Essay Topics For Writing An Allegory Of The Cave

Essay Topics For Writing An Allegory Of The CaveOne of the best essays that you can write is an allegory of the cave. The allegory of the cave is a cleverly done story about a modern man who is being forced to adapt to what he does not understand by the kind of reality that he is raised with.The cave is a metaphor for man's inability to learn or adapt in today's world, and therefore what we call knowledge, science, and technology, is a lie that we are constantly trying to cover up. However, the allegory of the cave presents many interesting ways that we can present information in an attractive way to our audience. In this way, we can present a true story that is entertaining and full of insight.There are many basic examples that will give you the best foundation for writing the allegory of the cave essay. The most common of these is a myth about why one of the most popular characters in the Bible, Jonah, came to be lost at sea. His story is similar to the allegory of the cave in many ways, but this allegory is more likely to make an audience laugh when they discover that the story is partially true.A similar example that can be used for the allegory of the cave is the story of Jesus. Jonah is a great example of a Biblical character that had some information that was kept from him because of how it was perceived. As well, Jesus is seen as a prophet that went ahead of his time and was not seen as the savior that he was.Jonah was able to get to dry land by going through a worm hole, which is where Jesus is depicted as doing many miracles and getting wet, being struck by lightning, and drowning. In this case, the application of the allegory of the cave was used to draw a parallel between what the characters went through and the aspects of Jesus' life. In both cases, there were hardships that had to be faced in order to reach the point where the characters finally reached dry land.In addition to drawing a line of comparison between the story of Jonah and Jesus, it i s also useful to consider how much worse things may be in our own current predicament. Jonah went through a thousand-year journey on the ocean. Jesus would have been burned at the stake for crimes that he never committed, and no amount of harsh religious preaching could change that fact.In essence, the allegory of the cave is a very important lesson. It shows us that we need to appreciate the truths that we already know, and that we should not attempt to hide any of those truths for fear of punishment and failure. The moral of the story is that truth is often only worth telling if you have a good reason to tell it.There are other examples of allegorical stories and metaphors that will give you even more material for your essay. The final step is to remember that allegory is a great way to bring the issues that you want to discuss lighting. This is not only a great way to use the allegory of the cave in an essay, but also a good way to add a larger dimension to the topic in the eyes of your audience.

Stress Levels among College Students Essay Example for Free

Feelings of anxiety among College Students Essay Conceptual The motivation behind this examination was to analyze the contrasting feelings of anxiety of understudies while taking a gander at their year in school and whether they are an individual from a games group. This examination used an assent structure, a segment structure, an overview to decide the feeling of anxiety of the member, and a questioning structure for every one of the members. The consequences of this investigation indicated that lone the athletic status of the member affected the feeling of anxiety of the member. The understudies who were competitors had higher feelings of anxiety than those understudies who were non-competitors. Nonetheless, it worked out that the year in school had no effect on the pressure of the member. Feelings of anxiety among College Students Stress is characterized as â€Å"a intellectually or genuinely troublesome or upsetting condition happening in light of antagonistic outside impacts and fit for influencing physical wellbeing, for the most part portrayed by expanded pulse, ascend in circulatory strain, solid pressure, fractiousness, and depression† (McCleod). Stress and tension are the top revealed hindrances to scholastic execution in understudies, both in the undergrad and graduate levels. Somewhere in the range of 2010 and 2014, the degree of understudies detailing worry as an issue rose from 25 to 31%, while tension rose from 17 to 22%. (Mill operator). While having some pressure is a typical event, having an excess of stress can have negative symptoms. A portion of these reactions incorporate extreme tension, melancholy, stomach related issues, coronary illness, rest issues, weight increase, and debilitation with memory and focus (Chronic pressure puts your wellbeing in danger). One of the most upsetting occasions in a youthful adult’s life is the progress into school. However, for certain understudies, living day to day after that underlying progress just turns out to be progressively unpleasant. A portion of those understudies are the understudies who are individuals from their school’s games groups. Before, numerous scientists had concurred that taking an interest in sports could fill in as an outlet for individuals to ease worry from their lives. Nonetheless, as of late some exploration has demonstrated that playing sports can really bring about an expansion in the measure of worry in a person’s life. For instance, an ongoing report found that almost half of male competitors and somewhat more than half of female competitors showed that â€Å"stresses related with sport support, for example, strain to win, unnecessary uneasiness, disappointment struggle, disturbance and dread essentially influenced their psychological and passionate health† (Wilson). Probably the greatest obstruction that understudy competitors report as the reason for their pressure is time related elements. At the end of the day, they felt that there was insufficient time to completely finish their scholarly and athletic obligations as well as could be expected. This is normal, since understudy c ompetitors are offsetting more significant level training with more elevated level games, and will undoubtedly give some strain when contrasted with their companions. Another issue that emerges from being an understudy competitor is the issue of burnout. It has been indicated that it takes 10 years or 10,000 hours of training to make an ability in any field, and this relates specifically to games. Given this mind boggling time promise to one’s practice, it is regular for competitors to experience the ill effects of what is alluded to as burnout. Burnout can be characterized as â€Å"physical, social, and enthusiastic withdrawal from a previously pleasant action because of constant pressure and inspiration worries that is regularly described by sentiments of passionate weariness, diminished achievement, and depersonalization/devaluation† (Gould). Thus, for competitors, another symptom of over the top pressure is burnout. Similarly as with the measure of worry in competitors lives, the pace of burnout has likewise been expanding in the previous scarcely any years. In an examination done in 2007, it was discovered that almost 10% of competitors tried had manifestations of significant level burnout. The scientists conjectured that the number would really be higher since they didn't take a gander at what they called â€Å"senior tip top athletes†, which means proficient competitors and elevated level school competitors. They additionally proposed that this burnout rate could be brought down if competitors experienced pressure the executives projects to bring down the measure of pressure that theyâ had to adapt to every day. (Gould). Finally, one investigation took a gander at the connection between athletic support and scholastic execution. Over a multi year time span, the scientists led an observational investigation of a school b-ball program in the mid-south-focal piece of the United States. Toward the start of their school vocation, the competitors were amped up for the possibility of assembling games and scholastics to make open doors for themselves later on. One of the first year recruits that was met stated, â€Å"If I can utilize my b-ball capacity to make the way for get training, ideally I can go through my degree to make the way for get a decent job† (6). Nonetheless, as time went on and the pressure of being an understudy competitor expanded, the perspectives on the b-ball players changed. One of the upperclassmen in the group expressed, â€Å"If I was an understudy like most different understudies I could progress nicely, yet when you play the bore of ball we do, you just can’t be a better than expected understudy. What I take a stab at now is to be a normal understudy. My best GPA was 2.75. You just don’t discover an opportunity to do all the reading† (Adler). This fair strengthens the possibility that the understudy competitors are under the pressure that they are principally because of the tremendous opportunity duty that accompanies being a more elevated level competitor. These investigations and articles on how understudy competitors are inclined to burnout and stretch and have expanded time duties prompted the theory that the understudy competitors in school will be more worried than the non-understudy com petitors in school. Techniques Members There were an aggregate of 40 members utilized in this investigation; 62.5% were female and 37.5% were male. The age go was 18 to 22, with the normal age of the members being 20. Measures For this investigation, we used an assent structure, a segment structure, an overview to decide the feeling of anxiety of the member, and a questioning structure for every one of the members. Strategy Every member got an assent structure after they affirmed that they are an Iona College understudy. The members were then approached to peruse theâ consent structure alongside the experimenter, permitted to pose any inquiries that they may have had and afterward requested to sign the assent structure. When they marked the assent structure, the members were given a review to decide the degree of stress that they had in their life around then. Next, they rounded out a segment structure that approached them for their year in school. When both the overview and the segment structure were rounded out, the members were expressed gratitude toward for their time and given the questioning structure for the investigation. Results A 22 investigation of change was so as to decide the impact of athletic status on anxiety. The outcomes showed that there was a critical fundamental impact of athletic status of the member on the feeling of anxiety of the member, F (1, 36) = 13.99, p=.00. As represented in Figure 1, the understudies who were competitors (M=11.23, SE=0.91) scored higher on the pressure test than those understudies who were non-competitors (M=6.31, SE=0.95). A 22 investigation of fluctuation was likewise directed to decide the impact of year in school on feeling of anxiety. The outcomes demonstrated that there was not a critical fundamental impact of participant’s year in school on the feeling of anxiety of the member, F (1, 36) = 0.43, p= .52. Conversation The motivation behind this investigation was to analyze whether the athletic status and the school year of a member affect their feeling of anxiety. Our speculation was that the upperclassmen who are competitors will have the biggest measure of pressure, while the underclassmen who are not competitors will have the least degree of stress. This speculation was bolstered, yet just to a limited degree. While the factor of school year didn't affect the feeling of anxiety of the members, the factor of athletic status did. Similarly as we anticipated, the members who were competitors revealed having more worry than the members who were non-competitors. At the point when the feelings of anxiety were taken a gander at over the various years in school, there was not a noteworthy contrast between the underclassmen and the upperclassmen. These outcomes are bolstered by the discoveries of the examination done by Quinton McCleod, who had 30 competitors and 30 non-competitors complete a survey about the time that they spend contemplating, their GPA, and whether they believe themselves to be focused and what kinds of stress they were under. He found that the competitors had an altogether lower GPA, invested less energy concentrating outside of the homeroom, and had a bigger number of stressors in their lives than the non-competitors. The competitors said that they were losing inspiration to go to class and that made them turn in poor work, and this was because of the way that they didn't have a sufficient measure of time to spend on the entirety of the homework that they needed to finish, notwithstanding the measure of time that they needed to assign for their game (McCleod). In the event that the example size had been bigger and incorporated a more extensive sexual orientation extend, the evaluation level of the members may have had an increasingly noteworthy effect on the outcomes. Likewise if the members had been arbitrarily chosen rather than comfort tested the outcomes may have been increasingly like what was initially conjectured with respect to the year in school having an influence in the pressure of the member. References Adler, P., Adler, P. (1985). From Idealism to Pragmatic Detachment: The Academic Performance of College Athletes. Humanism of Education, 58, 241-250 Chroni