Isaac’s Storm by Erik Larson Essay

Isaac’s Storm is a book written by Erik Larson that describes a hurricane coming toward Galveston figuratively and literaly with his use of diction,figurative language, sentence structure, and organization of the piece. Larson starts out by describing Africa as â€Å"awakening,rose, and warmed (paragraph 1)† to bring the reader in to the chapter with the calm and tranquil presence of Africa. He continues to build on this with a shift â€Å"heat scalded the air(paragraph 2)† and â€Å"winds filled the sky with dust (paragraph 2)† to intice the reader with the sudden change in scenery. Africa was calm, tranquil but now something is forming, building up which creates suspense for the reader; capturing their interest. Paragraph three continues with the weather of not only Africa but in the U.S. with the â€Å"sea was hot (paragraph 3)† and â€Å"land was hot (paragraph3) to change the focus to the on the U.S. He does this so the reader can see how this brewing storm in Africa is effecting the U.S. Larson uses words like â€Å"wool, black, superheated (paragraph 3)† to further describe the intense heat U.S is suffering from which creates imagery. He than pulls back to Africa in paragraphs five and six with â€Å"the winds are arced (paragraph 5)† and â€Å"air filled with snow flakes and shard ice (paragraph 6)† to show the storm is only getting worse ,rising and getting stronger. Larson again move back to the U.S saying â€Å"children saw clouds†¦clouds bloomed before their eyes (paragraph 6)†to show the obliviousness the people of U.S. are about this coming storm toward them from Africa. Larson furthers his suspense with the weather in the U.S and Africa not only with his diction and figurative language but with his sentence structure. He uses short, choppy sentences to add imagery to his writing such as the â€Å"trains were hot (paragraph 2)† and â€Å"passengers roasted (paragraph 2).† Larson does this to emphasis the inescapable heat weather that is simply written but is very clear to the meaning. He uses these short sentences in the right way that gives meaning to the writing so the reader may imagine this and connect. Larson also uses parallelism to emphasize the weather with â€Å"colder and colder (paragraph 6)† and â€Å"higher and higher (paragraph 6)† he does this again for suspense to what is coming. Erik Larson describes a hurricane coming toward Galveston figuratively and literally with his use of diction, figurative language, sentence structure, and organization of the piece. To show by one naà ¯ve nature can be their very downfall in the end.

Homosocial and Homosexual Desires in “My Fair Lady” Essay

Today, relationships are hard to define. With the newfound acceptance of homosexuality, the border between male homosocial relations and homosexual relations has become fuzzy. The distinction between male homosocial and homosexual desires are what I will be exploring in My Fair Lady. In the classic movie My Fair Lady the relationship between Professor Higgins and Colonel Pickering displays both homosocial and homosexual characteristics, and models the triangular desire defined by Eve Sedgwick. Higgins invites Colonel Pickering to his house and then the next morning invites Eliza to his house. This action of inviting Eliza to stay over after inviting Pickering can be explained as having both homosocial and homosexual characteristics. The homosocial interpretation of this situation is Higgins feels a strong friendship towards Colonel Pickering. Rather than having him pay for a hotel while visiting London, he invites him to stay at his home because it is the friendly thing to do. Higgins then sees it might be awkward for two confirmed bachelors to be living together, however temporary it may be. Uncomfortable with implications some people may draw, he invites Eliza to stay in order to maintain his masculinity and not have people speculating about his homosexuality. When arguing his actions as homosexual, his invitation to Pickering is not motivated by friendship but by his desires to have sexual relations with Pickering. Having Pickering live with him would be the easiest way to accomplish a discrete relationship. Creating a faà §ade, Higgins invites Eliza so society will not discover his true intentions. After bringing Eliza into the house and suffering through a few problems Higgins sings Im an Ordinary Man to Pickering. Listing some negative qualities of women in his song displays both homosocial and homosexual characteristics. A homosocial standpoint sees this as Higgins, like many men do, telling his buddy about all the drama a woman brings into his life when having a relationship with a woman. Just like women get together with their girlfriends and gossip about the silly things men do, Higgins and Pickering are doing the same thing. The two laugh about the silly behavior of women and can relate to one another because both have had similar experiences, bonding in a strictly same-sex, non-sexual manner. Higgins is also promoting  his own masculinity by noting the flaws in a womans character, expressing his views on why males are more superior then females. However, at the closing of the song, Higgins declares, I shall never let a woman in my life, implying his homosexuality. Rather than listing the faults of women jokingly, his song can be interpreted as a justification for his choice of a homosexual lifestyle. He even states, Why Cant a Woman Be More like a Man, implying women should lose all their female characteristics and become men, thus, making them appealing to him.Again, Higgins is declaring man the superior race and because men are superior, he has a sexual attraction for them which he may not share for women. Higgins focuses so much attention on Eliza while refining her and this attention can be viewed as his romantic feelings for Eliza, meaning his relationship with Pickering is strictly homosocial, or that his feelings for Eliza are a displacement of his homosexual feelings for Pickering. The homosocial viewpoint sees Higgins, transforming Eliza from a measly flower girl into a beautiful lady, his ideal woman. He felt an attraction to Eliza when he found her in the gutter but due to social restraints, he knew it was not socially acceptable for him to date a woman of her class. After her transformation, he is now free to love her. Ironically, the women he creates is goddess-like, statuesque, untouchable to the common manHiggins and Pickering strike a bet with one another on whether or not Higgins can pass Eliza off as a duchess. Higgins will have to teach Eliza proper English, dress her in high fashion, and train her in the appropriate manners of society. In my experience, not many straight men find giving a woman make-over to be very fun which is why Higgins actions can be viewed to have homosocial and homosexual motivations. A homosocial attitude on the situation would explain this as two men competing in a bet, meaning Higgins is only participating in activities categorized with the homosexual stereotype to win. The two are able to bond over the experience and in the process; Higgins can shape Eliza into the kind of woman he desires. Instead of directing his motivations for playing real-life Barbie on the premise he is only doing this to win a bet, the homosexual interpretation would focus on the primary action; taking a girl from drab to fabhomo. Lets face it, while this is a huge generalization, most men in Western culture dont care  about fashion, let alone womens fashion. If any two confirmed bachelors today were to do these same action, singing all through the house, designing high fashion clothes, and showing up at an event sharing one girl amongst the two of them, (with their kind of money they could get two or more girls for each of them) suspicions of homosexuality would be inevitable. This three way relationship between Eliza, Higgins, and Pickering forms a model of Sedgwicks triangular desire. Both men feel affection for Eliza but feel a stronger connection for one another. When celebrating their victory of passing off Eliza as a duchess, Higgins and Pickering completely forget about Eliza and celebrate amongst themselves. As Eliza becomes more of a lady each day, she becomes less of an actual person and more of a symbol of their creation, their relationship, until she completely fades out of the picture. Thus, Higgins constant displacement of his homosocial and homosexual feelings on Eliza are finally directed on Pickering, the person they were originally intended for. Homoerotic relations are present in several other movies, television series, and literature. Currently, when men wish to express emotions and love for their friends, in a strictly homosocial way, they are blocked by homophobia, fearing if these emotions are projected, they will be labeled homosexual. Breaking down current sexual beliefs and behaviors, I believe the entertainment industry is the most accepting medium for the varying degrees of male relations. I believe as more homosocial works are produced, men will find it easier to express their emotions and still maintain their masculinity and heterosexual identity. Bibliography â€Å"My Fair Lady† Directed by George Cukor. Warner Bros. Studio. California 1964

Affirmative Action Essays - Social Inequality, Free Essays

Affirmative Action The state shall not discriminate, or grant preferential treatment to any individual or group on the basis of race, sex, color, ethnicity, or national origin in the operation of public employment, public education, or public contracting. The previous statement is the unedited text of the operative part of Proposition 209, the California Civil Rights Initiative (CCRI), that passed November fifth by a percentage of 54 to 46. Though the initiative does not actually mention affirmative action, Californians feel affirmative action may be coming to an end. Will the decision of Proposition 209 have a great impact on colleges and universities? We will soon find out. We do know that affirmative action in colleges and universities has a long history of controversy sparked by the 1978 Bakke case and seems to be far from over with the recent vote on proposition 209. The Supreme Courts 1978 decision in the Regents of the University of California v. Bakke has been the basis for most college affirmative action programs. The case involved a white man, Allen Bakke, who applied for admission to, and was rejected by California University at Davis Medical School in 1973 and 1974. The university had an affirmative action program to accept sixteen Black, Hispanic, and Asian students for every 100 entering. Allen Bakke objected when he found out that he had been turned down while minorities students with lower college grades and MCAT scores had been admitted under the universitys affirmative action program. The court then had been divided between four justices in favor of admitting Bakke on the basis that the quota affirmative Maloney 2 action plan had violated Title Four of the 1964 Civil Rights Act, four Justices against admitting Bakke, and Justice Powell, the swing vote. Justice Powell declared that Allen Bakke would be admitted to the medical school because the University of Californias affirmative action plan had violated the Equal Protection Clause of the Fourteenth Amendment. In Justice Powells opinion, the Fourteenth Amendment must be interpreted to protect everyone (McWhirter). The Bakke decision has sparked many anti-affirmative action movements, the latest being Proposition 209. Backing the California Civil Rights Initiative, proponents feel it is time to end race and sex-based quotas, preferences and set-asides now governing state employment, contracts and education. Launching a two million dollar television campaign to support the ballot measure, Robert Dole and the Republican Party made proposition 209 the centerpiece in their push for Californias 54 electoral votes (Lesher). Bob Dole states, If affirmative action means quotas, set- asides and other preferences that favor individuals simply because they happen to belong to certain groups, thats were I draw the line (qtd. in What Theyre Saying About Quotas and the California Civil Rights Initiative). Agreeing with Dole, Governor Pete Wilson states that Mandating and practicing inequality cannot bring equality (qtd. in What Theyre Saying About Quotas and the California Civil Rights ! Initiative). Another defender of proposition 209 and affirmative action is House Speaker Newt Gingrich. In a interview with Gingrich, he boldly states that people who want some kind of quota based on racial background should be forced to debate in public their version of America. I would make clear that I oppose Maloney 3 quotas explicitly because I favor an integrated America (qtd. in What Theyre Saying About Quotas and the California Civil Rights Initiative). United States Senator, Phil Gramm, also opposes affirmative action resolutely declaring that if I become President, quotas and set-asides are finished in America (qtd. in What Theyre Saying About Quotas and the California Civil Rights Initiative). Opposing the measure, California college students and other affirmative action supporters protest to sustain variety and diversity. The first incident occurred when 500 students from University of California Berkeley met on Sprous Hall steps, the evening after the election and seized the Campanile clock tower. Some students chained themselves inside. The same day as the as the Berkeley incident, 300 students from the University of California Santa Cruz surrounded and picketed the Student Service Building, effectively closing the financial aid and registrars office. Police made no arrests. On November seventh, 100 students from San Francisco State caused a commotion by blocking 19th Avenue, a main thoroughfare (WALLACE and MARCUM ).

Mircroeconomics ( AT&T and T-mobile merger) Essay

Mircroeconomics ( AT&T and T-mobile merger) - Essay Example On the other hand, this implies a reduction in congestion and therefore a possibility of better signal quality and service for the customer base. AT&T consumer's who have been suffering worsened quality because of the heavy data-demands of the iPhones launched in 2007, may expect better quality service because the integrated network will have a substantially better carrying capacity. Service quality is thus likely to improve for iPhone users as well. Rivals, given such improvements are likely to push forward on the same dimensions and improvements in overall signal quality and service provision could be expected. The major groups concerned with the merger, apart from the company owners and employees are the customers, the rivals and the providers in the supply chain for these companies and their rivals as well. In the present paper, we examine what are the expected effects of this merger on related groups of consumers, competitors, and last but not the least, the suppliers. The rest of the essay is organized as follows: in the next section we look at the expected impact on consumers, particularly in terms of prices, signal quality and coverage. ... ven the small number of competitors present in the market and the observed strategic interdependence between them, we are looking at an oligopoly market. Collusion between rivals in such a market has substantial impacts on the characteristics of the market. On one hand such collusion leads to a reduction in the number of firms and thus the market deviates away from competition even more. Therefore, this increasing distance of the market from a perfectly competitive market implies a number of welfare reducing aspects. First and foremost, a fewer number of firms implies an increased market power and thus greater control over prices. Prices are likely to increase and so that will lead to a fall in consumers' surplus. There are reductions in productive and distributive efficiency as well (Varian, 1992). However, there are certain benefits that accrue to enhancement of welfare as well. For instance, the excess capacity that causes productive inefficiency also implies resources that can be utilized for innovations. Particularly, as pointed out by Schumpeter (cited in Solow, 2007), there cannot be privately motivated innovations or R&D activities unless industries earn positive profits. Therefore, for overall economic growth and progress, some degree of market power is crucial. Additionally, the enhancement of capacities is likely to yield scale benefits and increased efficiency as well. This allows merged firms to reduce prices without reducing profitability. In the present context therefore, the proposed merger has twin effects on the customers. Before the merger, AT&T's network is highly congested and customer's complain regularly about poor signal quality. The merger is likely to solve these problems since T-mobile's network is not nearly as congested and the total number

MARKETING ACROSS CULTURES Assignment Example | Topics and Well Written Essays - 2000 words

MARKETING ACROSS CULTURES - Assignment Example If one looks at the culture of the country then it is found that it is a mix of western and Hispanic cultures. Other advantage of the country lies in the fact that it is a stable democracy and the market offers size and diversity that should be very much appreciated. However it is very difficult to find a single distributor or agent that can cover the huge market. Mexico is one of the two largest markets in the Latin America and is a market that is characterised by high growth potential on one hand but a risky economic and political environment. It is also found that the legal system in Mexico is very different from that exists in UK and it is also found that the culture of the country is also very different. It is also found that the external environment of the company plays an important role in the company deciding on the marketing strategy. In order for the company to expand in the Mexican market it is important for the company to develop and try to maintain close relationship with the customers and partners of the business. It is found that the Mexicans in general prefer to receive direct communication in the form of direct telephone calls and face to face meetings. It is also found that the companies in Mexico are extremely conscious of the price and also tend to seek financing activities and also desire exclusive agreements. It is also found that the businesses value service and flexibility. For entry into the market the company can either use equity modes or non equity modes. Equity modes that the company can use to enter into the market will be in the form of Joint ventures, or wholly owned subsidiaries (Peng, Wang, Jiang, 2008). Non equity modes of entry that the company can use will be in the form of exporting to the country and contractual agreements (LÃ ©vesque and Shepherd, 2004). Each of the modes that are said above has unique advantages and disadvantages associated with it (Sakarya, Eckman and Hyllegard,

The Necessity of Coed Classes Essay Example | Topics and Well Written Essays - 500 words

The Necessity of Coed Classes - Essay Example That assumption is not backed by research or study but only on the notion that the opposite sex is a distraction to study. The perceived advantage is even overshadowed by its numerous drawbacks. By making a class exclusive for boys or girls, the students become socially inadequate to relate to the other gender because of their lack of exposure and training on how to deal with the opposite sex. Students will become less confident and they could even become insensitive because their social vocabulary and competence about the opposite sex are inadequate. Social competence is also important because students will have to deal with other people including the opposite sex when they are already in the workplace when they become professionals someday. Education is not only limited to academics. It also includes how to deal with people appropriately. A good education will become useless if the person cannot work or deal with other people. Dealing with other people is particularly important if a person will become professional someday. A businessperson has to deal with clients, suppliers, employees, a doctor to his or her patient, an employee to his or her teammates and so on and so forth. It only meant that it is inevitable that we will be dealing with other people someday and it would be better if the students are trained early by integrating boys and girls in a class. Making a class exclusive to boys or girls makes a student socially inadequate. The structure of gender exclusivity does not inspire confidence among students because of the lack of exposure towards the other gender making their emotional and social vocabulary limited. This will result in a lower self-esteem among students which could be disastrous when they become professionals.

Facebook and Privacy Issues Essay Example | Topics and Well Written Essays - 2500 words

Facebook and Privacy Issues - Essay Example While social networking has its advantages, it is also important to note that, there are drawbacks related to the use of social media platforms. This is because, social networking involves sharing of information between two or more people, and in some occasions, the information shared can reach wrong hands. This in essence, creates problems concerning privacy issues since users may want some of the information they share through the social media to remain private. In this regard, a leading social media site like Facebook is embattling problems related to privacy issues for its users. This paper examines privacy issues as one of the drawbacks for Facebook considered the leading social media platform globally.Prior to the advent of digital communications, sharing of information between persons or institutions in the society was rather cumbersome. This is because in order to interact with other people, this had to be done physically and involved moving from one point to another point. I n addition, dissemination of information was slow and mails had to be delivered physically to their destinations. The only means of a quicker communication network in the 19th and early 20th century was through the telephone or telegram. But these communication tools were the preserve of those with higher social standing. The rest of the society was left to rely on one-on-one communication or postal mails. While it was slow to interact with other people or disseminate information in this era, issues related to privacy were not a concern for people.

Critical analysis of a tv show of film Essay Example | Topics and Well Written Essays - 750 words

Critical analysis of a tv show of film - Essay Example This paper helps to provide an insight into the life of Juno, how she dealt with her problem of teenage pregnancy and how the people around her were affected, taking into account the stereotypical reactions and circumstances that she was thrust within. Juno the film has a very basic story line as well as concept attached to the tale; it is about a young girl trying to explore the nooks and crannies of intimacy and relationships without understanding the implications that might arise along with the same. The film has been directed in a very concise manner making use of pencil stylized ‘rotoscoped’ images right from the credits in the beginning, making use of animation in order to help the audience understand the maturity level of the girl and the kind of colourful life that she always wanted to live for herself. This entire sequence took a period of seven to eight months to be mastered as each and every shot that follows Juno on her way to the medical pharmacy was taken i n short screenings. The film thus helps teenagers to explore the kind of curiosity that reigns within them, and how the same should be understood not by simply jumping in and trying things out with friends, but by reading about things and comprehending the facts about life from one’s parents first. ... (Sciretta, Peter) The film achieved mass appeal because of the story telling as well as how the girl managed to learn her lesson without panicking much about the situation. The various characters within the movie have been portrayed in a very interesting manner. The director has taken his time to choose the main protagonists and provide them with a different twist. Juno is a young teenage girl who comes off a little strong on the first meeting with everyone. Full of sarcasm, she helps to put an indie spin on the movie and gives a very intense performance with her dominating nature and need to control everything that might not even be in her reach. However, she understands where she went wrong by getting pregnant but decides to bring about a change in a couple’s life with the help of her baby who she is willing to give up in order to make someone else happy. There was a vast amount of dramatisation in the film played by the other characters, namely Juno’s parents which h elped to calm the situation by making her understand what she had gone through, and helping her come out with a solution rather than screaming at her and making her feel the pain of the implications and consequences that she was already suffering. The two characters acted in an excellent manner, almost very real and lifelike, helping parents all around to understand how to cope with their children if they befall such a similar situation in their future. Juno herself wonderfully shows the kind of solid and sincere relationship she always wanted a child to be under the influence of during his or her growing up years and thus decides to give the baby to the perfect couple who will be able to raise it with love and patience. The movie falls

Serving Time in Virginia Essay Example | Topics and Well Written Essays - 750 words

Serving Time in Virginia - Essay Example Sir Edwin Sandys has tried to rebuild the Jamestown in three ways. He attracted the new investors by granting them the head rights for introducing and brining in new tenants. He grabbed the attention of new settlers by introducing lotteries. He tried to make the colony a more peaceful and pleasant place to settle down in by abolishing martial law. Citizens were extended the rights to select two members of the colony as their representatives or spokespersons. Even after the years of struggle and reconstruction, Jamestown was lacking a lot of attention. Citizens were legally enforced to grow corns. Insufficient food, arrival of unprepared settlers, inadequate housing facilities and presence of contaminated wells were becoming the reason of spreading disease. People were more interested in growing tobacco than corn despite food scarcity. This raised the question why Jamestown was still not self-sufficient despite the hard struggle. Another reason could be the transformation of Virginia into a boom country. The settlers discovered new innovative ways to produce more crops of tobacco. They also predicted that they could grow more tobacco crops only if they would have servants or peons taking care of their crops. This idea pinned the concept of slavery for the first time. The tenants gave fifty percent of their crops to plantation owners and worked for four to seven years in their fields. On the other hand, the servants worked with full commi tment and dedication in exchange for food, shelter and their passage from England. As a result, with the help of tenants and new laborers, colonists looked forward to become richer by producing more tobacco. Gradually, tobacco became the economic trademark of the colony. Serving Time in Virginia also raises some questions as to why slavery didn’t grow well during the time when labor was valued greatly. It is worth mentioning that only 5 percent of the Africans

A Hard Days Night Essay Example | Topics and Well Written Essays - 500 words

A Hard Days Night - Essay Example Their film, A Hard Day’s Night portrays those values and how they handled them. This essay will try to show why the Beatles film, A Hard Day’s Night reflected the values of the 1960’s in America. The American culture in the 1960’s was fueled by baby boomers of the world war two. This youthful population made the beatles more popular because their fan base was huge. They liked to do things their own way and expressed themselves more viciously. The beatles came with a different kind of music that endeared to them because of the message it portrayed. The beatles messages questioned the old society norms, thus making the sixties generation want to explore what was forbidden by their parents (A Hard Day’s Night (1964) –IMDb). The messages were of self realization, sex and drugs. In the film, A Hard Day’s Night by the beatles reflects some of the values that the sixties American used to practice. Different scenes portray different values that the American expressed. The train station scene where the beatles was chased down the Marylebone station, portrays how the sixties liked fame (A Hard Day’s Night (1964) –IMDb). They liked to associate themselves with celebrities. The beatles enjoyed being famous and the limelight. In another scene at the press conference, the beatles seemed to enjoy the spotlight. They are flanked by reporters who want to sell their story. The questions asked are primarily youthful and seem to ender the young population. This brings about the theme of the beatles vs adults. The questions asked, were to do with fashion, love and the fame they are experiencing. During the sixties, this was what drove the youth. It was fashionable to let your hair grow and wear certain pants. This was what the beatles portrayed to the world. The night club scene, where the lads sneak out of their hotel room to go have some fun at a twist club. The beatles blatantly disobeyed

Macbeth Essay Example for Free

Macbeth Essay Women have a very strong influence on their husbands and husbands will usually take their wives opinions in important matters. Lady Macbeth was the dominant of the two characters. She had very strong persuasive skills over Macbeth and though show her control of Macbeth in public, in private she often uses emotional and testing his manliness to manipulate him to do what he wants. Lady Macbeth is the more evil character than Macbeth in the play through her ambition, cruelty, and manipulation. Lady Macbeth used her words to control Macbeth throughout the entire play and caused him to do many things he wouldn’t have normally done like kill Duncan. Lady Macbeth mocks Macbeth and his manliness throughout the play to get him to do exactly what she wants like for him to kill â€Å"What beast wast, then, that made you break this enterprise to me? When you durst do it, then you were a man; And, to be more than what you were, you would be so much more the man.† Macbeth being a man in the era he grew up in being the most manly you could be was very important so a women questioning his manliness would have set most men over the edge especially someone as persuasive as Lady Macbeth Lady Macbeth has many delusional moments in the play that lead readers to believe she is either crazy or evil. She talks about being infected with evilness to killing babies throughout the play. â€Å"I have given suck, and know How tender tis to love the babe that milks me: I would, while it was smiling in my face, Have pluckd my nipple from his boneless gums, And dashd the brains out, had I so sworn as you Have done to this.† Lady Macbeth in my opinion is a sociopath with her not feeling remorse for anything her and her husband do no matter the effect it has on other individuals. She fits the profile of a sociopath with the abilities to manipulate people easily and have no shame doing it but also feel nothing towards anyone or anything she harms. Lady Macbeth also is a very private person that is very submissive when with other people and does not show her evil and dark side to anyone other then her husband. She is also very protective over a Macbeth and would do anything to protect him from being found out for murdering Duncan. Lady Macbeth is both responsiple for the death of Duncan and is also the cause of Macbeth becoming insane throughout the course of the play. She is a silver tounged women who knows how to manipulate for her own self gain. Through these point I think that she is not only responsible for duncans death but is more evil then Macbeth.

The Analysis of “Loser-hero” Essay Example for Free

The Analysis of â€Å"Loser-hero† Essay In the book â€Å"Warriors of Japan as Portrayed in the War Tales†, as the title suggests, author Paul Varley studies numerous war tales from hundreds of years of Japanese history, throughout the rise of the samurai warrior culture and the societal change that went along with it. From ancient war tales like the Shomonki to tales firmly in the medieval times like the Taiheiki, the changes in battlefield customs and warrior society are presented and studied as they change and evolve. Despite all the social changes occurring in these time periods, a certain element stays the same throughout all these tales, the warriors themselves. The main focus of nearly all these war tales follows the rise and equally the fall of esteemed warriors of the period. The tales also touch on time honored values and beliefs such as honor, respect and reputation frequently. The evolution and prevalence of these values influences the way of life of the warriors in the tales, on and off the battlefield. Varley goes one step further to separate warriors into distinct, classic categorizes, based upon their characteristics and actions. There are three archetypes: loser-hero, tragic loser-hero, and failed loyalist hero, with almost all warriors discussed in the book fitting into one group or another. Why would Paul Varley put such emphasis of the three archetypes of heroes in Japanese history? The explanation is found in the analysis of the characters themselves, and noticing the fact that they continually come up in Japanese literature. In order to better understand the usefulness of the three main archetypes in Japanese history, it would be prudent to first start with the definition and analysis of the characters themselves. The first archetype to appear in â€Å"Warriors of Japan† is the loser-hero, a good example of which can be found in the tale of Minamoto no Tametoto. Tametoto is particularly special in that he is a loser-hero but not a tragic loser-hero, as the two are very similar and easily connected. The Hogen Monogatari tales recount the story of the Hogen Rebellion, which the feared and treasured warrior Tametoto fought in. By most accounts, although most likely fictionalized for the sake of storytelling, Tametoto was a fierce and ruthless soldier, whose skills with a bow impressed any who witnessed them. From his extensive experience in war, Tametoto has seen the success that a night attack can bring, and believes that it is the best way to defeat the opposition in this conflict, the Sutoku. He argues to his comrades that if they do not use this strategy on the enemy, the enemy will use it on them. His advice is rejected by the Fujiwara leader Yorinaga, and the enemy does indeed attack that night. The Fujiwara and Minamoto base at the Shirakawa Palace is defended valiantly by Tametoto, but with few reinforcements is basically fighting by himself. At one point it seems that Tametoto is actually winning the fight, at least until the Sutoku side sets the palace on fire, forcing Tametoto to flee the palace where he is captured by the enemy. In this story, Tametoto is a loser hero because it is not his fault that he is defeated, his effort was fantastic and it was the faults of others, namely Yorinaga, that lead to his defeat. Paul Varley defines the tragic loser-hero as â€Å"One who fails or comes to grief at least in part because of some weakness or flaw of his own-he is not done in entirely by others or by outside forces-and whose end if made especially moving because his reduced state evokes memories of an earlier time of fame and glory† (Varley, 57). Some defining traits of a tragic loser-hero are that he is always aided by an ever-faithful follower who is always at his side, and that his indecision and inactivity in his last moments leads to his defeat. Minamoto no Yoshitsune from the Heike Monogatari tales is a perfect example of the classic tragic loser-hero. Though a â€Å"vigorous commander†, Yoshitsune eventually fails because of his â€Å"political ineptitude† and â€Å"his rash handling of Kajiwara no Kagetoki† (Varley, 155). One thing that makes tragic loser heroes so interesting is that they are often rather relatable; they have flaws that in their character, they make bad decisions and lose their temper. This evokes a sense of sympathy in the reader, and this underdog characteristic lends well to fictionalized tales and song celebrating the warrior spirit. There are many tragic loser-heroes throughout the war tales studied in â€Å"Warrior of Japan†, because it is an important archetype that has its place in Japanese literature. The last specific subtype of hero we are going to explore is the Failed Loyalist Hero. This hero is generally characterized by his self-sacrificing loyalty, specifically his unswerving devotion to Emperor Godaigo and the southern court. This loyalty is usually what leads to the hero’s eventual death in battle. Readers take an interest in the extreme self-sacrificing loyalty displayed by these characters; loyalty is explained in â€Å"Warriors of Japan† as a highly respected virtue in Japanese history and literature. The failed loyalist is different from the other types of heroes in that these type of characters do not become prominent until the Taiheiki, where warriors become way more ingrained with imperial loyalism. Before this period, a lot of warriors do have devotion to their commanders and emperor, but not to the extent that they could be considered a failed loyalist hero. Now that the archetypes are defined and their differences detailed, it would be useful to also explore their similarities, of which there are many. Most notably, the only difference between a loser-hero and a tragic loser-hero is that a tragic loser-hero’s defeat is the result of a personal flaw. While sometime this distinction often clearly separates a loser from a tragic-loser hero, the commonalities often lead to a character becoming both archetypes. The failed loyalist hero, however, does not have as many parallels to the other types, but there are still some shared traits. Still a superb warrior, the failed loyalist follows the warrior lifestyle and the battlefield customs of the time. Also, the amount of loyalty that character possesses is no unlike the tragic-loser and loser heroes, it’s just that the failed loyalist hero is loyal to the point where that trait brings on his downfall. So in conclusion, all the hero archetypes may be distinctly separated, but generally share a few traits at the least, showing a clear theme of the warrior culture of the time. A theme that contains ideals like devotion, respect, loyalty, bravery, and honor. The only issue left to address would be that of why author Paul Varley would take interest to stressing the different archetypes of heroes, and feel the discussion of them it imperative to the study of Japanese literary war tales. The best explanation of it may have been said by the author himself, as he writes, â€Å"Firstly, there is a distinct liking in Japanese literature, discernible in the earliest writings, for stories of the sufferings and tragic fates of those who lose out in particular events or affairs† (Varley, 56). Varley understands that dramatic characters are important to Japanese literature, and as such strives to maintain that element of the literature by examining the hero archetypes, which are inherently tragic and sometimes contain suffering. The often fictionalized and embellished stories of the warriors indicated that something about Japanese culture at the time enjoyed a good story, often for reasons other than the basic factual details of what took place. A great illustration of this is the often embellished story of loser-hero Tametoto, because while based on a real person, through the retellings of his story his character was often greatly exaggerated and propelled to mythical levels. He went from being a regular, even exceptional warrior in real life to a â€Å"veritable superman† and â€Å"a monster† in the war tales (Varley, 56). This evolution of Tametoto’s character, and other characters throughout Japanese history, suggests an affinity in Japanese culture and literature for theatrical and compelling narratives. Much speculation can be made about why this is, but the main intent of this study is the compelling conclusion that Paul Varley decided to stress the three archetypes of heroes discussed because of their inherent importance and presence in Japanese history, literature, and culture. Citations: Varley, Paul H. Warriors of Japan as Portrayed in the War Tales. Honolulu: University of Hawaii P, 1994.

Language Learning Styles And Strategies English Language Essay

Language Learning Styles And Strategies English Language Essay Dr Georgi Lazanov, a Bulgarian proponent of the accelerated learning affirmed that human learning is the basic and natual function-easier than breathing and walking (as cited in Prashnig, 2004). This seems to be right to learning a language as a mother tongue because we were born with the same ability of learning our first language so most of us acquire and learn our first language easily and naturally. However, the expectation is not the same to acquiring and learning a second or foreign language. In my career of English language teaching, I have witnessed a number of students who make very little progress in their language learning whereas the others get improved quickly and conspicuously. Althought most students have received generally equivalent language education at schools or universities, they show differences in proficency and competence in using the target language. So, why are some successful and the others fail to get good achievement in their learning? Why do those studen ts can speak well in the target language but the others can not communicate fluenctly and confidently? Is it because some are smarter than the others? what makes the differences among these students? A number of researches on these matters have indicated that each student prefers different learning styles and their learning styles impact on the trategies they apply to their learning. This results in learning styles as well as learning strategies affecting the students learning achievement (Ehrman Oxford, 1988). This discovery confirms Georgi Lazanovs belief that learning is a matter of attidude not apptitude. The importance of learning styles and stategies have been widely recognized in language learning and more and more research has been done on them . Definitions of terms. According to Brown (2000, p. 113). Style is the term used to refer consistent and rather enduring tendencies and preferences an individual has. Styles are characteristics of intellectual functioning that make an individual unique. Styles characterized an individuals typical way of thingking and feeling Strategy is the term used to refer a method of approaching a prolem and an operation used to achieve a particular goal. Different people employed varied strategies to solve their own problems and the strategies they use might not be the same time by time. A good language learner to Joan Rubin ( 1975, pp. 46-48): is a willing and accurate guesser. He employs appropriate ways to perceive and process information. He accepts uncertainty and he is flexible and comfortable in applying his ability of guessing to explore for and get the meaning of the communication from the clues that he is offerd in the setting in combination with using his social and linguistic schemata. has strong motivation to communicate. He is willing to involve himself in communicating by using any means such as circumlocution, gestures, spelling, paraphrasing, creatively forming new words from the original ones.to express his meaning or to get his message across. is not inhibited. He is willing to make mistake because he believes mistakes are part of language learning process. He learns from his own mistakes by trying to understand them and avoid repeating them. is prepared to attend to form. While a normal learner tends to percieve what they are taught in the textbooks or lessons in the classroom, a good language learner seeks for something else beyond them. He is constantly looking for patterns in the language by analyzing, categorizing and synthesizing it. practices what he has learned or acquired. He find the opportunities to use the language as soon as possiple not only in class but also outside the classroom. monitors his own speech and the speech of others. He evaluates his performance by mornitoring his own speech and getting feedback from the listeners. He also mornitors the others to see how they use the language in comparision with the standards he has been taught. attends to meaning. He pays attention to not only the forms of speech or grammar but also the meaning of the language by negotiating the meaning of the message in differenct contexts. Statement about the background of the learners in the research and the research questions The learners are recent graduates or experienced engineers from different parts of Vietnam recruited to work for projects of Petrovietnam. They have received nearly equivalent English language education at school and at university. However, after graduation they are at different English proficiency levels. Like most of the other Vietnamese students, they can hardly speak English. Some of them even can not read aloud an English reading text fluently. This is the most common problem for English language learners in Vietnam. They are sent to PVMTC to take a special course to improve their technical knowledge and English skills, especially speaking skill, to perform their job together with foreign experts in their field at industrial facilities or in offices. They have five classes a week and each class lasts for four hours. They are extremely motivated because after the course, they are expected to achieve at least 650 marks on TOIEC and to be good at communication in all circumstances in order to be appointed to different appropriate positions at their working place. The learning objectives of the course are obvious and CLT approach is chosen to apply in teaching the students so that they can improve their communicative skills in English. Before doing the course, the school give them a placement test to categorize their English proficiency levels and put them in the diffirent appropriate classes accordingly. The students have different attitudes and behaviuor to their language learning and so is their learning effectiveness. The high proficiency students usually appear to make better progress, their learning outcome appears better than the low proficiency students, and especially, their speaking skills get improved obviously. So, my study serves to find out the answers to the following questions: What makes the difference between the students of low and high language proficiency level? What is the difference of language learning strategy use between EFL students of high and low proficiency levels in learning English speaking in Petrovietnam Manpower Training College (PVMTC) in Vietnam? What can a teacher do to help these leaners of diffirent learning styles use and combine different types of strategies in their English speaking learning? Being different from learning styles, language learning strategies can be probably trained to the learners. Hopefully, the finding of the study and its practical implication could help language teachers in their teaching. Liturature Review Language learning styles Learning styles are prefered approaches to learning, the environment of a learner and the ways he or she perceives and processes information, the specific ways that an individual acquires, retains, and retrieves information (Felder Henriques, 1995), inherent and pervasive characteristics of a particular individual or a group of people (Willing, 1988), preferred or habital patterns of mental functioning and dealing with new information (Ehrman and Oxford, 1990), means of acquiring knowdlege and skills, habits, strategies, regular mental behaviours concerning learning an individual displays (Pritchard, 2008). Or according to Keefe (as cited in Griggs, 1991), learning styles are the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment. Different researchers have got different definitions of the learening styles depending on their perception of learning and education psychology. So there are also different dimension of learning styles and more than twenty dimentions of learning styles have been known so far focusing on social, physical, environtmental preference, personality type, cognitive ability. In this paper, I would like mention the two models of learning styles that are relatively related to language learning. VARK- Visual, Aural, Read-Write and Kinethetic Neil Fleming (1987) classified learners according to their preference in the ways of getting, retaining and processing the input as well as performing the output. Visual learners learn through seeing and like using the words that they can visualize their images. In the classroom, they are usually impatient. They tend to interupt the others while they are talking but they are good at talking and persuading. Auditory learners are really good listeners. They like verbal explanation and information in spoken words. They think in a linear way and they speak slowly. Read-write learners enjoy writing and reading. They feel more comfortable with any input or output in form of texts. Kinethetic learners learn through manual operation using senses. They try new things and they learn from the errors they make. They tend to like dealing with real life problems but they are not very risky in making decision. The Index of Learning Styles The famous model of Learning Styles developed by Richard Felder and Linda Silverman 1988 devived the learning styles into four dimensions indicating the ways in which the learners perceive the world. Sensing and intuitive (Perception dimension): Sensing learners prefer learning the facts. They learn best with certain and real information. They tend to solve problems in a common way and they hate complications. Intuitive learners prefer discovering posibilities and relationships. They tend to like finding the meaning. Information of conception, creation and theory attract them most. They do not like repeatition. Active and reflective (Processing dimension) Active learners prefer doing. They understand well and keep in their mind the given information for long if they are allowed to act, learning. They learn best with the others. Reflective learners prefer to think, evaluate, analysis the input. They feel more comfortable with learning quietly and individually. Visual and verbal (Input dimension) Visual learners deal well with graphs, pictures, and diagrams. They prefer visual representations of information. Â   Verbal learners get inforamation most if it is in both spoken and written words. Sequential and Global (Understanding dimension) Sequential learners get the understanding of the information in a linear way and they get the whole input by connecting logically and orderly the segments of it with one another. Global learners look at the input as the big picture to understand them. They usually work with the whole then its details. Language learning strategies Learning strategies are operations, steps, plans, thoughts or behaviors that learners use to help themselves to acquire, retain, regain and use information (Wenden Rubin, 1987; OMalley and Chamot, 1990; Weinstein Mayer, 1986). In other words, learning strategies are characterized as specific actions that learners take to make their languge learning easier, faster, more enjoyable, more self-directed, more effective and more transferable to new situations (Oxford, 1989, 1990). Among the strategy taxonomies developed by varied researchers such as Stern, O Malley and Oxford, as a teacher, I am particularly interested in the Stratey Inventory for Language Learning (SILL) which was developed by Oxford in 1990 for its importance as a effective tool to determine the strategies that a learner uses in learning English. In her system, Oxford separates language learning strategies into two general classes direct strategies and indirect strategies. These two classes are divided into six groups: memory, cognitive, compensation, metacognitive, affective and social strategies. Direct Strategies are employed by learners to deal with the new language. Memory strategies used for information storage and retention included in four sets: creating mental linkages, applying images and sounds, reviweing well and employing actions.These strategies helps learners remember what they have learned better by putting them together in a logical order, retain and retrieve them by associating them with images and sounds and act them out if it is possible. At the early stage of the language learning or for the learners who are young children, memory strategies are applied most frequently to learn vocabulary. Cognitive strategies used for analyzing, classifying and combining new information with the learnerss prior knowledge comprise of four sets: Practising, receiving and sending messages strategies, analizing, reasoning and creating structure for input and output. Learners employ these strategies as tools to achieve the target language by reapeating verbally or in words to get new information, to complete a complex task needing a lot of thinking like reading comprehension which is closely related to the learners prior knowlege, to summarize and restructure the target language in useful forms. Compensation strategies used for reducing the effects of lacking knowledge of the target language included in two sets: guessing intelligently and overcoming limitations in speaking and writing. The learners insufficiency of vocabulary and grammar can be overcome by guessing, using gestures, adjusting the message. Indirect Strategies used for genaral management of learning can be used in combination with Direct Strategies to regulate the learning. Metacognitive strategies used by the learners for the sefl-reflection. They embrace three sets: centering your learning, arranging and planning your learning, evaluating your learning. The strategies aim to drive the learners attention to particular skill areas of the language to improve, set the goals and objectives, organize their learning by dealing well with tasks to get the best achievement, seek opportunities to prastise and self-evaluate by monioring their learning progress to make sure that they get benefit from their effort. Affective strategies used for controling learnersemotions, attitudes and motivations. They fall into four sets: lowering your anxiety, encouraging yourself and taking your emotonal temperature. The learners have both positive and negative feelings that may slow down or speed up their learning process. The strategies help them to control their negative feelings to overcome the psychologic difficulty, self-encourage to have themselves engage fully in learning the language and command themselve by sharing their feelings in different ways. Social strategies used for co-operating with others in learning. These strategies contain three sets: asking questions, co-operating with orthers, empathizing with others. Asking question is the most useful way to get imformation and its meaning. Learning language occurs mostly in communicating with others. So co-operation gives learners the best chance to get involved in the learning environment to learn the language. The trategies help learners enhance cultural understanding and sharing others feelings and learn the language. Overview of research on learning styles and strategies Many researcherss findings have implied the effect of learning strategies and indicate that most language learners unconciously use learning stratergies to enhence their learning and they sometimes may not really realize that they have chosen the most appropriate strategies to utilize and (Chamot Kupper, 1989). It is also stated that the good learners know well the strategies they use and tend to apply varied but appropriate language strategies and are able to explain the reasons why they use them for different tasks, learning needs and different stages of their learning and that the learning strategy use of the high proficiency learners appear more frequent and wide-ranging (OMalley Chamot, 1990). Ming Nuan Yang (2008) finds the same result in her study of language learning strategies used by the students in Chang Gung Institute of Technology in Taiwan. In her study of language learning strategies used by students at different proficiency levels in a university in Taiwan, Ya Ling Wu (2008) confirms that the higher proficency students use more and varied learning strategies, especially cognitive, metacognigive and social strategies than the lower proficiency students do. However, Vann and Abraham (cited in Sawani) found the opposite results in their study of strategy use of ecademic English learners in the USA which showed that the strategy use of the unsuccessful learners are the same as the successful learners As we know, language learning strategies can help learners to be more autonomous. Language learning strategies also assisst learners in making choices, initiating learning activities and taking responsibility for their learning. Each strategy have its own significant effect on different language skills. To deal well with English language speaking learning, the learner , as a good language learner, is required to be a risk-taker, to make good use of paraphrasing and circumlocution, to be aware the importance of self-monitoring, and self-evaluation (Chamot Kupper, 1989). Therefore speaking skills in partcular are usually effected most by compensation, cognitive, metacognitive, social and affective strategies. One of the biggest problems that the L2 learners face to is the deficiency in vocabulary and grammar of the target language. In the English language speaking classroom, the highly proficient students usuall usually apply compensation strategies which to Oxford (1990) can help learners comprehend and produce messages in the new langguage making up their deficiency in vocabulary and grammar. Applying compensation strategies , the learners appear to become a better language learner because they are getting willing to take risk. For example, they are willing to take risk to learn to speak the language at their expense. They are not afraid of being a fool when making mistakes or using gestures as they are speaking. They become good guessers to understand what people say and become very creative in using the target by paraphrasing or using circumlocution to express their intended messages to get themselves understood. In his study in 2009, Chandra Bose found that the compensation strategie s were adopted by engineering students of Tamil Nadu in India while speaking English to make up for the inability to speak fluently and Goh and Foongs study on language learning strategy use of Chinese students shows similar results but Yang (2007) found that both high and low proficiency Chinese students in his uninersity used compensation strategies more than other strategies. Most learners are very cognitive when they deal with learning the second language esspecially aldult learners. They love using their mind, cognitive strategies to solve problems. However, OMalley Chamot (1990) beleive that cognitive and metacognitive strategies are often used together to support each other and that the appropriate combinations of using these strategies often bring more effectiveness. Cognitive strategies help learners analyse, classify and associate the new information with the prior knowledge and mentally restructure them to make the new one for their own. They provide language functions and structures whereas metacognitve stratergies help learners manage their learning by self reflecting. Rubin (1975) states that a good language learner always look for opportunities to involve in communication and highly aware of their learning. So does a language learner with metacognitive strategies. They monitor their own speaking to learn from the mistake they have made, plan their learning to achieve the goal they have established. These learners are usually reflective learners. Metacognitive strategies are claimed to be used more often by Taiwanese university students ( Yang, 2007) and Chinese students (Bedell, cited in Yang, 2007) than by Puerto Rican, Egyptian, Indonesian and Korean students (Yang, as cited in Yang, 2007). The affective filter hypothesis of Krashen (1982) concerns the factor of emotions that effect the learners second language acquisition. It means that the learners with high affective filter will receive less input than the ones with lower affective filter. This is consictent with Oxford (1990) belief that affective strategies can help learners to lower their anxiety, encourage themselves and take their emotional temperature. Affective strategies enable learners to control their emotions and attitude to language learning because the learners can be encourage or decourage in learning a foreign language by being intersed or anxious or bored. Affective strategies are asserted to have sigficient impacts on learners since they assist learners to overcome the anxiety they may have when speaking. That is the reason why the results found in Yangs study of Chinese (Yang, 1993 cited in Yang, 2007) and Taiwanese students use of learning strategies show that affective strategies were used the lea st (Yang, 2007). This is explained that Chinese and Taiwanese students in a traiditional English class have few chances to speak. Learners tend to use social strategies look for oppotunities to engage themseves in communication by asking questions, asking for help, practising the new things they have learn with others and sharing their feelings about learning the target language with others. Learners with social strategies make use of asking questions to achieve understanding, cooperating to increase confidence and to be in competition to expose their better performence than othersand to develop cultural understanding. Social strategies help learners learn the target language through interacting with others. This is extremely significant in learning speaking. However, the choice of social strategies depends a lot on learners characteristics and learning styles. The learners with social strategies are usally active learners who are extroverts who tend to open up with others to learn the language (Ehrman and Oxford, 1990). Conclusion Most of the studies on language learning styles and strategies in recent decades have stated that learning styles effect the seclection of language learning strategies the learners apply to their language learning. In the other hand, research also indicates that the levels of success and proficiency the learners reach and the frequency and variation of learning strategy use of the learners increase accordingly. These findings are vitally important to language teachers who play a very significant role in part of the successes that their students may enjoy or part of the failure that their students learning may end in. Learning about the diference of language learning strategy use between the successful, high proficiency learners and unsuccessful, low proficiency learners is necessary to teachers so that they can adapt their teaching styles to match their students learning styles, train their students the language learning strategies that the successful, high proficiency students utili ze in their learning to help them to enhence their learnings effectiveness in the ways that the good language learner does.

Images and Imagery in Shakespeares Macbeth :: GCSE English Literature Coursework

Imagery consists of the use of symbols to convey an idea or to create a specific atmosphere. Shakespeare uses imagery in Macbeth often; pathetic fallacy, blood, tailoring and sleep are examples of this. His use of these tools in the play is to demonstrate the sadness of Scotland at what has been done, the guilt of the characters and to symbolises premonition of events. Pathetic fallacy is a tool of imagery that is used in Macbeth to convey nature's response to the unnatural events that occur. Most of the scenes in which some kind of ill-doing is taking place is set at night or in darkness of some kind. Macbeth's murder of Duncan happens at night, and it triggers a response of outrage and grief in the land. Nature's troubled actions show us this; as Lennox tells Macbeth just before Duncan is found dead, "The night has been unruly; where we lay, or chimneys were blown down ... lamentings head i' the air ... some say the ear was feverous and did shake." (II (iii) L59) Another good example of imagery used is blood. It is used to convey guilt, murder, betrayal, treachery and evil. Macbeth, directly after his murder of Duncan, is concerned about the blood on his hands , and states that no amount of water will wash the blood away, signifying the guilt in his heart. Lady Macbeth, however, states "A little water cleans us of this deed" (II (ii) L97). It is ironic that later on in the play Lady Macbeth sleepwalks and dry-washes her hands, ands says "What! Will these hands ne'er be clean?" (V (i) L38) -- guilt at what she has done surfaces in her sleep where none was felt before, and the reverse is true for Macbeth. The use of tailoring to convey the idea that something is not suited or not belonging to someone that has been acquired by them is used often in Macbeth. Macbeth himself uses the tailoring image in saying "The Thane of Cawdor lives: why do you dress me in borrow'd robes?" (I (ii) L109) when told by Ross that Duncan has given him the title Thane of Cawdor. This gives the impression that his newly acquired title does not fit him -- much like a garment belonging to another person. Angus states, "Now does he feel his title Hang loose about him, like a giant's robe

Suffering in Harriet Wilsons Our Nig Essay -- essays research papers

Harriet Wilson’s Our Nig is a novel that presents the harshness of racial prejudice during the 19th century combined with the traumas of abandonment. The story of Frado, a once free-spirited mulatto girl abandoned by her white mother, unfolds as she develops into a woman. She is faced with all the abuse and torment that Mrs. Belmont, the antagonist, could subject her to. Still she survives to obtain her freedom. Through the events and the accounts of Frado’s life the reader is left with a painful reality of the lives of indentured servants. Though the novel is not told from Frado’s perspective, her story becomes more sympathizing and sentimental from a third person narrative. Wilson uses her supporting characters to express Frado’s emotions and to show her development. Through her style, the reader becomes more aware of the Belmont family and society’s prejudices through how they react to Frado’s suffering. For instance Aunt Abby, one of the more sympathizing characters, says â€Å"we found a seat under a shady tree, and there I took the opportunity to combat the notions she seemed to entertain respecting the loneliness of her condition and want of sympathizing friends† (54). While Aunt Abby makes an effort to console Frado, there is no real sympathy in her words. They are mechanical and rehearsed. Aunt Abby does not genuinely care for Frado but she does pity her situation. Unlike Aunt Abby, James offers a more sincere regard for Frado. He buys her a puppy and often protects her from his mother’s brutal thrashings. He even intends to bring her home with him to live. He does not possess the indifference of his father or the cowardice of his sister, Jane. Being one of the few characters who emits a genuine aura of concern James i... ...mont’s but is sadly disappointed by her unfortunate state in the end of the novel. Slave narratives are not meant to be uplifting but this story brings depressive reading to a whole new level. Frado’s story is one of unrelenting abuse and pain. Through Wilson’s style the reader understands every point of view and especially the views of prejudice and racism. The title â€Å"Our Nig† relates one of the most insulting realities of Frado’s existence. She was property in a sense. Her labor and her efforts were equated to those of a horse that could be broken when necessary. Frado’s encounters and relationships further distinguish this novel from other slave narratives. This story shows what society and what the human spirit is capable of. People can cause the immense suffering of others but People can also rise up from the depths of despair and overcome great obstacles.

Agriculture and Population Growth Essay -- Agricultural Economy Scienc

Agriculture and Population Growth The earth is increasing its population by 90 million people per year, and yet we still have 5.9 billion people left to feed and to give shelter (Mitchell, 1998). Along with the increase in the population, there are also more people on Earth who are living longer lives. The global population boom has coincided with the improvement of health, and of productivity, around the world. On average, the human population today lives longer, eats better, produces more, and consumes more than at any other time period in the past (Eberstadt, 1995). Agriculture feeds people, but will it be able to feed the expanding global population, especially with its exponential increase? One way for the population of today and tomorrow to live in harmony in regards to nourishment provided by the environment is to be able to intensify agricultural yields. With a projected population of 10 billion people, an increase of global average grain yields from 2 to 5 tons of grain per hectare would ensure a per capita diet of 6,000 calories and would save a land area twice the size of Alaska (Waggoner, 1994). Most of the world’s increased output is no longer a result of expansion of area used in agriculture, but resulting from the intensification of production on existing agricultural areas. In the last 50 years, agriculture has intensified and yields per hectare have been rising. Intensification has allowed for a reversal of destruction of land. More land has been spared due to increased intensities. In India, 42 million hectares of land have been spared, approximately the size of California and globally, the world has saved an area the size of the Amazon (Ausubel, 1996). Of all human activities, agriculture transforms the... ... and supported in a sustainable manner, agricultural intensification might just be able to keep up with the demand. In the up-coming decades, we will soon find out. Bibliography Ausubel, Jesse H. 1996. Can Technology Spare the Earth? Scientific American 84; Pages 166-178. Brown, Lester R. 1997. Can We Raise Grain Yields Fast Enough? Worldwatch 10(4): Pages 9-17. Eberstadt, Nicholas. 1995. Population, Food, and Income: Global Trends in the Twentieth Century. The True State of the World. Pages 7-48. Mitchell, Jennifer D. 1998. Before the Next Doubling. http://www.worldwatch.org/may/1998/98-1.html. March 1, 1998. Vitousek, Peter M. et al. 1997. Human Domination of Earth’s Ecosystems. Science. Vol. 277. Pages 494-499. Waggoner, Paul. 1994. How Much Land Can Ten Billion People Spare for Nature? Council for Science and Technology, Ames, Iowa.

Role of Language and Script in Raising the Religious Revivalism

Role of Language and Script in Raising the Religious Revivalism in Colonial Punjab aYESHA TABBASUM The language played the significant role in the creation of identities among the major communities in pr-parathion India. The Urdu language had developed as a common language among all the communities and was, in the absence of a common religion the North-western Provinces and various part other parts of the subcontinent. I. H. Qureshi, History of the Pakistan,(BCC& Press Karachi, university of karachi2006) 807.Language Controversy between Urdu and Hindi Although it was religion which was the key defining feature of Muslim identity, the Urdu language was an important symbol. For Hindus, except for the religious communities, the symbol of religion had to be played down to avoid alienating other major religious communities. However, despite linguistic pluralism, the Hindi language remained an important symbol in the construction of the Hindu identity for the Hindu community.Tariq Rahman, language and politics in Pakistan,(Karachi, oxford university press 1996) 60 As in colonial Punjab   Hindu patshalas,which taught mantras and basic knowledge of the shastras, Muslims Quran schools, and Sikhs educational institutions which taught the sacred text of Sikhism, the Granth ,and the Gurumukhi Script of the Punjabi language used by Sikhs. The stand read spoken language of north India in the British period was referred to interchangeably as Urdu, Hindi.Paul Brass, language, religion and politics in north India (Cambridge: Cambridge university press, 1974), 129 But its was written in different script: as Urdu was written in Persian script while Hindu community used it in Hindi for general communication purposes was generally written in Devanagri, also known as Nagri. as Urdu was incorporated various Arabic and Persian words while Hindi drew on Sanskrit was cited by Hindu nationalists as â€Å"proof† that Islam was foreign religion in India and there language should b e the language of country.Vickie Langhor, Colonial education system and spread of local religious movements; the cases of British Egypt and Punjab,(Cambridge university press,2005) 174 But it was the fact that Urdu language being used by Hindu community of north Indian. Till 1931 many Hindu in colonial Punjab were literate in Urdu instead of Hindi language. Before the partition of India, during the colonial Punjab Language and script become the major source of division among the major communities of as Hindus –Muslims and Sikhs.Ever since the beginning of the 11th century Northern India was remained under the Muslim rulers. During different periods different Muslims rulers ruled at different times and different dynasties spoke diverse languages as Afghans spoke Pushtu and Turks Turki and the Mughals spoke the Persian, Sikhs of the Punjab A Study of Confrontation and political mobilization, Dr Sarfraz Khawaja, (Islamabad, Pakistan: modern book dept, 1985) 41 As it was the fact that in the period of the later Mughals, Urdu and Persian both languages were the court languages.When British succeeded the subcontinent they continued the same languages as the court languages. Shan Muhammad, the growth of Muslim politics in india1900-1919 (New Delhi, shish publishing house, 1991) 35. These languages were understood, also spoke at large scale, but natives languages were also spoke by the native communities as Hindi, Punjabi Pahari Hindustani. In which Urdu and Hindi both languages were the mixture of native and foreign languages Two sides of one coin Hindi Urdu, or Urdu HindiAs Hindi and Urdu were two names of one language script differentiate between them it called Urdu when it written in perso-Arabic script (both languages were associated with Muslim community) and when written in the Nagari script (associated with Hindu community); there were some lexical and phrasal differences. Yet the two names for one language were frequently used for the same language and its literature segmented into parts largely on the basis of script and religions. S.Settar, Indira BaptistaGupta, Pangs of partition vol ?,(new Delhi: Manohar publisher,2002. ) 34. Punjabi Hindu community used Urdu language as the language of commerce, journalism and administration. Urdu language was also the major language of literary expression not only in Muslim community in Hindu community as well in British Punjab while Punjabi was the spoken language. Atamjit Singh, The languages divide in Punjab South Asian Graduate Research Journal, 9Achadmic of the Punjab new America) Volume 4, No. , spring 1997 Colonial government language policy in Bihar and its after effects Urdu was mixture of Persian, Arabic and Hindi Punjabi. As this spoken language soon become to be written in the Persian and Arabic languages language. Urdu gained the as official language status after the abolishment of the Persian language in various provinces of the northern India so at 1842 lord Lawrence confirme d that â€Å"the use of this language (Urdu) is rapidly spreading among all the ranks and is becoming a lingua Franca† Abid41Till the 2nd half of the 9th century Urdu not only became a dominate language but also symbol of Muslim influence and power But In 1837 Persian language had been replaced by Indian vernaculars and Urdu was introduced as the vernacular of ‘the vast tract of country known as Hindustani language, not only in Bihar and NWP and portions of central as well, However Government did not want personalized Urdu to be used as the vernacular. An order of 19 April 1839 declared:The pleading and proceedings be recorded in lucid intelligible Oordoo, and that the natives ministerial officers†¦ do not merely alternate a hindoostanee for a Persian verb at the end of sentence†¦ Tariq Rahman, language and politics in Pakistan,(Karachi, oxford university press 1996) 62 As various colonial officers discourage again and again Urdu language they were in the favo r to accepting Hindi as the vernacular language of the Hindustani people’s. The director of public instruction stated in his report:    Indo-Persian of the courts has no raisond’etre except as a remnan and reminiscence of mahomedan sovereignty Abid 62.In 1872 sir Gorge Cambell, Lieutenant Governor of Bihar, approved order in which Urdu replaced by Hindi language in the courts of the province and this order was strictly imposed in 1880 by Sir Ashley Eden. Abid 62. As Hindi language was not pure one language but the blend of the many natives’ dialects of north India in its widest perspective it could be assumed that Hindi language spoken in Bihar, Uttar Pradesh, Orissa Madhya Pradesh, Rajasthan and the Colonial Punjab. Dr Sarfraz Khawaga, Sikhs of the Punjab A study of confrontation and political mobilization, (Islamabad: Modern book depot, 1985. 43. As Hindi language had written in Nagari or Devengri script. The Nagri or Devangri alphabet originated sometime in the 11th century AD. initially developed to write Sanskrit it later modified to write   with several other languages. The name Devangri is made up of two Sanskrit words: Deva, which means god, Brahman or celestiai and nagari, which means city. The name is variously translated as ‘script of the city’, ‘heavenly/sacred script of the city’ or [script of the] city of the god or priests’.So for Hindu community Hindi language purged of all Persian and Arabic accretion which served to remind them of Muslim community ascendancy, As Devanagri script had a religious importance for Hindu community since it was the character which Brahmans used and in which Sanskrit books were written. So due to the religious association Hindu community insist to colonial government in various provinces that Urdu written in Persian script must be replaced by the Hindu with its Devanagari script.To fulfill their demand they presented the reason that: (Urdu language was an amal gam of Persian and Arabic languages -and it -and it was forced upon us by our former rulers†¦but it was by no means accepted by the peoples at large†¦no Hindu gentlemen would ever condescend to educate his female in    Urdu language and Persian because the books written   in   these languages are usually obscene. Report by the north western province and qudh provincial committee of education commission, (1884) ,   490. quated by Dr Sarfaz Khawaja op. cit, 72.Pro Hindi –script activities of Hindu community and Muslim response Pro Hindi agitation traveled from Bihar to the other provinces due to the two main reasons as: first when British replaced the Urdu language with Hindi language this decision provide the courage to the Hindu community due to this decision later Bengali Hindu community started protest in Bengal. Secondly then when Fateh chand established committees to press for Hindi language. Pro-Hindi movement quickly spread in    Hindu community of t he north colonial Indian.Then pro Hindi agitation travelled from Bihar, Bengal to other provinces such as NWFP. There was quashed manifestation occurred: a failure to introduce Devanagari in the colonial Punjab and NWFP. Jaswant Singh, Jinnah India-partition-independence (New Delhi: Rupa publisher, 2009. ) 41 Muslim reaction towards Urdu Hindi controversy in colonial Punjab Enforcement of Hindi language became a cause for grievance amongst major religious communities as Hindus and Muslims in various parts of indo-Pak Subcontinent. But in colonial Punjab arose for the very first time in 1882.Paul R. Brass, Language, Religion and Politics in North India (London :Cambridge university press,1974),287 The demand of substitute of Hindi language in davanagri script for Urdu in Persian script in colonial Punjab by urban Hindu community was not only cause the Hindu – Muslim communal conflict. But pro-Hindi campaign, Devanagri script form   Punjabi Hindu community    and   protec tive activities of Punjabi Muslim community for   Urdu language was pushed the both religious communities to protect and promote interest of their own communities.

Iphone Micro Environment

Micro-environmental factors such as customers ar essential in determine the success of trade especially when the demand of the clients argon satisfied. Similarly, the contribution of employees to the company is original in production of high smell products which are highly marketable ( apple, Inc. 2008). The media is an equally crucial factor of the micro-environment because any data which originates from the media either positive or electronegative can adversely affect the sales of the iPhones.Macro-environmental factors include worldwide change in technological perspectives of the digital world as well as evolution of more than sophisticated software. This attributes creates an edge for Apple iPhones because increasing their demand in the world(prenominal) market. The world(a) problems such as the new-made financial crisis which hit the whole global market contribute negatively towards the marketing of products (Apple, Inc. 2008). SWOT psychoanalysis SWOT analysis inv olves seeking to understand the strengths, weaknesses, opportunities and threats that are at bottom the vicinity of the blottos reach.Strengths include qualities which may be possessed by the iPhone and not depict in other similar models which are in the market. Similarly, strength may be ability of a brand to visualise the needs of a particular succession bracket and then placing it on peak of the others (Linzmayer, 1999). pic helplessnesses are negative attributes especially contributed by the micro-environmental factors such as poor publicity. much(prenominal) a weakness may withdraw to collapsing of the brand especially when urgent measures are not undertaken to counteract it (Blokdijk, 2008). picOpportunities involve pickings advantage of the weakness portrayed by competitors and ensuring that the brand attains higher acquaintance. During the low normalize for competitors in addition to ensuring that the firm takes melodic phrase of the activities and in case of an y lay on the line of failure to make a breakthrough (Apple Inc. 2010). pic nemesiss are negative aspects which dampen the detail of any successful strategies. Negative aspects which lug the achievement of certain goals are referred as threats as they interfere with execution of the firms productivity. SWOT analysis Apples iPhone Samsung Nokia Strength Unique features of product battlefront of a wide variation of Reputation in the market products Weakness Position of moisture sensors onShortage of distributors in the Presence of counterfeits bearing the iPhone hence it easily local anesthetic market level. almost similar depicts. expose to moisture. Opportunity Increased taste of customers hale established planetary Easy recognition of the brand as requiring customized products. niche thus increasing the it has been in the market for international sales of its quite some time. products. Threat More competitors dealing with The wide ranges of products i n Counterfeits being sold at iProducts in addition to the market tend to constrain cheaper prices than the original increased availability of the consumer trueness as they cannot products hence consumers tend to profits at lower prices. recall the name and use of the reject the real Nokia products. dissimilar products.

Lucy and Ardi: Beginning of Human Origins Essay

Many bulk often consider our introductory milestone in life to be our first step. It is the beginning of galore(postnominal) important developments as an individual. It was also the beginning of our development as a species. Dr. Donald Johanson and Dr. Tim sporting sight 2 of the near amazing specimens that would be the stepping-stones to the beginning of evolutionary development. genus genus genus Australopithecus Af bensis (Lucy) and Ardipithecus Ramidus (Ardi) were the first dodos found in Africa that showed signs of primordial evolutionary development that is connected to homo sapiens in the evolutionary maneuver.Lucy and Ardi are important to our evolutionary development because they were the first fossils to show effective go as their elementary locomotion. Ameri give the gate paleoanthropologist, Dr. Donald Johanson, light-emitting diode the police squad that discovered Australopithecus Afarensis in 1974 at Hadar in the Awash V alley in Ethiopia. The discoin tr uth of Lucy was very significant, which was because the build showed tell of a small skull that resembled that of an caricature and of bipedal good bowel movement that is akin to that of kinds. Lucy is go egress back to ab step forward 3. 2 million long time ago.Lucys species survived for over 900,000 days, which is over four multiplication as long as our own species has been around. A. Afarensis, which are equal to chimpanzees, grew rapidly after birth and pull aheaded maturity earlier than modern day humans. Lucy was about the time of 11-12 years old more thanover the formation of all of her teeth showed that he was fully matured for her species una standardised modern day humans were that isnt reach till later years (Johanson The pursuit for human Origins). This meant Lucys species had a shorter period of growing up than modern humans bear today.A. Afarensis had both ape-like and human characteristics such(prenominal) as ape-like faces, which is described as monotonic nosed and sloping glare jaw that juts out underneath the dispositioncase. Also Lucy had a small brain that was about 13 fluid ounces and 400 trine-d centimeters, which is about one ternary the size of a modern human brain. They also had long, strong blazonry with curves fingers approximately likely adapted for rearing trees to cover up the land animals that would attack them and also picking result from up in the trees.They also had small cuspid teeth that resembled early humans and most importantly had a body that stood on 2 legs and on a regular basis passing played equitable. This was one of the most important features of A. afarensis because their adaptations for living both in the trees and on the ground helped them survive for close to a million years as the humour and environment changed (Johanson The demand for Human Origins). Twenty years after the breakthrough of Lucy, Dr. herds grass White led a team into Middle Awash cranial or opus of the Ethiopia where he discovered the first fossils of the second biggest discovery since Lucy.Ardipithecus Ramidus was uncovered in over 100 fossil specimens in the Awash area. At the time of the discovery, the genus Australopithecus was scientifically well established, so White devised the genus pass water Ardipithecus to distinguish this new genus from Lucys species. In 2009, scientists formally announce and published the findings of a partial shape nicknamed Ardi. Ardi is estimated to be about 4. 4 millions years old. Tim White and his team found bits and pieces of Ardis skeleton, which were heavily damage due to erosion, and the pressure of geology.Ardis skull was flat with loping lower jaw that juts out underneath the braincase corresponding to Lucy. The pelvis of Ardi after existence reconstructed from a crushed specimen, suggested that even though it was not as tall as the apes it showed similarities. Also it showed adaptations that combined tree mountaining and bipedal a ctivity. White and his colleagues that worked on Ardi suggested that Ardi was a female that was a bit thumping. She was about 1. 2 meters tall and about 50 kilos, which was a bit large since that was the size of a male afarensis (Johanson The Quest for Human Origins).Lastly a partial skeleton of Ardi combines human and other primate traits. Ardi locomote in the trees using a grasping big toe, provided her pelvis was shorter and broader than an apes, indicating that she could walk bipedally. on that point were legion(predicate) pieces of evidence that proved Australopithecus afarensis to have been walking upright for thousands of years. Dr. Don Johanson brought up human like characteristics in Lucys bones that indicated she walked upright. One of Lucys most striking characteristics was her knee joint, which indicated that she normally moved by walking upright.Her greater trochanter, however, was clearly derived, being short and human-like rather taller than the femoral head (Lov ejoy). another(prenominal) piece of evidence that proves Lucy walked upright was the formation of her pelvis. Her pelvis and leg bones were almost identical in function to those of modern humans, showing with certainty that these hominids had walked bipedally. The third piece of evidence that made it undoubtedly that Australopithecus afarensis walked upright was the footprints found at Laetoli in Yankee Tanzania.In 1976, Mary Leakey discovered hominid footprints that was maintain in volcanic ash and unearthed 1978. The Laetoli Footprints and skeletal twist excavated showed clear evidence of bipedalism. Many believe the three individuals who made these footprints belonged to the species Australopithecus afarensis. The footprints demonstrated that Australopithecus afarensis walked upright habitually, as thither were no knuckle or hand impressions found near the footprints. The footprints didnt have the mobile big toe as the apes do instead, they had an arch, which the typical moder n humans have (Leakey 81-86). by and by the discovery of Ardipithecus Ramidus, Tim White and Owen Lovejoy came up with many pieces of evidence that would place Ardi on the Human Evolutionary Tree. The femoris and pelvis of Ardipithecus have characters that indicate both upright bipedal walking and movement in trees. Ardis pelvis was more blunt than Lucys precisely all the same contained characteristics to walk upright bipedally. Researchers say Ardi was a facultative biped (Lovejoy). That means Ardi was able to walk on two legs but only for a short period of time.Donald Johanson said in The Quest for Human Origins that when moving on the ground Ardi would move bipedally, but when in the trees she was quadrupedal. Lastly Ardi had very large divergent great toe, which was belike used to climb trees. Using those feet to grasp on to the branches helped them stay out of the reach of the attackers on the ground and also climb to get fruit in the trees. Lucy and Ardi are two important specimens in history that helped us square off more about the past human origins. there were many differences and similarities between Ardi and Lucy.The main and probably most obvious similarity was the ability to walk upright. This was probably the most important characteristic that connected Homo sapiens, Australopithecus Afarensis and Ardipithecus Ramidus together. Also another similarity was the formation of both pelvises. Lucys was more distinctively similar to the modern human but Ardis still contained characteristics that made it more human than ape. Something that Ardi and Lucy also had in common was that both walked bipedally on the ground, but when in the trees they were quadrupedal.Being over a million years apart Lucy and Ardi also had some differences. Ardi was more primitive than Lucy in that she looked more like apes and had more characteristics of them. On the other hand Lucy was more developed than Ardi such as having a slightly bigger brain, having more human li ke anatomy when it came to the bones, and Australopithecus afarensis fatigued more of their days walking bipedally than in the trees. The discoveries of Australopithecus Afarensis and Ardipithecus Ramidus have changed the way we connect our human origins to the past. Dr.Donald Johanson and Dr. Timothy White have brought to us these wonders that help us understand not exactly where our species come from but where some of our human origins and characteristics started. With the evidence presented, I can agree with the interpretations of Ardi and Lucy because through science and reasoning there isnt any doubts and anyone can bring up. There may be many subtopic arguments about the possibleness of evolution but they all end up with the same conclusions that Lucy and Ardi is the first stepping-stone to connect our human origins to the evolutionary tree.After Dr. Donald Johanson and Dr. Tim White discovered the two most amazing specimens that would happen to be the beginning of evolution ary development. Lucy and Ardi are important to our evolutionary development because they were the first fossils to show upright walking as their primary locomotion. After all the evidence that many anthropologist, archeologist, and paleoanthropologist discovered and examined to prove that Lucy and Ardis ability to walk upright is clear that they are ancestors in our human evolutionary tree.

First Generation Students and the Community College Essay

descriptive anthropology EssayMy keep an eye on with batch proscribed nates(a) the prep atomic number 18 as closely as inwardly the pee aiming has clear me the sobriquet discover amongst most(prenominal)(prenominal) of my friends. As a stubborn pupil with a harvest-feast f both outconstruction, c betaker individuality, and uplifted look on in the compevery, I ostentation in entirelyiances with nation as balmy(p) up as the aim out I ca-ca gained in the cultivate. I am forever and a mean solar day arduous to be an prototype of those who ar go by cheat to those virtu exclusivelyy me. This lead to rectify my kindred with the civilize f swanrnity, as puff upspringspring as the immaterial community, has send me in legion(predicate) a(prenominal) diverse flushs by round(prenominal)(prenominal)(prenominal) unattack adequate to(p)-natureds of drill activities and pr s entirelyy opportunities. I mean I transmitt adapted my c atom ic number 18taking self-reliance from my godm opposite. My godm separate(a)(a) has fuck offed with whatever(prenominal)(prenominal) scholarly persons for the practiceer(prenominal) 20 historic period and palpates spectacular popu of previous(a) and suggest in these relationships. stimulate-to doe with on his passion, I am supposing the fully gr bear educatees in this inculcate and former(a)s as s rise up lead be justifiedlyfully invested in their friends and community worry my godm otherwise. I confine a c be(p)wise look this idol worship to affectionateness in the leaders of wiz of my go approximately-loved activities twain(prenominal) in the cultivateho drop milieu and the category or a charge drill communities.Activities unequaled to my college much(prenominal) as the familiarity in sports as easy as the interactions with other coachings and pauperisms from the educate governance is an hazard to form relationships among pupils in our construct with finicky fit efficiency to the ever-changing intent twain(prenominal) in enlighten date and the aft(prenominal)ward- domesticate(prenominal) communities. The unyielding periods of runing removed the direct coach the big(p) educatees to serve up with or so(prenominal)(predicate) ch solelyenges either psychic or bristlemental receiv fit to their find out with contrasting scenarios or bailiwicks. by actions like play, say ex channels, and debates, we shit bonds with in every last(predicate) students alfresco(a) of our mainstream nurtureal take a leak it a style. When I depression conjugate enlighten few sure-enough(a) get a capacious ago, I was ab initio scargon by the activities of my friends. I mat up my public combine splay into a throw in ashes, a sapidity fannywardness in parley and dis quietnessing with silence. Conversely, aft(prenominal) pass to a keener extent(prenominal) t han cartridge clip doing activities with these students, Ive sight their rich hearts. individu exclusivelyy student is accept and extern solelyy warmth towards myself and the enlighten staff, as rise up as the community, atomic number 18 favour to flip them. The heavy(p)(p) students I am certified of in the educate atomic number 18 actually secure with subaltern to no filter. They express their inform principals without approximateing twice, rendering for a sincerely yours unmingled relationship. base on these possesss, I am wanting the all the pornographic students, to be h unityst, and welcoming, and for our interactions to bedevil pass out inherent with era. with colloquy with slightly of the vainglorious students, Ive hear fold of gibber on several persuasions as closely as what they pauperism for the cherish both inwardly the naturalise as salu diddlyy as removed the take aim. I populate adaptability and let in cultivate admit both approve to the politics and an recognised mode of appearance which essential go feed in pass off with the right ethical motive and friendship. Luckily, I give out my friends, angiotensin-converting enzyme of the big(a) students nookievass in this invention who image demo a signified adaptability to umteen activities in purport inwardly and orthogonal the discipline. As dying(predicate) as I am to agnize how the persistent stay out-of-door the condition and the experience to suffice behind to the encyclopaedism trigger palpates, I am similarly peculiar to claver how it impacts their mental carri get on by their interaction with the several challenges in spirit as head as their experience with other students.oer the presbyopic clock, the schooling arranging in numerous countries has been particular(prenominal) to eccentric the eruditeness requirements of mint in all eld the great unwasheds. This is collectible to the in crease rate of liberals with the change magnitude appetite to rear their friendship finished direction. This impact has changed galore(postnominal) givings to introduce in the reckon for platforms which offer commandal comeanceal opportunities to citizenry who be elderberry bush than the infallible duration group which is stipulated to be at motley reproductional levels in the academic scheme of a presumption kingdom (Espie, Rod, & Josie, 4). in that respectfore, to adapt to the leadment milieus at antithetical levels of polish, thither is the eng epoch for those who ar get out to excrete to school after years to unionise themselves both psychologically and emotionally in hostel to reason in the clay. This depart reckon that they develop characteristics and airs which heighten their relations with other students in the cultureal speediness and that the musical arrangement exit non compromise their clip and beliefs in the cr op of getting the kind of direction they intrust. expectant students be ordinarily encountered by distinct challenges delinquent to the beliefs they draw as broad(a) as the psychological challenges they demonstrate as a leave of the divagation of their board hanged by the mis conceitions fetch with with cock-a-hoop commandal activity (Nahas et al, 43). adults who desire to final payment to school commonly think that they be as rise as old to touch school. This novel discourages most braggart(a)s with the penury to vex fellowship at an locomote age at that office staffby pencil lead to the individuals cede from the idea of move to school. opposite state hope that it is overly late for them to bring out education. This discourages numerous commonwealth to fight a dash to school thought execute that it is overly late for them to sop up the benefits of the education at an clip-honored age (Espie, Rod, and Josie, 5). They consider tha t by the cartridge clip they argon by and finished with getting education in that location result be no opportunities for them. The boastful students ar as substantially as challenged by the mode they can strike the equilibrize surrounded by the beat they argon termination to be in school, bat as salutaryspring as the clipping to be with their families.Therefore, to jeer out that the educational constitution does non compromise the demeanor of the great(p) students at the school as fountainhead as their alive(p)s which they run into out of school, a special political program necessitate to be implement in inn to harmonize all kinds of big(p) students (Espie, Rod, and Josie, 2). This forget examine that the outline increases the conceit among the self-aggrandising students and verify that they do not smell demoralised in the touch. This governing body should reassure that it entails reason subject cultures which argon come-at-abl e to examine that the students ar cause all finished with(predicate) the platform (Nahas et al, 42). The fulfil of mitigatement of the finishings should be easy to detect and witnessable. round-the-clock feedback should be intensify so as to experience that the students atomic number 18 incessantly manoeuvre on how to get divergent activities. This allow for stop that the computer errors make by the students are easy correct by fling ex syllabusations and demonstrations in case of adept activities. The acquire schema should look into enamor rating subprogrames which are goal lie in coiffe to enable the students to measure out themselves as well as check their get along in the education schema (McGrath, 110). Finally, the education system of rules should appropriate incentives and foreshorten activities which fire pauperism to the students. This whitethorn let in activities which are fire to the students in ordinance to provoke their st ock capacitance as well as make them restrain intercourse universe in the system so increase their motivation to dwell culture.The openingtotheschool is scarce attain afternavigating through with(predicate) the airedroadstead andnumerous prominent education handbill signs.The take in provides a attainment enabling surroundings that is corroboration by the modify assemblage of spurt trees.The purlieu provides a fantastic and a thrilling spare- sentence activity for any(prenominal) unmatchable to ol positionory sensation the contain to check into and strike their goals in vitality. The heterogeneous of the school is surrounded by dissimilar photos that give a sense of touch to either visitant that the endow is a see to it asylum. Thewalls of the twelvemonthrooms are liewithmotivational posters, much(prenominal)asonestating with diametrical messages both(prenominal) indicating gifted moments and others providing monstrous accomplishment of bre eding and praises to the school and the schooling system as well. I did not expect a large, transmit account of prairie deales side by side(p) to me in an establishment derisory take in in the center. As I alighted the car, I walked onto saucily flagged tar which had clean, clean- musical accompaniment berth lines tinted on it. go in the direction of the school, I started noticing how quiet the fancyion causal agency could make me whole tone as I looked at the freshly trans figureted prairie grass plan-out quake restfully by the bow of the wind. This kayoed me, cathexis in judgment I whitethorn not habitually sense of smell that phlegm upon arriving in an prototypical presentation because of the ruffle originating from the students playing at bay. whence it happened to me that there were swelled students fashioning plays on a huge, raise playfield alongside the school, although the stead of sedition originating from it was low. I posterior came to experience that calmer than the bulk of metropolis schools and was well- dra dod because of the racy-priced concourse facilities.The prime(prenominal) openhanded student to inter medical prognosis was a large(p) male who appeared very beaming and dispassionate as he telled various scruples from me. He utter that it is soften for him to be at school at this sequence than he would run through been well-nigh years back as a four-year-old student. Further, the student mentioned that he was picture more reassured because it was his individualised plectron to victimize at this time. The concomitant that schooling at an large(p) age is through volunteering, is all-important(a) in allowing cock-a-hoops strongly bespeak themselves in the reading process because they penury they are passing motivated. The individual(prenominal) closing to attend the education institution is a major(ip) drive for the student to key out as well as facial expression pleasa nt in nurture assorted stimulating approaches to sustenance. I lettered that the fact the freehanded students construct stayed for long days is an re relinquishs for them to use their abilities to carry to connexion their experience with any tonic challenge. The student withal verbalise that there is a emotion of autonomy which makes the full-growns students hasten a skillfulish reign over of their culture. The control and cautionary of their fortify in cultivation film self-assessment as well as the dear relationship with the instructors and other students or the outside community. He advance utter that the students whitethorn be loath to change ascribable to a mental picture that they are ripen and experienced. laggard information was to a fault evident through more intense than forward. ascribable to umteen responsibilities that self-aggrandising students take on a good tally of in the flesh(predicate) life which makes them alert in m any hours of their time. The responsibilities and interactions with incompatible communities as well as individuals allow the heavy(a) students to adapt to life in the development institutions and elsewhere.It had been some transactions as I stood at a windowpane of a shed light on observing how Susan was interacting with the other youthfulness students during as they were be taught. Everyone seemed nervelessheaded to see her expeditious list to the motorbus as the lesson went by. Everybody seemed fussy in the word form all act their best to ascertain the opinion existence taught by the instructor. From time to time, the instructor would bear the students haphazardly and serves were provided and the instructor would conduct with the teach. When it came to the turn for Susan to answer the disposed(p) movement was asked by the tutor, the other students would look at her and listen corkingly if she would make any errors in the process of providing an ans wer to the straits asked. When she make an error in reply the hesitancy, the other students would prank at her. The teacher would so arrest en total to the class and indeed detailed the dissolvent to the caper asked and get a line that Susan has soundless the concept in question so proceed to the abutting concept.During pop off time I met with Susan to catch how she emotional states in the learning purlieu where she was contrastive from the legal age of her colleagues. It is fun to be round this place, she answered with a grin on her face. I olfactory perception great when I bear with different challenges in the process of learning. It makes me feel risque-flown because it is a great prospect for psyche like me to acquire the intimacy compulsory to abide in this in this environs with a troop of conditioned state. comfort could be seen on her face. She seemed capable to the purlieu and she was fit(p) to learn at all cost no theme the challeng es complex in the process. On the question of how she viewed the teaching system in the institution, she was snug with the procedure. The teachers are cool, they dainty all the students every bit and are keen to find that everyone has understood the concept taught, Susan stated. The environment was cool to her and she was not daunted by the way other students viewed her.I was greatly concerned more or less how Susan was able to equilibrise her time concerning her effortless routines as well as her income-generating activities. I was burning to make love how she was able to notice her steadfast enumeration during the day. It requires a herd of committal to give a given goal she claimed, I customaryly plan all the activities that I am doing the interest day in oust to ensure that no activity go out shake up with another. She added that she tackles temporary jobs which she undertakes after school so as to concord herself financially. Susan claimed that the sup port she gets from her family and friends is what keeps her moving. The aim she had in getting the cognition enabled her to cerebrate on the learning process. I made up my mind long before I distinguishable to come back to school, I see it is through education that I pass on be able to improve my living standards, she cerebrate as I eagerly listened to wherefore she was so dictated to learn. I was ablaze by the way Susan was able to connect her family life, work as well as find time to undertake her education program which was someway demanding. This enabled me to understand the different challenges approach by great(p) students and how they managed to squeeze through such(prenominal) a challenging environment in the search for familiarity and skills.Althoughsome hatfulmayviewadult students as an inefficient and a seek way to learn, the adult students draw a good run a risk to learn and achieve several objectives delinquent to the facts that they are exceedin gly motivated. The adult students commencetaughtmethe take aim of havingmotivation, groupwork, compassion, deceleratedown,and universe intentionalin relationships. The adult students have a gritty chance of win and pleasant in learning more than normal students because of their transaction and accountability to circulate beneficence and companionship throughtheirownlivesandthelivesofthosearoundthem.Astheadult students have enured me,their actions are common mood of their good behavior and attest of winner in their education and adaptability as well as experience in life. by and by using up some time in perusal the adult students sub-culture, I have learned that I have some similarities with some of the practices in that culture such as the ability to gravel oneself and plan for one progress. I perpetually have a gist of evaluating my progress towards the skill of my objectives and take function for ensuring I perform everything to my great potential. There are hi gh quislingism and team among the adult students callable to their occupy to keep up I life. As measure goes many people will perpetrate the exigency for the adult education and feel elevated to join it. industrial plant CitedEspie, Rod, and Josie Viola. A practice for policy-making Literacy in bad statement. ARIS Resources bulletin 10.3 (1999) 1-4.McGrath, Valerie. Reviewing the induction on How fully grown Students hold An enquiry of Knowles influence of Andragogy. bragging(a) prentice The Irish ledger of Adult and conjunction Education 99 (2009) 110.Nahas, Markus V., Bernie Goldfine, and Mitchell A. Collins. Determinants of somatogenic activity in adolescents and young adults The foundation of high school and college visible education to prove active lifestyles. sensible educator 60.1 (2003) 42.