Essay on Compare/Contrast China and India - 896 Words

China and India China and India were both very advanced ancient civilizations. Both agricultural based civilizations made various technological advances. Although China and India shared many similarities, they had differences such as the social system, politics, and the importance of trade in the economy. The hierarchy of ancient China and India were similar with a noticeable sign of select individuals being considered â€Å"higher† then others. The caste system was strict in India and prohibited other classes from interacting with each other. China’s social system differed from India’s caste system, by not demonstrating a formal and strict social ladder. Where in India there existed over three hundred subcastes at one point, China had a†¦show more content†¦India and China both strived to further technological innovations to better their civilization and impact the world. A similarity between Indian and Chinese literature was their basis upon poetry. In China and India love and romance literatures were very popular. Astronomers from Ancient China and India made major breakthroughs that still exist to this day. Some of these discoveries included identifying and studying the movement of planets, calculating the rotation of earth on its axis, and predicting and explaining eclipses. To study and learn new information on astronomy the Indians and Chinese used telescopes which were a fairly advance technology for this time. A major intellectual difference between China and India was there mathematical research. Although they both studied math, the Chinese studied math in how things worked such as music. On the other hand the Indians studied â€Å"traditional† math or the math most people think about. Although Indian society was not allowed to dissect human bodies, both were able to create new medicine and sterilize medical equipment. Since both were agricultural based societies, they made technological discoveries making farming easier. The Chinese and Indians invented metal tools from iron and steel to help farmers, and created new materials to trade, and other tools to efficiently further research in math and science. China was able to create better technology that was unseen in most parts of the world, which includedShow MoreRe latedCompare and Contrast Classical China and India Essay727 Words   |  3 PagesCompare and Contrast Classical China and India The foundations were set for these two Classical developing empires: China, separated from other developing empires and India, supported by them. While both Classical China and India had hierarchy’s based on agriculture and organized patriarchal societies, India developed multiple institutions, such as language, while China developed one united dialect. Agriculture helped set a hierarchy for these classical civilizations. For example, China categorizedRead MoreCompare/ Contrast Han China Mauryan/ Gupta India Essay601 Words   |  3 Pagesï » ¿ Compare/ Contrast Essay Intro: 1. Broad Analytical Statement: Almost all successful classical civilizations needed a strong political base in order to thrive. 2. Thesis: Although both Han China and Gupta India’s political control directly correlated to religion, they differed in the centralization of their government, and what members of society became rulers. 3. a) Religion – Han China’s political system was directly influenced by Confucianism, and India’s political system correlatedRead MoreCompare and Contrast: Ancient China and Ancient India Essay664 Words   |  3 PagesAncient China and ancient India are both important and interesting ancient civilizations. They are alike and unlike in many ways. Some significant ways in which ancient India and China are similar and different are religion, art, economics, politics, and social structure. Ancient China and ancient India both consider religion to be very important. The main religions of China were Confucianism, Taoism, and Legalism. The central religions in India were Hinduism and Buddhism. Both Ancient China and IndiaRead MoreCompare and Contrast Between Classical India and China Essay746 Words   |  3 PagesCAC between India and China When analyzing cultural traditions and innovations, economic relationships, and social classifications and expectations during/between the periods of classical China and classical India. Classical China lasted from 2000 B.C.E - 600 C.E, while classical India lasted from 600 B.C.E – 600 C.E. There are quite a few similarities and differences between these two civilizations. With regards to cultural traditions and innovations both developed similar technologies in theirRead MoreCompare and Contrast the Relative Hofstedes Cultural Dimensions of Usa, China, Germany and India2265 Words   |  10 PagesCompare and contrast the relative hofstede’s cultural dimensions of USA, CHINA, GERMANY AND INDIA Submitted by Mohammed Mohsin.K 211103 Section â€Å"E† 2nd year PGDM SJCBA Geert Hofstede is an influential Dutch researcher in the fields of organizational studies and more concretely organizational culture, also cultural economics and management. He is a well-known pioneer in his research of cross-cultural groups and organizations and played a major role in developing a systematic framework forRead MoreCompare and Contrast the Relative Hofstede’s Cultural Dimensions of Usa, China, Germany and India2256 Words   |  10 PagesCompare and contrast the relative hofstede’s cultural dimensions of USA, CHINA, GERMANY AND INDIA Submitted by Mohammed Mohsin.K 211103 Section â€Å"E† 2nd year PGDM SJCBA Geert Hofstede is an influential Dutch researcher in the fields of organizational studies and more concretely organizational culture, also cultural economics and management. He is a well-known pioneer in his research of cross-cultural groups and organizations and played a major role in developing a systematic framework for assessingRead MoreCCOT And CC Essay1549 Words   |  7 PagesAfrica Compare and contrast life in foraging societies with life in agricultural societies after the Agricultural Revolution Identify two key changes in early African history that resulted in a new period in the history of the region The Middle East Analyze the political changes in the Middle East from the Agricultural Revolution to 600 c.e. Compare and contrast the basic features of TWO of the following religious systems prior to 600 c.e. Polytheism Judaism Christianity Asia Compare the originsRead MoreComparing the Governments and Economies of China, India, Japan, and Korea1163 Words   |  5 Pagesï » ¿Comparing the Governments and Economies of China, India, Japan, and Korea The purpose of this essay is to compare and contrast the government and economies of four countries in Asia: China, India, Japan, and Korea. Topics that will be discussed are their governments, economies, resources, and citizens. China China, officially the People’s Republic of China, is a single-party state, meaning there is only one political party. China was founded on January 1, 1912. The per Capita GDP for theRead MoreComparison of India and China Architecture Essay1074 Words   |  5 Pagescivilization is undoubtedly its architecture, which extends to a great deal more than the Taj Mahal or the temple complexes of Khajuraho and Vijayanagara. The beginnings of Indian architecture are more properly to be dated to the start of Buddhism in India, in the reign of Ashoka and the construction of Buddhist monasteries and stupas. Buddhist architecture was predominant for several centuries, and there are few remains of Hindu temples from even late antiquity. Some of the best Buddhist arts and architectureRead MoreEntry Market For P G Pampers Division Next Year939 Words   |  4 Pages Three countries I choose to be the target markets are Mexico, India, and China; and I recommend Mexico as the entry market for PG Pampers Division next year. In order to explain the reasons why I recommend Mexico, I am going to compare and contrast the three countries of the status quo in economics, population, health, business climate (trade), and industry macroscopically. Before analyzing, I have three important points to emphasize in order to explain the reasons why I choose these certain

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The Issues of Sin and Redemption in the Kite Runner Essay

Parker 05 October 2009 *The Issues* of Sin and Redemption in The Kite Runner Redemption is defined as the act, process, or instance of redeeming--:to free from what distresses or harms: as 1) to help overcome something detrimental; 2)to release from blame or debt; 3) to free from the consequences of sin, or 4) to change for the better. It cannot be accomplished in a single day. Redemption is a process that can take days, weeks, and months—sometimes even years to achieve. As the definition states, in order for a person to be redeemed, he/she must have committed some type of sin. In The Kite Runner, redemption is so important because sin is so prevalent. From Amir watching Hassan being raped, to Baba not coming out with the truth†¦show more content†¦Once Amir finds out about Babas sin, he feels as though his entire life has been a cycle of betrayal, even before he betrayed Hassan. But having a taste of betrayal himself does little towards redeeming Amir. In Ghazi Stadi um, the Taliban twists the words of Muhammad in order to justify murdering the alleged adulterers. The mullah announces that every person should have a punishment befitting his sin (270). Although he would not want to compare himself to the Taliban, Amir believes this in regards to his own sin. When he tries to get Hassan to pelt him with pomegranates, he is expressing his feeling that in order to be forgiven for hurting Hassan, Hassan must hurt him. When Assef almost kills Amir, he feels healed, as though now that Assef has hurt him, he is redeemed. He even tells Farid that in the room with Assef, he got what he deserved. (298) In the end, Amir finds out that punishment is not what will redeem him from his sin. It is not even saving Sohrab. In order to atone for his sin and Babas before him, Amir must erase the lines of discrimination he has lived with all his life by giving Sohrab an equal chance at success and happiness in America. Amir, though he needs forgiveness himself, has t o forgive the important people in his life as part of his â€Å"road to redemption.† Soraya needs Amir to forgive her before she can marry him. In the same way, Rahim Khan needs Amir to forgive him for keeping Babas secret before he dies. Rahim Khan isShow MoreRelatedThe Kite Runner : Philosophical Ideas903 Words   |  4 PagesPhilosophical Ideas in The Kite Runner Philosophy, one of the most open and free studies men and women can explore and master. It’s moral dilemmas and ideals used extensively across the multi-cultural spectrum to express freedom and redemption to all. One such form of expression, unbounded by ignorance and restrictions, is literature. The author of the book The Kite Runner, Khaled Hosseini, excellently uses his mastery of the art of literature to express the philosophical ideas of redemption through the usesRead MoreThe Kite Runner By Khaled Hosseini.published Essay1264 Words   |  6 PagesThe Kite Runner is the kind of novel portraying the common issues of the lives of parents and children. The Kite Runner is the first novel by Afghan-American author Khaled Hosseini.Published by Riverhead Books, it recounts the narratives of Amir, a young boy from the WazirAkbar Khan district of Kabul, whose closest companion is Hassan, son of his father s servant Hazara. The story is situated against a backdrop of turbulent and volatile events, from the fall of Afghanistan s monarchy through theRead MoreRedemption in The Kite Runner1038 Words   |  5 Pagesâ€Å"For you, a thousand times over.† In The Kite Runner by Kahled Hosseini, there is a recurring theme of redemption that is portrayed by various literary devices. Kahled excellently juxtaposes devices such as irony, symbolism, and foreshadowing to show redemption within his first novel. As a foreword, the story of The Kite Runner focuses on a man named Amir. In his childhood, he enjoyed a high-class life in Kabul, Afghanistan, living with his father Baba. They have two servants, Ali and his son HassanRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 1017 Words   |  5 Pages Kite Runner Comparison Essay In Khaled Hosseini’s The Kite Runner, several major themes arise. One of the most pronounced theme is the idea of redemption for ones past wrongdoings. The protagonist, a wealthy envious Afghan boy named Amir, retells the traumatic story of his childhood. Once readers learn of his past, they realize the issues he experienced and the events that came into play in the forming of the plots format, from one meaningful quote Hassan says â€Å" for you a thousand times over†Read MoreThe Kite Runner Analysis1526 Words   |  7 Pagesillustrates the importance of the past, the feeling of guilt and the redemption for one’s past sins. Khaled Hosseini regained control of the beauty of Afghanistan, especially the city of Kabul, in his novel The Kite Runner. He narrates the turbulent journey of a man named Amir, who is haunted by his past and the ghosts of his sins. The novel is not just the history of Afghanistan before the Taliban took over, but it is also the story of redemption. Throughout the novel, Hosseini explores important topicsRead MoreSummary Of The Kite Runner 1196 Words   |  5 PagesNick St. Sauveur World Literature II 20 November 2015 Mrs. Hogan Kite Runner Essay Amir: Lost In Fear Over the duration of history, it has been shown that guilt not brought to light can do little in the name of personal redemption. Moreover, this is clearly connected with and related to Khaled Hosseini s fantastic novel The Kite Runner, one of which describes as well as shows the thoughts and actions of teens through the story s main character, Amir, and his many adventures as anRead MoreThe Kite Runner: Forgiveness, Loyalty, and the Quest for Redemption2381 Words   |  10 PagesThe Kite Runner: Forgiveness, Loyalty, and the Quest for Redemption Khaled Hosseini’s The Kite Runner is an award-winning novel and considered one of today’s most popular, contemporary classics. The story is one of familiar themes such as loyalty, forgiveness, betrayal, love, and redemption. It follows the tale of Amir and how he must atone for his sins and find a way to â€Å"be good again† (Hosseini 2). The quintessential message of this book relies on the idea of second chances. Themes of redemptionRead MoreSummary Of The Kite Runner 1269 Words   |  6 PagesThe Kite Runner is a very powerful book that deals with many complex political and personal problems. This book has changed and challenged many of my views on life. I also found this book very inspiring and I have gained a greater appreciation for the life I have in Canada. Firstly, the text communicated with me through emotions. For example, I felt sadness for Hassan because of the way society treats him as an unequal. In addition, I have learned many things from this novel such as the importanceRead MoreShort Story : The Kite Runner 1246 Words   |  5 Pages 20 November 2015 Mrs. Hogan Kite Runner Essay Amir: Lost In Fear Over the duration of history, it has been shown that guilt not brought to light can do little in the name of personal redemption. Moreover, this is clearly connected with and related to Khaled Hosseini s fantastic novel The Kite Runner, one of which describes as well as shows the thoughts and actions of teens through the story s main characterRead MoreKite Runner Redemption964 Words   |  4 PagesRoad to Amir’s Redemption In a lifetime, everyone will face personal battles and guilt, some large and some small. Such as guilt over sneaking out, not doing homework, or telling your parents a little white lie. People find peace of mind through redeeming themselves, in other words, we do something that makes up for the cause of guilt. Khaled Hosseinis novel The Kite Runner revolves around betrayal and redemption. Redemption is the act of saying or being saved from sin, error or evil, which the

San Jacinto College South Honors Program - 1533 Words

The San Jacinto College – South Honors Program San Jacinto College (SJC) offers a large variety of classes for its students. It even has its own Honors Program that encourages students to challenge themselves by taking more rigorous courses. However, this program could use some improvements. One important issue is how few honors courses are available. San Jacinto College – South should increase the number and variety of honors classes provided to students. In a personal interview with one of the SJC honors coordinators, Dr. Grubb, it was found that the south campus’ honors classes have had the largest amount of sign-ups in the Fall 2016 semester. With only twenty-one classes provided, two hundred and eighty-eight spots were filled. In†¦show more content†¦A Handbook for Honors Programs at Two Year-Colleges states that most honors staff will write letters of recommendation for their students (James 23). This, of course, aids in SJC honors students’ acceptance into universities. Because of an SJC student’s increased likelihood of being accepted into a university, San Jacinto College becomes more appealing to prospective students, parents, and guardians. This leads to an increased number of students bringing in more money for the college. The catch to being in the Honors Program is that â€Å"to complete the Honors Program and be recognized as an Honors graduate, a student must complete at least 12 hours of Honors work with a minimum of a â€Å"B† in each Honors course† (â€Å"Honors Program†). This is a problem to many students, because by the time they learn that they can be involved in the Honors Program, they may have already completed many if not all of the courses that are available for honors. In addition, they may not feel inclined to take a class that is not required for their degree. Due to these hindrances, far too many students have been put on probation and/or been removed from the Honors Program before completing the program’s requirements, because they were unable to find an honors course that fit with their schedule and degree each semester, which is aShow MoreRelatedTimeline of Philippine History6991 Words   |  28 PagesDate | Event | 1500 | | Rise of  Kingdom of Maynila  under the  Bolkiah  dynasty | 1521 | March 16 | Ferdinand Magellan  lands on  Homonhon  with three small ships, named the Concepcion, Trinidad and Victoria. Magellan calls the place the  Arcigelago de San Lazaro  since March 16 is the feast day of Saint Lazarus | | March 28 | Magellan reaches the Philippines | | March 29 | Blood Compact between Magellan and Rajah Kulambo of Limasawa | | March 31 | The  first mass on Philippine soil  is celebratedRead MoreHigh School Student Essay20272 Words   |  82 Pagesinformation about the countries’ history, geography, and cultures in their projects.The class had already prepared a large world map with pins marking the students’ countries of origin.While several of the pins were clustered in Mexico and Central and South America, the map showed that students also came from many other parts of the world. Each student was encouraged to invite a family member to come and share a part of the family’s native culture. The parents could bring food, music, and native dress

Destruction of the Old Order in King Lear Act I Free Essays

In the first act of King Lear Shakespeare turns the order of world of the play upside down. By the end of the first act virtually every character’s station in life has been changed significantly. Lear has given away his power, he has destroyed his family by disowning one daughter and angered another, and he has banished his most trusted advisor. We will write a custom essay sample on Destruction of the Old Order in King Lear Act I or any similar topic only for you Order Now When the play begins, Lear is King of England. He has long ruled and apparently has done so competently. He holds all power in England. Although Lear has advisers, notably Kent and Gloucester, it is clear that Lear is in charge and he keeps his own counsel and makes his own decisions. The play opens with his two advisers, the Earls of Kent and Gloucester being surprised that Lear no longer appears to prefer Goneril’s husband the Duke of Albany over Regan’s husband Duke of Cornwall. â€Å"I thought the King had more affected the Duke of Albany than Cornwall† (I.i.1-2). Due to his failure to keep his advisers involved in the decision making process, he at times makes rash decisions such as the disowning of Cordelia (I.i.113-116), the dividing of his kingdom between Goneril and Regan (I.i.127-138), and the banishing of his best and most loyal advisor Kent (I.i.173-178). By the end of Act I Lear seems impotent. He is no longer the powerful King of England. He is no longer recognized as King. Goneril has instructed her servant Oswald to â€Å"[p]ut on what weary negligence you please† (I.iii.12) toward Lear. When the once powerful Lear asks Oswald â€Å"Who am I, sir?† (I.iv.78) the servant insolently replies â€Å"My lady’s father† (I.iv.79) enraging Lear that a servant should treat him not as king, but as the father of the servant’s lady. His power, status, and social standing have collapsed. As a father Lear doesn’t fare much better than he did as king. At the play’s beginning he is an all-powerful patriarch and expects everyone to completely agree with and cater to his every whim. In many ways he is like a spoiled child. He seeks and demands constant, undivided attention. Lear solicits affection from his daughters â€Å"[w]hich of you shall we say doth love us most,† (I.i.51). When the attention is positive and according to his wishes he exhibits an almost childlike happiness. Although it is evident Goneril and Regan are engaging in hyperbole, Lear is pleased and rewards his two elder daughters with one third of England each. When he asks his favorite daughter Cordelia how much she loves him he is disappointed with her answer and throws a tantrum, â€Å"[h]ere I disclaim all my paternal care† (I.i.113). By the end of the first act Lear’s demands have not changed. When Goneril argues with him and complains about the behavior of his knights, Lear has another fit of anger and runs away from Goneril to Regan as if he were a schoolboy running away from home. He no longer is the proud father of three daughters, but has banished Cordelia, angered and run away from Goneril, and pins his hopes on his middle daughter Regan. When Act I ends Lear is no longer the center of social attention. When he first appears on stage the stage directions indicate that a flourish is sounded and Lear enters with his three daughters, his two sons-in-law and an unspecified number of attendants. In the final scene his presence is not announced with a flourish. His daughters and sons-in-law are not present. Lear’s only attendants are the banished Kent (disguised as Caius) and Lear’s jester known only as â€Å"Fool.† Lear is not alone in his foolish behavior toward his children. Gloucester behaves similarly to Lear. He is used to his power and makes rash, unwise decisions. When the play opens Gloucester appears to be somewhat ashamed of his second son, Edmund who is a bastard for he keeps him away from court, â€Å"he hath been out nine years, and away he shall again† (I.i.32-33). Gloucester’s older son Edgar is clearly his favorite. Yet he is quick to believe Edmund when Edmund plots against Gloucester. Edgar clearly mirrors Goneril, as Gloucester is quick to believe the false accusations made by Edmund and force Edgar into hiding. Edgar also mirrors Kent in that he returns in Act II dressed as Poor Tom of Bedlam. As Tom Edgar accompanies his father and helps him just as Kent helps Lear. Cordelia’s status changes greatly in the first act. Initially she was Lear’s favorite daughter. She went from a highly sought after bride-to-be with a large dowry to a woman with no dowry who is refused by the Duke Burgundy and accepted, without dowry by the King of France. When she refuses to kowtow to Lear with false praise her status is destroyed. Although she clear loves her father she is banished and forced to leave England. By the end of Act I Lear is no longer the proud, powerful King of England. By his own hand he has destroyed his kingdom and his family. Shakespeare has stripped Lear of his armor and has exposed Lear with all of his vulnerabilities and foibles. By removing the old order in the first act, Shakespeare provides a vehicle for the readers and members of the audience to explore the real nature of the characters behind the facades each character displays in public life when the play begins. Each of the characters will reveal his or her true nature throughout the remainder of the play. These revelations provide the tension and the interest of King Lear. Works Cited The Tragedy of King Lear. The Riverside Shakespeare. Boston: Houghton Mifflin Co. 1974. 1255-1295.    How to cite Destruction of the Old Order in King Lear Act I, Essay examples

Athletics Before Academics free essay sample

A student athlete, where student comes first and shows the balance of a full time student and a full time athlete, is an individual who competes in organized sports sponsored by an educational institution. Rephrase this for clarity The majority of individuals are not able to continue their athleticism and their passion for their sport into college for at least four more years that they have played for many years beginning as young children, but those who are fortunate enough should not take it for granted.Colleges should have the same standards for their student athletes academically as they do for their Nan-athlete students. Colleges should not have exceptions and give their student athletes free hand outs, they should have strict rules and requirements, and colleges should set up tutors and extra help for their student athletes should they need it. Student athletes need to learn how to prioritize their Three Gs, study first, sports second, and their social life third. Colleges and universities should keep their standards just as high for student athletes than non-athlete students but Dont use in the endIts a click © Overall in the end it is the student athletes responsibility. The tensions between athletics and academics has flared and produced negative attitudes towards student athletes from professors and non-student athletes, due to favoritism and lessening of academic standards; the stereotype of a dumb sock needs to be defeated and diminished. Colleges and universities should have high standards for their student athletes, implement strict rules and athletic academic support programs, and prepare the student athletes for life post graduation to be successful in the workforce.Student athletes have a completely different college experience than those of non-student athletes. Intense time management and inflexible scheduling makes a student athletes life a non-stop routine. Being a student athlete in college is not an easy task. Not only do other individuals tell athletes what they need to do and where they need to be for school work, but most athletes also manage at least a two to four hour time slot every day for practice. This does not take any weigh t off the athletes shoulders; More or Less is a click © as well. .. Dont use that It more or less raises it.The many different responsibilities of being an athlete can very easily clash with academic success in the class room. Athletic culture, extreme time demands on student-athletes, and the often uneasy marriage between athletics and academics in the university setting all contribute to the difficulties that many student-athletes face in Use one quote making it instead of two (since its a double quote) making it academically (Jolly, 2008). However, this is the path that certain individuals choose and should be responsible for their decisions so they can make it and succeed academically.If Dont use 2nd person.. . Restate as If one is They are truly passionate about his or her love of the game then the individual will find a way to make it work. Even though the workload might seem impossible to manage at times, student athletes should not be given hand outs and should not be counted as an exception just because they are an athlete. In the name student athlete, student comes first, and that is for a reason. In a nationwide study done in 2006, about sixty two percent of all student athletes said they view themselves more of athletes than of students (Jolly, 2008).This is a startling statistic that should be seriously considered. Student athletes should receive the same punishments and rewards academically as the non-student athletes. They should be expected to accomplish the same amount if not more, for an athlete at a university or college stands out and is always being watched on and off the field. Student athletes may be exhausted at times but they would not be asked to do something that is not attainable. Since student athletes should not be an exception, this attitude of free hand outs needs to be put to an end after high school.Sometimes athletes are mirthfully accepted into a university when they do not have the grades that meet the schools standards. This is wrong and gives the student the wrong message and attitude that this mentality of free handouts will be continued in college and could even set the individual up for failure eliminate down the road Down the road later in life. Another nationwide study of faculty members was performed by individuals from the University of Michigan. This survey was taken to hear what the faculty members thought of their university athletic programs.Fifty percent said academic standards did not need to be lowered to achieve success in athletics, although thirty two percent said they believed some compromises in academic standards were necessary to succeed in football and basketball (Sander, 2010). The majority of the faculty members believe that student athletes should be held at the same standards; still however, too many believe that their standards should be lessened. Student athletes should be held at the same high academic standards as non-student athletes and should not be a part of an exception; laziness and settling for sees should not be accepted.The fact that student athletes have a much heavier workload on and off the court or field justifies that universities should set up academic support programs that reach out to the athletes. While many NCAA schools provide some form of academic support for student athletes, few are able to provide significant study hall space or computing resources. Centers for Student-Athletes are relatively uncommon among colleges and universities (Jolly, 2008). Universities and colleges should have strict rules and requirements that clarify whether their student athletes as legible or not to participate in athletics.These rules and require ments should include mandatory study halls, grade point average requirements, time management help such as mentors and advisors, and any other programs that could aid student athletes in academic success. Not only should the universities be responsible for setting up these requirements but coaches should also play a role in their players academic achievements. Coaches should understand and implement the Three Gs, study or school first, sports second, and a social life last. The coaches should not interfere with academics ND should hold academics higher than athletics.Find a reference where you got the information from this movie since it isnt common knowledge to others Then PAP cite In 2005 Paramount Pictures released the movie Coach Carter. The movies plot is based on a true story and is centered around the basketball team of Richmond High School in Richmond, California. The head coach Ken Carter was the talk of the news back in 1999 when he benched his whole basketball team due to poor academic results even though it was during an undefeated season, one of their most successful seasons in school history.Throughout the movie Coach Carter preaches on how academic success is more important and vital than success on the basketball court. He forces his team to sign contracts to abide by certain rules including GAP requirements and mandatory study halls. Although, the movie is about a high school team it is still a great example on how a coach holds high standards for his student athletes and does not settle for Anything less than great is not a clear statement Anything less than great. Many universities have athletic academic support programs which aid the athletes with their school work.These programs are one way to teach the value of excellence in academics among athletes. It aims to develop student-athletes who can participate and perform well in academics and athletics (Whiskies, 2008). San Jose City College basketball coach, Percy Carr is a strong advocate of these programs. He has been coaching the San Jose Jaguars for thirty two years and is known for the success of his players on the basketball court and in the classroom as well. He is the Find a better word-winnings coach in school basketball history. Most importantly, he is known for his When you have a association or organization state the full name first then later in paper state it as its abbreviation CA. R. R. Program. It is the Creative Athletic Retention Response Program which is an academic program that includes the San Diego student athletes, giving them exceptional athletic OR no / academic advising. Along with coaches having rules and requirements the NCAA, National Collegiate Athletic Association, is an organization made up of 1 ,281 universities and colleges across the nation that organize the athletic programs while also declaring academic eligibility for student athletes.The NCAA is responsible for Division I, II, and Ill athletics but there are different requirements academically for each division. Overall, many institutions across the nation implement athletic academic support programs, study halls, and GAP requirements, but all universities should be required to do this, keeping a close eye on the academic progress of their student athletes. Unfortunately the majority of student athletes are not privileged enough to get the chance to continue their enthusiasm for their sport professionally after their four years in college; Rephrase for clarity that just the hard facts.When the student athlete graduates and is done with school they are going to need something to back up on. Academics and athletics in college should be about success Take out down the road BC it is a click © down the road in life not just success IN four years in college during a game. Sports not only keep No first person (you) you in shape and show YOGI no first person a good time but they also teach YOU lifelong lessons. Athletes learn the value of hard work, determination, sacrifice, focus, organization, and many other valuable lessons that YOU cannot be taught without living them through experience.It is a proven fact that there is a tight relationship. .. Cite the proven fact. ; between personal development through athletics participation and academic SUccess. Athletics and academics should mold a well rounded individual who learned organization, focus, and, how to prioritize. Athletics and academics should create a well rounded person later in life in the work force. Athletics are just put in place to help the student excel academically (Academic Integrity, 2010). Athletics also build character on and off the court or field.Student athletes should know that they are expected to work hard and apply themselves. Student athletes obviously have the ability to learn and comprehend, just take a look at some of the confusing plays and strategies they memorize, but are questioned sometimes if they are applying themselves (Beanies ; Stanley, 2003). Many times the systems coaches use on their teams to train are not easy but even students who do not do well academically are able to grasp the concepts. This is a block quote which every line of what the person is saying should be indented 10 times b live Look up how to do a block quote PAP style One advantage of being a coach is that you are not required to coach to the middle. Coaches do not dumb down their complicated offensive and defensive schemes to ensure that the slowest player can learn. Instead, they implement their system and expect all their players to learn it. Players either learn the system, or they sit on the bench until they do (Beanies ; Stanley, 2003). Student athletes should be expected to do the same thing in the class room.If the student athlete truly enjoys competing wants to remain eligible to participate in athletics then they will sit down until they learn what they need to. They will and should work hard if they really want Change It it. This should be the case in working towards graduation and excelling academically in college for student athletes. Student athletes cannot play sports forever and need to excel academically to remain successful in life when there is no field or court in front of them. The student athletes in college should stay on the same track as their non-student athlete peers when it comes to working towards a career after school.In the same survey done with the faculty members from the University of Michigan, Sixty-one percent said athletes were motivated to earn their degrees and keep pace with their peers in the classroom (Sander, 2010). This is a trend that should continue to climb and become the norm with a higher percentage of athletes motivated to graduate. Is dumb sock an accurate stereotype? With the technologies of todays society it should not be. For years colleges have struggled with the academic standards of their student athletes and where they should hold these standards. Colleges should work to defeat the stereotype of a dumb sock and should hold the academic standards of their student athletes at the same level as their non-student athletes. The Coalition on Intercollegiate Athletics stated, To the degree that athletics undermines academic integrity, it reflects a cynical attitude towards the ideals of college sports and of higher education (Academic Integrity, 2010 ). This statement is entirely accurate because when standards for student athletes are lessened it gives a bad name, stereotype, and attitude towards other student athletes, colleges, and reformers.

A Day of Volunteering Essay Example For Students

A Day of Volunteering Essay I’m late! † I shouted angrily as I arrived in the parking lot of the Early Child Development Center, I was supposed to sign in by 8. a. m. I got out of the car and rushed over to the green and beige building. As soon as I opened the door of the facility, the smell of syrup and waffles filled the air; it was breakfast time for the children. I waited in the front office, which had an adventurous theme to it. The decor of the room reminded me of when I was young and enrolled in a center similar to this one. The walls had trees, boats and the ocean painted on them. There were bins of toys against each wall waiting to greet each child as they walked in. Birdcages hung from the ceiling, which contained bright yellow and green birds. I sat next to the table that had stacks of Legos on them and waited to be helped. I said to myself â€Å"Wow, this place is a child’s heaven. † I looked to the right and saw a dark blue wooden playhouse filled with plastic fruits, fake dishes, and stuffed animals. There were drawings from children who â€Å"graduated† to kindergarten posted on the walls. The drawings presented the fact that the children could spell their names out. Finally, Mrs. Judy came out to the front office and greeted me. â€Å"Sorry for having you wait out here for so long’† Mrs. Judy said, â€Å"we had to feed the children their breakfast. † â€Å"Its okay, I understand,† I said smiling, â€Å"I’m sorry for being so late. † â€Å"That’s okay sweetheart,† she smiled, â€Å"now lets get you set up in a classroom. † She lead me to the bear room, which was the room for the four and five year olds. The room was uniquely decorated as a forest. To the right of the room were the children’s cubby’s; each cubby had a sticker with each child’s name printed on them. Lunch boxes and sweaters hung out of each of the children’s cubbies. Just above the cubbies was a chart with every child’s name on it. To the left of the room there were shelves that had colorful wooden blocks, wooden puzzles, boxes of crayons, different kinds of wooden toys, paint, and yellow plastic trains. Straight ahead was the kitchen area full of tables and chairs. Where the children had breakfast, lunch, and did activities. In the right corner of the room was a little playhouse set. I was amazed with all the bright colors in the room and how much fun all the children were having. This is my favorite room† Mrs. Judy said with a big smile. â€Å"Everything looks so fun and bright,† I said smiling. â€Å"Hi, I’m Mrs. Ericka! † a woman said from behind me, â€Å"are you the one observing my classroom today? † â€Å"Yes I am,† I answered, â€Å"I’m Cynthia. † â€Å"Okay Ms. Cynthia it is! † Mrs. Ericka shouted with excitement. â€Å"Okay I’ll leave you guys to it then,† Mrs. Judy said while leaving. â€Å"Ms. Cynthia pleasure to have you here,† Mrs. Ericka said, â€Å"Do you mind if we have the interview while the children are at play time? † â€Å"Yeah no problem,† I said smiling. I watched Mrs. Ericka as she cleaned up the mess the children left after their breakfast was over. Mrs. Ericka refused to tell me her age but I can tell that she is extremely young. She dressed a little weird but I knew she dressed to look fun to the children. She had on a purple long sleeve shirt that had light blue stripes, bright red high top converse and big curly hair. She had a green apron on that had paint and glittery glue stains. Every time a student raised their hand she always greeted them with a smile and helped them. She seemed extremely happy and content with her job. â€Å"Its circle time! Mrs. Ericka shouted. The children begun putting away the toys they had been playing with and sat at the edges of the circle carpet. As she went through the days of the week with the children she started singing and dancing. I watched as all the children but one clapped and sang along. .ud30f323f27fc2cc9545d4ec5d0bf0e0e , .ud30f323f27fc2cc9545d4ec5d0bf0e0e .postImageUrl , .ud30f323f27fc2cc9545d4ec5d0bf0e0e .centered-text-area { min-height: 80px; position: relative; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e , .ud30f323f27fc2cc9545d4ec5d0bf0e0e:hover , .ud30f323f27fc2cc9545d4ec5d0bf0e0e:visited , .ud30f323f27fc2cc9545d4ec5d0bf0e0e:active { border:0!important; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e .clearfix:after { content: ""; display: table; clear: both; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e { 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; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e:active , .ud30f323f27fc2cc9545d4ec5d0bf0e0e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e .centered-text-area { width: 100%; position: relative ; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e .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; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e:hover .ctaButton { background-color: #34495E!important; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e .ud30f323f27fc2cc9545d4ec5d0bf0e0e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud30f323f27fc2cc9545d4ec5d0bf0e0e:after { content: ""; display: block; clear: both; } READ: The Importance of Being Earnest EssayA young boy named Patrick stared at the other children with the meanest look. He kept interrupting Mrs. Ericka with rude comments and unusual noises. â€Å"I’m Angry! † Patrick yelled. â€Å"Would you like to go have a moment to yourself in the corner? † Mrs. Ericka replied. â€Å"I feel like hitting! † Patrick yelled. Okay my friends I need everyone to choose an activity station and work on them until I come back. † Mrs. Ericka announced to the class. â€Å"Will you make sure everyone is on task while I talk to Patrick outside for a minute? † Mrs. Ericka asked me. â€Å"Yeah no problem,† I said. I observed as Mrs. Ericka sat Patrick down outside on the blue bench, hugged him, and calmly talked to him. I saw as Patrick let Mrs. Ericka know what was bugging him and she gave him her full attention. The sound of loud children’s laughter filled my ears, so I turned around and saw that orange paint had been spilled on the floor. I quickly went to get paper towels and cleaned it up. I then heard Mrs. Ericka say, â€Å"Oh no my friends its loud in here! † The room went quiet and the children went back to work she thanked me for watching the kids. Then told me that Patrick was a few days new to the class and had come from a troubled home. She tried as hard as possible to make him feel comfortable in class and talk to him when he had any problems. A few minutes later Mrs. Ericka shouted â€Å"Time to clean up! † I was amazed in how fast the children put away all of the activities, they wiped down the tables and put every single thing where it belonged. Okay it’s time to go outside† Mrs. Ericka shouted with excitement. All the children cheered and lined up one by one by the door that had the ABC’s on it. Mrs. Ericka opened the door and counted the children as then left to play outside. â€Å"Okay Ms. Cynthia ask your questions,† she said smiling. I sat down at the tables as Mrs. Ericka started laying out the children’s lunch boxes. I quickly pulled out my Brown little journal that I had written questions in and a blue pen. â€Å"How long have you been working here? † Mrs. Ericka answered with,† I have volunteered here for a year but I have been an actual teacher for two and a half years. I was amazed that she had started off a volunteer. Next question I asked was, â€Å"what made you want to become a teacher? † Mrs. Ericka responded, â€Å"I have always admired my school teachers since I was in grade school and I have always loved being around children. † I explained that when I was younger I would always say I wanted to be a teacher when I grew up. Next I asked, â€Å"What is your favorite part of the day? † Mrs. Ericka responded with,† I have to say when the children do their activities is probably my most favorite part of the day. † I asked the next question â€Å"who is your favorite student? Mrs. Ericka laughed and said, â€Å" I’m not supposed to pick a favorite! † I assured her I wouldn’t tell anyone. â€Å"If I had to choose a favorite I would say Patrick because he’s a good boy just needs a little more attention. † I asked the next question, â€Å"How do you feel about your job? † Mrs. Ericka who was now smiling big answered, â€Å"I absolutely love my job I cant imagine doing anything else. † I could really tell that Mrs. Ericka loved her job. After I was done asking Mrs. Ericka my questions I decided it was time to go and let her get prepared for the children to come back inside. Thank you for this wonderful experience and for letting me question you,† I said as I packed my stuff up. â€Å"No problem it was a pleasure to be observed and questioned,† Mrs. Ericka said smiling, â€Å"I hope you drop by sometime to see us again! † â€Å"I sure will,† I said, â€Å"do you mind if I go say good bye to everyone? † â€Å"Not at all,† She said while warming up lunches. I said my goodbyes and left the center. From visiting this Early Childhood Development Center I can say the teacher has changed my opinion of what I thought about the Center. .ub5d9944ae6b7b6499b51265f549aae83 , .ub5d9944ae6b7b6499b51265f549aae83 .postImageUrl , .ub5d9944ae6b7b6499b51265f549aae83 .centered-text-area { min-height: 80px; position: relative; } .ub5d9944ae6b7b6499b51265f549aae83 , .ub5d9944ae6b7b6499b51265f549aae83:hover , .ub5d9944ae6b7b6499b51265f549aae83:visited , .ub5d9944ae6b7b6499b51265f549aae83:active { border:0!important; } .ub5d9944ae6b7b6499b51265f549aae83 .clearfix:after { content: ""; display: table; clear: both; } .ub5d9944ae6b7b6499b51265f549aae83 { 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; } .ub5d9944ae6b7b6499b51265f549aae83:active , .ub5d9944ae6b7b6499b51265f549aae83:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub5d9944ae6b7b6499b51265f549aae83 .centered-text-area { width: 100%; position: relative ; } .ub5d9944ae6b7b6499b51265f549aae83 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub5d9944ae6b7b6499b51265f549aae83 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub5d9944ae6b7b6499b51265f549aae83 .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; } .ub5d9944ae6b7b6499b51265f549aae83:hover .ctaButton { background-color: #34495E!important; } .ub5d9944ae6b7b6499b51265f549aae83 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub5d9944ae6b7b6499b51265f549aae83 .ub5d9944ae6b7b6499b51265f549aae83-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub5d9944ae6b7b6499b51265f549aae83:after { content: ""; display: block; clear: both; } READ: Dell Mercosur EssayMrs. Ericka helped me realize that I also want to be a teacher. I would like to teach younger kids like she does or even maybe at elementary schools. She helped me realize that not all teachers are mean and strict but that they can also be fun and entertaining. Mrs. Ericka tries different ways to get children involved in learning and I admired the extra mile she went to make kids enjoy the activities. I really enjoyed spending the whole day with Mrs. Ericka’s class today; in fact I offered to volunteering every Friday mornings.

Trust Law free essay sample

Equity and Trusts Law Essays and Dissertations Law Essays UK proudly present a major breakthrough in the advancement of educational standards in the UK the worlds first and only guaranteed 2:1 and First Standard quality personalised law essays service. Ever struggled with understanding a law essay or dissertation topic? Having difficulty with your equity essays or trusts essays?All our UK equity and trusts law essays and our equity and trusts law dissertations are custom written and are written specifically to your exact question. All equity essays and trusts essays and dissertations are also fully referenced (including complete bibliography) and are plagiarism software scanned. Are you confused by the three certainties test in Knight v Knight?Or maybe constructive trusts and resulting trusts, or the difference between inferred common intention and express common intention trusts, as decided in Lloyds Bank v Rosset? Do all of these areas of equity and trusts law make full and comple te sense to you? Chattels, cohabitees, charities, cy pres, discretionary trusts, express trusts, fixed trusts, donees, estoppel (promissory and proprietary) easements, the formalities requirements for trusts and fiduciary duties?Are you fully compus mentus with regards to knowing receipt, knowing assistance, legatees, mutual wills, nominees, overreaching, overriding, perpetuities, powers, precatory trusts, probate, protective and quistclose trusts, settlors, succession, testators, trusteeship, equitable remedies, the equitable maxims, and the Vandervell legislation? If not our equity and trusts law experts are ready to assist you on all equity and trusts law modules found on the LLB with any equity essays or trusts essays you may have. We will write a custom essay sample on Trust Law or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Equity and Trusts The Different Types of Trusts Law Essays UK writers have addressed the following topics with trusts essays within this area the difference between express and implied trusts, charitable trusts, consequences of charitable status and cy pres, the Pemsel heads, secret trusts and half secret trusts, Quistclose trusts and their enforcement, resulting trusts and the presumption of advancement, constructive trusts both of express agreement and implied common intention, protective trusts and the difference between trusts and powers. Cases that we have covered with our trusts essays in these areas include Gissing v Gissing, Re Keen, Re Snowden, Ottaway v Norman, Grant v Edwards, Burns v Burns, Eves v Eves, Midland Bank v Cooke, Springette v Defoe, Drake v Whipp and Lloyds Bank v Rosset.Equity and Trusts Trust Formalities and Requirements for Validity Equity and Trusts law essays that we have been asked to carry out on this area in the past include an analysis of the formality requirements of the Law of Property Act 1925 section 53, the exemption of implied, resulting and constructive trusts form the formalities rules, the need for a declaration of a trust to be in writing, Grey v IRC and the Vandervell litigation, proprietary estoppel, capacity of minors and persons suffering from mental abnormality, the voiding of trusts for public policy reasons, and the law on capricious trusts.Equity and Trusts The Three Certainties Test Needless to say, the test from the case of Knight v Knight is one of the most widely written on areas of equity and trusts law. Topics of past trusts essays have included certainty of intention and precatory words, looking at cases such as Re Adams and the Kensington Vestry, Re Hamilton, and Cominsky, certainty of subject matter, and have analysed cases such as Goldcorp, Re Kolbs WT and Hunter v Moss.The certainty of objects head of the test has of course been covered looking at the difference between fixed trusts and discretionary trusts, Re Badens Deed Trusts, and Mcphail v Doulton as well as the complex area of the individual ascertainability test and the class ascertainability test which we have written numerous essays and dissertations on. Finally, other essays and dissertations in this area include those on the decision of Re Badens Deed Trusts (No. 2) looking at the judgments of Stamp LJ, Megaw LJ and Sachs LJ, and essays on the cases of IRC v Broadway Cottages Trust, Re Hays ST, and the Gulbenkian Test.