Summary Of Quest For The Living God Essay - 919 Words

Malala Yousafzai, 18 year old Nobel Prize winner and women’s rights activist, once exclaimed: â€Å"I raise up my voice- not so I can shout, but so that those without a voice can be heard...we cannot succeed when half of us are held back†. The idea of speaking for those who cannot speak for themselves is extremely important when it comes to striving for change, so being able to express the needs of marginalized people is a great and awesome power. Yousafzai’s quote specifically connects to women’s rights, therefore it can be used to support the feminist movement seeing as she is advocating for the equality, in treatment and opportunity, of men and women. Feminist beliefs do not only apply to society, but to theology as well, seeing as the teachings of the bible are extremely influential in the day to day lives and values of religious people. The text that I chose to highlight this idea comes from Elizabeth A. Johnson’s book Quest for the Living God, chapter 5 ‘God Acting Womanish’ because it directly connects spirituality and feminism. Throughout my selected text, Johnson focuses on the church along with the subsequent androcentric image of God, and how it impacts woman around the world. She explains that throughout history, with the help of the church’s patriarchal nature and society’s values as a whole, woman have been seen â€Å"as a ‘defective male’†¦that must live in obedience to her [male counterpart,]†¦[ and who are often also referred to as the] ‘second sex’† (Johnson 92). ThisShow MoreRelatedThe Heros Journey : Summary of the Steps1169 Words   |  5 PagesThe Hero s Journey : Summary of the Steps I. Departure 1. The Call to Adventure The call to adventure is the point in a person s life when they are first given notice that everything is going to change, whether they know it or not. 2. Refusal of the Call Often when the call is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her currentRead MoreAnalysis Of Dante Alighieri s Inferno 1556 Words   |  7 Pagesbrought to life a new perspective on what the after-life might be like and that was sort of unheard of outside of religion at this point in time. This analysis is not meant to devolve into autobiographies of the writer and story or speak much to a summary of the story itself, but instead, meant to be more of an analysis of the literary text itself. This story has a lot of text in which are both per scholars original and this is one of the first epics to ever speak to the after-life and what it mayRead MoreThe Importance Of Greek Mythology1605 Words   |  7 PagesLiterature Review- Summary #1 In â€Å"The Greek Gods† from The Romans Anne Millard and Susan Peach describes that the Greeks had monthly festivals for the Greek gods. Their goal was to persuade the gods to grant their wishes. Some families were so religious to the gods that they prayed to the altar everyday. Others, when they were about to go somewhere important, they would pray to that type of god. The Greeks admired the gods and always made them important to their everyday lives. Summary #2 In â€Å"GreekRead MoreWhy Greek Mythology Is Still Relevant Today And Why We Still Use It1585 Words   |  7 PagesReview- Summary #1 In â€Å"The Greek Gods† from The Romans Anne Millard and Susan Peach describes that the Greeks had monthly festivals for the Greek gods. Their goal was to persuade the gods to grant their wishes. Some families were so religious to the gods that they prayed in the altar everyday. Others, when they were about to go somewhere important, they would pray to that type of god. The Greeks admired the gods and always made them important to their everyday lives. Summary #2 In â€Å"GreekRead MoreEssay about The Poetry of Judith Wright1160 Words   |  5 Pagesthe universal world. Eve to Her Daughters. ?  Ã‚  Ã‚  Ã‚  Ã‚  Poem Summary The poem  ¡Ã‚ ¥Eve to Her Daughters ¡Ã‚ ¦ tells of original sin and gives advice to the women (her daughters) of today from Eve regarding men. The first stanza describes the consequences of the fall but Eve ¡Ã‚ ¦s acceptance of it. The second and third stanzas describe Adam ¡Ã‚ ¦s rebellion against the punishment and the  ¡Ã‚ §insult ¡K the trick They had played on us ¡Ã‚ ¨,  ¡Ã‚ ¥They ¡Ã‚ ¦ being God and Satan whom Adam has grouped together as a united oppositionRead MoreWhy Greek Mythology Is Still Relevant Today And Why We Still Use It1588 Words   |  7 PagesReview- Summary #1 In â€Å"The Greek Gods† from The Romans Anne Millard and Susan Peach describes that the Greeks had monthly festivals for the Greek gods. Their goal was to persuade the gods to grant their wishes. Some families were so religious to the gods that they prayed in the altar every day. Others, when they were about to go somewhere important, they would pray to that type of god. The Greeks admired the gods and always made them important to their everyday lives. Summary #2 In â€Å"GreekRead MoreThe Brahmin’s Son Essay example1570 Words   |  7 PagesDespite his solid spiritual upbringing among the Brahmins, Siddhartha still seeks the meaning of life, and he embarks on a quest to find enlightenment. Brahmins are members of the highest of the four interdependent groups, called castes, that make up Hindu society. Members of the Brahmin caste were originally priests with the primary duty of mediating with and praying to gods, and they were respected for their intellect and their knowledge of the Vedas, the sacred Hindu religious texts. In â€Å"The Brahmin’sRead MoreEssay about Ishmael1588 Words   |  7 PagesIshmael Daniel Quinn’s Ishmael is the story of one man’s quest for knowledge and his desire to â€Å"save the world†. Answering a simple ad in the paper of a teacher looking for students (p4), the narrator is sent on an incredible philosophical journey. The teacher our narrator expects is not that which he finds, however, as our titular character Ishmael, so aptly named by Walter Sokolow (p18) as he sensed the gorilla’s almost divine presence, is that teacher. This teaching is made possible by Ishmael’sRead MoreSummary of the Books of the Old Testament1161 Words   |  5 PagesMarsha D. Owen 25178682 Introduction to Biblical Literature June 6, 2012 Summary of the books of the Old Testament Books Numbers The book of Numbers is mostly law, with some narrative. The key theme for this book is how the post-Exodus Israelites journeyed to the Promised Land. Despite God’s provisions for their well being, they were not thankful and doubted God. Their doubt and ungratefulness led to punishment by God. As a result of their lack of faith, they would spend 40 years wandering inRead MoreSummary Of The Year Of Living Biblically 953 Words   |  4 PagesSummary: The Year of Living Biblically, he spent a year following the Bible literally. I was a little nervous about this one because I was afraid he was doing this to try to show how silly the Bible is and poke fun of Christians. That was fortunately not the case. The thing about A.J. that I like is that he just seems to like learning, so he enjoyed the experience of learning more about the Bible and religion in general rather than trying to promote a cause. It was also interesting that one of the

Bradburys Use of Symbolism in Dystopian Novel Fahrenheit 451 - Free Essay Example

Sample details Pages: 3 Words: 813 Downloads: 3 Date added: 2019/03/25 Category Literature Essay Level High school Tags: Fahrenheit 451 Essay Ray Bradbury Essay Did you like this example? Literary devices are techniques of expression that authors use to convey meaning to their story. When used with proper skill, these devices can bring copiousness and clarity to the content (Duckart). Certain literary devices can be applied to both fiction and nonfiction books. Don’t waste time! Our writers will create an original "Bradburys Use of Symbolism in Dystopian Novel Fahrenheit 451" essay for you Create order This essay will show how Ray Bradbury, the author of Fahrenheit 451, uses symbolism throughout his novel to provide the reader with a better grasp at deeper understanding and meaning to his novel. More often than not, symbolisms are not obvious and are easily looked over; however, when analyzed in detail, they add new and important dimensions of meaning to the story line. There are many symbolisms used throughout Bradburys Fahrenheit 451, in this paper I will discuss his use of symbolism for fire, river, blood, hearth, sieve, phoenix and mechanical hound. Some of the fore mentioned symbols are very well known to those whom have read the novel more than once. To others, they are milder, which cause individuals to easily miss the connection upon an initial reading of the story. I know I missed many, if not all, literary devices when I was assigned the novel as a summer reading project before I began the eighth grade. Each of these symbolisms have a deeper meaning that we will discuss i n greater detail throughout this paper. Bradburys novel is based on books being burned, I felt it was only right to open my paper with the analyzation and discussion of Bradburys symbolism of fire, which is used throughout the entire novel. Bradbury opens his novel with an impressive thought that is sure to captivate many readers, It was a pleasure to burn (1). Montag took pleasure to witness things burn. To see things blackened and change symbolizes darkness and eradication. The opening section characterizes the contentment Montag experiences while burning books. He is passionate of the extravaganza caused by burning and seeing properties change by the fire. So much to the point that he even has an adoration for the smell of kerosene, which he recounts to Clarisse, Kerosene, he said because the silence had lengthened, is nothing but perfume to me (3). Fire is used to symbolize destruction; however, as the story line evolves, the meaning of the fire begins to shift from destruction which then leads to revival in the end (SYMBOLISM AND THE DYSTOPIAN TRADITION IN RAY BRADBURYS FAHRENHEIT 451). Fires had previously been an enemy of mankind, but is now the dominant image of Montags life. Mr. Dolton, a writer at Read the World states that as Montags character evolves from beginning to end, so does too the meaning of the fire (Dolton). In the end, what once symbolized destruction translates to freedom, as Montag is freed from his oppressor, Beatty. He is also freed from the oppression of not being able to gain knowledge and read books. Moreover, although fire has two very different meaning for both halves of the book, there is also a meaning that fire takes upon for the entire book that does not change. In both parts of the novel fire is what helps and shelters the human race, at least which is what is supposed to be inferred. In addition to the fire symbolism, a deeper connection and meaning is given to kerosene. During Montags first conversation with Clarisse, he mentions his satisfaction with the smell of kerosene, which he states can never seem to be washed off (3). This mention of kerosene can be a mild symbolism of the knowledge and humanity that Guy has destroyed, which according to Mr. Dolton cannot be washed away or forgotten. Additionally mentioned by Dr. Kipling, a current educator that has majored in Literature and History states that kerosene was a daily reminder to Guy Montag of all that he carries out a highly immoral function from which he cannot easily escape (Kipling). Proceeding to the next of Bradburys selection of symbols, another that highly stood out to me in this novel is water. Water, just as fire carries varying meaning in real life, as well as in literature. The escape through the river symbolizes Montags liberation. Throughout the novel water is used to contrast fire and, in a way, to signify good and evil (Kipling). Rivers in some faiths or belief systems are ceremonially used for carriage in the afterlife, according to a google search I began at the start of my research. Additionally, water is used for baptisms in array of religions which is believed to cleanse one from sins. The river changes Montag. After floating for a prolonged period of time Montag has an epiphany, he realizes that he should never burn anew. He emerges from the river a man washed from his past. Montag is now liberated from the old chains and shackles of his former life. Additionally, the forest which the river flows through further indicates humanity before sophist ication or its development (Dolton).

Non Verbal Free Essays

I have sent the following communication to my professionals through a observe and shown on the observe board: â€Å"Coming Second Weekend to complete our objectives or the month a evaluation conference is organized and all should be present at. If any professional Is not able to be present at should find out the material of the conference from their colleagues without fall†. But my communication went wrong and out of 10 professionals, only three professionals have joined at 4. We will write a custom essay sample on Non Verbal or any similar topic only for you Order Now 0 PM who checked-in with me plenty of duration of the conference. Following were the limitations of communication which was standing in the way of my communication: The â€Å"Channel† I have selected communication by â€Å"Receivers† did not make sure the invoice of the communication was missing the â€Å"Chronological context† The second Weekend being a non working day. The communication has designed a â€Å"Psychological noise† by not referring to perfect duration of the conference and misunderstandings have been designed. The â€Å"social context† also is one of the causes for the failing of the communication as I have not taken all my professionals into assured by providing any enhance information or a objective of the conference previously. Lessons learned in order to get over these limitations of communication: My communication was uncertain by not providing actual duration of conference. The press I have used Is he putting the observe on the observe panel, Instead had I distributed to all the devices and acquired their signatures by asking their accessibility or reviews my communication would not didn’t work. I have selected a wrong day a holiday though the process was a schedule one. I could have managed good interaction with my professionals for success of my communication. Overcome the communication limitations when you deliver a concept, you plan to connect significance, but the concept Itself does not contain significance. The significance prevails In your thoughts and In the brain of your recipient. To comprehend one another, you and our recipient must discuss similar explanations for terms, actions, style, and other signs. . Variations In perception The globe regularly bombards us with Information: attractions, appears to be, fragrances, and so on. Our thoughts arrange this flow of feeling Into a psychological map that symbolizes our knowing or truth. In no case is the knowing of a certain individual the same as the globe itself, and no two charts are similar. As you perspective the globe, your thoughts takes up your encounters in a exclusive and personal way. Because your views are exclusive, the concepts you want to show vary room other Individuals’ Even when two individuals have knowledgeable the same occasion, their psychological pictures of that occasion will not be similar. As senders, the most appropriate and common, a process known as particular knowing. As devices, we try to fit new information into our current design. If a details does not quite fit, we are more likely to change the important points rather than change the design. 2. Incorrect filtering Filtering is testing out before a concept is approved on to someone else. In business, the filtration between you and your recipient are many; staff, staff, receptionists, espousing to devices, etc. Those same gatekeepers may also translate’ your receiver’s concepts and reactions before moving them on to you. To get over filtration limitations, try to set up more than one communication route, remove as many intermediaries as possible, and reduce distortions by condensing concept information to the simple requirements. . Terminology problems When you select the terms for your concept, you indication that you are a participant of a particular lifestyle or sub-culture and that you know the rule. The characteristics of your rule enforce its own limitations on your concept. Barriers also are available because terms can be considered in more than one way. Terminology is an irrelevant rule that relies on distributed explanations, but there happens to be res trict to how completely any of us discuss the same significance for a given term. To get over language limitations, use the most specific and precise terms possible. Always try to use terms your viewers will comprehend. Increase the precision of your information by using language that explains rather than analyze and by introducing visible information, activities, and conditions. 4. Inadequate listening Perhaps the most common hurdle to wedding celebration is merely a lack of interest on the receiver’s part. We all let our thoughts walk now and then, regardless of how hard we try to concentrate. Everyone is basically likely to get to sleep when they are compelled to pay attention to information that is obscure or that has little immediate keeping on their own lifestyles. Too few of us basically do not pay interest well! To get over limitations, paraphrase what you have recognized, try to perspective the problem through the sight of other sound system and avoid moving to results. Explain significance by asking non-threatening questions, and pay interest without disturbing. 5. Varying psychological states Every concept contains both a content significance, which offers with the topic of the concept, and a connection significance, which indicates the characteristics of the interaction between e-mailer and recipient. Connections can break down when the recipient responds adversely to either of these explanations. You may have to deal with individuals when they are disappointed or when you are. An disappointed individual tends to neglect or change what the other individual is saying and is often incapable to present feelings and concepts successfully. This is not to say that you should prevent all communication when you are psychologically engaged, but you should be mindful of the higher prospective for misconception that comes with turned on feelings. To get over psychological limitations, be aware of the feelings that occur in yourself and in others as you connect, and make an effort to control them. Most essential, be mindful of the higher prospective for misconception that comes Differences in qualifications can be one of the toughest communication limitations to get over. Age, knowledge, sex, social position, financial position, social qualifications, disposition, health, elegance, reputation, religious beliefs, governmental perception, even a moving feelings can all individual one individual from another and make knowing challenging. To get over the limitations associated with differing background scenes, prevent predicting your own qualifications or lifestyle onto others. Explain your own and comprehend the qualifications of others, areas of knowledge, individualistic and views and do not believe that certain actions mean the same thing to everyone. How to cite Non Verbal, Papers

Parts Of The Brain And Their Function Essay Example For Students

Parts Of The Brain And Their Function Essay The brain was a mystery for a very long time. Modern imaging has allowed us to study the brain and locate where important functions are occurring. Please remember that the functions do not happen in just one area of the brain. Many neural layers and areas are found in any one activity that happens. But What we do know though is that some areas do appear to be predominantly involved in certain functions. We Will learn about the brain in the three-part model. Well first look at the handrail. The handrail is located where the spinal cord goes into the cranium. The first area that we see if the medulla. It is the swelling at the tip of the spinal cord. It is concerned with all of our automatic functioning, such as breathing heart rate and swallowing. We do not have to think about these things, they happen automatically. Inside the medulla is a part called the reticulum activation system. It is concerned with arousal, attention and sleep. The second part of the handrail that we see is the cerebellum, The cerebellum is sometimes called the small brain. It controls all of our fine motor functioning and balance. For example, when you first learn to ride a bike, you have to think about everything you do. After you learn to ride a bike, it becomes totally automatic, and that is because of the cerebellum, The next part that we see is the pond. Pond means bridge in Greek and thats exactly what the pond is. It is a bridge taking in all of our sensory information and taking it to the cortex to be interpreted. The second part of the brain is the mandarin. The mandarin takes all of the incoming neural information and channels it to the correct part of the cortex to be interpreted. It is also involved in muscle tone and helps in sleep, wakefulness and attention. The foreordain is the last part of the brain to be studied. It is he most complicated part of the brain, and it is what separates us as human beings from other animals. When we first look inside the skull, what we see is the cerebrum. The cerebrum is composed Of two parts called hemispheres. One is on the right side and one is on the left side. The outer covering of the cerebrum is called the cortex. It is made up Of What is called convolutions the worm-like structures that you see when you look at the brain. We can look at the cortex in another way and divide the cortex into four sections called lobes. The function of the lobe is to interpret information coming in from our senses. Located in the back of the head is the occipital lobe. The occipital lobe processes visual information, or what we see. Coming to the top of the head is the parietal lobe. The parietal lobe processes information on pain, touch, temperature and pressure. Located on the sides of our head, right above our ears, are the temporal lobes. The temporal lobes process auditory information, emotion, and have a part in memory. Located right above our forehead is our frontal lobe, It is the largest part to the cortex and the part to our brain that makes us human. It is involved in speech production, logical and rational thought, and has the ability to understand and plan the future. There are two areas behind the frontal lobe. The first one is the motor cortex and it interprets our muscular sensations. Right behind it is the sensory cortex and it is the part of the cortex that tries to coordinate all of the information coming in from all of our senses. C KC Distance Learning On the inside of the cerebrum is the limbic system. The limbic system is a primitive part Of the cerebral cortex. .u9cce608810b0ff9283a84a9fe0e17787 , .u9cce608810b0ff9283a84a9fe0e17787 .postImageUrl , .u9cce608810b0ff9283a84a9fe0e17787 .centered-text-area { min-height: 80px; position: relative; } .u9cce608810b0ff9283a84a9fe0e17787 , .u9cce608810b0ff9283a84a9fe0e17787:hover , .u9cce608810b0ff9283a84a9fe0e17787:visited , .u9cce608810b0ff9283a84a9fe0e17787:active { border:0!important; } .u9cce608810b0ff9283a84a9fe0e17787 .clearfix:after { content: ""; display: table; clear: both; } .u9cce608810b0ff9283a84a9fe0e17787 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9cce608810b0ff9283a84a9fe0e17787:active , .u9cce608810b0ff9283a84a9fe0e17787:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9cce608810b0ff9283a84a9fe0e17787 .centered-text-area { width: 100%; position: relative ; } .u9cce608810b0ff9283a84a9fe0e17787 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9cce608810b0ff9283a84a9fe0e17787 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9cce608810b0ff9283a84a9fe0e17787 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9cce608810b0ff9283a84a9fe0e17787:hover .ctaButton { background-color: #34495E!important; } .u9cce608810b0ff9283a84a9fe0e17787 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9cce608810b0ff9283a84a9fe0e17787 .u9cce608810b0ff9283a84a9fe0e17787-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9cce608810b0ff9283a84a9fe0e17787:after { content: ""; display: block; clear: both; } READ: Defining Visual arts EssayIt is made up Of several parts that have a function in the everyday working of the brain. The first part is the corpus colossal. It is a band Of nerve fibers that hold the right and left hemisphere getter. It allows the right side of our brain to know what the left side is doing, and the left side to know what the right side is doing. The second structure is the thalamus. The thalamus is sort of a relay center of the brain. It takes in all of the sensory information and takes it to the cortex to be interpreted, and takes it from the cortex back to the spinal cord to get back to the body. The next part is the hypothalamus. The hypothalamus controls all of our drives and tries to maintain homeostasis, Homeostasis is an equilibrium at which our body functions best. The hypothalamus controls drives such as hunger, thirst and sex. The next structure is the hippopotamus, The hippopotamus is very important in the processing of our short-term memories into long-term memories. This is the part of the brain that is first attacked by the disease Alchemists, The hippopotamus also helps us in facial recognition. The next part is the magical. The magical adds emotion to memory _ It also has a direct role in the formation of our memories. Located inside our frontal lobe are two areas that help in our speech production. The first is Broochs area. Gore most people, all right-handed people, and most left-handed people, Broochs area is located in the left hemisphere. This allows LIST to speak. It coordinates what we want to say With our tongues and our muscles. The next area is located a little bit behind Broochs area more toward the temporal lobe is Wrenchs area. Wrenchs area allows us to understand What is spoken to us. Patients With severe epilepsy have allowed us to discover another important concept about our brains. To help severe epileptics when drugs failed. A dramatic operation was performed and it involved cutting the corpus colossus. As you can remember, the corpus colossus is the band of nerve fibers that holds the hemispheres together. Separating the hemispheres allows the seizures to be localized and not spread from hemisphere to the other, The split-brain patient will learn that the hemispheres will have distinct, different functions. This is called alternation, The left hemisphere controls the right side of the body. It also coordinates our language abilities because it has both Broochs area and Wrenchs area in it. The left side is also the logical, rational brain and excels in such areas as science and math. The right hemisphere controls the left side of the body, It excels in spatial abilities. It is our artistic and musical part of our brain. It also has a function in detecting and emoting emotions. In all but split-brain patients, we use all of our brains and both hemispheres since they communicate with each other. The right hemisphere knows what is happening in the left hemisphere, and the left hemisphere knows whats going on in the right hemisphere. Here is a fun activity for you to try. You will need four sheets of paper and a pencil. You need to be right-handed or find a friend or family member who is. Put a pencil in our right hand and tap a sheet of paper for one minute. Take the second sheet of paper and put the pencil in your left hand and AP that sheet of paper for a minute. Now switch @ KC Distance Learning back to your right hand and tap the sheet of paper for a minute, but for the entire minute talk. Repeat the same thing With the left hand for one minute While youre talking. You should see a decrease on the paper in the amount of taps in the right hand taping While you were talking.

Student

Admittedly, many high school student-athletes strive to enter a college or a university to pursue their athletic career (Sanders et al. 23). Many of these students dream of a professional career. Some see their athletic achievements as the way to obtain higher education. However, it is important to note that often college years fall short of student-athletes’ expectations.Advertising We will write a custom essay sample on Student-Athletes and Socialization specifically for you for only $16.05 $11/page Learn More One of the greatest issues concerning student-athletes’ education is that this group of students is often isolated. Another problem concerning student-athletes is that they as well as educators often pay little attention to these students’ academic performance. Thus, student-athletes turn out to be unprepared to become successful members of society as they lack the necessary knowledge and skills while their past athletic achi evements are not taken into account any more. Fortunately, educators have acknowledged the major issues in this sphere and many steps have been made to solve the problem. Thus, many schools implement policies aimed at involvement of student-athletes into the mainstream of students. Apart from this, specific educational programs and approaches are being designed to improve student-athletes’ academic performance (Schellhase 18). Therefore, student-athletes can be sure that even if they do not pursue athletic career, they will be prepared to find their place in the contemporary world. Some people believe that athletes can succeed in their sport careers only. Likewise, student-athletes are still often regarded as those who should defend the school’s honor and who are not required to achieve some academic goals. There is still a kind of classification of students where successful students and successful athletes are in different camps. Nonetheless, this classification leads to unfavorable outcomes especially when it comes to student-athletes. In the first place, student-athletes are often alienated from the rest of the students.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many student-athletes focus on their athletic performance and often try to succeed in their athletic career at the expense of their academic performance. These students set limits and this becomes quite a difficult problem to solve in their after college life. Some may argue that student-athletes should only blame themselves as they fail to study properly. However, the problem is much deeper than that. It is necessary to admit that student-athletes often lag behind their fellow students. Nevertheless, it is not about their being too lazy or narrow-minded. Athlete students often have to endure a lot of tension on the part of their coaches. These young people also face such challenges as â€Å"time constraints† and â€Å"career choices†, â€Å"physical and emotional fatigue†, â€Å"institutional policies, discrimination; marginalization† (Simiyu 16). Reportedly, graduation rates â€Å"are on increase† nowadays (Simiyu 16). However, the data also show that student-athletes’ performance largely depends on such factors as race, gender and sport (Simiyu 16). Admittedly, these factors should also be taken into account when developing teaching strategies and educational programs. Apart from this, student-athletes are expected to achieve certain goals and they simply have no time to attend classes or focus on their academic performance. Besides, many young people are concerned with their present and they do not think of certain future perspectives. Therefore, educators are responsible for this vulnerable group of students. Educators should make student-athletes understand that their athletic career is only a part of their life and that they n eed to acquire certain knowledge and skills to fit their future career goals. Luckily, now educators pay more attention to student-athletes’ constraints. In fact, there have been much done in this sphere so far. In the first place, educators started paying attention to challenges such students have to face (Simiyu 18). This is a great step forward as now educators can shape educational programs to address needs of student-athletes.Advertising We will write a custom essay sample on Student-Athletes and Socialization specifically for you for only $16.05 $11/page Learn More For instance, many scholars suggest particular programs that can help student-athletes to improve their academic performance (Schellhase 19). For instance, Schellhase analyzes Kolb’s Experiential Learning Theory and tries to adjust it to student-athletes’ needs (19). By demonstrating potentialities of this approach, Schellhase contributes greatly into the developmen t of specific programs for student-athletes. Such attempts confirm that educators have, finally, started paying more attention to student-athletes’ needs. It goes without saying that special training programs and teaching approaches alone cannot solve the problem as a lot depends on the students’ commitment. When it comes to student-athletes, there can be no lack in commitment as these people have developed strong volition during their athletic career. Admittedly, those, who have already achieved considerable results in sport, will have courage to address certain academic challenges. Nonetheless, some students may fail to understand the importance of academic effort. Therefore, educators should be able to explain this matter to student-athletes. Student-athletes should be encouraged to obtain as much knowledge as possible to better fit the rapidly changing world. In fact, it can be effective to include special course into the curriculum for student-athletes. This cours e should focus on these students’ career goals. It is essential to show the ways student-athletes can choose. These young people should be told about successful athletes and alumni of different schools. Thus, student-athletes will be aware of successful stories. Apart from successful stories, students should understand threats and challenges they are likely to face during their college years and their after college life. These challenges include fatigue, drug abuse, isolation, possible failures, etc. Admittedly, when one knows what exactly can happen, he/she is ready to react accordingly. Therefore, student-athletes should learn more about various situations. Student-athletes should participate in various discussions on such topics. These discussions will help student-athletes to work out their own successful behavioral patterns.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, student-athletes should also critically assess their athletic and academic performance (Schellhase 19). They should be able to prioritize their activities when the time comes. Student-athletes should understand that their college life presupposes acquisition of certain skills. Therefore, student-athletes should always remember about the major academic goals. Admittedly, educators should help these students to remain focused. On balance, it is possible to state that now educators understand that student-athletes require special attention. More so, educators do pay much attention to this group of students. For instance, scholars work out various educational programs and teaching techniques to address student-athletes’ needs. However, this is not enough as these students should also be encouraged to focus on their academic performance. They should be ready to face certain challenges in their college years or in their after college life. This will enable young people to better fit the society. It is necessary to note that academic success depends on the student’s commitment. Luckily, all student-athletes are committed to achieve the highest results in sport and are ready to overcome difficulties. Therefore, educators only need to encourage all of these students to be also committed while pursuing their academic goals. Works Cited Sanders, Victoria L., Henry A. Gardner and Jeffery Jones. â€Å"Recruitment, Admission, and Retention of First-Year Student-Athletes.† College Student-Athletes: Challenges, Opportunities, and Policy Implications. Ed. Daniel B. Kissinger and Michael T. Miller. Charlotte, NC: IAP, 2009. 23-36. Print. Schellhase, Kristen C. â€Å"Kolb’s Experiential Learning Theory in Athletic Training Education: A Literature Review.† Athletic Training Educational Journal 2 (2006): 18-27. Print. Simiyu, Njororai Wycliffe W. â€Å"Individual and Institutional Challenges Facing Student Athletes on U.S. College C ampuses.† Journal of Physical Education and Sports Management 1.2 (2010): 16-24. Print. This essay on Student-Athletes and Socialization was written and submitted by user Kimber A. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Meaning of -N Desu in Japanese

The Meaning of '-N Desu' in Japanese The phrase –n desu (ã‚“ 㠁 §Ã£ â„¢), meaning it is, is sometimes used at the end of a sentence. It is also commonly used in conversation, though it might be difficult for beginners to learn. The phrase has an explanatory or confirmatory function. The difference between –masu (ã€Å"㠁 ¾Ã£ â„¢), another nominal ending for a verb, and  Ã¢â‚¬â€œn desu is very subtle. This makes it very hard to translate. The nominal ending  Ã¢â‚¬â€œn desu can be translated as it is the case that or it is for the reason that. However, there is no true English equivalent. –N Desu Versus –Masu One of the best ways to understand the subtle, nuanced meaning of –n desu is to compare it to  Ã¢â‚¬â€œmasu  by viewing how two sentences use these endings differently: Ryokou ni iku n desu ka? (りょ㠁“㠁† 㠁 « 㠁„㠁  ã‚“ 㠁 §Ã£ â„¢ 㠁‹ã€‚) Are you going to travel? Ryokou ni ikimasu ka? (  Ã£â€šÅ Ã£â€šâ€¡Ã£ â€œÃ£ â€  㠁 « 㠁„㠁 Ã£  ¾Ã£ â„¢ 㠁‹ã€‚) Are you going on a trip? In the first sentence, which uses –n desu, the  speaker assumes that the listener is going on a trip and just wants her to confirm it. In the second sentence, which uses –masu,  the speaker simply wants to know if the listener is going on a trip or not. Formal Versus Informal You also need to use a different form of  Ã¢â‚¬â€œn desu when it  is attached directly to a plain form of the verb in an informal situation. When the circumstances are informal, use –n da  instead of –n desu, as demonstrated in the table. The sentences are written first in hiragana, which is a phonetic syllabary  (or transliteration) made from simplified  kanji  characters. These sentences are then spelled using Japanese characters. An English translation follows on the right side of the table. Ashita doubutsuen ni ikimasu.明æâ€" ¥Ã¥â€¹â€¢Ã§â€° ©Ã¥Å"’㠁 «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â„¢Ã£â‚¬â€š(formal) I am going to the zoo tomorrow.(simple statement) Ashita doubutsuen ni iku.明æâ€" ¥Ã¥â€¹â€¢Ã§â€° ©Ã¥Å"’㠁 «Ã¨ ¡Å'㠁 Ã£â‚¬â€š(informal) Ashita doubutsuen ni iku n desu.明æâ€" ¥Ã¥â€¹â€¢Ã§â€° ©Ã¥Å"’㠁 «Ã¨ ¡Å'㠁 Ã£â€šâ€œÃ£  §Ã£ â„¢Ã£â‚¬â€š(formal) I am going to the zoo tomorrow.(explaining his or her plans for tomorrow.) Ashita doubutsuen ni iku n da.明æâ€" ¥Ã¥â€¹â€¢Ã§â€° ©Ã¥Å"’㠁 «Ã¨ ¡Å'㠁 Ã£â€šâ€œÃ£   Ã£â‚¬â€š(informal) Note how in Japanese, social context is very important. In English, the social situation, or position of the person you are addressing, would make little or no difference. You would tell a good friend at school or a visiting dignitary at a formal state dinner that you are going to the zoo using the same words. Yet, in a formal situation in Japan, you would use –n desu, but you would use  Ã¢â‚¬â€œn da if the circumstance were less formal. In the case of the first two sentences above, you would use –masu  in a formal situation but omit the ending altogether if the setting or circumstances were informal. Why Questions In Japanese, why questions are often completed with –n desu because they are asking for a reason or an explanation, as the table demonstrates: Doushite byouin ni iku n desu ka.Haha ga byouki nan desu.㠁 ©Ã£ â€ Ã£ â€"㠁 ¦Ã§â€"…é™ ¢Ã£  «Ã£  Ã£â€šâ€œÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€šÃ¦ ¯ Ã£ Å'çâ€"…æ °â€"㠁 ªÃ£â€šâ€œÃ£  §Ã£ â„¢Ã£â‚¬â€š Why are you going to the hospital?Because my mother is sick. Doushite tabenai n desu ka.Onaka ga suiteinai n desu.㠁 ©Ã£ â€ Ã£ â€"㠁 ¦Ã© £Å¸Ã£  ¹Ã£  ªÃ£ â€žÃ£â€šâ€œÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€šÃ£ Å Ã£  ªÃ£ â€¹Ã£ Å'㠁™ã â€žÃ£  ¦Ã£  ªÃ£ â€žÃ£â€šâ€œÃ£  §Ã£ â„¢Ã£â‚¬â€š Why don't you eat?Because I am not hungry.

BUS699 MoD 2 Case Essay Example | Topics and Well Written Essays - 1500 words

BUS699 MoD 2 Case - Essay Example These models also help to investigate the external and internal factors affecting the organization and help to evaluate itself and prepare according to the demands from the environment (Falletta, 2005). There are several theories explaining the organizational diagnosis: This model investigates whether the company’s inputs align with the company objectives (Leadersphere, 2008). Every organization has objectives which help them achieve their vision and mission and therefore this model is used to assess the progress of the organization. Variations in the variables often result notable changes. This model does not put into consideration the environmental effects on the organization’s effectiveness and operations. Even though there might be some negative effects from the external environment, this model has limitation to it and does not consider its effects. This model identifies the degree to which the needs, objectives and structures of one part of an organization are congruent to the needs, objectives and structures of another part (Leadersphere, 2008). This model is only useful in making sure that these needs, objectives and structures are harmonious with another part. This model is used to investigate the internal and external factors influencing the organization and also how the factors interact (Martins & Coetezee, 2009). Moreover, the model does not have limit to the external environment since it analyzes both internal and external factors on how they affect the organization and also how they interact. This model helps the organization evaluate itself based on both factors which improves its performance. According to Burton (2006), this model analyzes how variations occur in variables. Its analysis is based on organizational structure and human resources. This determines how human resources and the organizational structure are used to bring out the best. Human resources are applied in an