Recent orders
Spotted Horses Vs. Mule in the Yard
Spotted Horses Vs. Mule in the Yard
William Faulkner wrote two short stories, which are alike in many aspects. “Spotted Horses” and “Mule in the Yard” are short stories that both involve comic animal chases and financial transactions. Even though the stories are written by the same author, have similar characteristics, and share similar plot features, they are entirely different stories. The stories are both examples of interpretive literature, however “Spotted Horses” is a more interpretive short story than “Mule in the Yard because “Spotted Horses” fits Perrine’s profile of interpretive literature, and “Mule in the Yard” seems to replicate Perrine’s profile of escape literature.
According to Laurence Perrine in his seventh edition of Literature: Structure, Sound and Sense he states the definition of interpretive literature is “Literature written to deepen and broaden and sharpen our awareness of life.” Interpretive literature is not candy coated. It allows its readers to experience the trials and tribulations of life. By using graphically realistic plots and endings, which are consistent to those in real life, interpretive literature achieves a higher literary value than escape literature. Interpretive literature allows its reader too step out of the fantasy world they might be living in and focus on what the world is really about. One might say an interpretive story provides insight to understanding. Not only understanding of ourselves, but our neighbors, friends, family or anyone else we might encounter.
Escape literature is the complete opposite of interpretive literature. Escape literature is written purely for entertainment. Escape literature takes it’s reader out of the real world and into a fantasy world where everything works and happens just like we want it to. This is a world where the ending always has closure. Escapist authors hardly ever end on a bad note. They want the reader to leave the pages of their story satisfied, and having a sense of contentment. Perrine’s example of escape literature is Cinderella. Cinderella’s life goes from rags to riches in one night. She marries a prince and lives happily ever after. According to Perrine the most common expectations of escape literature readers are the sympathetic heroes or heroines, the suspenseful plot which one exciting event proceeds another, the resolved happy outcome, and the theme. Escape literature themes confirm the reader’s previous opinions of the world. Readers of escape literature read for pleasure not to gather knowledge on how to survive in the real world.
The difference between escape literature and interpretive literature has nothing to do with the absence or presence of morals, facts, fantasy, or history. The main difference between the two is the purpose for which the story is written.
“Mule in the Yard” by William Faulkner is an interpretive story. However, “Spotted Horses” is a more interpretive story. Even though “Mule in the Yard” is interpretive, it has a few escape literature qualities. The protagonist for “Mule in the Yard” was Mrs. Hait, and the antagonist was Snopes. The central conflict between the two of them was that Snopes had succeeded in killing Mrs. Hait’s husband and getting away with it. Justice being served resolved the conflict. Snope’s fraud attempts where discovered by the insurance agency, and Mrs. Hait got her revenge by shooting his mule. This explains your typical “reader friendly” escapist ending. Where as, in “Spotted Horses”, the ending is more unresolved. “Spotted Horses” uses a more true to life situation where what the reader would stereotype as an unhappy or indeterminate ending because justice was not served and good did not prevail over evil.
“Spotted Horses” is a more interpretive story than “Mule in the Yard” because of the plausibility of the coincidences. The entire passage about the fire in “Mule in the Yard” seems impossible. The chances are slim to none of Mrs. Hait leaving the bucket of hot coals and the pile of fire priming pitch pine needles set next to the stairs leading down to the seller, where Snopes just so happened to leave the door opened. None of it really seems possible. “Spotted Horses” has a few coincidences, but they are somewhat debatable. The fact that Eula Varner was pregnant and had to get married, so Flem Snopes married her to be able to take advantage of her family more thoroughly was one instance of coincidence. We know from experience many people use their position on to move up in the world. By manipulating the people in a situation, one can many times either profit or better them as a result. Flem may have just been working to better himself by answering the door while opportunity was knocking. This may have not been a coincidence. William Faulkner may have simply used this instance to aid in his characterization of Flem Snopes.
Another of Perrine’s expectations of escape literature can be described as a “busy plot”. This is where something is always happening throughout the story to keep the readers attention. The plot used in “Mule in the Yard” resembles the description. There is always something going on between Mrs. Hait and Snopes. Mrs. Hait’s husband gets killed, she and Snopes fight over money, Mrs. Hait’s house burns down, she and Snopes fight over money again, Snopes gets busted for fraud by the insurance company, and Mrs. Hait shoots a mule all this happens in ninety paragraphs. Once again, “Spotted Horses” is proved to be the more interpretive of the two stories because it’s plot was not written for entertainment. There is no suspense in “Spotted Horses”.
“Mule in the Yard” is not a bad story. It is actually an interpretive piece of literature. There are some instances where it could be borderline escape literature, but overall it is interpretive. When compared to “Spotted Horses”, it is the more escapist of the two.
Sports Reflection
Sports Reflection
According to Sperber (2000), sporting events seek to celebrate the physical and body culture of participating individuals. However, they note that from the ancient civilization of the Greek and the Romans, sporting events have fallen victim to ideological and political motives. It can be noted that the cultural/religious norms or attitudes regarding sports have changed from the Victorian Age until now. Such adverse influential forces have also been observed to affect sporting activities in Modern day Europe, Westerner societies, and even the developing non-Western states(Sperber 21).When we analyze by cultural studies which consists of popular music, movies, television, pulp fiction, theme parks, etc, professional sport plays a considerable role in shaping the politics and identities comprising the cultural arena. Many countries as well as cultural studies, time and again, portray that sports is instrumental in promoting popular culture (Scambler 31). It is considered that as an instance of popular culture. Sport is said to be a central dimension of popular experience and collective memory.
In today’s modern world view of sports, advocates of global sporting spectacles justify it on the basis of it being a unifying factor that brings together common and shared global perceptions of identity, culture and political ideologies. Two of the most common global sporting spectacles historically and in modern day are the Olympic Games, and the World Cup Finals (soccer), both of which are held once in four years, and in decentralized venues all over the world. Both spectacles contribute and patently look at the political, cultural, economic, and ideological influences that frame these events (Quinn 45). Ideally, such global sporting events such as the Olympics and the World Cup are used to make available a foundation for the articulation of well-established and dominant political ideologies, encourage persisting senses of national identity and also hoisting the cultural identity.
I believe that sports operate as seismographs of social and cultural changes within social units of any size, from an individual level to a national one. Sports are also strongly linked to the prevailing lifestyles in modern societies, which are prominently shaped by identity, culture and the environment with which we interact with, and can even replace a function of religions by defining a particular set and hierarchical of values, such as peace, love and unity(Joke 43). However, sports are also seen to portray explicit political dimensions. Sperber argues that it is the culture and politics in sports that have led many nations to actively participate in global sporting events (Sperber 29). This observation is conclusive since the sporting events have been politicized and marked with political rivalry over bidding and hosting issues, such as the 2011 World Cup bids, and corruption.
Having been a spectator of various sporting events as an IU undergraduate, I can comfortable support the claims stated earlier as I have witnessed firsthand the dynamic nature of sports and how sports have various cultural and social implications in people lives. It can thus be concluded that there is a distinct association of sport with culture and how it (sport) complements culture(Scambler 31). The convergence of athletes on common ground in major sporting spectacles is facilitated in the commonality with which people all over the world identify themselves, and the similar ideologies they share regarding identity and culture(Scambler 29). The liberalization of the sporting games that I have witnessed and their universality is also an indicator that cultural differences do not limit cultural integration.
Works Cited
Joke, Ernst. Sports and Culture. Bethesda, MD: The Library, 1988.
Quinn, Kevin G. Sports and Their Fans: The History, Economics and Culture of the Relationship between Spectator and Sport. Jefferson, N.C: McFarland, 2009. Print.
Scambler, Graham. Sport and Society: History, Power and Culture. Maidenhead, England: Open University Press, 2005. Internet resource
Sperber, Murray A. Beer and Circus: How Big-Time College Sports Is Crippling Undergraduate Education. New York: H. Holt, 2000. Print.
Sports Psychology
Sports Psychology
Student’s Name
Department of affiliation
Course
Professor
Date
Sports Psychology
Sports is one of the most demanding activities, and it is often exhausting. Although most of the sportsmen and women get exposed to the same training, especially those undertaking the same discipline, it is usually an individual commitment that sets them apart from the rest. Athletics is one of the sports that attract many people, but few succeed in the sport. There has been a lot of speculation on what makes athletes great. Some people associate athletes’ performance with genetic factors, while others intimate that it could be environmental factors. In particular, there are athletes from certain parts of the globe who have dominated the sport for many years, and further research has formulated various possible causes of their dominance. Although there could be many factors that contribute to athletes’ success, many researchers agree that psychological factors play a crucial role in the success of an athlete. Athletes exposed to the same environment and training can compete, and those who prepare well psychologically often triumph over the rest. Therefore, it does not surprise that most of the athletes who formulate excellent psychological strategies usually perform well in the sport.
One of the psychological factors that play a critical role in an athlete’s performance is their ability to control their attention. According to Brick et al. (2016), attention-control involves an athlete’s power to focus on both internal and external factors that influence their performance. When an athlete is performing on the track, they must control their thoughts and focus on the race. A slight deviation of ideas from the race takes away their attention, and their performance is likely to be affected. Therefore, athletes must focus their attention on the race by controlling their thoughts. Further, when athletes control their attention, they can focus on what is happening in their bodies. These include their feelings and movement in the body system, which impact their overall performance on the track. According to Furley et al. (2015), athletes should also focus on controlling the external environment around them. When athletes get on the track, they can easily get overwhelmed by the cheering fans, affecting their concentration on the field. Athletes must focus all their attention on the race when they are on track.
Before athletes get on to the track to compete, they always train for a given period. Training is the most challenging part of athletes’ careers, and it comes with a lot of pain and endurance. Every athlete has goals to achieve, and they must be psychologically prepared to set achievable goals to enable them to perform better. According to McCarthy et al. (2010), setting goals is a critical component in every athlete’s success. An athlete should have the ability to visualize what they want to achieve and set attainable goals. This will enable them to focus on their goals and concentrate on their training. When an athlete visualizes on what they need to do to achieve their objectives, they can develop a more precise strategy that will guide them when they undertake their training. It enables them to concentrate their attention on the things that can help them achieve their goal. Equally, having a vision of what one needs to achieve enables them to do away with the things that can distract them from achieving their set objectives. Therefore, every athlete requires psychological strength to set achievable goals in their career.
Social factors in the community play a critical role in how athletes perform. Over the last few years, athletes from East Africa have dominated the medium and long-distance races. Various scholars have tried researching the factors that influence their dominance on the races, and many agree that social factors are critical to determining how athletes perform. Although several other underlying factors like the altitude of their training ground, the mental strength that these athletes exhibit sets them apart from other competitors. Social factors influence an athlete’s behavior, and it is essential to note that discipline is critical in shaping an athlete’s success. Disciplined athletes can adhere to the laid-down procedures given by their trainers, thus improving their performance significantly. Englert and Bertrams (2012) observe that their social surroundings significantly shape athletes and women like footballers. Most of them are influenced to work harder when they are surrounded by people who support them mentally. When athletes get the necessary support from the community members, they develop mental resilience to endure hard training, which positively impacts their performance.
There are many techniques that athletes use to improve their performance. Before they can compete, athletes often employ various strategies to relax their minds and reduce the anxiety that is associated with the sport. When athletes are anxious, they can quickly lose concentration, impacting their performance during the competition. Bali (2015) argues that many psychological factors influence an athlete’s performance. The psychological factors include anxiety, mental strength, and stress. One of the most effective ways to control these factors is by ensuring that an athlete gets enough time to relax. According to Kudlackova et al. (2013), athletes use several techniques to relax. Some athletes may prefer taking a walk to relax their minds while others may watch movies. Irrespective of the method used, the ultimate intention is to relax their minds and avoid the anxiety associated with a competitive sport.
Intrinsic motivation is another factor that influences how athletes perform. Every athlete experiences bad performance at some point in their careers. It is critical to note that inherent motivation enables athletes to pick up from their bad experiences and concentrate on the sport. Some athletes participate in sports because it is a means of making money to sustain themselves. The reward anticipated from their participation often influences how they perform on the track. However, some participate in a sport because they find it to be enjoyable and exciting. Intrinsic motivation affects how an athlete performs. Athletes who love what they do are likely to achieve better results on the track (Fransen et al., 2018).
There are sports like football, which is highly physical and demanding. When athletes are subjected to extreme physical activities like playing football, they are likely to get emotional when playing, affecting their performance. In most countries, highly ranked clubs have counselors who help the players manage their emotions. Emotional control is vital to the success of an athlete. According to Tamminen and Crocker (2013), successful athletes have emotional self-regulation to perform well in their sport. Further, athletes who manage their emotions can relate well with their teammates, which impacts the team’s overall performance.
In conclusion, it is essential to note that an athlete’s performance is not entirely on the training; instead, psychological factors play a critical role in their success. When an athlete is mentally prepared, they can concentrate and perform well. According to Sun and Wu (2011), the concentration of an athlete on the track is the most significant contributing factor influencing the outcome of their performance. Issurin (2017) argues that the most influential psychological factor affecting an athlete’s performance is how they are motivated. Several factors can motivate an athlete to perform well. These include the reward that the athlete gets when they perform well in the sport. Intrinsic motivation is another factor that influences the performance of an athlete.
References
Bali, A. (2015). Psychological factors affecting sports performance. International Journal of Physical Education, Sports and Health, 1(6), 92-95.
Brick, N. E., MacIntyre, T. E., & Campbell, M. J. (2016). Thinking and action: a cognitive perspective on self-regulation during endurance performance. Frontiers in Physiology, 7, 159.
Englert, C., & Bertrams, A. (2012). Anxiety, ego depletion, and sports performance. Journal of Sport and Exercise Psychology, 34(5), 580-599.
Fransen, K., Boen, F., Vansteenkiste, M., Mertens, N., & Vande Broek, G. (2018). The power of competence support: The impact of coaches and athlete leaders on intrinsic motivation and performance. Scandinavian Journal of Medicine & Science in Sports, 28(2), 725-745.
Furley, P., Schweizer, G., & Bertrams, A. (2015). The two modes of an athlete: dual-process theories in the field of sport. International Review of Sport and Exercise Psychology, 8(1), 106-124.
Issurin, V. B. (2017). Evidence-based prerequisites and precursors of athletic talent: a review. Sports Medicine, 47(10), 1993-2010.
Kudlackova, K., Eccles, D. W., & Dieffenbach, K. (2013). Use of relaxation skills in differentially skilled athletes. Psychology of Sport and Exercise, 14(4), 468-475.
McCarthy, P. J., Jones, M. V., Harwood, C. G., & Davenport, L. (2010). Using goal setting to enhance positive affect among junior multievent athletes. Journal of Clinical Sport Psychology, 4(1), 53-68.
Sun, Y., & Wu, X. (2011). Self-regulation of elite athletes in China. Social Behavior and Personality: an international journal, 39(8), 1035-1044.
Tamminen, K. A., & Crocker, P. R. (2013). “I control my own emotions for the sake of the team”: Emotional self-regulation and interpersonal emotion regulation among female high-performance curlers. Psychology of sport and exercise, 14(5), 737-747.