Intermediate Horsemanship Syllabus Essay Example for Free

Intermediate Horsemanship Syllabus Essay Course Objectives: This course is designed to be a laboratory class giving students maximal opportunity to gain hands-on experience working with horses. This is a continuation of ADSC 2500L (Beginning Horsemanship) and will go into greater detail of advanced concepts regarding riding, training, and handling horses. This class assumes that students have a basic understanding of rider position. This class will focus on going into more detail on rider influence of the horse and training techniques for different disciplines. Prerequisites: ADSC 2500L or a good basic mastery of correct riding position and basic riding skills. Riders should be able to catch, groom, and saddle their horses independently, as well as mount from the ground unassisted. Riders should also be able to ride comfortably at a walk, trot (jog), or canter (lope) in order to be comfortable performing exercises involved in the class. Physical requirements: This class involves physical activity and inherent risk associated with working with horses. While we do everything possible to ensure safety of students, there is always a risk of being injured while riding. In order to participate in this class, you will be required to sign a waiver releasing UGA of all liability associated with any injury you may sustain while participating in the class. I am not a doctor and cannot tell you what you are medically or physically capable of doing based on pre-existing conditions, physical fitness, etc. If you have concerns as to whether you can safely participate, please see a licensed health care physician prior to participating in this class. At the very minimum, students will be required to saddle horses unassisted (requiring you to lift approximately 30 lbs over head) and be able to mount unassisted from the ground. Attire: Long pants and boots with heels are required each day in order to participate. Approved helmets are mandatory but will be provided. All other equipment will be provided. If you choose to bring your own saddle, please do not leave it at the Arena—we cannot be responsible for lost or damaged equipment. Please recognize that you are responsible for ensuring the safety and functionality of any equipment you choose to bring to use. Text: There is no required text for this class. I will often copy chapters from Centered Riding by Sally Swift (copyright 1985) as well as excerpts from related books, magazines, and journals. A list of tentative handouts for each week is provided on the syllabus. Schedule: (This is a tentative list of topics. Topics may be added or deleted as necessary to benefit the course) Week 1 Jan 7-11: Introduction Week 2 Jan 14-18: Basic position, correct use of hands; practice bending, transitions, canter departures; drill team exercises at the walk, trot, and canter â€Å"Basic Horsemanship Required for Training Horses†, â€Å"Half Halt How To†, â€Å"Half Halt† in Centered Riding Week 3 Jan 21-25: Learning collection and developing self carriage in horses, discussion of training aids such as martingales, draw reins, side reins, and types of bits; exercise: barrel patterns to improve turns â€Å"Bitting and Driving†, â€Å"Circles and Turns†, â€Å"Borrow A Trainer-Correct Bends on Curves and Squares†, â€Å"The Perfect Turn, Parts 23† Week 4 Jan 28-Feb 1: Simple lead changes, work on correct bending, movement of hind end and front end of horse; exercises: barrel patterns and serpentines through cones â€Å"Suppling the Horse† Week 5 Feb 4-8: Riding for accuracy developing response time; exercises: continuation of barrel patterns and serpentines as well as pattern work with transitions, straight lines, circles, etc. Week 6 Feb 11-15: Extending and shortening the stride, learning stride control using poles, emphasis on self carriage and pace control â€Å"Walk and the Following Seat†, â€Å"Lengthening Stride†, â€Å"Borrow a Trainer-Extending the lope and slowing back down†, â€Å"†Jarring Jog† Week 7 Feb 18-22: Collection and extension, use of poles, pole courses â€Å"Building Stronger BasicsBAR—Simple Changes on Course† MIDTERM—FEB 20/21—covers handouts thru week 6 Week 8 Feb 25-Mar 1: Controlling the bend and stride of the horse using poles; pole exercises on circle Week 9 Mar 4-8: Flying lead changes â€Å"Flying Change of Lead—Presentation† Week 10 Spring Break—March 11-15 Week 11 Mar 18-22: Counter canter and balance â€Å"Chapter 10—Counter Canter†, â€Å"Confirm that Counter Canter† Week 12 Mar 25-29: Counter canter; patterns incorporating canter, bending, counter canter Week 13 Apr 1-5: Learning lateral movements, moving parts independently â€Å"Lateral Work†, â€Å"Always a Pleasure† Week 14 Apr 8-12: Teaching horses lateral movements and pivots Week 15 Apr 15-19: Trail courses to improve control Week 16 Apr 22-26: Practice day April 29—Last day of class Final Exam: M/W section: Wednesday, May 1, 8:00-11:00 am T/H section: Thursday, May 2, 12:00-3:00 pm Grading: Participation and progress25%* Midterm25% Final25% Final Project25% * will be determined by a % of days in class (i.e. no absences = 100%); lateness or non-participation will count as an absence for the day; participation may at times include riding tests. Absences may be excused for medical or school related activities. In the event of an excused absence, these days will count neither for nor against your attendance grade. ***More than 5 absences (excused or unexcused) will result in a failing grade for the course. Final Project: Video will be taken during different portions of the course. You will write a paper to evaluate your riding. Paper should be a minimum of 2-3 pgs single spaced in length. Papers should include the following: analysis of your riding strengths and weaknesses, analysis of what skills you have improved upon, analysis of your position and effectiveness as a rider including areas which you are strong and areas that you need to improve, specific examples (i.e., people in the class) who exemplify particularly desirable riding skills that should be emulated (e.g., â€Å"Mary is particularly effective at controlling her horse’s pace using little hand movement†Ã¢â‚¬â€perhaps this is due to correct position, stability of seat, etc. These are areas you can expand upon), analysis of the exercises done in class as to their effectiveness in improving your riding skills, other exercises you feel you should be doing to improve your riding techniques.

Chimpanzee Essay -- essays research papers

Chimpanzee The acts of cannibalism and infanticide are very apparent in the behavior of the chimpanzee. Many African studies show that wild chimpanzees kill and eat infants of their own species. (Goodall, 1986:151) Although there is not a clear answer why chimps engage in this very violent and sometimes gruesome behavior there are many ideas and suggestions. This essay will deal with chimpanzee aggression, cannibalism and infanticide. This paper will present information on major research studies performed in Africa and analyze how and why this strange behavior occurs in a commonly thought peaceful primate. Wild chimpanzees(Pan troglodytes schweinfurthii) are known to kill and eat mammals in various parts of Africa. Monkeys were recorded to be consumed in the Gombe National Park, the Kasakati Basin, and the Budongo Forest. Moreover, there is new evidence that chimpanzees near the Ugalla River of western Tanzania also consume mammals.(Riss, 1990:167) Cannibalism has also been recorded both in the Budongo Forest, Mahale Mountains and the Gombe National Park. In Jane Goodall's, May 1979 article in the National Geographic called "Life and Death at Gombe" it reveals the first time that chimpanzees who were always perceived to be playful, gentle monkeys, could suddenly become dangerous killers. "I knew that some of our chimpanzees, so gentle for the most part, could on occasion become savage killers, ruthless cannibals, and that they had their own form of primitive warfare."(Goodall, 1979:594) To try and explain this ruthless behavior it is necessary to first analyze their social upbringing and unique lifestyle. The Chimpanzee society is clearly a male dominated aggressive social unit. Males are larger than females, they are more openly aggressive, and they fight more often. (Holloway, 1974:261) These fights can look extremely fierce and the victim screams loudly. But it is rare for a fight between community members to last longer than quarter of a minute, and it is even more unusual for such a fight to result in serious injury.(Goodall, 1992:7) Many fights break out suddenly. Afterwards the loser of the fight, even though clearly fearful of the aggressor, will alm... ...s been no evidence revealing why chimpanzees act and behave in this cannibalistic fashion. There are many theories and ideas but like the theory of evolution there is no one clear answer. Being the closest living relative to the human being, chimpanzees exhibit complicated and intricate behavior due to their advanced brains.(Zuckerman, 1932:171) This paper has revealed that chimpanzees are creatures of great extremes: aggressive one moment, peaceful the next. This gruesome violent behavior can actually be linked to a similarity with human beings. It is widely accepted in the scientific community that chimpanzees are the closest human relatives we have. If we are indeed superior to these primates, does it not stand to reason that humans should be able to learn from this violence and avoid it? Jane Goodall, in her article labeled, "Life and Death at Gombe" draws a similar conclusion: It is sobering that our new awareness of chimpanzee violence compels us to acknowledge that these ape cousins of ours are even more similar to humans than we thought before.

Analysis of “The Seduction”

The Seduction is a poem written by Eileen McCauley. It is about a young and vulnerable sixteen year old girl whose head is filled with thoughts about love and romance portrayed in teenage magazines. These fake ideals lead her to believe that a boy, whom she meets at a party, truly loves her, when really he is just getting her drunk so her resistance will be lower and she will give in to what he wants from her: sex. Three months later she discovers that she is pregnant, she blames teen magazines for filling her head with false ideal of romance.In the very first verse of the poem, the writer introduces the scene of the poem, â€Å"He led her to the quiet bricks of the Birkenhead docks, far past the silver stream of the traffic throughout the city, far from the blind windows of the tower blocks. † This tells us of how there is nobody around to witness what they do. It becomes clear to the reader at the beginning of the poem that he is trying to get her drunk, as when the poet is describing the moment they met, one of the first things he is doing is buying her drinks. We also see this at a later stage when they are at the docks. He handed her the vodka† – this quote proves that he is making an effort to try and get the girl drunk because the alcohol will affect her decisions and causes her to agree to things she normally wouldn’t. Also In the second verse, the boy mutters â€Å"little slag. †This shows us that the boy thinks very little of the girl and lacks respect for women. We then discover that the girl is under some sort of spell because as he talked about football, â€Å"she had nodded, quite enchanted† this shows us that she is keen to listen to what he has to say. With his eyes as blue as iodine† – the use of the word ‘iodine’ used to describe his eyes suggests that there is something dark about him as iodine is a dark blue/black acid. In the fifth stanza, the boy mentions that he goes down to the river when he should be in school or having dinner with â€Å"a bag of shimmering paint thinner. † This shows us that he doesn’t spend much, if any time in school and that he uses the paint thinner as a drug. If the girl was sober, this would be a clear sign to stay away from him but he has lowered her resistance by getting her drunk.We can tell that the girl is a young teenager who enjoys school and wants to do well as she talks about her education in an enthusiastic way. The beginning of the sixth stanza makes us realise how precocious this girl really is, â€Å"so she followed him there, all high white shoes, all wide blue eyes and bottles of vodka. † This sentence shows us that she is trying to grow up too fast because this is what the magazines made her believe was the right thing to do. The poets then says â€Å"then when he swiftly contrived to kiss her, his kiss was scented by Listerine† this tells us that he was prepared for what he wanted to do.Even though we realise that the girl is very precocious, we discover how immature she actually is as it says â€Å"she stifled a giggle, reminded of numerous stories from teenage magazines† this also tells us that she has read about moments like these but hasn’t experienced them until now. The next stanza begins with â€Å"When she discovers she was three months gone† this shows us that the poet has used euphemism to emphasise the harsh reality of what this girl is going through. And she ripped up all her My Guy and Jackie photo comics† I think she does this because the magazines are what filled her head with false ideals about what romance and love should be like. She is angry that the media lied to her and that’s why she ripped then all up. The next stanza then says â€Å"and on that day, she broke the heels of her high white shoes and flung them at the wall† she does this because they were the shoes she wore on the night of the part y to make her look and feel older.She doesn’t want them anymore as she realises that she doesn’t want to be older because of the massive problem that she is faced with. The eighth stanza is mainly telling us about what the magazines have told this girl about what her life should be like â€Å"full of glitzy fashion features and stories of love and romance, where strangers could lead you to bright new worlds, and how would you know if you never took a chance? † This reflects on the consequences of what she did last night and how the media made her think she should take a chance.The ninth stanza says â€Å"full of fresh fruit diets† this shows us that she won’t be able to try out any of these diets as she is now three months pregnant. â€Å"Now with a softly rounded belly, she was sickened every morning by stupid stupid promises, only tacitly made† This shows us that she is reminded every morning of the huge mistake that she made that night. A lso the word â€Å"stupid† is repeated twice, maybe to emphasise that she regrets her actions a lot.The poet then states in the ten and eleventh stanza the things that the girl would be missing out on. This reminds us that the girl is so young and is faced with problems that she shouldn’t have to face at that age. â€Å"With a glass of lager-shandy, on a carpeted floor† this sentence makes the fantasy of romance seem far better than what is really is. The use of the words â€Å"carpeted floor† makes it seem luxurious and â€Å"lager shandy† makes it seem much more innocent as it is a lighter drink than the vodka she drunk the night of the party.In the last few stanzas, the poet states things that the girl would rather do than become pregnant â€Å"But then again, better to be smoking scented drugs or festering, invisibly unemployed† This shows us that she is almost going into a state of depression. She then describes being ‘stuck in a feminine void’, which basically means accidentally becoming pregnant. In the very last stanza, it becomes clear to us that she is very ashamed of herself because the poet says â€Å"better to turn away, move away, fade away, than to have the neighbours whisper ‘you always looked the type. ’

Social Inequality And Gender Inequality Essay - 2091 Words

Social inequality is defined as the set of unequal opportunities for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages, and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequality based on race, gender, and other social characteristics . Americans believe that racial discrimination no longer hinders or affects the advancement of minorities. Racial and ethnic actions are still being taken towards minorities in education, employment, housing, arrests, and many other issues of society. Social inequality and discrimination towards minorities is clear in everyday society. This can be seen by the way inequality is still persistent among the social classes. Among these classes formed by society, minorities tend to be one of the most affected. This is noticed by the way education remains segregated, the wage inequality, and the constant cycle of poverty. Many have used their voice to shine light on these issues, articles and authors such as â€Å"Social Inequality and Educational Disadvantage† by the Russel Sage Foundation argue the lack of equal assortment of resources between the rich and the poor is leaving them with the disparity of proper resources, and Jean Anyon’s â€Å"From Social Class and The Hidden Curriculum of Work† in herShow MoreRelatedSocial Inequality And Gender Inequality Essay2163 Words   |  9 Pagesn AmericaSocial inequality is defined as the set of unequal for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. 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The importance of having different ‘classes’ in society is that it defines who will be the one who serves those at the top and those who will be at the top. Although the separation of each class gives a clearer definition of who we are in society we should notRead MoreGender Inequality And Relevant Social Norms959 Words   |  4 PagesBuilt on the racial inequality discussed in the previous session, we continued to examine gender inequality and relevant social norms. It is interesting for me to see several female students, such as Teresa, Barbara, Katy, are not uncomfortable with being considered as inferior to their male counterparts in family and the external society. However, when imagining they had daughters, they unanimously said that they would love to teach their daughters to be independent and non-obedient. In my opinion