Texas AM Prof Featured On Ellen Show

Texas AM Prof Featured On Ellen Show by: Andrea Carter on March 08, 2018 | 0 Comments Comments 319 Views March 8, 2018It was a simple act when Texas AM Mays Business School professor Henry Musoma told one of his undergraduate students to bring her son to class. The young student — a single parent — had sought the professor for alternative ways to get the lesson for that day’s class. Since her babysitter fell through, she would have to miss class that day. Or so she thought. Professor Musoma’s response was simple: â€Å"bring him.†A photo of Musoma carrying baby Emmett while pacing the lecture hall as he taught a room full of students was the kind that can instantly go viral. It had all the qualities: it was outside the ordinary, it was compassionate, it was human. But more than anything, it was inspiring and it was authentic.It’s these factors that have taken Professor Musoma from his Texas campus all the way to the center stage on the E llen Show, a feature segment CBS Morning, and countless other media spotlights in between including People  and  Mashable.But for students and the Mays community, unusual acts of kindness from Musoma are the norm. Whether it’s providing a lift from Houston to AM’s campus in College Station because a student doesn’t have transportation, visiting another student’s father in the hospital after an accident, or passing around a collection bin to help a student afford a textbook, going above and beyond is what he does. â€Å"Now the whole world gets to see what we already knew, said one former student about the professor’s new found notoriety from national press.SO WHO IS HENRY MUSOMA?Professor Musoma appears on The Ellen Show with his student and baby EmmettOn paper, Musoma is a foreign national who immigrated to the U.S. two decades ago from the African country of Zambia. He came to the U.S. to obtain an education with the goal of returning to his native land and working in some capacity of international development. Gradually, he says, the switch took place beginning in his junior year of college when a professor, and eventual friend and mentor Joe Townsend, asked him to speak to a class about where he was from and why he had come to the states. Thirteen years and one doctorate degree from Texas Christian University later, Musoma is a beloved business professor who teaches undergraduate, graduate, and executive education courses tied to management and ethical leadership. â€Å"The reason we study management is because people suck,† he emphatically shares with students. â€Å"And then ultimately I say, ‘Not other people. I’m talking about us. When we’re great, we’re really great. When we’re horrible we’re really horrible. That continuum is why we have to study management.’ I try to teach them to have a sense of optimism but wrestle with the fact we live in a world that is not always kind.† At Mays, he also serves as assistant director of the Center for International Business and he’s a faculty member involved with Regents Scholar Program where he leads a learning environment for first generation college students, founded RAP (Regent’s Ambassador Program) which offers freshmen and sophomore Regents’ Scholars personal and professional leadership development opportunities, and each year takes 15 of the students on a finale trip to his home country of Zambia and other regions throughout Africa.Looking beyond his resume, Musoma says who and what he is is simply grateful.  Ã¢â‚¬Å"Deep at the heart of who I am, I am a grateful human being, he says. Deeply grateful. I think that informs how I live. The root? I’ve been given much. When I think about the fact I’m one generation away from a mud hut. My father who was born in 1948 grew up in a mud hut in a village in the northern part of Zambia. Just about forty or f ifty years ago, no one in my family could hardly read or write. So to have this privilege to be teaching is mind blowing you know?† Page 1 of 212 »

Symbolism in John Steinbeck’s “The Chrysanthemums” - Literature Essay Samples

In John Steinbeck’s â€Å"The Chrysanthemums,† nature represents Elisa Allen’s confinement, the chrysanthemums symbolizes Elisa herself, and the tinker embodies Elisa’s wants. The narrator compares the Salinas Valley to â€Å"a closed pot† because â€Å"[a] high gray-flannel fog of winter closed off the [valley] from the sky and from all the rest of the world†¦ [and] it sat like a lid on the mountains† (350). This imagery mirrors Elisa because she feels trapped and deprived as seen with her husband and the tinker. The narrator also mentions that â€Å"the foothill ranches across the Salinas River†¦ bathed in†¦ sunshine,† however â€Å"there was no sunshine in the valley† (350). The symbolism here suggests that happiness is within Elisa’s reach, but not in her presence. This essay discusses the many events in the story that are symbolic, including the weather and setting, the chrysanthemums and the tinker.Th e narrator states that the â€Å"farmers were mildly hopeful of a good rain†¦ but rain and fog do not go together† (350). Rain is a universal symbol that represents rebirth or sadness. This is seen when Elisa â€Å"[cried] weakly – like an old woman† (356). Elisa and Henry Allen also represent the rain and fog in that they do not belong together. He minimizes her although he recognizes that her talent is raising flowers. The fog (Henry) covers the mountain and is the lid to the pot (350), the same way Henry contains his wife. When Henry tells Elisa that he has sold thirty steers for â€Å"nearly [his] own price,† Elisa responds with, â€Å"Good. Good for you† (351). This suggests that they both have nothing in common; he is more interested in business and money and she is interested in the life and growth of her flowers.The chrysanthemums symbolically represent Elisa, or part of her. They are seen as Elisa’s non-existent children becaus e of the way she nurtures them. When she inspects the flowers for â€Å"aphids†¦ sowbugs†¦ snails [and] cutworms [,] her terrier fingers [would destroy] such pests before they could [start]† (351). This is a motherly attribute that symbolizes the protection a mother provides to her young. On the other hand, the flowers take nine months to grow, similar to the development of a human child in the womb of his, or her, mother. The chrysanthemums are also described as â€Å"strong† and beautiful (351-353). The beauty and strength of the flowers are parallel to Elisa’s â€Å"lean and strong [face]† (350) as well as â€Å"the dress [she wore to dinner] which was the symbol of her prettiness† (355).As the tinker pulls up in his â€Å"old springwagon† with painted words that are misspelled as â€Å"pots, pans, knives, sisors, lawn mores,† it leads us to believe that the tinker is not wise (351) although his greying hair and beard sug gests otherwise and that he has experience (352), and he symbolically represents Elisa’s wishes. In the dialogue between them, the tinker brags about his freedom: â€Å"I go from Seattle to San Diego and back every year,† (352) and then he tells Elisa, who dreams of women doing such things, that his way of living â€Å"ain’t the right kind of life for a woman† (354). Steinbeck also reveals Elisa’s longing for sexual fulfillment when â€Å"her breast swelled passionately† (353) in front of the Tinker.Additional events in the story are symbolic as well. For example, Elisa took off her gardening gloves when she was talking to the Tinker (352) and subjected herself to disappointment. The gloves symbolize protection, especially in boxing, and without them she became vulnerable. When she spots â€Å"a dark speck† in the middle of the road (355), she knew what it was and feels part of her die inside as the flower is a part of her. The gloves and other symbolic elements described here enrich and strengthen the story. â€Æ'Work CitedSteinbeck, John. The Chrysanthemums. Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts and Robert Zweig. 5th Compact ed. New York: Pearson Longman, 2012. 350-356. Print.