The Significance Of The Title The Awakening Essay Example For Students

The Significance Of The Title The Awakening Essay In comparison to other works such as Mark Twains The Adventures of Huckleberry Finn wherein the title succinctly tells what the story shall contain, Kate Chopins The Awakening represents a work whose title can only be fully understood after the incorporation of the themes and content into the readers mind, which can only be incorporated by reading the novel itself. The title, The Awakening, paints a vague mental picture for the reader at first and does not fully portray what content the novel will possess. After thorough reading of the novel, one can understand that the title represents the main character, Edna Pontelliers, sexual awakening and metaphorical resurrection that takes place in the plot as opposed to not having a clue on what the plot will be about. Edna Pontellier first faces a form of awakening when she encounters another character that plays a musical instrument. As the musician plays, the crowd reacts nonchalantly and for the most part disregards it as just another performance with the exception of Mrs. We will write a custom essay on The Significance Of The Title The Awakening specifically for you for only $16.38 $13.9/page Order now Pontellier whom breaks out into tears due to the vivid imagery that the music brings into her mind. The musician responds to Mrs. Pontellier by telling her that she is the only one who truly speaks her language. This form of awakening brings about one of the themes in the novel in that as a person learns to begin to express themselves, they find that there is a lesser concentration of people who can understand the way that one expresses themselves. This becomes of greater relevance as Edna begins to express herself through the use of her artwork. The sexual aspect of Ednas awakening is formed through her relationship with a supporting character, Robert LeBrun. In the beginning of the novel, Robert assigns himself to become the helper of Mrs. Pontellier and his advances help to crack the barrier in which Edna is placed in due to her role as a woman of the Victorian era. Her feelings begin to manifest themselves as she intends to liberate herself from her husband and run away with Robert. He on the other hand has no intention of having a sexual affair because of the role placed upon him as a man of the Victorian era which is not to destroy families. Her quest for complete independence ultimately brings her to committing suicide at the end of the story. Her suicide does not represent a disappointment in how she cannot conform to the society around her but a final awakening and symbol for her liberation. The sea in which she swims out to represents the vast expanse (freedom) and by swimming out to it alone intending to never return is the ultimate manifestation of solitude as a result of independence. The Awakening as a title does not represent a one line summary that depicts what the story is going to about. It serves to introduce the concept that the central character will encounter some form of mental awakening. The title can only be fully understood as that after the reader absorbs the concepts and events presented throughout the novel. Each event contributes to reinforcement of the title and provides a stronger message as opposed to a relatively strong title that serves to tell the story.

The Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation Essay Example

The Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation Essay Example The Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation Paper The Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation Paper Choosing three pieces of artwork for an exhibit is an exercise in itself. However, I am faced with this duty. So, being naturally inquisitive, I was taken by the allure of the mysterious Jan Van Eyck. Thus, I decided to devote all my attention on him, choosing three of his pieces. The pieces I chose are the Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation. The information Ill provide about each piece would be set by the paintings in an exhibit. Although slightly long-winded, I hope the information provided would encourage the same interest I have gained in Jan Van Eyck. Also, I would simply use the title of this paper at the entrance. Jan Van Eyck has a controversial background. His life is rather a mystery to art historians. There are a few things however, that have been accepted as the truth. Van Eyck was born around 1390 and died in 1441. He was a Flemish painter, active in Brugge (Bruges). He and Robert Campin founded Ars Nova (new art) of 15th-century northern late Gothic painting, which brought about the Renaissance in northern Europe (MS Encarta). It is thought that Van Eyck came from Maaseik (in the province of Lind Bourg). From 1422-1424, Van Eyck was employed at the court of John of Bavaria, count of Holland, at the Hauge. In 1425 Phillip the Good appointed him court painter. He remained court painter for the rest of his life and became quite close to Philip the Good (MS Encarta). Otherwise, in ducal circles, Van Eyck seems to have been employed decorating castles and contributing to ephemeral displays, such as floats for ducal processions and food designs for banquets. (Harbison) The painting that inspired American Gothic, The Arnolfini Marriage, is an oil painting on wood. The story behind it is not a simple one. The major school of thought as to why this painting was done is that it acted as a sort of marriage certificate; hence the name. Giovanni Arnolfini was a merchant who married in Bruges in 1434, the year the painting was done. Their solemn, young faces are typical of Van Eycks work. The Arnolfini Marriage is oil on wood. This piece is 2 8 x 1 11 (Pioch, Web Museum). Also Typical of Van Eycks work, and exemplified in this piece, is intuitive perspective. Van Eyck did not use a ruler or draw a vanishing point; he simply eye-balled the angle at which lines should flow. This can be noted by following the line created by the top of the bed as compared to that of the windows. There are a few symbolic things that need to be mentioned about the Arnolfini Marriage. One is a candle, another is the mirror in the background, the image of St. Margaret carved into a chair back, and the last is Van Eycks own signature. Generally the candle is accepted to be a bridal candle. However, there are other possibilities such as Gods all-seeing eye, or simply a devotional candle. (Pioch, Web Museum) Another symbol is St Margaret (the patron saint of women in childbirth), whose image is carved on the high chair back. (Pioch, Web Museum) It should be mentioned that Giovanna Cenami, the woman in the Arnofini Marriage, is portrayed with a large amount of cloth in her hand. The gathering of cloth around her stomach makes her appear to be pregnant. This also may allude to the prospect of children during the marriage (just as the image of St. Margaret does). In the background of the Arnolfini Marriage is a mirror painted in amazing detail, especially for its size. The reflection in the mirror includes not only the backs of the newly married Arnolfinis, but also the reflection of two on-lookers. One of the on-lookers is wearing a red hat. The man in the red hat is a recurring theme among pieces attributed to Van Eyck; and is accepted to be Van Eyck himself. The other person is thought to be some sort of official witness to the ceremony, or the conductor of it. Around the mirror, painted to appear engraved in its frame, are the ten Stations of the Cross. The Stations of the Cross are parts of Christs life/death. The last symbolic detail is Van Eycks signature on the painting. The signature has just as intricate detail as the mirror, and is directly above it on the wall. It is unlikely the writing on the wall was actually there. It is thought to be a detail meant to attribute the painting to himself without interrupting it. Above the mirror is written extremely small yet clearly Johannes de eyck fuit hic 1434 (Jan Van Eyck was here, 1434). Normally a work of art in the fifteenth century would have been signed, Jan Van Eyck made this. The wording here specifically refers to a witness to a legal document. (Stokstad, 628) There are also a few symbols of faith. In the painting is a dog between the Arnolfinis feet. Dogs are considered faithful companions. On the window ledge there is fruit that could symbolize fertility and the fall from Paradise in the Bible. Also the shoes by Giovanni Arnolfinis feet are thought to allude to the sanctity of marriage. (Pioch, Web Museum) The next piece I find very interesting, and hope many others will too, is the Ghent Altarpiece. The Ghent Altarpiece is Van Eycks earliest known work (Stokstad, 626). This painting is made with oil on panel and extremely large. Finished in 1432, the altarpiece was roughly 11.5 x 7.5 closed and 11.5 x 15 open. The altarpiece is rather difficult to describe. That is because it opens twice to show two separate scenes, with one set of inner wings. I will explain the piece in sections beginning with the outer, or closed, section. The altarpiece remained closed at all times, with one exception Easter. When closed the altarpiece had a much more toned down appearance than the bright extravagance within. The altarpiece, when closed was divided into twelve sections. The two lowest center sections are St. John the Baptist and St. John the Evangelist painted to appear as statues. Beside them are the donor and his wife; the donor was a wealthy official in Ghent. Above, the wing exteriors show Gabriel and the Virgin looking out on an old city from opposite sides of a room (Stokstad, 626), this scene includes four panels. At the top of the closed altarpiece, involving four sections, are ancient sibyls (female prophets) and Old Testament prophets who foretold the coming of Christ. The open altarpiece was also divided into twelve sections. This section would be shown only on the feast of days, Easter. The opened altarpiece was much more vivid in color and lively than its outer companion. The largest section, in the bottom center, is dedicated to the Adoration of the Lamb. Also referred to as the Communion of Saints, the Lamb symbolizes Christ and is surrounded by many believers. Directly above the Communion of Saints are three sections. The center section is the figure of God enthroned. On the right side of Him sits John the Baptist and on the left sits the Virgin Mary. John the Baptist and the Virgin are surrounded on each side by angel musicians (Stokstad, 612). Wings on either side of the angels open to reveal Adam and Eve. Looking solemn, Eve stands holding the core of an apple, the forbidden fruit, which she has eaten. Adam and Eve are covering themselves because according to the bible, only after Eve had eaten the forbidden fruit did they know they were n aked. They are hiding themselves in shame. The life of this piece is quite interesting. It has survived more than five centuries. At one point in the sixteenth century, when political struggles were rampant, the paintings were removed from their frames and hidden in a church more than once. Later, as a means of protection, the panels were separated and moved to different places. In 1894 Berlin royals had the six small panels split so both sides could be seen. After the First World War, it was put back together in Ghent, but someone stole two panels. Only one panel was found; the other is now a copy. During the Second World War the panels were moved around again. Then in the 1950s, it was finally put back together one last time in Ghent (Stokstad, 612). The third and last piece I chose for a gallery show is The Annunciation. Completed in 1436, this piece was originally painted in oil on panel and was later transferred to canvas. Its name explains what is occurring in the painting. The Annunciation was when the Angel Gabriel told the Virgin Mary she was going to bear the Son of God, Jesus Christ. The Angel and the Virgin are shown with golden letters flowing from their lips. The letters form the Latin equivalent of Hail, full of grace and Behold, the handmaiden of the Lord, spoken by Gabriel and the Virgin, respectively. As in all of Van Eycks work there are many symbolic points in this painting. A dove above the Virgin and Gabriel symbolizes the Holy Spirit. A stained glass window of God (surrounded on either side by two wall paintings of Moses) is parallel to three windows enclosing Mary. The three windows represent the Father, the Son, and the Holy Spirit. The juxtaposition of the three windows to the stained glass one represents the coming of a new era. White lilies in a vase by her feet symbolize Mary. The floor tiles are decorated with signs of the zodiac that indicate the date of Annunciation (March 25). Lastly, the placement of the figures in a new church suggests that Mary is the new Christian Church (Stokstad, 18-19). During the Middle Ages, the Church was the most powerful entity in Europe. The Church even had a great amount of say over political decisions. The religious art of the fifteenth century mirrored the political, social, and economic power of the Church. (Harbison) Each of the three paintings described in this painting contain religious references. In the Arnolfini Marriage there is the candle, and St. Margaret on the chair back. The entire Ghent Altarpiece is a religious painting. In the Annunciation, another entirely religious work, there is not only Gabriel and the Virgin but the windows as well. The reason behind the religious references is not only to show the power of Church, but too reawaken faith among people at a time when it was beginning to falter. Come visit the gallery to learn more on the life and works of the mysterious Flemish painter, Jan Van Eyck. In the gallery you will see The Arnolfini Marriage, The Annunciation, and the Ghent Altarpiece (with a room of its own), up close and personal. Our guides will assist you in finding all of the symbolic points I mentioned earlier as well as explaining some of Van Eycks life during the time these pieces were made. The Gallery de la Sol is located at on the north corner of 124th and Broadway in Manhattan. Lastly, in the Gallery, B. Dalton bookstore will be selling books about Van Eyck and some of his peers. If you are interested in Jan Van Eyck but cannot attend or if you would like to find out more try reading about him. Here are some books I recommend: Jan Van Eyck: The Play of Realism, by Craig Harbison, Jan Van Eycks Arnolfini Portrait: Stories of an ICON, by Linda Seidel, and All the Paintings of Jan Van Eyck, by Denis Valentino.

Combining Academic Knowledge and Practicality

Combining Academic Knowledge and Practicality The idea of social responsibility came from Adolph Ochs pledge when he bought the New York Times in 1896. It was a promise to â€Å"give the news impartially, without fear or favor, regardless of party, sect or interest involved†. The educational requirement of press and broadcasting profession in Europe in the 1930s was only high school degrees. The absence of formal education for journalist let to the creation of different schools for journalism such as the establishment of Turkey Two-Year Institute of Journalism in 1949. However, although there were about 500 students enrolled in the program, the initiative failed due to the lack of qualified lecturers. In 1965, UNESCO supported the establishment of Journalism and Communications Higher School in Ankara and gave French journalist Georges Pitoleff and four other students scholarships abroad. Since journalism involves giving importance to public interest and being aware of social problems, human rights, equality, and cultural diversity, the mission of ILEF is to combine knowledge with practical lives. This in practice is providing core and basic skills and developing students public interest and desire to make a better world. Journalism’s relationship with social structures and institutions made it a public interest in terms of ethics and social responsibility. For instance, investigative journalists were questioned regarding the ethical implications of their expose on people’s privacy. Journalists’ strong emphasis on freedom of the press and social responsibility often result to media framing, an enduring practice affecting people’s attitudes towards social issues such as crime, internet safety, and others. The Bright Sides of Academic Intellectuals We Call Nerds Public Interest and Press Freedom Public interest and limitations of press freedom are the practical aspects of journalism education. In reality, journalists are often interested in socially relevant issues transpiring in different sectors. Their work normally involves choosing between professional interest and social responsibility and therefore requires a morally sound journalist. Journalism is often praised when it is fair and socially responsible thus a good journalist follows the rules of their work and aware of society’s demands of journalism. The idea of social responsibility came from Adolph Ochs pledge when he bought the New York Times in 1896. It was a promise to â€Å"give the news impartially, without fear or favor, regardless of party, sect or interest involved†. The pledge was later on adopted by the journalism community that later developed the idea of â€Å"journalistic independence†. However, great responsibilities are often hard to fulfill, as journalism in practice is historically associated with horrifying practices such as fabrication in news stories, publishing of fake photographs, impersonation, racism, and others. Higher education help journalism students developed academic and practical skills necessary in professional and social responsible journalist. However, since journalism, in reality, involves professional interest, the practical aspects of journalism education should be given more emphasis particularly in the area of public interest and human dignity and privacy.

Analyze inputs of UPS Essay Example | Topics and Well Written Essays - 1250 words

Analyze inputs of UPS - Essay Example category known as: (1) environment; (2) resources; (3) organizational history; and (4) strategy will be provided followed by discussing the reasons why these inputs are considered the most critical. Eventually, the impact of the identified inputs towards the organization including the any forms of potential problems that are significantly associated with insuring the availability of the identified inputs will be tackled. Prior to conclusion, several ways in which the identified inputs interact with each other will be explained in details. Given that UPS serves the world market, the most critical environmental input is the customers. Given that UPS is offer its services around the world, the company needs to have a large-based of regular customers to enable the company to compensate with its daily operational expenses associated with the need to establish several offices around the world, investments on its official website and other mode of global communication including the employment of approximately 240,000 full- and part-time employees around the world (UPS b) among others. Back in 1990s, UPS was able to gather as much as 1 million regular customers (UPS c). Under the category of resources, the most critical input in the case of UPS is the investment on information and communication technology (ICT). With the use of ICT which includes UPS official website and the use of handheld Delivery Information Acquisition Devices (DIAD) (UPS c), it is easier to manage, operate, and keep track of its daily business transactions such as the shipment and delivery schedules around the world on a real-time basis. The company will also have a way to maintain the company’s relationship with its existing customers. Basically, the use of efficient ICT enables the company to deliver competitive services to each of its customers. In the absence of having reliable ICT, UPS will have trouble managing and keeping track of all business transactions. The company may also end up

Organized Crime Research Paper Example | Topics and Well Written Essays - 750 words

Organized Crime - Research Paper Example Keywords: organized crime, criminal behavior, business organization, profit Description or definition of organized crime Organized crime could be defined or described in such a way there would be involvement of people in illegal activities that are obviously for monetary gain, which could only be implemented by influencing others to join and intimidating, harming or killing those who get in their way. In other words, there is an inclusion of criminal organization which has the potential to put all possible crimes in order, so as to generate its entire advantage or benefit. What makes these kinds of criminal groups so powerful is due to the fact that they are highly have strong connection with legitimate businesses and political entities (Lyman & Potter, 2007). In other words, they have substantial power that would be enough to mobilize their entire machinery and force even if they would either be operating together or apart. These groups therefore should have adapted a powerful syste m that has the purpose of not destabilizing their entire organizational objectives, but rather obtaining them for them to perpetuate their staying in power. Organized crime can also be potentially defined based on evidences (Lyman & Potter, 2007). However Lyman and Potter point out that these could be subjected to different interpretations. This makes it hard enough to substantially define or describe organized crime without any presence of ambiguity or subjectivity. In fact, American debate existed for a long while whether organized crime really existed. However, there has been a productive way to look at the organized crime in detail. This can be implemented by understanding principles from legitimate business organizations (Mallory, 2007). After all, organized crime is highly concerned with monetary gain so it is not far from normal business organizations on how it exactly operates. What makes it however different from common business organizations is the presence of illegal acti vities and even heinous crimes if it would be necessary just to ensure achievement of its organizational objectives. My perception compared to the readings I perceived that this is how Russian Mafia, Italian Mafia and biker clubs operate. Their activities involved people for illegal actions in order to achieve monetary gain which could only be made possible if there is influential move, intimidation and killing from the part of groups which actually organized the crime. I think my perception based on the ideas presented in the textbooks is a bit more specific which needs to be interpreted from the general point of view of understanding organized crime. However, consistent with how the textbooks defined it, my perception about organized crime involves the idea of business and highly systematic and illegal ways of making profit. In other words, just as how the normal business operates, there is entirely no difference when it comes to how the organized crime functions. However, on how it acquired profitability may be a bit of an issue and this would substantially qualify organized crime as it is. A usual business organization following the law does not need to inflict any criminal means just to ensure achievement of profit. Although this might be too broad in context, as there are also typical organizations deliberately commit crimes such as tax evasions or avoidance, organized crime may be more systematic and should be identified on the nature or context of its

Banks Mat Review Essay Example for Free

Banks Mat Review Essay Robert Banks and Bernice M. Ledbetter believe the subject of leadership to be one worth exploring, and they do so in their book much to our profit. In this short book, Banks and Ledbetter begin by presenting the overall question they want to answer: Do Christians core convictions shape their views and practices of leadership or are they affected by wider cultural assumptions? [1]The book begins by exploring the many reasons for the increased interest in leadership today. The authors offer a plethora of reasons, not withholding the greatly increased pace of change, and they also set out some other factors for understanding leadership, including the comparison and contrast between a ‘leader’ and the qualities of ‘leadership’. Banks and Ledbetter take great care to ask challenging questions. This practice aids in the development of the book. In the opening chapters they begin by defining leadership as involving a person, group, or organization who shows the way in an area of life. [2] The authors also provide a strong distinction between management and leadership while also showing the importance of these two roles to work together. The foundation of the writing is supported by the claims towards the importance  of the study of leadership. Banks and Ledbetter continue on to explore leadership in a wider range of historical and Biblical contexts. They work from religious and Christian perspectives and work outward towards cultural influences. The authors share insight as it relates to the biblical, historical and contemporary perspectives, covering the accounts of the Apostle Paul, historical models such as the Benedictine tradition, Lutheran, Presbyterian and Pentecostal. They continue by exploring trait, contingency and transformational leadership. Chapters three and four provide the most specific writings on the topic of leadership. In these chapters Banks and Ledbetter draw attention to the raw spiritual, theological, and religious concepts of leadership. Here the authors conduct a case study of a significant author of leadership material, Stephen Covey. It is revealed that many readers are influenced by his Mormon faith without truly understanding or discerning the undertones.[3] This continues with an exploration of other perceived authorities on the topic of leadership. One such study is of Laura Beth Jones, an woman writer with increasing influence as it relates to leadership. Chapter five addresses how to translate practices of leadership into individual context through the use of three basic yet important values: faithfulness, integrity, and a servant-like attitude. Exploration of these three traits is undergirder with discussion of authors such as Robert Greenleaf. He is one of many leaders who brought into popular leadership thinking the idea of ‘servant leadership’.The book closes by offering examples in the form of case-studies. These studies provide deeper insight into the foundational qualities of successful leaders over the span of several years and many different context. This offers the reader a broader view of leadership by showing its success in many different forms and context. CONCRETE RESPONSE While reading through each chapter I was challenged to consider the conflicts I have faced that came as the result of lacking a manager to accompany my leadership. As a pastor, I am a natural leader. I tend to seek out change while searching for ways to constantly make things better and more efficient. About two years ago I was in a conflict with several of the leaders in our church. The conflict revolved around our misunderstanding of  each others approach and roles in leadership. As an proponent of change, I was offended by their seeming lack of faith in pursuing a broader reach in ministry and our effectiveness in the community. As managers, they were more apt to move slowly and could only visualize the problems that would need to be addressed in order to achieve the vision that was laid forth by me. After studying the viewpoints of Banks and Ledbetter I can now see how we could have easily been on the same page and shared the same goal while simply looking from distinct perspectives. I have now began to wonder how many other relationships could have been mended by simply understanding the role that each party played. I have a tendency to assume that others will automatically view things in the same way that I have. This has often led to great disappointment or great feelings of being misunderstood. In this way my passion can easily become focused on the wrong thing and people could easily become the target of that passion. REFLECTION While the book does a great job of exploring the topic of leadership, because of the breadth and depth of the topic many questions remain. Taking into account the authors definitions of managers and leaders, how do the two roles successfully communicate their intentions to one another? It is very possible for the two roles to coexist with proper acknowledgment of one another. How do the two operate together effectively without disrespecting or disregarding the importance of each role. Also, how does one know which leadership style works best in a given context? Does it take an extended period of trial and error to discover the proper styles? How do followers or even managers respond to a constantly changing leadership style? This book could have been greatly improved with a more comprehensive study of the specified leadership topics. The writing feels much like a generic overview of very important topics. While well written and engaging, I am left wanting as it relates to determining how to not only incorporate the leadership styles but also choose the style that is most fitting. This book feels like a movie that ended too soon. Leaving readers wondering what do with the brief information provided. ACTION With a fresh view of the information given by Banks and Ledbetter, I now have the information needed to implement a healthier leadership style that includes a clarity of my role as an agent of change. This plan is broken into two distinct parts. First, to properly identify the contexts that guide the view of leadership within the leadership team of the church that I pastor. What types of leaders have they encountered in the past? Are they open to change or resistant to it? This objective will be accomplished through the scheduling of one on one meetings with each leader. These meeting will allow me the opportunity to engage each leader in a meaningful conversation about the leadership styles they are most comfortable with. With this information I will be equipped to better serve these leaders by communicating with them in a way that they are most likely to receive. This is based upon Banks and Ledbetters observation of the broad idea of leadership many people carry. Secondly, I will create a comprehensive list of the core beliefs that will guide our leadership team. For those considering becoming parts of our church, how do they know the values that determine our decision making as leaders? This list will answer that question. It will become the core values for current and even future leaders. This comprehensive list will incorporate biblical teachings from Jesus as well as the Apostle Pauls qualifications from 1 Peter and the epistles to Timothy. By outlining these core values, we create accountability, an attribute that could also allow for congregants and members alike to feel more comfortable engaging with the vision of our church by being secure in the direction and the values that guide us. BIBLIOGRAPHY Banks, Robert and Ledbetter, Bernice â€Å"Reviewing Leadership: A Chriatian Evaluation of Current Approaches†, Grand Rapids, MI Baker Publishing Group 2004

Ministers Black Veil - Poverty in the Tale and in the Life of the Auth

â€Å"The Minister’s Black Veil† – Poverty in the Tale and in the Life of the Author  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   Henry Seidel Canby in â€Å"A Skeptic Incompatible with His Time and His Past† mentions of Hawthorne that â€Å"human failures and their causes were more interesting to him than prophecies of success, one might truly say than success itself. †¦He was not, I think, really interested in escape, except in moods of financial discouragement. . . . (57). Nathaniel Hawthorne’s â€Å"The Minister’s Black Veil† embodies traits of the modest lifestyle which the author had to subject himself to because of inadequate finances through most of his life. In addition to the monetary impoverishment there was an additional artistic impoverishment which sorely restricted the materials from which he could choose for his literary works.    Hawthorne’s impoverishment probably began with the untimely death of his father, and continued until 1857. He had no money for a college education. Gloria C. Erlich in â€Å"The Divided Artist and His Uncles† states that â€Å"Robert Manning made the essential decisions in the lives of the Hawthorne children and is well known as the uncle who sent Hawthorne to college† (35). After graduation from Bowdoin College Hawthorne spent twelve years in his room at home in an intense effort to make something of himself literarily. The Norton Anthology: American Literature states:    Hawthorne’s years between 1825 and 1837 have fascinated his biographers and critics. Hawthorne himself took pains to propagate the notion that he had lived as a hermit who left his upstairs room only for nighttime walks and hardly communicated even with his mother and sisters (547).    Sculley Bradley, Richmond Croom Beatty and E. Hudson Long in â€Å"The Soc... ..., 1996.    Erlich, Gloria C. â€Å"The Divided Artist and His Uncles.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.    Hawthorne, Nathaniel. â€Å"Young Goodman Brown.† 1835. http://www.cwrl.utexas.edu/~daniel/amlit/goodman/goodmantext.html    James, Henry. Hawthorne. http://eldred.ne.mediaone.net/nh/nhhj1.html    Lewis, R. W. B. â€Å"The Return into Time: Hawthorne.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.      Ã¢â‚¬Å"Nathaniel Hawthorne.† The Norton Anthology: American Literature, edited by Baym et al.   New York: W.W. Norton and Co., 1995.    Swisher, Clarice. â€Å"Nathaniel Hawthorne: a Biography.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.         

Communication in Basketball

Communication is a method in which we interact. It allows us to exchange information through several medium and methods. The dictionary defines it as a process in which we assign, conveys and relate different meaning in an effort to create, share and provide understanding among people. In accomplishing the process, a vast range of repertoire of skills is needed. The skills required are listening, speaking, observing, analyzing, evaluating and inferring. The process is developmental and is applied and employed in different fields of every industry and areas of life.   At home, schools, community and at working areas, communication and proper mode of utilizing it is vital. With appropriate mode used in communication process, cooperation, unity and cohesiveness is attained as better understanding about different issues are obtained. Communication comes in various forms. Depending on the situation we are into, the appropriate form of communication we need to employ for effective communication employ may vary. Various forms of communication may include verbal, non-verbal and written. These different forms of communication can all be observed in watching or playing sports and different games. In sports, these forms of communications are present and very visible. Every sporting event and game requires teamwork; from the plays and strategies devised by the coaching staff during training camp up to its proper execution on the hard court or playing field. For teamwork to flourish with in the unit is necessary. Coaches often stress the importance of communication while inside the hard court and playing, many times in interviews conducted at post games they comment on the lack of communication that leads to failure to work as a team. They point out that communication by the players and the coach can spell victory from the agony of defeat. Thus, keys that will propel teams to victory and eventually to greatness include proper communication. Perhaps among the sporting events which glued audience to the end of their seats and watched by millions across the world college hoops is one sport that highlight the significance of proper communication. The players, team officials and school alumni’s passion towards the sports are admirable and drive them to push harder and be victorious. College hoops or the NCAA in particular conveys a lot of message to us. Through pod casts, radios and TV broadcast over satellites TV that reaches every part of the world, the NCAA communicates with us. Verbal communication is attained through the commentators and analysts who present the game to us. Although communication is one way it is still considered communication since messages are conveyed and related to us and as a result we are able to fully become aware and understand the game; who is winning, how the game is being played, to which phase it is in favor and we are provided with in depth analysis. Although fans are located miles away across the globe, fans are still able to follow the performance of his favorite team. Thanks to the advent of technology as communication has been made possible to all parts of the globe at any given time. The intensity of the game is passed to us as commentators, announcers, court side reporters and game analyst detailed their stories of every happening on and off the court. Play by play they dissect the game, how things have lead to something and the effect of the players every action. With microphones and other electronic devices sound and conversation are amplified that add color to the already intense game. As announcers announced â€Å"Blue Devils basketball!† or â€Å"and 1!† fans break into a wild frenzy and plunges and burst into euphoric celebration. The written form of communication can be observed through the live coverage conducted by the giant networks. Audiences are furnished with information that updates them with every happening on the hard court. As a result, viewers are able to experience and grasp the real spirit and the electricity enveloping the stadiums. Scores are flashed in the TV screen together with the game clock and shot clock and allow us to track every detail that would account to the result of the game. During pre-games and half time reports we are flooded with information as games statistics are displayed in our screens. Through these we are able to deeply understand the game, how and why our favorite team is down and loosing, what is needed to overcome the deficit and eventually win, how can   â€Å"Mayo†Ã‚   be neutralized and what does â€Å"Beasley† needs to do in the offensive and defensive end. Experts are able to relay us important keys needed to be accomplished to win. After games, we are able to communicate directly to players as their thoughts are revealed during post game interviews. Written reports are also published in newspapers together with box scores. Through this writings messages are given and messages are passed. Thus they are considered form of communication. If various forms of communication are already observed and present from network’s live coverage and outside the playing venues, more modes of communications are observed with in the venue and the live game itself. We can start our discussion from the array of strategies each school employs. In order t o win a ballgame a magnificent game plan must first be concocted and devised. Devising it will fall on the hands of the coaching staff, scouts and consultants. With a game plan that able to maximize the teams strength and exploits the opponents weaknesses and liabilities, the only that would hinder and stall the team’s victory is its execution. In execution, coaches converse and discuss game plans to their ace and dependable players. They talk and interact in a manner in which both parties would understand and what each of them wants to do. They exchange information. The coaches tell the players what they think is necessary to do and order their players to accomplish it. The players on the other hand try to do it and then relate to his coach the changes that might be necessary to adapt in order for the plan to be more effective. The end result then is a much better strategy as coaches performed major and small adjustments. These adjustments can then be the difference in a ballgame. Used of verbal communication is not limited to coaches as the players in the court need to communicate as well with each other. Plays are called and players and staffs designed code names for them, so that only players from their side would know what play will be in the offing. They refer to the pick and roll with other names, the isolations and post ups with other codes. Other teams are then led to confusion as terms with different meaning are made to mean something. Opposing teams are left guessing in trying to anticipate actions that would be done by their rivals. As long as every individual that is part of the team fully understand the description of each secret code and identify its correct message, communication among them would be effective. Spectators also display oral communication as they react from astonishing and poor plays. They also tend to argue with bad calls. They shout on top of their lungs to express how the play has been magnificent and show their support by screaming â€Å"DEFENSE!†. Referees and committee officials also talk among each others to ensure that calls and judgment conform with each other’s decision. In terms of the written form of communication, committee officials adapt the use of these system as signs are raised that would indicate if teams are on penalty, the number of personal fouls and who’s possession the ball would be. In return delays are avoided from happening that may arise from confusions in the fast pace tempo of the game. Fans keep track of the scores from the giant electronic scoreboard that also shows the period and time remaining. It contains all sorts of information that would remind the players and the spectators of everything about the game. Posters, slogans and banners are also a mean of communication that can be observed in a basketball game. As a method of showing their support faniacs ( fan and maniacs alike) raised and lift banners that contain catchy praise that either showed unwavering support to the team or leave opposing team irritated. In terms of non-verbal form of communication that is present through out the duration of the ball game, there are lots that can be observed. Rules and regulations that are implemented in a basketball game rely heavily on the use of signs. They are expressed mainly through the use of signs that have come to be identified with basketball. Violations such as traveling, dribbling infraction, fouls and goal tending are expressed through the different combination of hands and arms movement. With these various motions of the hands and body movement, a call is identified. Thus, before someone or in order for anyone to play the game to this high level, he must know and understand the sign and language of the sports. Calls that are made are evaluated through these signs such as arms at crossed which means a substitution is being prepped up and closed fists which indicate that someone committed a foul. Through this, fans and viewers in the boob tube can readily recognize the call that was made. Furthermore, referees also used hand signals and gestures to report to the technical committee those who have made the infraction by signaling the player’s jersey number. Clapping is also a sign of non-verbal communication displayed at games. Spectators cheered for exciting plays, pair of crucial free throws that are made and defensive gem performed by their team, supporters clapped and give each others high fives. Players and coaches also employed non-verbal communication by tapping their heads, crossing their fingers or pulling up the upper portion of their jersey. They can also raise their hand and their arms to indicate plays. They use it as a cover up to prevent opponents from reading their attacks. Communication in the game of basketball is very important. Proper communication makes things better. Verbal, written and non verbal communication are all present in the game and the lack of any one of these can spell the doom to a team. Sports are perfect microcosms of life and if communication can lead to a team’s downfall improper communication also have adverse effect into the different areas of life. Reference Werner, S. (1979) Communication Theories: Origins, Methods, Uses. New York: Hasting House

Frankenstein and Blade Runner Comparative Study Essay

Through a comparative study of Mary Shelley’s novel Frankenstein and Ridley Scott’s film Blade Runner it is possible to gain an understanding of the notion of what constitutes humanity. Despite bearing different contexts, the texts embody parallel values that reveal the fundamentals of human nature. Shelley uses elements of Gothic literature and Romanticism to highlight the value of moderation through Victor Frankenstein’s pursuit of knowledge and the resulting ramifications. Similarly, Scott’s film, set in 2019, reflects concerns of the late 20th Century and the consequences of emerging technological advancements and globalisation. In addition, Scott demonstrates Post Modern views of the nature of our existence in a world of rampant corporatism. Ultimately, both texts are shaped with the values of their respective contexts but each explore the dangers associated with the usurpation of God by man, emphasising the inexorable nature of humanity. Shelley’s Gothic novel, Frankenstein, explores the complex nature of mankind by considering the consequences of an unrestricted pursuit of science. A rise in scientific experimentation with Galvanism during Shelley’s time is reflected through the protagonist Victor as he uses it to bestow life. Shelley portrays Victor and the Creature as complex beings, demonstrating both inhuman and human qualities. Despite this, the subsequent rejection by his creator and the De Lacy family drives the Creature to ‘eternal rejection and vengeance of mankind’. Victor’s initial response when meeting the creature, demonstrates his savage, cruel treatment and lack of responsibility towards his creation. â€Å"Devil I exclaimed†, â€Å"Do you dare approach me? Begone vile insect!† The Satanic imagery of ‘devil’, positions the creature as evil and through the rhetorical question and exclamation, we learn of his aggressive and contemptuous feelings towards the creature. The metaphor of ‘vile insect’ further reflects Victor’s disgust and anguish in creating his being. This reflects Frankenstein’s superiority in comparison to what he sees as an inferior, inhumane object. In her Gothic novel, Shelley demonstrates to audiences the question of who we are, through the actions of Victor and the Creature and the questions of what constitutes humanity during her time. Similarly, Scott utilises the film noir genre to depict the dystopian society during LA 2019, whilst reflecting concerns of power and unrestrained knowledge on the world. Scott is influenced by concerns from the 1980’s of capitalist greed, eventually influencing society’s treatment of the environment, reflected through Tyrell’s main objective, â€Å"commerce is our goal†. The opening scenes reflect a dystopian world enthralled by technology and consumerism, shown through the neon bright lights. The extreme long shot highlights the blazing fires within the gigantic city representing a dystopian world and a reflection of hell. The contrast of the blazing fire against the dark city portrays the absence of nature of LA in 2019 and a world encapsulated by technological overload. This gloomy image is reinforced with the non-diegetic sound of the aircrafts, providing the responder with an eerie atmosphere. The effects of the rise in scientific advancement are emp hasised through Tyrell’s isolation, much like Victor in Frankenstein. Despite differing contexts, both Shelley and Scott portray these notions and reveal their effects on humanity and the world. Furthermore, Frankenstein is a cautionary tale as it warns of the dangers of attempting to usur[ God, through contrasting images of the Romantics view of the sublime. The depiction of the beauty of the outside world reflects the Romantic concern regarding the preservation of nature in which the Industrial revolution was a precursor for. Victor seeks the natural world to mollify his anguish about the recent deaths of William and Justine. Shelley’s vivid descriptions of the natural landscape convey a Romantic appreciation of the beauty of nature, but they are intertwined with a sense of Gothic terror. The â€Å"eternity of such scenes†, the â€Å"savage and enduring scenes† and the â€Å"wonderful and sublime† feeling of the natural world enables Frankenstein â€Å"to forget†. The use of bucolic imagery shows the value that Shelley places in the beauty of the natural world. The fact that nature enables Frankenstein â€Å"to forget† his guilt fo llowing William’s murder indicates a strong connection between humanity and the natural world. â€Å"While I watched the storm, so beautiful yet terrific†¦This noble war in the sky elevated my spirits† Shelley’s use of rich imagery as well as religious imagery in ‘elevated’ provides connotations of beauty and a pristine place. Scientific advancements during the time reflect Shelley’s concerns of the dangers of unrestrained scientific knowledge during her context. Furthermore, Blade Runner reflects a postmodern questioning of the nature of humanity whilst exploring concerns of capitalism, leading to a diminishing of moral principles. Scott illuminates the dehumanising effects of such progress, foregrounded through Deckard’s â€Å"retiring† of the Replicant Zhora. Here, the stylistic placement of the transparent cloak places further emphasis on the violence of her death, with a slow-motion low angle shot conveying her heightened sense of humanity within her last moments. The frantic camera movements before Zhora’s death indicate that she is more than just a replicant, bringing on questions of what constitutes a human, reflecting postmodern views. Additionally, the depiction of a tear running down Pri’s face whilst she lies on the sidewalk surrounded by blood combined with sultry, non-diegetic sound and that of a heartbeat, reinforces this questioning of humanity. This is juxtaposed with Deckard’s emotionless features and the monotonous drone of the droid, suggesting that our artificial creations can lead to the dehumanisation of mankind, undermining our humanist framework and hence, cautioning us of the dire consequences of unchecked scientific progress. Blade Runner reflects ideals during the late 20th century of who we are, through the comparison of the replicants and humans, and inevitability reflecting the complex nature of humanity. Despite differing time periods both Mary Shelley’s Frankenstein and Ridley Scott’s Blade Runner, explore similar concepts and values relating to their contexts. Frankenstein reflects Romantic concerns for the rise in technological overload and the effect this has, eventually leading to the questioning of humanity. Similarly Scott reflects these same ideals through Post Modern concerns of the time. Despite displaying similar concerns, both Scott and Shelley express these values and ideals in relation to their contexts.

A film comparison between emma and clueless

A film comparison between emma and clueless Jane Austen's early nineteenth century novel, Emma spawned two well-known films from the mid-nineties. These are of course Emma, directed by Douglas McGrath and Clueless, written and directed by Amy Heckerling. While Emma is a direct adaptation of the novel, Clueless was merely inspired by its themes and messages. Furthermore, Emma aspires to successfully present the novel in celluloid and entertain a female, adult audience whilst introducing Jane Austen to a new generation. Conversely, Clueless aims to transport the themes and morals presented within the novel into a modern context that is relatable to the youth of today. Despite these differing objectives the films are similar in terms of storyline, theme and characterisationSuperficially, Emma and Clueless are tales of love told from the perspective of 'the match-maker,' however beneath this veneer lie stories about young women learning humility in the face of their own willful ignorance. In both stories the heroine misjudges not just Mr/Elton's affections, but also the extent of a second eligible man's affections for them.Jane Austen lived here, in Chawton, during her fin...Cher and Emma even misjudge their own feelings towards a brother figure: Mr Knightly in Emma, and Josh in Clueless. As a result of their mistakes, both undergo a 'spiritual makeover' and rethink their opinions of themselves and the things into which they put their time and energy. A more blatant connection in the plot occurs when Emma paints a picture of Harriet for Mr Elton to hang up in his house. The equivalent to this in Clueless would be when Cher takes a picture of Tai for Elton to pin up in his locker. In both films the portrait is hung up not because of the subject but because of who created the image. Indeed, the films share similar storylines, yet they are set in vastly different environments.Emma is...

Adult Learning Theory

It has been found that children learn because they have to, while adults learn for reasons usually based on self motivated factors or androgogy (Holt, 2011). â€Å"Teaching that transforms: Facilitating life change through adult Bible teaching† by Richard A. Holt (2011), it is stated that it is necessary to bring both concepts of the Bible teaching and contemporary adult learning theories together for the most effectiveness. In the Holt article; it is shown that Biblical explanation and interpretation assist the adult learner in gaining knowledge. The choices one makes gives real world perspective and power can only be obtained by the Holy Spirit. The article discusses the styles in which adult learning makes a difference, whether androgogy, transformative learning or self-directed learning (Holt). Adult Learning Theory for the Twenty-First Century† discusses the goals of educators to better prepare themselves to better deal with adult learners. Over the last 15 years, learning theories have changed very aggressively (Merriam, 2008). As adults continue to develop human physiology changes, thus learning teaching styles have to change to keep up. It has been recognized that with time everything that adults experience is part of the l earning process. It has been further recognized that educators have to increase their tool set to involve creative and artistic modes of teaching to reach a wider audience. Both articles cover the ever-changing dynamics of the human psyche and educational styles and requirements in dealing with adult learning. Educators have to continue to increase knowledge both for themselves as well as those whom they are educating. Where the styles of the teaching process in the Holt (2011) article differ from the Merriam (2008) article, they both recognize the changes in adult learners. It has been recognized over years and will continue for years to come that educators of adults will have to continue honing their skill sets to accommodate the learning styles of adults. Since adults learn differently from children it is important to include the learning styles necessary to maximize the efforts of educators. As adults learning styles change it will be necessary for those educating adults to change also. Reflection After reading both articles and realizing the application in my own life and learning style, I conclude that adults learn differently. There were moments of complete frustration as I was putting my thoughts together as I can tend to be somewhat of a perfectionist. I had the realization that time management and organizational skills are imperative when completing an assignment of any type. The Holt (2011) article caught my attention initially because of how I tend to study and read the Bible in particular. I am coming to understand more and more how I learn and further realize that the concepts of knowledge, choice and power are applicable in my own life. I am intrigued by the concept mentioned in the Holt article and will consider its application to my current Bible study methods. The Merriam (2008) article is interesting in the fact that I had no idea how challenging it is for educators to keep up with the learning curve that is necessary to continue teaching the increasing number of adult learners. Being out of the college environment for so long, I realize it is not as easy to just get things done with all of the demands of life as I know it. I can see how both articles and their teaching styles have a positive impact on dealing with adult learning. With all of the influences of culture, music, art, etc, it is imperative that educators find a way to keep up with the demands of educating the population of adults returning to increase their knowledge to keep up with fast paced American culture. I now have a new respect for teachers on all levels. It is interesting that adult educator’s find is so necessary to effectively reach adults. It is increasingly more common for adults to return to school for a number of reasons, and are driven to succeed for just as many reasons. Thankfully educators realize the change necessary to comprehend the goals of those adults striving for successes related to educating themselves. References Holt, R. A. (2011). Teaching that transforms: Facilitating life change through adult Bible teaching. Christian Education Journal,  8(2), 450+ Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions For Adult And Continuing Education, Volume 2008, Issue 119, 93-98. DOI: 10. 1002/ace. 309 Adult Learning Theory It has been found that children learn because they have to, while adults learn for reasons usually based on self motivated factors or androgogy (Holt, 2011). â€Å"Teaching that transforms: Facilitating life change through adult Bible teaching† by Richard A. Holt (2011), it is stated that it is necessary to bring both concepts of the Bible teaching and contemporary adult learning theories together for the most effectiveness. In the Holt article; it is shown that Biblical explanation and interpretation assist the adult learner in gaining knowledge. The choices one makes gives real world perspective and power can only be obtained by the Holy Spirit. The article discusses the styles in which adult learning makes a difference, whether androgogy, transformative learning or self-directed learning (Holt). Adult Learning Theory for the Twenty-First Century† discusses the goals of educators to better prepare themselves to better deal with adult learners. Over the last 15 years, learning theories have changed very aggressively (Merriam, 2008). As adults continue to develop human physiology changes, thus learning teaching styles have to change to keep up. It has been recognized that with time everything that adults experience is part of the l earning process. It has been further recognized that educators have to increase their tool set to involve creative and artistic modes of teaching to reach a wider audience. Both articles cover the ever-changing dynamics of the human psyche and educational styles and requirements in dealing with adult learning. Educators have to continue to increase knowledge both for themselves as well as those whom they are educating. Where the styles of the teaching process in the Holt (2011) article differ from the Merriam (2008) article, they both recognize the changes in adult learners. It has been recognized over years and will continue for years to come that educators of adults will have to continue honing their skill sets to accommodate the learning styles of adults. Since adults learn differently from children it is important to include the learning styles necessary to maximize the efforts of educators. As adults learning styles change it will be necessary for those educating adults to change also. Reflection After reading both articles and realizing the application in my own life and learning style, I conclude that adults learn differently. There were moments of complete frustration as I was putting my thoughts together as I can tend to be somewhat of a perfectionist. I had the realization that time management and organizational skills are imperative when completing an assignment of any type. The Holt (2011) article caught my attention initially because of how I tend to study and read the Bible in particular. I am coming to understand more and more how I learn and further realize that the concepts of knowledge, choice and power are applicable in my own life. I am intrigued by the concept mentioned in the Holt article and will consider its application to my current Bible study methods. The Merriam (2008) article is interesting in the fact that I had no idea how challenging it is for educators to keep up with the learning curve that is necessary to continue teaching the increasing number of adult learners. Being out of the college environment for so long, I realize it is not as easy to just get things done with all of the demands of life as I know it. I can see how both articles and their teaching styles have a positive impact on dealing with adult learning. With all of the influences of culture, music, art, etc, it is imperative that educators find a way to keep up with the demands of educating the population of adults returning to increase their knowledge to keep up with fast paced American culture. I now have a new respect for teachers on all levels. It is interesting that adult educator’s find is so necessary to effectively reach adults. It is increasingly more common for adults to return to school for a number of reasons, and are driven to succeed for just as many reasons. Thankfully educators realize the change necessary to comprehend the goals of those adults striving for successes related to educating themselves. References Holt, R. A. (2011). Teaching that transforms: Facilitating life change through adult Bible teaching. Christian Education Journal,  8(2), 450+ Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions For Adult And Continuing Education, Volume 2008, Issue 119, 93-98. DOI: 10. 1002/ace. 309 Adult Learning Theory

Evaluation of Statistical Data Term Paper Example | Topics and Well Written Essays - 1000 words

Evaluation of Statistical Data - Term Paper Example The main objective of this study is to determine significant factors that influence the overall academic performance i.e. GPA of a student. The major possible factors identified initially include Class, Age, IQ and the study time a student contributes for learning and acquiring knowledge after class hours. The sample of this study comprised of 30 students gathered from different class intakes. The cumulative GPA of each student was used to measure their overall performance. In this particular case study, our independent variable is Cumulative Grade Point Average (GPA) on a scale of 4.00 while our dependent variables include class of the student, age of the student, his or her IQ level and study time that a student consumes after class hours for learning. In this study, Minitab 16.2.1 Statistical Software was used to carry out statistical calculations. Initially, descriptive statistical analysis was carried out for all dependent and independent variables to study their distribution pa ttern to draw any meaningful interpretation. Further, correlation and regression analysis was conducted to determine if there is a relationship between the independent and dependent variables. ... Descriptive Statistical Analysis First of all descriptive statistics of independent and dependent variables was carried out using Minitab 16.2.1 Statistical software to study the distribution pattern of the values contained within these variables for a sample size of 30 i.e. n=30. According to Kirk (2008), mode is highest score value in the data sample that has the maximum frequency of occurrence, median is the center value in the order data sample that divides the sample into two halves while mean is the average of all data points and is the center of gravity of the sample. Kirk (2008) highlights that the standard deviation is the most important and widely used value that helps to identify the dispersion of the data. The square of standard deviation is called variance. Skewness is the measure of extent to which distribution of the data leans to one side of the mean. A negatively skewed data indicates that the distribution leans to right while positively skewed data indicates distrib ution leaning to the left of average value. Kurtosis, on the other hand, is the measure of peakedness of the sample data. Below is detailed analysis of the independent and dependent variables: Class of Students The pie chart indicated that 10% of the students from our sample of 30 students were from Class 1, 20% were from Class 2, 23.3% from Class 3 and 46.7% from Class 4 as shown below. Figure 1 : Pie Chart of Percentage of Students Sampled from Each Class Grade Point Average The descriptive statistical analysis of the GPA sample revealed that the mean value of GPA was 3.2317 with a standard deviation of 0.3597. The Skewness of the sample is -0.04 which indicates that data is nearly uniformly