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R. R. TOLKIEN AND J. K. ROWLING . Dr. S. Jayanthi, M. A. , M. Phil.

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It is this integration of the Menorah with the Wheel that reveals a second correlation between the Four Faces and the progressive structure of the whole body of Scripture:This new correlation reveals yet another level of the limitless depth of Divine Wisdom that God invested in the structure of His Holy Word. We have the full synergistic integration of the Seven Days of Creation, the Sevenfold Menorah, and the Seven Canonical Divisions with the Four Gospels and the Four Faces revealed in Ezekiel on Spoke 4 and in Revelation 4!This is an exceedingly dense and reiterative compounding of manifold symbolic elements, not unlike the Divine Synergy of the Four Symbols of the Circle, the Cross, the Alphabet, and the Number Seven discussed in Part I BW book pg 52. The Four Faces therefore simultaneously represent two aspects of the Divine Word; one recognized since ancient times the Four Gospels and one newly revealed by the integration of the Wheel with the Menorah. The differences between Ezekiel's vision and that of Revelation 4 are as important as their similarities. In Revelation, the Four Faces are separated and distributed amongst the Four Cherubim and the wheels are absent. These represent the Four Gospels in their traditional canonical order, and are listed by number as the first, second, third, and fourth. In contrast, Ezekiel reveals the Cherubim with Four Faces each. They simultaneously represent four aspects of the One Lord Jesus Christ, the Living Word, and four aspects of His Bible, the Written Word, that reveals Him to us. Each stands beside a huge wheel that has another wheel within it. Scripture strongly emphasizes their unity with the Cherubim, twice stating that "the spirit of the living creature was in the wheels" Ezek 1:20f. This unity is naturally displayed in the Wheel with the Four Faces distributed according to the 3 .

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A second implication is that the possibility of discord makes us less likely to voice an opinion at all, assuming we are not trying to drum up conflict. In the aforementioned Pew survey, people were more comfortable discussing a controversial story in person than online. An opinion voiced online has a much larger potential audience than one voiced face to face, and its harder to know exactly who will see it. Both of these factors increase the risk of someone disagreeing. If we want to gauge what people think about something, we need to remove the possibility of negative consequences. For example, imagine a manager who often sets overly tight deadlines, causing immense stress to their team. Everyone knows this is a problem and discusses it among themselves, recognizing that more realistic deadlines would be motivating, and unrealistic ones are just demoralizing. However, no one wants to say anything because theyve heard the manager say that people who cant handle pressure dont belong in that job. If the manager asks for feedback about their leadership style, theyre not going to hear what they need to hear if they know who it comes from. A third implication is that what seems like a sudden change in mainstream opinions can in fact be the result of a shift in what is acceptable to voice, not in what people actually think. A prominent public figure getting away with saying something controversial may make others feel safe to do the same.

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When they view it negatively, they almost always leave and either find another university or stop studying altogether. There are many reasons why students do not continue with their college education; such as parent's income, parental support, their parents' education, educational goals, pre college academic success and even their closest friends being or not being in the same school. Academic factors influencing student retention include courses offered, general skills programs, advising, positive faculty interaction, campus resources, and academic integration. Social factors can also be a major factor including peer culture and identification with the school organization among others. Other environmental factors play a role as well, including opportunity to transfer, financial resources, family responsibility, continued parental support and part time jobs. When school administrators are able to look into these issues through student surveys, they have the opportunity to find the reasons behind them. Hence, they can implement measures that can improve students' circumstances that relate to the possibility of their staying in the university, leaving to find another university or stopping school altogether. It is impossible to provide these measures without first understanding the issues from the point of view of those who are primarily involved the students. Hence, for any educational institution to improve their student retention rate, they have to look into how their students think and feel about university life. Then administrators can use whatever information is obtained for the improvement of their educational services which ultimately leads to students being more likely to stay enrolled until graduation. School Performance: One exhibition of defiance by your teenager could be significant decline in performance at school.