...Liking Is for Cowards. Go for What Hurts by Jonathan Franzen “Liking Is for Cowards. Go for What Hurts” is an essay by Jonathan Franzen. The essay was published May 2011 inside The New York Times. It is based on his speech at Kenyon College, Ohio, USA. This essay is about the contrast between peoples love for technology and real life. A very new and common expression is called “Like”. This originates from the social website, Facebook. This is mentioned as ”commercial subculture’s substitute for liking something. ”. Our parent’s generation has expressed popular terms. It is understandable, as we are entering a modern age, where everyone wants a little taste of this new world of technology we are entering. They are representing our era and the obsession with the Internet, smartphones and other things that contribute to the construction of our massive shield of technology. A lot of people use social media like Facebook, Instagram, Twitter etc. to express their emotions. It is an effortless way to hide from the actual issue and emotions that are inside you. Jonathan Frenzen thinks, that people have a desire for consumer technology. It gives them a different point of view, which in a way satisfies them, without giving them anything at all. It is a contrast to an actual relationship with a boyfriend or a girlfriend. The author, Jonathan Franzen, has a very creative and different way of capturing his readers. He makes this essay very interesting for the younger generation, as...
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...state his or her most important point in your own words. Suki Kim is the author of the essay “Facing poverty with a rich girl’s habits” which is contained in her autobiography book, namely “Interpreter”. The origin of this title was stemmed from her real life experience. The most important point in this essay is her life changing. Suki Kim emphasizes that she was grown up in the rich family. Unfortunately, her family suffered from her dad’s bankruptcy which was considered to be criminal problem, causing of going to prison in Korea. In order to avoid this legal responsibility, her dad decided to move the whole family to New York, United States. The story of her life changing is an interesting experience for Kim when she was transformed from high class person to lower class as a poor kid. In this circumstance, she began a trip of new life forever. Her essay points out the way of handling to the life differences and what was called new generation, namely 1.5. Also, it emphasizes that transferring to new life circumstance is not easy for teenagers in 1980s. 2. Summarize the other main points and their supporting details in separate paragraphs. One of the important points is the difficulties Kim met in new life. As she mentioned, adapting to US is not easy when learning English is always her big trouble, especially for her case of confronting “poverty with a rich girl’s habits and memory” (Kim, 2004, pg 63). The essay points out that Kim tries to watch “Three’s Company”...
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...n the story of Tom Brennan many individulas venture into new experiences but coming across new experices you may have to encounter obstacles. In the end its all worth it because you may also gain significant rewards. New phases and experiences in life are exciting for all individuals. in the story of tom brennan, this idea of new phases is common throughout the book. Tom's adolescence is a time of great accomplishment and pain, as he is horrifyed by the accident that is brother Daniel was involved with and the inmpact it had on the family. Throughtout this time he is also trying to find himself after the event change his life. In this time he questions what is really inportant to him. His realtionship with is new football tean in Coghill is highly significant. In his role as halfback for his football team, he takes on the role of trainning and guiding the team. This involvement with football become an important symbol of growing up. He starts to appreciate and enjoy the game and comes to realise winning isn;t everything. But in the book it take a while for the characters to venture into the world. n the story of Tom Brennan many individulas venture into new experiences but coming across new experices you may have to encounter obstacles. In the end its all worth it because you may also gain significant rewards. New phases and experiences in life are exciting for all individuals. in the story of tom brennan, this idea of new phases is common throughout the book. Tom's...
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...Purpose:Use this worksheet to brainstorm and reflect upon five significant, uplifting, positive experiences/events that had a profound impact on your life. Consider events from your childhood, adolescence, young adulthood, etc. Hover over words underlined and in blue font (indicating a hyperlink) to access a definition and the glossary of terms (also located at the end of this document).Items with a blue asterisk require completion (*). Life Event 1 (title):* My Fathers’ Baptism In one paragraph, explain why this event was significant to you.*This is a story that my father who came from a background of hate and racism told me. While my grandparents raised him to hate someone that wasn’t his race he found true friendship with a friend (Robert who was black) through his job. They remained close throughout their friendship until he died from cancer and my dad made a promise to take care of his family. After a few years my dad and Robert’s widow (Laura) my mom fell in love and had two girls me and my sister Amber. We all became a family after my parents married. The significance of this to me is that now I understand why we were raised to love all people and not to discriminate because it’s cruel and hateful and as my dad says “its just plain wrong” and it has helped me to become an open-minded and a non-judgmental woman. In a second paragraph, describe how you felt after the experience. *What I experienced in that moment of learning everything that...
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...Paul B. Baltes’s Life-Span Developmental Approach 1. Development is lifelong. Development is a lifelong process of change. Each period of the life span is affected by what happened before and will affect what is to come. Each period has unique characteristics and value. No period is more or less important than any other. 2. Development is multidimensional. It occurs along multiple interacting dimensions—biological, psychological, and social—each of which may develop at varying rates. 3. Development is multidirectional. As people gain in one area, they may lose in another, sometimes at the same time. Children grow mostly in one direction—up—both in size and in abilities. Then the balance gradually shifts. Adolescents typically gain in physical abilities, but their facility in learning a new language typically declines. Some abilities, such as vocabulary, often continue to increase throughout most of adulthood; others, such as the ability to solve unfamiliar problems, may diminish; but some new attributes, such as wisdom, may increase with age. People seek to maximize gains by concentrating on doing things they do well and to minimize losses by learning to manage or compensate for them. 4. Relative influences of biology and culture shift over the life span. The process of development is influenced by both biology and culture, but the balance between these influences changes. Biological abilities, such as sensory acuity and muscular strength and coordination, weaken...
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...The inquiry of the existence of God is a central question in the philosophy of religion. The notion of an omnipotent, all powerful creator is perhaps the most perplexing metaphysical notion. Philosophers have approached addressing God via a priori methods, or by modes independent of experience, or conversely, by a posteriori, or by appealing to experience. This essay will interpret and unpack the central arguments brought forth by Bertrand Russell and Frederick Copleston. “A Debate on the Argument from Contingency” is an a posteriori argument, Copleston’s bases his argument on the assumption that the universe is the sum of contingent objects, and as such, there must be a necessary being which explains its existence. The notion of contingency is essentially contested by Russell, this contention monopolizes the nature of the debate. Russell assumes the position that the notion of contingency is a useless metaphysical notion, and even if it were real, there are restrictions in the realm within which contingency operates. In “A Debate on the Argument from Religious Experience”...
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...button in the online classroom. Life Event: Choosing to go back to school Explanation: This event was most significant in my life because now that I am going back to school and furthering my education I have something to look forward to in the future as far as a promising career. Reflection: After this experience I felt like a new person and that I can achieve any goal and conquer any obstacle that comes my way. I also feel as if I am going to have a better future. Life Event: Getting my Associate’s degree Explanation: This event was significant to me beacause it was my start to a new beginning. At first I wasn’t very comfortable nor confident on with the degree program but as I took the time out and focused harder I knew that this was another goal that I could accomplish. Reflection: After this experience I felt better about furthering my education. I know now that I am capable of finishing school and receiving a degree. This made me feel brand new. Life Event: Starting my new job Explanation: This event is significant to me because I had been searching and searching for a while for a new job after being laid off that it seemed so hopeless but when I got that call back from the job I knew that there was still some hope. Reflection: After this experience I felt excited and happy because I thought that there was no more hope in finding another job until I got the call back. Life Event: Finding my bestfriend Explanation:...
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...Education that is significant to life nurtures integrated human beings and not success seeking ones. My intention in writing this paper is not to accomplish another academic goal. I write with feeling for you and me and the world around us. I feel deeply about us changing who we are and the world we live in. I believe in the power of transformation that we can bring about in ourselves as humanity. Our transformation begins with honest self-knowledge. You and I need to get to know our selves. You and I are not separate. We are one. We can understand each other if we start by simply accepting and knowing each of individual selves. When we do that, we naturally extend to understand each other and the world around us. We then begin to see our integration and deep connection with all of life. This sense of integration, of being one, leads to all rightly compassionate action. Compassionate action ends the chaos, confusion and violence we live with today. You and I as adults, have to do this hard work on our own. However, that does not need to be the case for our children. I believe that there is a kind of education that can nurture self-aware, integrated beings. This kind of education is significant to life and deeply connected with natural living. It is in contrast with mainstream education that is disconnected from real living. In this paper, I claim that our current mainstream education approach is aimed at bringing about success but that success is not the fulfilling end result...
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...Name: Tonya Heffington Date: September 15, 2014 Life Event: The significant, uplifting, positive experience/event from my life would be graduating high school. Explanation: Graduating high school was a challenge for me. I had my son half way through my junior year in high school. I continued high school after having my son but did my school work from home for the second half of my junior year. I would turn in my work weekly to the school counselor. I then attended high school full time my senior year. I was completely responsible for my son as his father wasn't around. It was probably the hardest thing I have done in my life. Sometimes running on only hours of sleep I would force myself to get up, walk my son to daycare and go to school. I had to work hard to make sure he had everything he needed and still try to focus on school work. I graduated with honors. Reflection: Graduating high school and being able to walk across that stage holding my son made me feel very proud of myself. I felt like I could and would make it in this big world. It was a very special moment in my life. At one point I didn't think I would make it and some others didn't as well but I showed my self and everyone that I did it! Life Event: The significant, uplifting, positive experience/event from my life would be getting married to my husband. Explanation: Getting married to my husband was significant to me because we had to overcome some major road bumps. My husband...
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...Supporting significant life events Introduction The social change such as passing away of a loved one makes a lot of impact on the behavior and the individuals, especially when they are aged or disabled. The case study points out to an elderly lady, who is mentally disadvantaged and the impact of the passing away of her spouse of 40 years. In this short reflection, we are going to assess the Physical, Psychological and Social Impact of Bereavement on Individuals, look at the different group responses to the bereavement of individuals and the impact and implication of the people in health and social care when an individual is bereaved. 1.1 Explain the impact of significant life events on individuals. Bereavement is the condition of having being deprived of something or someone valued, especially through death. The individual feels yearning, pining and longing for the one who has died. The bereaved feels empty inside. It can greatly impact the way in which a person deals with events in later stages of life. We also call it grief. One of the biggest reasons of grief in humans is the loss of loved ones. The grief can have multifaceted effects on physical, psychological and social behavior of the people. When grief overpowers an individual, he can be adversely affected in various ways. If an individual hears the news of loss of loved ones, this shock causes the adrenal system to release adrenaline steroids in body causing a variety of physical reactions. It can cause...
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...Significant Lifespan Factors Impacting Personal Coping Skills Catherine Manning Liberty University Abstract Human beings develop throughout their lifespan, as they make good choices to meet their physical, spiritual and emotional needs. While development is not sequential, it is progressive as the story of life molds and shapes the beliefs and choices of the future. When humans are compared and evaluated, what is it that influences one person to make good choices and another to make bad choices? The ability to adapt and handle times of crisis is a good indicator of a healthy, well-balanced life. It is an indicator that affects almost everyone. It takes skills that mature and develop over time. Are there life experiences that contribute to the positive handling of the stressors of a crisis? Personal experience and pertinent research points to three themes offering positive influence upon crisis adapting skills. First, a religious and spiritual foundation provides the context through which the crisis can be understood, analyzed and managed. Second, a positive, stable family situation allows for the development of the positive self-esteem necessary through which the impact of the crisis upon the individual can be managed. Finally, the satisfaction found in a career or a job can determine perspective and motivation in dealing with problems outside the workplace. Significant Lifespan Factors Impacting Personal Coping Skills Lifespan developmental psychology...
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...and double spaced Notice that the font is Times New Roman, 12 point size Learning Autobiography (LAB # 1): Formal and Informal Educational Experiences Student’s Name Date LAS 30012 Writing and Critical Thinking in the Liberal Arts Ottawa University (Notice the next page number appears with short title) Title of Paper (Notice that the title of the paper is repeated here--centered, with the main words capitalized) Most of the papers you write at the college level should begin with an introduction. The introduction is much like a movie preview, in that it gives the reader a glimpse into what your paper is about, its purpose, and how it is organized. Instead of simply listing the things you will discuss in the paper, think creatively about how you could engage the reader and motivate him or her to want to read what you have written. The introduction section for both Learning Autobiographies should be one-quarter to one-half page in length. Formal Educational Experiences (Notice that the main headings of the paper are centered, boldface, and main words are capitalized. Also note that the heading immediately follows the end of the previous section with no additional line spaces.) In this section of the paper, reflect on the formal educational experiences you have had in the past. An educational experience is “formal” if it is associated with an educational institution that gives grades and grants diplomas and/or degrees. This would include elementary school...
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...emotional needs. While development is not sequential, it is progressive as the story of life molds and shapes the beliefs and choices of the future. When humans are compared and evaluated, what is it that influences one person to make good choices and another to make bad choices? The ability to adapt and handle times of crisis is a good indicator of a healthy, well-balanced life. It is an indicator that affects almost everyone. It takes skills that mature and develop over time. Are there life experiences that contribute to the positive handling of the stressors of a crisis? Personal experience and pertinent research points to three themes offering positive influence upon crisis adapting skills. First, a religious and spiritual foundation provides the context through which the crisis can be understood, analyzed and managed. Second, a positive, stable family situation allows for the development of the positive self-esteem necessary through which the impact of the crisis upon the individual can be managed. Finally, the satisfaction found in a career or a job can determine perspective and motivation in dealing with problems outside the workplace. Significant Lifespan Factors Impacting Personal Coping Skills Lifespan developmental psychology (LP) is involved in the study of the individual’s development from conception or birth into old age. One of the assumptions of LP is that significant life events shape and transform the personality, thinking process and behavior of the individual...
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...Awareness of the faculty members at Al-Balqa` Applied University to the concept of time management and its relation to some variables Abstract The study aims to investigate how much is the time management awareness of the faculty members of the Al-Balqa` Applied university, and its relation to some variables. The study conducted on (150) teachers were selected randomly. For achieving the study goals an appropriate instrument has been built up based on the educational literature and former studies. The study has found out that the teachers’ awareness were “good”, where the planning awareness was the highest, and the execution one was the lowest, also the role of the time management in career life was more visible than the personal life. The study also found out that the variables of the study have a weak impact on the teachers` time management awareness. Key words: faculty members` awareness, time management Time is considered as one of the most important resources as all other resources related to it within its availability or shortage. Moreover, all tasks wither it was simple or small need time. Time has its own characteristics since it’s in continuous motion that can’t be stopped and it can’t be saved. It is a fixed quantity resource within 24 hours a day for all individuals and it cant be retrieved too ( Haynez, 2006). Those characteristics make it necessary to deal with time through wisdom and careful...
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...Running Title: To Work Or Not To Work TO WORK OR NOT TO WORK: THE IMPACT OF WORK ON STUDENTS’ COLLEGE EXPERIENCE David X. Cheng, Assistant Dean for Research and Planning, Columbia College and The Fu Foundation School of Engineering and Applied Science, and Adjunct Professor, Department of Organization and Leadership, Teachers College, Columbia University Lucia Alcántara, Doctoral Student, Department of Organization and Leadership, Teachers College, Columbia University Address Correspondence to: David X. Cheng, Columbia University, 407 Alfred Lerner Hall, 2920 Broadway, MC 2611, New York, NY 10027. E-mail: dxc1@columbia.edu. To Work Or Not To Work Page 1 TO WORK OR NOT TO WORK: THE IMPACT OF WORK ON STUDENTS’ COLLEGE EXPERIENCE ABSTRACT Existing research on student employment focuses on the impact of work on persistence and degree attainment. This study, however, pays special attention to how work affects students' college experience. Blending quantitative and qualitative methods, the study examines the difference between working and nonworking students in their academic and social experience on campus, students’ perceptions of work, and the impact of work on their college life. The results indicate no significant difference between working and nonworking students in their academic and social experience, though working students' GPAs are lower than that of the nonworking. Constantly searching for meaningful work as well as meaning in their work, most working students...
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