A Salty High Essay Example for Free

A Salty High Essay I gazed there, looking among the horizon, a dawn sky brightened with the rising sun; waiting for the most unique peeler to form my way. Sitting on my 62 fiberglass surfboard, i was in awe at the beautiful lively nature that surrounded me. The ocean breeze sprayed against my face and the salty moisture in the air plastered to my dry lips. I noticed the seagulls in the distance, were soaring around a gigantic school of flounder, among the shallow waters of the sandbar. The tide was  demanding and it pulled me along south as I watched my towel on the beach, diminish. Surfing- its more than a weekend activity with the kids, or a successful football game; its a way of life, a lifestyle. Being encompassed by the most natural environment, can be so unwinding. Successfully maneuvering a wave takes concentration, superior balance, and no fear to a new rank. The natural high of surfing is as good a feeling as making an A on an exam [if not better]. The white water was breaking behind me and I was forced to move beyond it. I paddled as hard as I could, but progressed nowhere. Why, I pondered to myself, Why am I so weak? I slowly pushed to the furthest sandbar, where the waves were less trifling. Surfers: the tan, salt induced bodies of them all were in harmony with natures sea of sodium. The hard-core wave riders were off in the distance waiting for the sets, as I rode over the falls at the shallow cold sandbar. Becoming one with nature is the most rewarding feeling someone can experience. People have become so caught up in their daily routines, they dont allow themselves the good points in life. In the cool waters of the ocean are the people enjoying the high, the Salty High.

What Hemingway Leaves Out :: essays research papers

Earnest Hemingway is known for leaving things out in his writing. He believed that if you knew something well enough, you could leave it out and still get your point across. In the short story "The End of something", he leaves a few things out. Some things he doesn't say at all and others the reader knows something before he says it. He must have know what he was writing about because he the reader can infer certain things. In this particular story, the reader knows some things about nicks past. Hemingway doesn't say it, but Nick is an experienced fisher. This is shown by nicks actions. In the boat, Nick knows that even though the trout are feeding, they won't strike. When the trout broke the surface of the water, Nike instinctively pulled hard on one oar to turn the bait towards them. He also tells Marge not to take the ventral fin out of the perch. These things are the actions of a truly great fisherman. Another thing Hemingway leaves out is the entirety of nick and Marge's relationship. The reader gets nothing but the final scenes of a long relationship. Marjorie calls the deteriorating mill "our old ruin". This shows that they had done this trip many times. The mill belonged to neither nick nor Marge. It was their ruin because it had grown on them. Hemingway says that Marge loved to fish with Nick. This was a bond that had developed between the to of them. These two have obviously had a deep relationship. The reader can also infer what is going to happen. Nick's actions show that they are going to break up. During the entire boat ride Nick doesn't say anything but short replies to Marge.

The Great Charlemagne

There was relatively little commerce in Western Europe. Roads, bridges, and the infrastructure generally were non-existent. Furthermore, the countryside was unsafe for travel due to a lack of organized law enforcement. Small villages had to take care of themselves; therefore, manufacturing was carried on only to the extent that was needed to supply local needs. In the little kingdoms or principalities, the lands over which a King ruled were regarded as no different from other property. Among the Franks, all sons were entitled to a share. Therefore, when a King died, each son became a King over his own little kingdom. Thus, many political units became small so there were no uniform laws or policies. This lack of unity made them vulnerable to enemies as well as conflict from within. Bullough points out that the loyalty of a warrior or subject to his chosen leader was not a light matter. The author does not contrast that concept of loyalty however, with our present ideas of loyalty to the homeland or institution. â€Å"The apprenticeship of a King† describes how Charlemagne gained power through conquest and diplomacy. In 768, King Pippin died and his kingdom was divided between his two sons. Charles, the elder, and the younger was Carloman. The author says that little is known of Charles† boyhood. When he was of the right age, it is recorded that he worked eagerly at riding and hunting. It was the custom of the Franks to ride and be practiced in the use of arms and ways of hunting. We may reasonably infer that acquiring these skills formed a major part of his early education. Charles was not a â€Å"man of letters† and the author makes no attempt at explaining this other than to point out that literacy was considered unimportant at that time for anyone other than the clergy and Charles didn†t become interested in â€Å"letters† until later in life. Bullough explains a number of experiences in public duties and responsibilities, which were assigned to Charles by his father, thus, giving him an apprenticeship to rule the kingdom. For some reason tension between Charles and his brother began shortly after their accession. The author explains a number of conflicts. The younger brother died however, at the end of 771 and a number of prominent people in his kingdom offered allegiance to Charles. Bullough names and explains those subjects. The result was the re-uniting of those territories, which helped to establish the kingdom of the Franks. The author describes in detail the military conquests of Charlemagne. The text includes maps of the territories and battlefields. It is stated that to some areas, Charles may have come as a liberator from the infidel yoke, but to many other peoples who bordered his dominions, Christian and Non-Christian alike, he was an oppressive enemy, like so many others before and after. In 880, Pope Leo III called on Charles for assistance when he faced charges of simony, perjury, and adultery. Charles acted with careful deliberation when dealing with this matter. Charles was asked to preside over the Pope†s hearing. He did so, and Leo was cleared of all charges. Two days later, Leo placed a crown on Charles head and proclaimed him Holy Roman Emperor. This gave Charles the â€Å"Devine Right to Rule† according to the Roman Church. The author does not infer from any of this information. Personally, it seems that Charlemagne united an empire by conquest and ruled by the authority of the Pope. Bullough does not suggest that during this time the government and the church became so intervened that there were really one and the same. Having conquered an empire and established the â€Å"Devine Right to Rule†, Charles then, according to Bullough, began to establish some uniformity within the empire. The ancient concept of public order had not been entirely destroyed by the invasion of barbarians within the empire. But, as law and order became weaker, its place was partly taken by the Churchmen†s Nations of peace and right order. The author explains how Charles established a system of courts to see that justice was done to all free disputants and to protect widows and orphans. The author does not state any conclusions as to the results of the establishment of a uniform legal system. Although Charles was not literate, he seems to have placed value in education. Bullough credits him with a revival of learning or a â€Å"Carolingian Renaissance†. Charlemagne saw that education was in serious decline. So he gathered together at his court some of the finest minds of his day. He also sponsored monasteries where ancient books were preserved and copied. He reformed the palace school and saw that monastic schools were set up throughout the realm. The idea of learning was given a time and a place to flourish. The â€Å"Carolingian Renaissance† was an isolated phenomenon. Learning did not catch fire throughout Europe. Only in the royal court and monasteries was there any real focus on education. Yet because of Charles† interest in preserving and reviving knowledge, a wealth of ancient manuscripts was copied for future generations. Just as important, a tradition of learning was established in European monastic communities. These monasteries helped to overcome the threat of the extinction of Latin culture. The Carolingian handwriting that evolved during Charlemagne†s reign was developed to increase the legibility of the numerous manuscripts the monks turned out at this time. These small letters, known as â€Å"Carolingian Miniscule† became the basis of the lower case letters we use today. Ninety percent of the works of ancient Rome now in existence are preserved in the form of manuscripts copied in a Carolingian Monastery. Bullough devotes much time to the areas on art and architecture during the Carolingian period. Included are photographs of buildings, which are standing, and in use today. There are also ground plan drawings of buildings and samples of other works of art. Being closely aligned with the church, it is not surprising that the major examples of Carolingian architecture are churches and Biblical illustrations make up much of the art. These are not the only works. There are also many secular works, such as â€Å"Charles and his Warriors†. Bullough tries to separate legend from reality. It seems that while Charles attempted to rekindle an interest in learning and unite various groups into one nation, he never addressed the economic difficulties that Europe faced now that Rome no longer furnished order. Although Charlemagne did devise the system of pounds, shillings and pence used throughout Europe during the middle ages and in Britain until recently, other segments of the infrastructure continued to decline. Roads and bridges fell into decay, trade was fractured, and manufacturing was by necessity a localized craft instead of a widespread and profitable industry. But these are only failures if Charlemagne†s goal was to rebuild the Roman Empire. It is doubtful, however, that that was his motive. Charles was a Frankish Warrior King with the background and traditions of Germanic peoples. He probably succeeded in his goals. Charlemagne treated his empire as his personal property and divided his realm among his sons. Either he failed to realize that only with unity could the empire become a true power, or he placed his own wished, and those of his sons, above the decisions that would best serve the empire. The book is a good source for specific information. It is not a book that I would suggest reading for pleasure. Bullough gives facts and sources but does not stimulate thought. I am sure this book would be great if the reader had considerable knowledge of history. The author makes few direct connections or speculations as to why Charlemagne made certain decisions and took certain actions or the long-term effects of his actions. The author infers most of the conclusions included in this paper in a vague way. At times, I found myself groping for conclusions as to why certain actions were taken. This book provides the reader with hard facts about the Middle Ages in Europe. It does not allow the reader to draw many theories as to the ideas and feelings of the people.

Who Is A Political Scientist Essay - 1291 Words

What is to think like a political scientist? As far as my previous understanding of political science before taking this course was the basic understanding of how, why, where and when politicians started and who forms the politics. Boy, was I wrong? As a matter of fact, after taking this course I have a better of understanding of what the term of thinking like a political scientist. Let’s look into the term. First political scientist study politics in many forms such as addressing the matters of the consequences at the city, state, national, or at the international level. Second, In our text it talked about a political scientist Harold D. Lasswell whom defined political scientist as â€Å"Who gets what, when and how†() †¢ The who is a member of the polity-individuals, groups, corporations, unions, and politicians †¢ The what refers to government programs, societal resources, access to rights and privileges or something as banal as tax breaks. †¢ The when of politics, for often the timing of a thing can be as important as the thing itself. †¢ The how is very important. Political scientist is keenly interested in the process, institutional arrangements and practices through which someone gets something in a polity. In addition, my understanding of politics has complete been altered by taking this course. I am aware that politics is not just in our political system but also around us. 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