreThe Hero With A Thousand Faces1284 Words   |  6 Pages Analysis of Beowulf In his book The Hero with a Thousand Faces, first published in 1949, esteemed American mythologist Joseph Campbell outlines the fundamental structure every archetypal hero follows during his or her journey in the world of mythologies. Campbell coined the term â€Å"monomyth to describe the stories that follow this structure. The monomythic cycle, commonly referred to as The Hero s Journey, is divided into three primary sections known as the Departure, Fulfillment, and ReturnRead MoreJaws1045 Words   |  5 PagesJoe McBride 11/21/11 English 11 Hero s Journey Narrative: Jaws Jaws was a movie that was made which clearly represents itself as a movie that follows a Hero s Journey Narrative. The Journey begins with The Call, as part of the Departure. The Call begins once Sheriff Brody is first made aware of the shark attack that happens, before several more break out. He essentially accepts The Call by looking further into the attack, in case more come to his attention. The Initiation begins

Don t Blame The Eater By David Zinczenko - 931 Words

The article â€Å"Don’t Blame the Eater by David Zinczenko discusses David s childhood and how it has affected him. In addition, he speaks about fast food and the companies behind it. Zinczenko ate a lot of fast food when he was younger because that is what his mother could afford. There are countless people in this situation. People also go to fast food restaurants because it is convenient, cheap, and on the go. The problem is that these ‘restaurants’ do not sell quality food as they advertise on TV, radio, and online. They sell cheap, processed foods that cause health problems to their consumers without them knowing. While most people generally know that fast food is not good for their health, they still eat it for various reasons. Most people that buy fast food are low income, uneducated, and/or are people just trying to save a couple of bucks. However, the people trying to save money by buying fast food, will eventually end up spending more money from the cost of doctor s visits, medicine, etc. Luckily, Zinczenko managed to change his health style around in college. However, this is not the case for many people. As Zinczenko states, â€Å"But most of the teenagers who live, as I once did, on a fast-food diet won t turn their lives around: They ve crossed under the golden arches to a likely fate of lifetime obesity.† This is very true because obesity in all ages has increased throughout the years. Unfortunately, when someone has eaten poorly for many years, it is unlikelyShow MoreRelatedDon t Blame The Eater, By David Zinczenko Essay1496 Words   |  6 Pagesto go otherwise people would not have any income to live on. This is similar to the obesity issue. People feel like they are obligated to eat out all the time because of various issues. Some issues are explained in the essay â€Å"Don’t Blame the Eater,† by David Zinczenko. The author asserts that children are suing big corporate companies such as McDonald s because it is making them fat. He states that it is an issue worth sympathizing with. In this essay, he draws from his past experiences as he grewRead MoreDon t Blame The Eater By David Zinczenko962 Words   |  4 PagesIn the article, â€Å"Don’t Blame the Eater, by David Zinczenko discusses about his childhood and how it has affected him. In addition, he explains thoroughly about fast food and the companies behind it. Zincozenko also talks about fast food companies have affected him and other in today’s world. Zinczenko ate a lot of fast food when he was younger because that is what his mother could afford. There were many people in this situation then and there are many people in this situation now. People go toRead MoreThe Article Don t Blame The Eater By David Zinczenko974 Words   |  4 PagesThe article â€Å"Don’t Blame the Eater, by David Zinczenko talks about how a group of people are suing McDonald’s for making them fat. Zinczenko shares his experience on how fast food has effect his childhood and teenage years. He explains how teenagers can put on weight with a fast food and part of the problem is the lack in nutritional information about fast food. In addition, he speaks about fast food and the companies behind it. Zinczenko ate a lot of fast food when he was younger because thatRead MoreReview Of Don t Blame The Eater By David Zinczenko955 Words   |  4 Pages The title of my comparative stories are, â€Å"Don’t Blame the Eater† by David Zinczenko written in 2002 and â€Å"Junking Junk Food† written by Judith Warner in 2010. Food provides us with nutrition, but when is the nutrition considered too much? We live in a world where fast food is accessible at almost every corner. Why cook tonight when you can grab a burger for just a few dollars. A lot of families have parents that both work full time jobs. Sometimes it is an easier solution to grab a fast food familyRead MoreWhat You Eat Is Your Business By Radley Balko And Don t Blame The Eater By David Zinczenko Essay775 Words   |  4 PagesTwo explanations are debated in What You Eat is Your Business by Radley Balko and Don’t Blame the Eater by David Zinczenko. Both pieces create a good stance on the topic of obesity. Balko’s piece, however, has a better all around flow, organization and consistency. In Don’t Blame the Eater, David Zinczenko composes his opinion on the fast food industry’s absence of nutritional information and more. Zinczenko starts his piece by giving his own life experience. He recalls his childhood trying toRead MoreAnalysis Of DonT Blame The Eater1078 Words   |  5 Pagesthe one hand, David Zinczenko, the author of the article â€Å"Don’t Blame the Eater† argue that consumers should not be blamed for what they eat when they become unhealthy because it is not their fault. On the other hand, Radley Balko, the author of â€Å" What You Eat is Your Business†, contends that it is the consumer s false because they are responsible for what you eat and it is their business. Other even maintain neutral and agree with a little on both sides. In my opinion, you cannot blame consumers forRead Moredont blame the eater1292 Words   |  6 Pages the CDCP notes that one third of children and adolescents are obese. David Zinczenko, t he editor-in- chief of Men’s Health magazine, wrote an article focusing on his opinions of fast food and obesity. In David Zinczenko’s, article â€Å"Don’t Blame the Eater† he blames the fast food industry for the increase of health and obesity related problems. I completely disagree with Zinczenko that the fast-food industries are to blame. I think the reason for our obese nation is the lack of personal responsibilityRead MoreAnalysis Of Michael Pollan And Don t Blame The Eater1156 Words   |  5 Pagesmost profit from the least expense. Therefore, how can we trust an industry to make an ethical choice that will potentially hurt their business model? As exhumed by the articles â€Å"Escape The Western Diet† by Michael Pollan and â€Å"Don’t Blame The Eater† by David Zinczenko, the health care and food industries are not interested in suggesting we shift our diets towards a what they define as a â€Å"healthier†, more natur al one, but rather they are set upon developing and distributing a variety of processed,Read MoreDon t Blame The Eater Essay947 Words   |  4 Pages In â€Å"Don t Blame the Eater† by David Zinczenko, he discusses the dangers of fast foods and obesity. At first, Zinczenko blames the consumer for making such poor dietary decisions, but then says consumers are not entirely at fault. Through his article, he tries to convince the readers that the fast food industry is to blame. He uses writing techniques, appeals to emotion, appeals to personal authority, and facts to prove his case against the food industry. Zinczenko uses devices such as questionsRead MoreWho Can We Blame?1392 Words   |  6 Pages Who s to Blame? Have you been a victim of the so called â€Å" fast food obesity outbreak†? You re not the only one. In today s society this so called â€Å"fast food induced obesity† is a huge controversy concerning many countries today in time. The common culprits of the obesity issue is fast food, school lunch, and unhealthy food people consume at home. Who can we trust? Well many people believe that the consumer should not be responsible for their actions when it comes to consuming fast food,

Disabilities Autism and Students Kimberly Free Essays

There are many disabilities that students have that may impact their lives and education. These disabilities include intellectual disabilities, autism, severe disabilities and multiple disabilities. Although the exact causes of some of these disabilities are unknown, others have been identified. We will write a custom essay sample on Disabilities: Autism and Students Kimberly or any similar topic only for you Order Now This paper will discuss what these disabilities are, their causes, their impact on student’s education, and curriculum areas necessary for these students. Definitions and Causes Intellectual disability (ID) used to be known as mental retardation. The terminology changed in 2010 when President Obama signed into law, Rosa’s Law (intellectual, 2011). Intellectual disability is defined according to IDEA as significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period (before age 18), that affects a child’s educational performance (intellectual, 2011). The most common causes of intellectual disabilities are; problems during development (chromosomal abnormalities, maternal illness and infections such as rubella and syphilis or drug and alcohol abuse). Genetic conditions can also cause intellectual disabilities because of abnormal genes that are inherited by parents, errors when genes combine or other reasons (intellectual, 2011). Some examples of genetic conditions are Down syndrome, fragile X syndrome and phenylketonuria (PKU) (intellectual, 2011). Problems at birth for instance a lack of oxygen during development, labor or birth can cause intellectual disabilities, just as diseases like whopping cough, measles or meningitis can (intellectual, 2011). There are also health issues like malnutrition, inadequate medical care or exposure to lead and mercury that can cause this disability (Intellectual, 2011). Autism used to be subtyped by one of four different disorders: autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger (What is, n. d. ). In May of 2013 the new DSM-5, merged all autism disorders into one umbrella diagnosis of Autism Spectrum Disorder (ASD) (What is, n.d. ). Autism is defined as developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident by age three that adversely affects a child’s educational performance (What is, n. d. ). Other characteristics often associated with autism spectrum disorder are: engaging in repetitive activities, stereotyped movements, and resistance to environmental changes or changes in routine and unusual responses to sensory experiences (What is n. d. ). Autism has no one known cause and since it is a complex disorder with varying severity and symptoms, both genetics and environmental factors may play a part (Causes, n. d. ). Gene changes or mutations by themselves may be responsible for a small number of cases, but most cases seem to be caused by a combination of both gene problems and environmental factors (Causes, n. d. ). These factors include advanced parental age (both mother and father), maternal illness during pregnancy, environmental toxins and difficulties during birth (Causes, n.d. ). No reliable study has shown a link between autism spectrum disorder and the MMR vaccine (Causes, n. d. ). Severe disability is any disability that very significantly interferes physically, mentally, or emotionally with a student’s educational performance (McCabe, 2013). Multiple disabilities as defined by IDEA are simultaneous impairments which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments (IDEAs, 2013). Examples are but not limited to: ID and blindness or ID and a physical impairment. The causes of severe and multiple disabilities are basically the same as the causes listed for the other disabilities covered in this paper: infection or diseases during pregnancy, drug and alcohol abuse during pregnancy, genetic disorders, chromosomal abnormalities, poor brain development, problems during birth, environmental toxins, and diseases such as whopping cough or meningitis (Multiple, 2013). The impact of having an intellectual disability on education varies among these students as do their abilities vary. They may take longer to reach typical milestones like: walking, talking (some may not become verbal), and taking care of personal needs like dressing or eating independently, and it may also take longer learn in school (Multiple, 2013). In the past it was thought that students with severe disabilities could not learn and were put in programs that only provided basic care and safety (Downing MacFarland, 2010). Research has shown that individuals with severe disabilities can learn given the opportunity to learn, through direct instruction and watching students without disabilities (Downing MacFarland, 2010). There is a need for highly trained teachers to instruct students with severe disabilities. Studies suggest that these students learn best in general education classrooms and placement should be based on chronological age when appropriate (Downing MacFarland, 2010). Students with severe disabilities not only need to learn to eat independently, dress themselves, take care of their bathroom needs (as much as possible) and other self-help tasks, they also need to increase communication, social and safety skills, they need to have access to the core curriculum to acquire academic skills in reading, writing and math (Downing Mac- Farland, 2010). Later like in high school, students with disabilities need transition services to teach them life skills and skills that can be used for employment (Downing MacFarland, 2010). The local school district states that they follow the policies and regulations of the Virginia Dept. Of Education (VDOE) which states that they follow the policies and regulations of the federal mandates like IDEA and NCLB. Local school districts are required to educate and supply services to severely disabled students in the least restrictive setting with non-disabled students where appropriate to the maximum extent possible (VA code 34. CFR 300. 119) (Special, n. d. ). The VDOE mandates that all local school districts develop an IEP for all students with disabilities who need special education services (IEP, n. d. ). Some of what the IEP should contain to ensure that necessary curriculum areas are addressed are: measureable annual goals, benchmarks or short term objectives both in academic areas and functional performance, special education related services, supplementary aids and services including transition services (IEP, n. d. ). Although the VDOE website does not lay out a specific curriculum plan just for students with severe disabilities, it does state that students with disabilities are to have access to the core curriculum just like non-disabled students (IEP, n. d. ). The face of the typical classroom is changing. Since the signing of NCLB, students with severe disabilities are to be educated with non-disabled where appropriate. Educators need to inform themselves as to what severe disabilities are and their causes. Knowing this information will help teachers better serve their students with disabilities. How to cite Disabilities: Autism and Students Kimberly, Essays