Response Essay Example | Topics and Well Written Essays - 500 words - 28

Response - Essay Example They were trained to embrace death without fear or panic. To ensure they faced their dreadful challenges, as society’s militants, they were prepared psychologically to be ready for death by accepting to die when presented with a dilemmatic situation of choosing either life or death. The philosophy that deemed essence of Bushido undoubtedly helped to instill gallantry amongst the Samurai warriors. It was like they were fighting a battle they had nothing to lose. Their only mission was to take down as many enemies as possible. This religion/ philosophy influenced the psych of the warriors making them protect Japan from its foes. However, this philosophical concept is distinctly dissimilar from that Judeo-Christian view of death. In Judeo-Christian, people are alive until they physically die. The unrelenting wars that were seen in Japan during the mid-20th Century can be attributed to these cultural teachings that the fighters had. The Japanese World War II was battled by the philosophical conceptions that significantly motivated the warriors to engage in an unrelenting battle. As a matter of fact, the challenge Japan gave America and other nations during the World War was as a result of its deep culture that had saliently spelt out ‘dos’ and ‘don’ts’. As Benedict recounts, it was virtually difficult to understand the real nature of the Japanese culture. It is like the Japanese had a ‘bipolar’ culture that constituted all the extreme features. Its inimitability and unpredictability would confound every rival that sought to challenge Japan. No one knew what to include in the propaganda meant to demoralize the Japanese soldiers. Japan was a mystery. They were invincible; they were a real puzzle to the international community. The secret to Japan’s tenacity was on their deep cultural philosophy known as ‘Essence of Bushido’. The Japanese soldiers’ mental status

Distance education comparing 2 educationalinstructional websites for Essay

Distance education comparing 2 educationalinstructional websites for use of medium - Essay Example Within the context of the stated, the IHEP (2000) examined existing benchmarks, guidelines, and principles that addressed quality online learning. The examination resulted in a list of 24 benchmarks that are deemed essential to quality online distance learning. Proceeding from the above stated, this research will evaluate two distance learning programs using the 24 benchmarks referred to in the above. This analysis will show that even though Phoenix University's online programs are very well developed, they fall short of Athabasca's. Benchmarks and recommendations for online distance learning were developed by many sources (ADEC, 2001; AFT, 2000; IHEP, 2000). The guidelines represent institutional and faculty controls over many aspects of distance learning and included: (a) program quality and standards; (b) faculty support; (c) student services; (d) evaluation and assessment; (e) role and mission of the university; (f) access to learning resources; (g) quality of faculty; (h) student interaction with faculty and peers; and (i) a comprehensive technology plan. The institutional support benchmarks were defined as: (a) a documented technology plan that included electronic security measures to ensure that the validity, quality and integrity of the information; (b) the technology was as failsafe and reliable as possible; and (c) the existence of a centralized system to maintain and support the technology infrastructure. As regards both Phoenix and Athabasca, no information was provided on either website regarding institutional support. 2.2 Student Support According to the MEP 2000 student support benchmarks for online distance learning were: (a) the availability of information about courses and programs; (b) hands-on training and information for students on the library and its resources; (c) the availability of technical support, instructions on technology, and tutorials; and (d) a system in place to quickly address student questions and complaints with regards to student services. As relates to Phoenix University, the website mentioned the factor of student support but did not clarify the type of support offered. In direct comparison, Athabasca emphasised technology orientation courses, program orientation courses and additional training and support for all enrolled students. 2.3 Online Course and