Depression Among Athletes Goes Underreported †Sports Psychology Essay

Depression Among Athletes Goes Underreported – Sports Psychology Essay Free Online Research Papers Depression Among Athletes Goes Underreported Sports Psychology Essay For many decades sports have played large roles in human’s everyday lives. Whether one is an elite or recreational athlete, there is a high amount of pressure inflicted upon that individual by coaches and oneself in order to be the best one can be. Although many athletes can successfully climb the mountain of emotional and psychological obstacles that lie in their paths, there are some who find themselves overwhelmed and full of anxiety. Athletes tend to be more susceptible to depression due to the many challenges they must endeavor throughout the course of their athletic career. There are several sports specific factors that contribute to depression, factors which include injury, burnout and overtraining. As well, the expectations of coaches and teammates, heightened public visibility, time demands and racial and gender stereotyping add to depressive pressures. Unfortunately, depression among athletes goes underreported due to the fear of being perceived as â€Å"weak†. Athletes are taught to be tough and strong, therefore depression is not something that many want to face or accept and because of that, sports psychologist are rarely used for such issues as depression. Sport participatio n incurs a certain amount of stress and anxiety on athletes, therefore putting individuals at a high risk for developing a mental illness such as depression. Depression is a common mental disorder which affects up to 25% of female athletes and 12% of male athletes (Wesley, 2002, pg 56). Athletes will experience a loss of interest or pleasure, feelings of guilt or low self-worth, low energy, poor concentration and irritability (suicideandmentalhealthassociationinternational.org). Unfortunately, athletes who experience symptoms of depression are reluctant to seek help, due to the perception that depression carries a cloak of shame. Athletes are taught to be tough and by admitting to a psychological or emotional problem, an individual’s confidence is threatened. Athletes are trained by their coaches to ‘play through the pain’ and struggle through adverse problems on their own without letting anyone see them cry. â€Å"A 2001 study †¦ found that 96 percent of coaches and 97 percent of athletes said mental health is extremely important to overall performance. That’s good news. However, 85 percent of coaches said their athletes come to talk to them about mental health, though only 68 percent of the athletes said they could go to their coach about such issues† (psychologyofsports.com). Seeking help in the sport’s world is a sign of weakness, when really it should be recognized as a sign of strength. Athletes display a variety of psychological responses to injury including negative reactions such as depression. The inevitable losses such as early retirement in one’s athletic career, or the psychological pain one goes through when experiencing an injury have been known to lead to depression. Depression is fairly common among injured athletes. The more successful the athlete, the more serious the injury, the more likely the athlete will experience an episode of severe depression. Athletes whose self-identity is highly wrapped up in sports are more likely to experience greater depression then recreational athletes. One may feel isolated, experience a huge loss of identity and feel that they have limited options if their ability to continue with their chosen sport is jeopardized. When an injury occurs, whether it is severe or not, an athlete is unable to train to his or her potential. In some cases, an athlete may never fully recover from his/her injury, eventually ending the ir career. The inability to return to pre-injury performance levels and the thought of being replaced by a teammate can only lead one further into depression. â€Å"Factors such as the magnitude of the injury, the success of the rehabilitation program, the athlete’s personality, and level of competition have an impact on the athlete’s responses, rendering the responses somewhat idiosyncratic† (Wann, 1997, pg 219). A number of intervention strategies are discussed throughout our textbook, in reference to athletic injury management. Many sport psychologists have devoted their attention to the benefits of providing psychological intervention strategies to injured athletes (Wann, 1997, pg 217). Psychological interventions for injured athletes can prevent future mental illnesses, such as depression. Injury interventions involve two distinct steps. First and foremost, the psychologist must assess the psychological ramifications of the injury. Second, based on the assessment, psychologists must begin to implement a program which best fits the athlete and their needs (Wann, 1997, pg 222). Because research has indicated that there is a strong correlation between injury and mental illnesses such as depression, it is imperative that athletes seek psychological interventions to assist them with their recovery. Other leading factors which contribute to depression among athletes are overtraining, choking and high levels of anxiety. Highly motivated athletes, consumed with the will to perform well and win, become frustrated by poor performance and loosing. As a result, they increase their practice time and training intensity, causing increased fatigue, ultimately worsening performance, which in turn may eventually lead to depression. â€Å"Overtraining can lead to athletic burnout referred to as overtraining syndrome. The physical demands of the athletic activity could conceivably deplete necessary biological factors such as neurotransmitters. One response to less than satisfactory performance is to push themselves even harder in their training, leading to a state of chronic fatigue and depression† (Nichols, 1993, pg 96). Depression is one of the biggest psychological problems among over trained athletes. If overtraining persists, it is imperative for athletes to seek psychological help so that depression doesn’t occur. Another leading factor which contributes to depression among athletes is high levels of anxiety. Anxiety has been strongly correlated with depression in a number of studies (athleticinsight.com). The continuous stress and pressure on athletes to perform well by fans, coaches and oneself causes one to experience high levels of anxiety, which in turn negatively affects ones performance. â€Å"Literature shows athletes with lower state anxiety and less depressed mood are more likely to perform better than their more anxious and depressed counterparts† (athleticinsight.com). Although, there are a number of external forces which cause athletes to experience depression, it is ultimately up to oneself to face the issues at hand, admit there’s a problem and then ask for help. Fortunately, depression is very treatable, however unfortunately there are simply too many forces opposing some athletes to seek treatment. Athletes are afraid to disclose any psychiatric symptoms for fear that it will be revealed and exploited as a sign of weakness and therefore do not seek professional help. Athletes who experience depression try to cure themselves, mistakenly believing that depression is only a state of mind that a person can snap out of, rather then understanding depression as a disease. ‘â€Å"As athletes, we are taught to be tough,† said former NHL all-star Pat LaFontaine, who has battled depression. â€Å"You get up and shake if off. But you can’t do that with depression. For me, the harder I tried, the worse it got† (psychologyofsports.com). Sport psychologists are extremely underused when an athlete is seeking professional help. Although not all sport psychologists are qualified in dealing with psychological issues such as depression, clinical sport’s psychologists are professionals who are trained to treat such issues. Because every athlete is different, clinical sport psychologists must treat every case of depression individually. When an athlete experiences an injury and as a result falls into the deep shadows of depression, the Affective Cycle Theory argues that an athlete’s reaction is comprised of three different responses: distress, denial and determined coping (Wann, 1997, pg 218). It is important for a clinical sport’s psychologist to assess the individual and the situations that led up to the cause of depression. Without psychological intervention, athletes are very unlikely to obtain a quick recovery process, and may end up falling deeper and deeper into depression. It is almost impossible for athletes to continue on training, when struggling with depression. When an athlete makes his/her well-being and personal happiness conditional upon goal attainment, they put themselves at risk for depression due to possible failure. Injuries to athletes are very career-threatening and therefore as well can lead an athlete down the long road of depression. Fortunately, there are ways to limit some of the anxiety that an athlete may experience throughout his/her athletic career, however the challenge for one is to gain personal strength and seek psychological intervention. Early detection and intervention can allow athletes to recover from their illness or injury so the athlete can resume their ‘normal’ life and continue training if they wish to do so. Research Papers on Depression Among Athletes Goes Underreported - Sports Psychology EssayArguments for Physician-Assisted Suicide (PAS)Capital PunishmentThe Effects of Illegal ImmigrationThree Concepts of PsychodynamicAppeasement Policy Towards the Outbreak of World War 2Influences of Socio-Economic Status of Married MalesAnalysis Of A Cosmetics AdvertisementMarketing of Lifeboy Soap A Unilever ProductPersonal Experience with Teen PregnancyHip-Hop is Art

50 Synonyms for Song

50 Synonyms for Song 50 Synonyms for Song 50 Synonyms for Song By Mark Nichol Numerous words that describe various types of musical composition are listed and defined below. (Note that in the definitions below, popular denotes not a musical form that is widely enjoyed, but a song of a type traditionally derived from common people and folk traditions rather than from professional composers. Forms of the word accompany refer to instrumental support.) 1. Air: any of several types of songs or songlike compositions, including ballads and folk songs 2. Anthem: a song or hymn of joy or praise or, by extension, a rousing pop song that resonates with a certain class of listeners 3. Aria: a complex solo accompanied melody, especially in opera 4. Art song: a solo accompanied melody often performed on a formal social occasion 5. Ballad: a narrative composition with rhythmic verse, or a popular slow romantic or sentimental song 6. Barcarole: a work song with a beat that alternates between strong and weak to suggest the rhythm of rowing a boat 7. Cantata: a composition for one or more voices with solos, duets, choruses, and speechlike parts 8. Canticle: a song based on scripture and performed during a church service 9. Carol: a song or hymn of joy, performed popularly or during a church service 10. Chanson: the type of song sung in a cabaret or a music hall 11. Chant: as monotonous but rhythmic song or other vocalization; see also plainsong 12–14Â ­. Chantey/chanty/shanty: a rhythmic sailors’ work song 15. Chorale: a hymn or song sung by a group in church 16. Cover: a song composed by someone other than the performer(s) 17. Descant: a melody sung as a counterpoint to another melody 18. Dirge: a song of mourning 19. Ditty: a simple, lighthearted popular song 20. Drinking song: an upbeat song appropriate for group singing during social drinking 21. Elegy: see dirge 22. Fight song: an inspirational song to encourage athletes during team competition 23. Folk song: a popular song with a simple melody and a verse/refrain structure 24. Glee: a part-song, generally one performed by men 25. Hallelujah: a song of praise or thanks 26. Hymn: a song of joy or praise, especially in a religious context 27. Noel: a carol sung at Christmastime 28. Jingle: a short, catchy, repetitive song, including one used to advertise a product or service 29. Lament: see dirge 30. Lay: a simple song or other ballad 31. Lullaby: a simple rhyming song sung to soothe children or prepare them for sleeping 32. Madrigal: see glee and part-song 33. Medley: two or more songs, or parts thereof, performed as one composition 34. Melody: a rhythmic composition 35. Motet: a choral composition, usually unaccompanied, based on a sacred text 36. Paean: a hymn or song of praise, thanks, or triumph 37. Part-song: a usually unaccompanied song for two or more voices, one of which carries the melody 38. Psalm: a sacred song sung during religious services 39. Remix: a variation of a song that includes additional or rearranged elements 40. Requiem: see dirge 41. Rocker: an upbeat, energetic song in the style of the rock genre 42. Round: a song in which multiple singers sing the same melody and lyrics 43. Roundelay: a simple song that includes a refrain 44. Serenade: a courting song, vocal or instrumental or both 45. Spiritual: a simple, emotional religious song of a form developed by black slaves in the American South 46. Standard: a familiar song that is among those typically performed by a certain category of musicians 47. Threnody: see dirge 48. Torch song: a popular sentimental song, usually referring to the end of a love affair or to unrequited love 49. Vocal: a song for voice accompanied by one or more instruments 50. Work song: a song structured to aid in the performance of a rhythmic group task Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should Know41 Words That Are Better Than GoodEbook, eBook, ebook or e-book?

Discipline Model Essay Example | Topics and Well Written Essays - 750 words

Discipline Model - Essay Example The Dreikurs Model says that the teacher should be democratic and put limits for the students instead of punishing them. The Canter Model and The Fred Jones Model is about taking charge and providing efficient help to students and conveying messages through body language. The discipline model that I have selected is The Fred Jones Model. I have selected this model because children are very good at understanding non-verbal signals. They can respond to them better. With body language the students can predict the teacher's signs and respond accordingly. It makes it easier for the student to understand as he is getting only one signal instead of two, i.e. verbal and non-verbal. My teaching philosophy is that both teacher and students maintain a healthy relationship with clear communication. The teacher should be fair in all grading and implementation of the discipline model. All students are different and each one needs to be administered to individually, this model helps me achieve that because it asks to give individual attention to each child. Also, I believe in active learning and by giving incentives and Preferred Activity Time, I will be able tot each them some lessons outside the classroom as well. Learning is more important than getting a grade, which is why this model is more effective for me. It emphasizes on the need for the students to absorb the knowledge given to them. To achieve the grade the student needs to learn and set a goal, I help them set goals on the first day of class. This model focuses on giving incentives to students for doing the right thing. One suggestion by Fred Jones is that to allocate Preferred Activity Time, which can be for the whole class and if they behave they can do whatever activity they want in this time period. The model suggests that the teacher should give individual attention to students. This would motivate them to complete their work and move forward with their learning. The idea is to praise prompt and leave. There may be cases, when one child will continue to misbehave in this case I will have a backup plan ready to use. These punishments should be pre-planned and within the classroom so that the least amount of teaching time is wasted. Parents and administrators should be involved in the teaching and discipline process. They basic guidelines should be mentioned to them at the start of the semester and they should be briefed about all actions that the teacher plans to take in specific circumstances. The support of both parties should be achieved before going further and implementing the plans. Thus, it is best to talk to parents and the administrators before the start of the semester. On the first day of the new school term, the teacher should ensure that the class layout is such which enhances learning and easier communication with the teacher. It should also facilitate movement and not make it difficult for the student or the teacher to move around the class. The general rules should be told to the students and maybe put up in the class somewhere so that the students are not confused about them at any time. Also, all the tools and equipment required by the students for any activity that the teacher administers should be in the classroom and easily accessible to the students. This should all be done on the first day of the semester so that in future there are no misunderstandings between the teacher and

Outline Influence of Childhood Experiences on Adult Relationships Essay Example for Free

Outline Influence of Childhood Experiences on Adult Relationships Essay Individuals differ in their relationships; psychologists have researched whether adult relationships are related to early experiences in life. Bowlby believes that the type of relationship the individual has with their primary caregiver gives a basis of a future relationship. This is called the internal working model. The fear of strangers represents an important survival mechanism, which is by nature, babies display social releasers which helps them ensure contact or proximity with the primary caregiver, as they similarly will with their partner in their adult relationship. Another example of the internal working model is the continuity hypothesis, which is a key theory to explaining childhood or adolescent experiences on later adult relationships, where it states that childhood relationships will affect your future relationships, Mary Ainsworth explores this by looking at our relationships as infants as concluded three types: Secure, insecure-avoidant, insecure-resistant. Secure is where the infant is in a calm state even without the presence of the primary caregiver, secure avoidant is where shows little distress, avoids contact with caregiver when returns, and insecure-resistant is when child shows a lot of distress, anxious and nervous. This demonstrates the relationship that the child has with the primary caregiver when they are present and not present. This gives the child a set of beliefs about themselves and the nature of the relationship with others, the continuity thesis see’s this as a predictive behaviour of future relationships. Hazen and Shaver also devised a theory that supports the continuity thesis, they say that when a child perceives a threat to a relationship or themselves, they will feel frightened or worried, therefore they seek the primary caregivers attention. Depending on the situation the attachment behaviour varies depending on the need of the child. They also observed adult relationships, where adults normally feel safer and more secure when their partner is nearby and responsive, the partner may be used as a secure base, when they may feel sick or threatened they will seek attention of partner which mimics their infant-mother relationship. Another psychologist Freud, also looks into unresolved conflicts as a child, he links this into adult relationships, where he concluded that this could cause difficulty forming. He explains this using our defence mechanisms. Again, Hazer and Shaver supports the thesis as they published the ‘love quiz’ in an American Newspaper, and found that the majority of responses were secure attachment which gave them long lasting happy and stable relationships, however this could be due to a social desirability, as only certain category of people would reply to the newspaper advertisement, for example middle class, or those that are happy in their relationship are more likely to respond to the ad rather than those in an unhappy unfulfilling relationship. The participants were given 3 statements which each reflected the type of attachments that Mary Ainsworth found, he found those who were securely attached trusted each other and was in a happy stable relationship, those who were insecure avoidant were uncomfortable being close to others and insecure resistant were likely to be possessive and preoccupied about their relationships. However this study has been criticised for social desirability as participants may respond different knowingly that their information would be shared, and also for being retrospective as they are doing this from memory However there has been other explanations that suggests otherwise, for example Kagan presents the temperament hypothesis where different infants simply may just have different personalities, for Kagan the strange situation measures the temperament rather than attachment and the attachment behaviours displayed are a reflection of this infants temperament. However the bizarre case study of the Czech twins would go against the continuity theory as to where their childhood attachment were abusive, unsatisfied and had no social or emotional bonds went to the opposite after they were adopted by two loving sisters who they formed a normal loving bond and both went onto have long lasting stable relationships, this doesn’t show that adult relationships replicating childhood attachments as they are still able to have normal relationships without experiencing it at childhood. The continuity thesis is also very reductionist as they don’t take in any other consideration or factors that can affect their relationships, for example peer influence, cultural differences for example, a collectivist culture is more likely to spend most their time mothering the child, so they are more likely to form an insecure attachment, but can still go on to developing normal relationships.

The Monroe Doctrine: Origin and Early American Foreign Policy Essay

The essay discusses the creation of the Monroe Doctrine and how its birth shaped U.S. foreign policy from the 1820’s through the American Civil War. It also looks at the key players and their various motives in creating this important document. The Monroe Doctrine History during the early 1800’s found the American people very interested in the situation involving the Latin American countries found in central, South America, and Mexico. Though these Latin countries tried to establish their own government and proclaimed their independence, certain European countries continued to fight and reinstate their force and power over them. A major factor to consider was that France and Spain were considering joining forces to create a large and powerful military force, also in hopes of moving in to reclaim the areas of Latin states in which French or Spanish power had slipped. Americans were showing equal concern to the defense of their own country, their coastlines and the states and territory of the North American continent. This defense, not only in the meaning of protecting their colonized states from invasive forces, but defense also to protect the available land on the continent from the future possibilities of settlement and control by European countries or the Holy Alliance (Russia, Prussia and Austria.) During President James Monroe’s term, the president realized the States should start to exert power in the world. The States must develop a policy to protect his country's interests. President Monroe chose to consult with many of those he found wise and those whose opinions he valued (former President Thomas Jefferson, John Calhoun and James Madison, and Secretary John Quincy Adams. Great Britain tried to collaborate with the United States, hoping to send out a joint message to other European countries and the Holy Alliance. All but the Secretary of State agreed it would be in the best interest of the States to ally with Great Britain. The thought was to create a document or declaration stating the land on the northern continent of America could no longer be claimed by any European country, or the Holy Alliance. It was also clearly expressed Europe or the Holy Alliance should not interfere with into American affairs and could expect the United States would not become involved in the business of other countries. There would be no tolerance of... ...t perhaps the history of the world. Declaring that Europe and the Holy Alliance could no longer interfere with the Latin countries allowed these new countries the time they needed to develop their countries, their business, and their trade and shipping markets. Since commerce and shipping was no longer dominated by the larger countries, this allowed the States an opportunity to grow and develop in the trade market also. This time and confidence allowed them to develop their own naval military powers also. The initiation and implementation of such a wise first move in foreign policy was one of many that helped to build the United States into a forceful power. WORKS CITED "James Monroe". History.com 2014. Web. 24 May 2015. http://www.history.com/topics/us-presidents/james-monroe "John Quincy Adams". Biography.com 2014. Web. 24 May 2015. http://www.biography.com/people/john-quincy-adams-9175983#early-political-career Today in History, October 17. American Memory. Library of Congress, 2010. Web. 24 May 2015. http://memory.loc.gov/ammem/today/oct17.html "James Monroe". Millercenter.org http://millercenter.org/president/monroe/essays/biography/1

Social Evils Poverty and Health

Poverty is one of the most important social evils and a major determinant of ill health (1). From time it is known that poor social status is a major determinant of disease and reduces longevity in a big way. The Charaka Samhita recognized that community structure and functioning was an important cause of disease in individuals. The association of individual illness causing community disturbances and poverty and vice versa was noted (2). Health status is strongly determined by socio-economic positions and a large body of literature from developed ountries demonstrates that most causes of deaths occur at a greater rate in groups with lower socio-economic status (3). Pathways from adverse social circumstances to ill health are then discussed and some suggestions are made for eliminating these social evils. The Global Burden of Diseases Study reported major causes of mortality, disease burden and risk factors in various parts of the world (4). In developing countries, infections of respiratory tract, HIV/AIDS, diarreah, tuberculosis, and malaria have emerged as important causes. The reliability of mortality ata has been questioned in terms of medical classification of deaths as a large number of deaths are recorded as proof and old age. Globally, the important causes were lower respiratory infections, AIDS, heart disease, and malaria. Indian National Commission on Macroeconomics and Health (9) has reported that communicable diseases, maternal conditions as well as non- communicable diseases which are major causes of disease burden. The Second Global Burden of Diseases Study (4) quantified more than twenty health risk factors that influence health of populations. Major risk factors identified were childhood and maternal undernutrition leading to childhood and maternal underweight. , iron deficiency, anaemia, vitamin A deficiency and zinc deficiency. There was a difference in risk factors causing disease burden or mortality. Social circumstances and poverty are the major determinants of all these factors. A social problem is defined as a situation confronting a group or a section of society which inflicts injurious consequences that can be handled only properly (11). There are a number of social problems in India (11). These have been identified as poverty, illiteracy, unemployment, population explosion, communalism, youth unrest, violence against women, crime and criminals, alcoholism, terrorism, corruption, and more recently, overweight/obesity in the urban subjects coupled with changing lifestyles. Multiple efforts to accurately identify social determinants of health have been performed and some efforts have evolved recently. Social determinants of health were enumerated by Marmot and others at the Solid Facts Program of the World Health Organization (12). The factors identified were social rganization, early life events, life-course social gradient, high unemployment rates, psychological work envoronment, transport, social support, cohesion, food, poverty, and social exclusion. All of these factors are classified as social evils that directly influence health. Because non-communicable diseases are major health issues in Europe and other developed countries, these factors reveal only half the story. For example, illiteracy and low educational status is a major disease risk factor but not part of the WHO agenda as this is not as serious f a problem as it is in Europe (3). A major development to address various social issues and poverty was the landmark United Nations Millennium Declaration in the year 2000 by various Heads of States and governments. The declaration articulated Millennium Development Goals (MDGs) which include specific targets for social engineering to bring about equitable prosperity and health (13). These specific targets include poverty reduction, increasing primary education, promoting gender equality, and development of a global partnership for an even bigger development.

Identity struggle †The narrow and broad path in James Baldwin’s Go Tell It on the Mountain Essay

James Baldwin’s life was deeply marked by an identity struggle. A struggle to find out what it meant to be an American and foremost what it meant to be an Afro American. Like in other works he also deals with this topic in his first novel Go Tell It on the Mountain, where John Grimes confronts this problem on his fourteenth birthday. The following paper will therefore take a look at the possibilities offered to the Afro American characters in the story, especially to John, and what role the church plays in this context. Moreover it will outline John Grimes situation between a religious up-bringing in poverty and the longing for a better financial life by adopting white ways. Finally it will try to elaborate on the basis of two key scenes whether John’s decision is based on faith or hopelessness. II. Imposed roles – Afro Americans in a dominantly white society From the very beginning of the novel the possibilities of Afro Americans in American society are depicted as very remote, especially in John Grimes’ case: â€Å"Everyone had always said that John would be a preacher when he grew up, just like his father.† . His entire life and all the people in it are set in a religious environment, blocking out any kind of secular influence. As a matter of fact no other future option for him is ever mentioned in the novel. At some point though his teachers notice that he is very intelligent: â€Å"You’re a very bright boy, John Grimes [†¦] Keep up the good work.† .His parents don’t seem to be aware of this or don’t consider this to be of importance for his future perspectives. This hopelessness can be traced throughout each character’s life in the novel. Those who do not accept their role imposed to them by society tend to fail in life. For example Aunt Florence who sets out North in order to achieve a higher living standard, but ends up alone after driving her husband away from her due to her ambition to gain a higher social standard. Further, John’s real father Richard is crushed by the injustice against black men in a dominantly white society and consequently commits suicide. Hence, John and the following generations are taught to accept the circumstances and their status in American society. In order to cope with this they are advised to lead a highly religious life and to shut out all secular elements. It is this aspect that Baldwin criticizes mostly. He blames the black people for accepting the myth of being inferior to white people without a struggle . Moreover he accuses them of copying white ways and replacing their own African traditions . Aunt Florence even takes a step further in the novel by trying to bleach her skin with beauty products, hereby rejecting her black skin and thus her heritage. At the same time he blames the Anglo-American society for depriving black people of all freedom and power to direct their own lives . This identity struggle is clearly visible in John’s case and will be discussed in detail in chapter three. 2.1. Black church as a helpful companion or a mere distraction from reality? Since the current story evolving around John primarily takes place in a church and deals with his conversion it is important to take a closer look at the role of Black Christianity and the Black Church. The Temple of the Fire Baptized, family Grimes’ church, is presented to the reader as a place of redemption and as a shelter from all the sin in the world. John is confronted with this supposedly sin on his way to church every Sunday in the form of men and women coming home from bars and cat houses . The constant threats of damnation and hell itself, which Macebuh states as being part of the Black Christianity, also appear throughout the entire novel. Due to the permanent warnings of temptations and sin by his parents and the church community, John lives in abiding fear of God’s wrath, even in harmless places such as the movies: He waited for the darkness to be shattered by the light of the second coming, for the ceiling to crack upward, revealing, for every eye to see, the chariots of fire on which descended a wrathful God and all the host of Heaven. In return for refuge and brotherhood, the members are curtailed freedom and have to renounce all worldly pleasures. Especially this aspect of religion is irreproducible for John and even more for Roy, who openly criticizes his father for forcing them to obey: Yeah [†¦] we don’t know how lucky we is to have a father what don’t want you to go to movies, and don’t want you to play in the streets, and don’t want you to have no friends, and he don’t want this and he don’t want that, and he don’t want you to do nothing. We so lucky to have a father who just wants us to go to church and read the Bible [†¦]. In the novel the church primarily seems to be a place of comfort for those in sorrow, such as Aunt Florence. She remembers having gone to church only once since she moved to the North and her visit to the Temple of the Fire Baptized now is due to her cancer and fear of death. So it seems that people rather turn to God out of despair than out of strong belief. This assumption is also enforced by an ironic observation the narrator makes concerning the character’s habits of church going: Tarry service officially began at eight, but it could begin at any time, whenever the Lord moved one of the saints to enter the church and pray. It was seldom, however, that anyone arrived before eight thirty, the Spirit of the Lord being sufficiently tolerant to allow the saints time to do their Saturday-night shopping, clean their houses, and put their children to bed. Especially the younger people do not seem to go to church voluntarily to help out, leaving John usually alone to clean up the Temple, unless Elisha shows up to give him a hand: â€Å"Lord, Sister McCandless,† he said, â€Å"look like it ain’t never but us two. I don’t know what the other young folks does on Saturday nights, but they don’t come nowhere near here.† . Ironically, while Elisha says this, John thinks to himself that not even Elisha shows up frequently on Saturdays. All these passages show that the so called â€Å"saints† in the novel do not go to church out of religious reasons but because they are desperate and consider the church as a â€Å"rallying point around which they sought to lessen their pain by sharing in one another’s joys and suffering† as Macebuh puts it . Peter Bruck interprets this similarly. He sees the Negro Church as the only available social space for the black society in history. But still this social field of activity does not help to change the inhuman conditions each character suffers and the prayers also do not improve their psychological and social circumstance . In this context, particularly in chapter two, â€Å"The Prayers of the Saints†, the reader gets an idea of what the prayer of each member consists. During mass all of them reflect on their past and recall their sins, but they do not pray out of their love for God but out of fear that He might make them suffer his wrath, since He is not the â€Å"compassionate God of the New Testament† . Colin MacInnes goes even further in his essay by referring to religion as â€Å"a fierce and constant compulsion that never abandons them [the characters] a second† . Bone states that religion means refuge from the terrors of everyday life and God therefore represents safety: â€Å"God and safety became synonymous, and the church, a part of his survival strategy†. However, the price for this safety is renouncement of personal power of one’s sex and social power of one’s people . Overall Bone reckons that the church offers either the path of self-hatred or the path of self-acceptance, with Christ as a kind of spiritual bleaching cream. In this structure the Negro masses function as a ritual enactment of their dai ly pain . Edward Margolies depicts the Negro Church as a â€Å"kind of community newspaper† which links the new immigrants to their Southern past and functions as an output for their rage, terror and frustrations . In addition to all the authors here mentioned, Margolies expands the church’s functions upon the field of masculine identity. The church exemplifies by means of the wrathful Old Testament God a masculine role model many Negro adolescences lack in their family environment . This can also be applied to John’s case. Rejected by his father, or as the reader knows, his stepfather, he feels unloved and ugly. On the one hand he despises God, since he sees his father as God’s minister . On the other hand though, he longs to be saved and become God’s son, who would then protect him: Then he would no longer be the son of his father, but the son of his Heavenly Father, the King. Then he need no longer fear his father, for he could take, as it were, their quarrel over his father’s head to Heaven – to the Father who loved him, who had come down in the flesh to die for him. This passage clearly shows that the church provides John with some kind of psychic compensation for the love his father deprives him of and that he sees in God an ally against his father. This would become redundant if he were to find out that Gabriel is not his real father and that he has also sinned in his past life, namely in the form of his unclaimed firstborn son with Esther . As for Elisha, who also tries to bring him closer to God, John sees in him a brotherly and fatherly figure he looks up to, but he also feels attracted to him in sexual ways. Elisha somehow represents the earthly protection and guidance John needs in order to find his identity. He is also the one who shows him another side of God and religion. Instead of the wrathful God his father preaches him, Elisha speaks of a caring and blessing one who protects and saves . In general, the church is depicted as a kind of sanctuary for the characters, just as it was for James Baldwin himself. The black Church offered him in a similar way shelter and refuge from the terrors of the streets . Overall, true belief is disregarded in contrast to safety which now stands for Christianity. III. In search of identity: Between secularization and clericalization Given the background so far John Grimes is trapped between the clerical life his parents force unto him and the secular life that awaits him outside his home on the streets. The title of the novel, the first line of a Negro spiritual, refers to the good news of Jesus Christ’s existence. Additionally, the first chapter that introduces the reader to the characters is called â€Å"The seventh day†, a clear reference to the creation story of Genesis . Both function as allusions to biblical constructions. In a figurative sense, John’s fourteenth birthday can therefore be seen as a creative process, which marks his finding of self-identity, as well in religious terms as in worldly or sexual terms. The following chapters will take a closer look at two passages where John faces different paths concerning his identity, one characterized by a more material and white world and another leading to a strictly religious life. 3.1. John’s getaway to Manhattan – Denial of his black heritage? On his fourteenth birthday John uses the money his mother gives him to buy a metro card and drive down to Manhattan. As mentioned before John feels attracted to the shining and sparkling world of white men and is not so â€Å"much interested in his people† . He cares more about what the white people think of him and feels very proud when they notice his intelligence in school . This intelligence symbolizes for him a special power the others do not possess and which he hopes will bring him the love he lacks: â€Å"Perhaps, with this power he might one day win that love which he so longed for.† . For John the white world represents power and success . Thus, once he arrives at Central Park and reaches the top of the hill, he feels as if he could counter the entire city: He did not know why, but there arose in him an exultation and a sense of power, and he ran up the hill like an engine, or a madman, willing to throw himself headlong into the city that glowed before him [†¦] Then he, John, felt like a giant who might crumble this city with his anger; he felt like a tyrant who might crush this city beneath his heel; he felt like a long-awaited conqueror at whose feet flowers would be strewn [†¦] He would be, of all, the mightiest, the most beloved, the Lord’s anointed, and he would live in this shining city which his ancestors had seen with longing from far away. There alone on the top of the hill he dreams of being part of the city and belonging to the upper white class, which would accept him unconditionally. But as soon as he recalls the people’s reactions to him he is pulled back into reality: â€Å"He remembered the people he had seen in the city, whose eyes held no love for him [†¦] and how when they passed they did not see him, or, if they saw him, they smirked.† . Despite these incidents John still feels as part of the white social stratum due to his intelligence, but reality looks quite different and resembles more his parents’, especially his father’s warnings of the city and white men in general. As he walks along Central Park he keeps imagining what it would be like living in such an environment and being wealthy. The absence of God in this society is not a drawback for John, since he sees that the way of life according to the Lord has not really helped his parents with their everyday struggles: In the narrow way, the way of the cross, there awaited him only humiliation forever; there awaited him, one day, a house like his father’s house, and a church like his father’s, and a job like his father’s, where he would grow old and black with hunger and toil. The way of the cross had given him a belly filled with wind and had bent his mother’s back; they had never worn fine clothes, but here, where the buildings contested God’s power and where the men and women did not fear God, here he might eat and drink to his heart’s content and clothe his body with wondrous fabrics [†¦]. Despite the fact that he knows that â€Å"their thoughts were not of God, and their way was not God’s way† , he cannot believe how the white society, being so beautiful and gracious, could end up in hell. He himself had been witness of their capacity to do good when he was sick and one of his teachers had brought him medicine. Although John does not really know yet who he is and where he belongs, at this point he does know that he never wants to end up like his father. Due to his young age and inexperience it is more likely that he feels attracted to the white society on the grounds of a wealthier future it seems to offer and not because he tries to deny his black heritage. His aversion to black people derives basically from the fact that his entire Negro environment characterizes itself by poverty and does not offer him a successful, strong or caring male role model. On the contrary, John’s self-hatred and accusation are a result of his father’s treatment. Hence, he tries to find an explanation for his father’s rejection in his own shortcomings, such as his desire to leave the ghetto or his intelligence which singles him out . Gabriel’s ongoing criticism of John’s outward appearance leads to insecurity and self-doubt: His father had always said that his face was the face of Satan – and was there not something – in the lift of the eyebrow, in the way his rough hair formed a V on his brow – that bore witness to his father’s words? In the eye there was a light that was not the light of Heaven, and the mouth trembled, lustful and lewd, to drink deep of the wines of Hell [†¦] two great eyes, and a broad, low forehead, and the triangle of his nose, and his enormous mouth, and the barely perceptible cleft in his chin, which was, his father said, the mark of the devil’s little finger [†¦] he most passionately desired to know: whether his face was ugly or not. By contrast, the white society stands for success and seems to offer him all the possibilities his father deprives him of. Most of all John associates access to knowledge with white people. Next to the incident at school, which was mentioned earlier on page three, John feels both attracted and frightened by the Public Library on 42nd Street. He believes books to be part of high culture and thus a white privilege. Scared he stands in front of the building not knowing how people would react to him if he dared to go inside: He loved this street, not for the people or the shops but for the stone lions that guarded the great main building of the Public Library, a building filled with books and unimaginably vast, and which he had never yet dared to enter [†¦] But he had never gone in because the building was so big that it must be full of corridors and marble steps, in the maze of which he would be lost and never find the book he wanted. And then everyone, all the white people inside, would know that he was not used to great buildings, or to many books, and they would look at him with pity. This passage also shows that even though the big city fascinates John, it also seems to him as a kind of maze that terrifies him and brings back his father’s words of warning. Despite all these admonitions and the fact that John is aware of the Negro treatment and history in the United States , he believes that his knowledge is the key to white acceptance. His getaway to Manhattan also leads him to Broadway, which he automatically associates with the broad path to Hell and damnation: â€Å"Broadway: the way that led to death was broad, and many could be found thereon [†¦]† . Still he immediately dismisses this image and decides to see a movie on Sixth Avenue, where once again he is plagued by thoughts of God punishing him for this supposedly sin . Inspired by the main character of the movie, whom he admires for her strength and independency, John tries to figure out whether there is a third path in life: â€Å"John thought of Hell, of his soul’s redemption, and the struggle to find a compromise between the way that led to life everlasting and the way that ended in the pit. But there was none [†¦]† .   This trip to Manhattan signifies for John an escape from his father’s religious world and one step closer to the life he wishes to lead, one that is characterized by financial security and social status independent of his skin color. As mentioned before, this tendency in John can be ascribed to a longing for a better life and not to an intended denial of his blackness. Still his desire to be part of the white society leads automatically to a negation of his ancestor’s past and hence to alienation from his own people. Therefore John’s desired white identity is only a mock identity which would never work. The only way of finding his real identity is by accepting his own heritage and history and consequently his own father . Moreover, by attending the movies he does not only carry out an act of social participation but also an act of defiance both against morality and religion, since he identifies with the white heroine’s attitude, who â€Å"tells the world to kiss her ass† . Ironically, in the end John remains in his secular thinking as much a victim of his fears of God as those who are willing to accept God’s power . 3.2. John’s conversion – True belief or a mere survival gimmick? The other path, the narrow one which is available for John, is the religious one his parents and his community offer him. Here the third chapter â€Å"The Treshing Floor† or rather the conversion scene in this chapter can be taken as a good example. Even though John mentioned before that â€Å"he did not long for the narrow way, where all his people walked† , in chapter three he engages in an ecstatic conversion. Therefore this experience is questionable and rather seems to be a flight from the quest for identity into the ostensible safety the black church offers . During his spiritual experience he encounters various obstacles, his father being the most difficult one. While John is lying in front of the altar he sees his father looking down on him without pity or love, but instead he keeps hearing him say: â€Å"I’m going to beat sin out of him. I’m going to beat it out!† . As mentioned before the only way to God is through his father and by admitting his sin. Like the son of Noah, he too had made fun of his father’s bareness and was now cursed for it to the present just like Ham. By accepting this, namely that â€Å"all niggers had come from this most undutiful of Noah’s sons† and that â€Å"a curse was renewed from moment to moment, from father to son† , he embraces his black heritage. Some critics, e.g. Csaba Csapà ³, go even further by assuming that by doing so he also embraces his homosexuality, which comes to show in his relationship with Elisha . But this is altogether a different topic of the novel, which does not contribute to this essays matter and will therefore not be discussed at this point. His ongoing journey takes him into a grave, which symbolizes the past, isolation, death but also resurrection, where the collective singing and praying further strengthens his realization of his own history : In this murmur that filled the grave [†¦] he recognized a sound that he had always heard [†¦] This sound had filled John’s life, so it now seemed, from the moment he had first drawn breath. He had heard it everywhere [†¦] It was in his father’s anger, in his mother’s calm insistence, and in the vehement mockery of his aunt [†¦] Yes, he had heard it all his life, but it was only now that his ears were opened to this sound that came from darkness, that yet bore such sure witness to the glory of the light. And now in his moaning, and so far from any help, he heard it in himself. This experience creates an identity in John which no longer separates him from his black environment but rather strengthens the feeling of solidarity. Nevertheless, this identity-shaping does not change John’s relationship to his father: â€Å"[†¦] the living word that could conquer the great division between his father and himself. But it did not come [†¦]† . Peter Bruck explains this situation with the fact that John’s experience does not signify relief from his damnation, but merely constitutes a momentary ease from the existing situation, similar to the Noah and Ham network . This assumption is also supported by Gabriel’s comment after John’s conversion: â€Å"It comes from your mouth [†¦] I want to see you live it. It’s more than a notion.† . He reminds John of the fact that his conversion is merely the first step and that he is still to be tested by the long, complex journey of life. This is also emphasized by the unchanged picture the saints face the morning after John’s conversion, which stands in contrast to the development he has undergone: Yet the houses were there, as they had been; the windows, like a thousand, blinded eyes, stared outward at the morning – at the morning that was the same for them as the mornings of John’s innocence, and the mornings before his birth. The water ran in the gutters with a small, discontented sound; on the water traveled paper, burnt matches, sodden cigarette-ends; gobs of spittle, green-yellow, brown, and pearly; the leavings of a dog, the vomit of a drunken man, the dead sperm, trapped in rubber, of one abandoned to his lust. This passage clearly shows the constant burdens of life and the unimproved reality awaiting John. The picture is characterized by decay and waste and thus depicts John’s hopeless situation in spite of his new found identity. As his father mentioned to him he is still endangered by his environment and his relationship to yonder has not improved at all. The people will still confront him with the same pity and hostility as before, calling him â€Å"Frog-eyes† and other names . Hence the church only offers a temporary place of refuge without really creating better options for the future. It only partially illuminates things and merely hides or damns others . But in the midst of all this pessimism there also exists a spark of hope for John. He has now found a new ally in Elisha who already helped him through his conversion and will keep on doing so in the future. Further, he has introduced John to the love of God, instead of the theological terror of the false God his father preaches . As Robert Bone also hints at, the church can function as a â€Å"path of self-hatred† or as a â€Å"path of self-acceptance† . The following lines point to a new start and ongoing journey lying ahead of Jo hn: The sun had come full awake. It was waking the streets, and the houses, and crying at the windows. It fell over Elisha like a golden robe, and struck John’s forehead, where Elisha had kissed him, like a seal ineffaceable forever. Again, this kiss and the rising sun can be interpreted as John’s awakening homosexuality, which in the following works of Baldwin is also seen as a source of hope . The closing lines of the novel â€Å"I’m ready [†¦] I’m coming. I’m on my way.† impart an open ending to the story, leaving out which path John is going to take after all. IV. Conclusion The ending of the novel leaves the reader wondering whether John has definitely chosen the â€Å"narrow path† he so long avoided, even despised. Only several hours before, he still dreamed of a wealthy life midst the white society, far away from his own people and poverty. The moment he realizes that â€Å"this world was not for him† and that â€Å"they would never let him enter† , as his father always kept preaching him, he turns to his only other option, the black church. Thus, it seems to be more a last desperate act to survive in the brutal streets of Harlem, than an act of religious belief. This step can also be found in James Baldwin’s own biography. After having served as a preacher for several years, he left the black church unsatisfied and misunderstood, still searching for his own identity as an American, better as an Afro American. In exchange for sanctuary he had to give up his sexuality and entirely isolate himself from the outer world, which might get him into conflict with the white power. This meant exchanging the personal power of one’s sex and the social power of one’s people in exchange for the power of the Word, in Baldwin’s eyes the historical betrayal of the Negro Church . A similar pattern of behavior can be observed in John, who sees in religion also a survival gimmick. Although during John’s religious ecstasy the reader might get the impression that he is acting according to belief, his final words to Elisha on the way home evoke insecurity in this decision: â€Å"[†¦] no matter what happens to me, where I go, what folks say about me, no matter what anybody says, you remember [†¦] I was saved. I was there.† . It seems as though he knows that his conversion is not the finish line and yet another journey awaits him that may lead him away from the church, as it did James Baldwin. V. Bibliography Primà ¤rliteratur †¢Baldwin, James: Go Tell It on the Mountain. New York: Bantam Dell 1980. Sekundà ¤rliteratur †¢Bone, Robert A.: â€Å"James Baldwin† in: Keneth Kinnamon: James Baldwin. A Collection of Critical Essays. New Jersey: Prentice Hall 1974, p. 28-38. †¢Bruck, Peter: Von der „store front churchâ€Å" zum „American Dreamâ€Å". James Baldwin und der amerikanische Rassenkonflikt. Amsterdam: B. R. Grà ¼ner 1975, p.24-36. †¢Csapà ³, Csaba: „Race, Religion and Sexuality in Go Tell It on the Mountain† in: Carol E. Henderson: James Baldwin’s Go Tell It on the Mountain. Historical and Critical Essays. New York: Peter Lang 2006, p.57-74. †¢Fabre, Michel: „Fathers and Sons in James Baldwin’s Go Tell It on the Mountainâ€Å" in: Keneth Kinnamon: James Baldwin. A Collection of Critical Essays. New Jersey: Prentice Hall 1974, p.120-138. †¢Jones, Beau Fly: „The Struggle for Identity† in: The British Journal of Sociology, Vol. 17, No.2 (June 1966), p.107-121. †¢Kent, George E.: „Baldwin and the Problem of Being† in: Therman B. O’Daniel: James Baldwin. A Critical Evaluation. London: AD. Donker 1977, p.19-29. †¢Macebuh, Stanley: James Baldwin: A critical Study. New York: The Third Press Joseph Okpaku Publishing Company 1973, p.49-68. †¢MacInnes, Colin: „Dark Angel: The Writings of James Baldwin† in: Gibson, Donald B.: Five Black Writers. New York: New York University Press 1970, p.119-126. †¢Margolies, Edward: „The Negro Church: James Baldwin and the Christian Vision† in: Harold Bloom: James Baldwin. New York: Chelsea House Publishers 1986, p.59-76. †¢Rosenblatt, Roger: â€Å"Out of Control: Go Tell It on the Mountain and Another Country† in: Harold Bloom: James Baldwin. New York: Chelsea House Publishers 1986, p.77-90. †¢Sylvander, Carolyn Wedin: James Baldwin. New York: Frederick Ungar Publishing Co. 1980, p.27-44. View as multi-pages

The eNotes Blog Summer Reading That DoesntSuck

Summer Reading That DoesntSuck Ah, summer time, the perfect opportunity to pick up a new book and enter a brand new or vaguely familiar world. Pool-side or park-side, a new book is a great way to fill your brightly lit evenings. Check out our thoughtfully curated suggestions below for some truly gratifying reads. For a Good Laugh:   Consider picking up any of David Sedaris’s books. Let’s Explore Diabetes with Owls is his latest, and in many respects, his most mature book to date. With just enough snark to have his readers laughing out loud, Sedaris strikes a pleasant balance between pensive and perverse. His essay about taxidermy owls had us spraying coffee out of our noses. This book is guaranteed to produce both nostalgia and clarity when examining your own past. For the World Traveler: Summer is the perfect time to travel, but when you’re on a tight budget, sometimes an expensive trip to an exotic location just isnt in the cards. Instead of experiencing FOMO (fear of missing out), brush up on your geography of the world with DK’s World Atlas. With extensive information on every continent, and over 100,000 locations noted, you’ll be in the know by the time your next jet-set trip is here. For the Philosopher: Jack Kerouac’s classic On the Road is undeniably complex in nature. It seeks to be active rather than passive, and to participate in the world rather than merely observe  it. His off-beat narrative style and thought-provoking content brings the reader along for the journey of a lifetime. Provocative  and amusing, this book acts as an excellent segue into some of the more obscure teachings of the beatnik era. Do take this novel with a grain of salt though, there are many who have attempted to read On the Road with a feminist perspective who have been enormously disappointed. If you choose to take Kerouacs writing for what it is, an example of literature in a truly transitional point in American history, youll be deeply satisfied with his story. For the (Hopeless) Romantic: Lolita, light of my life, fire of my loins. My sin, my soul. Lolita has oft been called the greatest love story ever told, and, it would seem, with good reason. The controversial novel embarks on a journey into the complex nature of love and empathy. Vladimir Nabokov marries gorgeous prose and disturbing characters in an effort to speak to the humanity in each of us. It would seem that Nabokov’s Humbert Humbert is both manipulative and manipulated, making him a difficult character to interpret. Readers are asked to identify with this murderer and pedophile in ways that are both surprising and effective. This novel is not for the faint of heart, but if you feel up to the task, it’ll be worth your time. For the Athlete: Born to Run by Christopher McDougall incorporates science, inspiration, and amazing athletic achievements into a truly astounding book that speaks to the heart of any exercise enthusiast. With an impressive synthesis of narration and cutting-edge science, this book offers a fresh perspective on ultra-athletes and the cultures that produce them. McDougall describes in great detail his experiences with the Tarahumara tribe, a legendary group of people who have perfected the art of running, allowing for the reader to have their understanding of the modern athlete transformed in unexpected ways. For the Science-Fiction Lover: 2312 by Kim Stanley Robinson offers his readers a truly magnificent peek into a not-so distant future where planets and asteroids have been colonized. Robinson paints a profound picture of the impact of climate change on our world and discusses  issues surrounding artificial intelligence that leave readers more perplexed about the ethics of new technology than ever before. 2312 is an impressive piece of fiction that successfully evokes a sense of oneness within our universe- truly a joy to read and reflect on. Have you read any of these books? Would you be interested in writing your own review? If yes, leave a comment or shoot us an email. Happy reading!

How to Write a Heart-Melting Graduation Speech

How to Write a Heart-Melting Graduation Speech College is almost left behind. Youve finished top in your class. You put in all the time to get those straight As and impress the pants off your teachers. Now you expect to leave school on a speech that has to be impressive for both faculty stuff and your fellow graduates. You need to write a speech that makes them laugh, cry, and think. It’s up to you to distill 4-6 years of heartbreaking sacrifice, agonizing defeat, and tons of embarrassing party stories into 10 minutes. In order to make your mark on your graduating class, you need to employ some of these vital speech-writing skills. Introduction (One Minute) You need to start your speech with something that gets their attention. While you might be tempted to go serious from the first instant, people respond to humor much better. Take advantage of your captive audience by hitting them with about a minute of solid college jokes. You can make good fun of your Dean, you can laugh about how much â€Å"research† you had to do to get your degree in Criminal Studies, or you can just tell about the time you woke up in the toilet. Do: Make sure you test out your potential jokes ahead of time to ensure that they land well. Don’t: Do not start your introduction with how much you don’t want to give a speech. Not only is it boring, but it instantly shows everyone that they shouldn’t listen to you. Your Story (3-4 Minutes) Here’s where you start to bring it down to a level. Now that you’ve got them laughing, you want to tell them a story. This needs to be a true story that has a lot of heart. Were you raised in the Foster Care system? Did you finish school despite being a paraplegic? This is what they really want to hear. They want to be inspired by the fact that you, like they, have overcome nearly insurmountable odds to come to this point in your life. Do: Explain both the trials and accomplishments over the last years of your life. If you don’t have anything (which is unlikely), choose a great historical figure, important professor, or your mom. Everyone loves their mom on graduation day. Don’t: Lie or make fun of anyone who has helped you. Remember, your audience wants to be uplifted and inspired. Make sure that even the darkest story always hints that there will be light at the end of the tunnel. Connect With Your Audience (3-4 Minutes) Once you have shared your story, it’s time to make this story about your audience. Just like you, they have been through hard things. Some of them are single parents, some of them have lost loved ones, some of them took decades to complete their degree. And, through it all, they’ve been dedicated to following their dreams. Congratulate them on their success and show them that your success is really just the success that you all share together. Do: Remember all the different people who you are representing. You are representing the poor, the lonely, the popular, the minorities, the gay, the straight. Honestly call out the fact that you are no better than they are, and that each one of you have accomplished something great. Don’t: Make fun of any individual or group that you represent. It’s your duty to represent the best in every one of the 50-50,000 people who are wearing caps and gowns. Respect their sacrifices and make your speech about them. Conclusion (1-2 Minutes) This is the end part, where you wrap everything together into one heart wrenching ball. Complete your speech by showing your audience who they could be and how each of the hard and wonderful moments of their life have led to this day. Express how their actions today will affect generations of children. Show them that they are the true heroes. Do: Look inside yourself and find the most true thing you know about who you are and who you can be. Then tell them that they have the same power, and that today is where their future begins. Don’t: Be afraid to cry. If you’re doing it right, you will realize how amazing it is that you have accomplished this goal – and so will they. They will look back on this speech and thank you for giving them a singular moment of inspiration on this momentous day. Is your graduation speech ready but you are scared to death to deliver it? Find out how to memorize your speech and   how to overcome the stage fright to stay calm on this important day! Cant write it by yourself, keep in mind that our experts are ready to write your speech for you.

Quantitative and qualitative assignment wk3 Example | Topics and Well Written Essays - 250 words

Quantitative and qualitative wk3 - Assignment Example The need for undertaking simultaneous changes, in this case, is to ensure that other problems that might arise after implementation of a particular solution is foreseen and planned for if or not sorted in the first step. In any market niche, survival of a particular business highly depends on the handling of challenges and constraints faced (Pettie,  2010). It is crucial in any business to understand the structure of formation of the network through a good understanding of several terminologies used in network theory or rather network analysis. A tree refers to the interconnections of the sub-graphs in a system without the nodes in the system containing complete loops. A spanning tree, in this case, is that part of the tree that contains all the vertices and is in the form of a complete tree on itself. A particular tree, for instance, has various spanning trees that extend in different directions. On the other hand, minimum spanning tree refers to the sub-graphs that have the least summation in terms of weight and lengths. These are crucial parameters in various aspects of a particular business and thus the success of the business partly depends on good understanding of the