Sport and Leisure Identities Essay Example | Topics and Well Written Essays - 2750 words

Sport and Leisure Identities - Essay Example Thus, the classes are not as distinct as they once were, their nature more developed along consumerism that provides an equalizing element to the nature of choice. While social class and related issues of gender and ethnicity still have powerful influential context for the individual, consumerism also plays a role in the way in which choices about leisure time and sports activities are concerned. Despite the highly influential consumer society that presents equalities of opportunities to the classes, in the end it is still the nature of what is presented as an opportunity, in combination to how a community has developed their identity around leisure and sports that will have the greatest influence on the choices that are made by the individual. Spectator sports, in particular, create large communities of followers that can be explored for the way in which their social class relates to their choices. Social Class The social class systems in Great Britain were originally based on finit e criteria that placed people into social groups according to birth, occupation, and accomplishments. These social groups were finite in that once inside a specific group, even though most often through birth, it was difficult, if not impossible, to find a way up to the next social class level. With growing globalization that begun with the industrialization of goods and services, creating a wealthy middle class who were not associated by birth to nobility, the social class structure has changed dramatically. Social classes are defined by a series of criteria that place a person into a certain strata of social grouping. In order to be a member of the upper class, one is born into the group of landowners who bare titles of the aristocracy. Even if one marries into this group, full integration will more than likely not occur. These families have long histories that are well documented, giving them position and prestige merely from being born into the right family. The upper middle cla ss is defined by the well-educated, although most people are born into this class as well. Through higher educations and academic pursuits, the incomes are high and the perpetuation of this level of achievement is the common way for the perpetuation of the families as they continue their traditions of attending the more prestigious educational institutions.1 The middle class is the group of people who work as doctors, lawyers, architects, teachers, and those who have attained a position of respect through the means of their education and accomplishments. The nouveau rich are the people who have attained new money, their lifestyles altered by the increases in wealth that comes, not from family, but from entrepreneurial or inventive efforts. The nouveau rich is a relatively new class that was not in existence pre-industrial communities.2 This type of self-made wealth was not possible during feudal configurations of society and has only emerged with the consumerist society that has acc ompanied industrialization. The lower middle class consists of white collar workers without extensive educations working in jobs that are still cerebral, but not high paying and without much in the way of earned respect due to their professional

Explore the ways in which Collins presents the relationships between men and women in The Moonstone Essay Example for Free

Explore the ways in which Collins presents the relationships between men and women in The Moonstone Essay Explore the ways in which Collins presents the relationships between men and women in The Moonstone. Do male or female characters have more influence in the novel? In this essay I will explore the relationships between male and female characters in the novel The Moonstone. This essay will evaluate all of the key characters, from the annoyingly religious Miss Clack to the caring and loving Gabriel Betteredge. I will explore the characters personality and decipher whether male or female characters have more influence in the novel. The book is split into eight narratives written by different characters to show what each character is thinking and to give different perspectives as the events unfold. This technique also adds tension as certain secrets are hidden from individuals so not everyone knows the whole truth. Out of the eight narratives only one is written by a woman (Drusilla Clack) whilst all the others are written by male characters. The female characters in the novel are all very atypical, as they stand up for themselves and do not just give way. This was uncommon in the Victorian era as women had few rights and were not expected to be hot tempered. Miss Rachel, a young lady born into a rich family, acts in an unlady-like manner at certain points in the story, especially when she refuses to give information on what she knows about the diamond. Betteredge, one of the characters who knows Rachel Verinder best, said that he could Call to mind, in her childhood, more than one occasion when the good little soul took the blame, and suffered the punishment, for some fault committed by a playfellow whom she loved. This aspect of Rachels character and personality is shown many times in the novel, for instance, when she refuses to talk about the diamond for Franklin Blakes reputation would be shattered if she spoke. This gives the reader the impression that Rachel values her friends and family and she is a women of her word. This adds suspense to the novel and greatly effects the plot as if she had revealed what she knew then Franklin Blake would have been arrested and would not have had a chance of defending himself, resulting in the Moonstone never being found and Godfrey Ablewhite getting away, with no consequences. In the book the majority of the discoveries are made by men, although this is because the female characters already knew the truth; they just hadnt revealed it. One of the cases of this happening is when Franklin Blake deciphers the code to find Rosanna Spearmens chest. This held many secrets which Rosanna had kept silent about for a long time. This effects the outcome of the novel, as since Rosanna kept quite over her love of Franklin Blake, the truth of the moonstone being revealed is delayed, giving time for the events at London to unfold. The reader really gets the impression of Rosannas love of Mr Franklin Blake from this act, of saving his reputation, even though holding these secrets could be argued to be a massive factor of her eventual suicide. Despite this, Franklin never really notices Rosanna Spearman; this is probably due to the fact that in his eyes she is just a housemaid with a lumpy shoulder. Social class is outlined here, with the rich Franklin Blake and the poor Rosanna Spearman. The different social classes were more prominent in Victorian times and Collins also uses class in his other novels such as the woman in white, where Walter Hartright and Laura Fairlie fall in love, but due to Walters low social class, they separate. When Rosanna dies, it could be suggested that Ezra Jennings is introduced to replace her, as these two characters are very similar in personality and are both rejected by most members of society. They are also both attracted to Mr Franklin Blake in different ways; Rosanna has an undying love for him, and Ezra asks himself What is the secret of the attraction that there is for me in this man?. Both characters also had rough upbringings, as Rosanna was a thief as a child and Ezra was beaten and was mistreated mercilessly by his family. Ezra Jennings is also addicted to Opium, as for ten years past I have suffered from an incurable internal complaint. His addiction to the drug led to his painful and horrific nights, and Opium also destroyed his nervous system. Wilkie Collins probably introduced Ezra Jennings as a character which he could relate to, as Collins himself was addicted to Opium, which is probably why the drug plays such a significant part in the book. Collins believed he had an imaginary friend named Ghost Wilkie and often hallucinated in his sleep. His other novels have opium in them, so his way of relating to his addiction was to put it into his books. Opium plays a significant part in the book, as Ezra uses it in his experiment to discover who took the diamond. The reader feels uncertainty when the book dapples in the secret world of Opium as most readers would not have tried it and therefore do not know how powerful it is and what it can do. Gabriel Betteredge often talks about which side of Mr Franklin Blakes character is shining through, and believes it to be due to all of Franklins foreign training (Betteredge usually relates his strict character to Franklins German side, his poeticness to his French side, and his bravery to his English side). This gives Mr Franklin Blake no distinct character. This gives you the impression that Gabriel Betteredge is very stereotypically British, supporting his country and almost believing that the English are superior to others. Godfrey Ablewhite however, has a very different character which is hidden from the public view. He tries to get across the image of a hardworking gentleman who dedicates his life to the many womens charities he patronizes, when he is actually a man swallowed in debt and trying to rob people of their riches to pay it off. His debt was one of the key reasons why he asked to marry Rachel Verinder, as he thought that he would inherit enough money to pay off the debt; however that did not turn out to be the case. When Rachel asked for the marriage to be cancelled, Godfrey did not try to put up any resistance, as he knew that he would not receive the inheritance he had hoped for. Godfrey also gets engaged to another woman, but the marriage is broken off for similar reasons. At the end of the book, Godfrey is in disguise as a sailor with a dark complexion when he tries to get the Moonstone from the bank. This is symbolism as it outlines the fact that he is leading a double life, and he has a dark complexion as Betteredge and Franklin immediately suspected the Indians of stealing the diamond. Their immediate suspicion of the Indians affects the plot greatly as it means that Godfrey Ablewhite has time to hide the diamond without being suspected, as all eyes were on the Indians. The view the public have of him is different to what he is actually like, and if it had not been for Mr Matthew Bruff, the marriage might not have been called off. Miss Clack often swoons at the sight of Mr Godfrey Ablewhite; this is because she believes he is a hardworking Christian, and refers to him as gifted and wonderful. It is therefore no surprise that she is shocked when she, by chance, hears Godfreys proposal to Rachel. It is here that he admits that his, Charitable business is an unendurable nuisance and that if I see a Ladies committee now, I wish myself at the uttermost ends of the earth. Miss Clack is highly offended by this, as she is a member of The Mothers Small Clothes Conversion Society, but she dismisses this out of hand as being a slip of the tongue in the heat of the moment. Miss Clacks personality is very different to the other female characters in the book, as she is a character of a certain type of hypocrite. She never leaves without her Christian pamphlets and she often tries to spread her faith through these tracts. She may be doing this to turn more people Christian, or she may just be doing this as it is in her sphere of power and it makes her feel as though she has more influence on society. A perfect example of Miss Clacks character is when she visits Lady Verinder and Rachel, but upon realising that Lady Verinders doctor is trying to use medication to treat Lady Verinder instead of praying to god and waiting for him to perform a miracle, she spreads religious books of her choice around the Verinders house. She believes that this act did not make her a nuisance, but instead, a True Christian. Miss Clack has a very different opinion of herself compared to what other people think of her. Even the kind and loving Gabriel Betteredge, who has a good word to say about almost everyone, does not take well to Miss Clack. Before handing over the job of narrating to her, he asks the reader to Just do me the favour of not believing a word she says, if she speaks of your humble servant. This shows that she is believed to not be a teller of truths, and Betteredge is pre-warning the reader of what to prepare for. We believe what Betteredge says and not Miss Clack as he has shown himself to be an honourable character, worthy of the readers trust. Our decision to believe him and not Miss Clack is also influenced by other characters, as Franklin Blake often refers to him as a dear old friend, so others characters have respect for him as well. In the story, female characters do not reveal what they know straight away. This adds suspense to the story, as you have to wait a long time for the secret which will put together a new piece of the puzzle. A good example of this is Rosannas letter to Mr Franklin Blake, explaining where the chest is hidden, and inside the chest is Rosannas narrative which explains events before and after Rachel Verinders 18th birthday party leading up to Rosannas suicide told through her point of view. The letters opening is delayed however, as Limping Lucy refuses to give it to anyone other than Franklin Blake himself. This lets the events at London unfold, and the case of the Moonstone is put on hold for a short period. Limping Lucy is Rosanna Spearmans only friend, and was understandably angry at Franklin as she believed that he forced Rosanna into suicide. Limping Lucy has a severe limp in her left foot, and this may be one of the reasons why she and Rosanna are so good friends, as they both have physical deformities and are rejected by most members of society. I believe that female characters have more influence on the plot of the novel due to their actions which are gradually revealed to the reader. Superficially, male characters seem to have a larger role in the discovery of the secrets behind the moonstone but this is because they are only just digging in to what the female characters already know. The fact that male characters have almost all of the narrations add to the secrecy of the novel and also reinforces the point of male character seemingly having more influence and control of the plot, when all they are doing is discovering what is beneath the surface of an apparently settled world in the novel.

Free My Antonia Essays: Importance of Landscape :: My Antonia Essays

Importance of Landscape in My Antonia In the book, My Antonia, the landscape along with Jim's reactions to it help us to feel all the emotions of the scene. His feelings of lonliness, sadness, awe and happiness are felt through his words and we can form a picture from the descriptions, adding to what we already know. He feels these emotions in the first few scenes. All because he wants a place to call home. The feelings we get when Jim arrives are awe with hints if lonliness. He pulls into town and is being taken to his grandparent's house. He is riding in a wagon and since he is having trouble sleeping and tries to look at the land and sees nothing. This can be seen in the lines: "There was nothing but land: not a country at all but the material out of which countries are made...I had the feeling that the world was left behind, that we had got over the edge of it, and were outside man's jurisdiction. I had never before looked up and at the sky when there was not a familiar mountain ridge against it...I did not believe that my father and mother were watching me from up there; they would still be looking for me at the sheepfold down by the creek, ... I had left their spirits behind me... I did not say my prayers that night: here, I felt, what would be would be."(pgs 11-12) We see that Jim is a state of awe. He does not see this place as land or a country, but the building blocks for such things. He thinks he is in the heavens, not on the planet. He feels like he is in his own universe. The landscape adds a sense of lonliness as well. He looks at the land and there is nothing he can hold onto so he will know where he is, no mountains or anything. The feelings of awe can also be read as lonliness. He is looking in wonder at this new land, but he feels so alone. He is in the middle of nowhere. He also believes that the spirits of his parents will not be there for him. I'm sure the fact that his parents died upset Jim, but he also think that they will no longer be there for him since he has left.

Independence Day Essay

â€Å"India is the cradle of the human race, the birthplace of human speech, the mother of history, the grandmother of legend, and the great grandmother of tradition. Our most valuable and most instructive materials in the history of man are treasured up in India only.† Honourable Chief Guest, teachers and all my dear friends. This day 15th August of every year is a golden day engraved in the history of the world. We won our freedom on this date and it is a day of celebration. As we celebrate it hoisting the flag, playing our National Anthem with fervor, singing and rejoicing, we need to recall the past to remember and pay homage to the builders of our nation. My dear friends, we are the privileged lot to have been born in a free India. We are able to breathe in a land that is free from the day we were born. If at all we want to know the pangs of agony of being slaves under a foreign rule, we must ask our elders born before 1947. It was indeed a Himalayan task for every Indian in those days to fight against those powerful giants – the British rulers. We must not allow those hard times and struggles fade away from our memory. Hence it is befitting for us to celebrate such a National festivals and recall those heroic deeds of our National heroes. We remember them today. Right from Mahatma Gandhi to the many patriotic leaders to whom we owe our gratitude. As we regard those martyrs who laid their precious lives for our sake, we must not ignore the common people who sacrificed their lot for the good cause. There were farmers, land lords, businessmen, teachers, writers, poets and students who helped the land achieve the long cherished dream of being free from foreign rule. Today we have travelled a long way in the path of free India. We have proved ourselves worthy of freedom. We are considered as the largest democracy in the world. How proud we were when Sushil Kumar won the silver medal in 2012 London Olympics or when The Indian Cricket Team lifted The ICC Champions Trophy? We are proud of it and feel very happy about all these positive aspects. But can we afford to be blind to the black clouds surrounding us? Let us question ourselves have we used our freedom in the right manner? If so, why should there be so many problems facing our motherland that threaten its existence? Be it terrorist attacks or the blight of corruption; these are the dangers that threaten us all. Well what can a mere student do at this juncture? Should we go catch the terrorists? Should we fight against the corrupted politicians? Or should we take over the country by waging another war for  freedom? No, we are not expected to do anything that brings turmoil to our land. We must keep observing things around us. We will have our own day. Before that, let us do our duty of preparing ourselves to be well-educated citizens of tomorrow. Let us do our duty sincerely and study hard to achieve a goal that is to be responsible citizens of India who believe in their country. Today we require youngsters with lot of energy. Illiteracy is our first enemy for a democratic nation. Let us get rid of illiteracy and become informed citizens who take India to a bright future. Jai Hind

Modernization Essay

Modernization is a process of modernizing a way of life. South Africa and China both attempted to modernize for a beneficial outcome. China was successful at modernizing and benefited greatly. South Africa resisted modernization and in the end suffered from harmful effects. South Africa and China both modernized in their own way. China attempted to modernize from the struggles that were present in the country. In China, modernization occurred later than then most countries; this allowed the Chinese to use other countries as a model. China began to focus on important industry’s that would help their country prosper. They began to advance in military, science, and technology, and established a strong economy by selling products to other nations. As a result of modernization China became urbanized, and industrialized. The nation also became economically stronger which made the growing nation prosper. Modernization benefited China in all aspects of a great nation. China modernization process started to begin after the Qing dynasty fell, with this the country wanted to reform which led to modernization. Modernization was a very beneficial process to china as a whole. South Africa did not benefit from the process of modernization. Modernization caused a loss of culture and society to African culture. The British came to South Africa hoping they could take over the country and modernize the country as a hole. The people of South Africa were known as the Zulus, the Zulu’s resented modernization of the British and wanted to modernize on their own. The British attempted to convert South Africans to Christianity to create modernization in the country. The Zulu’s lost the war to the British and their freedom; natives were forced to provide cheap labor to the British to make money for food. The British benefitted more from modernization then South Africans did. Modernization was not beneficial to the South Africans. Modernization was beneficial to China and was harmful to South Africa. China took years to modernize and was late in modernization but did eventually modernize and greatly befitted from it. South Africa did not benefit from modernization; they had a loss in society and culture. Modernization will always ether help a country or be harmful to the country. This will depend on how the country attempts this process as a hole and what they go off of.

Perfect Pizzeria Essay Essays

Perfect Pizzeria Essay Essays Perfect Pizzeria Essay Essay Perfect Pizzeria Essay Essay Perfect Pizzeria Restaurants is a concatenation of 125 pizza constitutions around the state with central offices in Madison. Wisconsin. There are three locations in Bloomington. Indiana nevertheless they have fiscal and employee jobs peculiarly at the location near the Indiana University campus. Each location has one director and two displacement leaders. The employees are largely college pupils. with a few high school pupils executing the less ambitious occupations. About all of the employees. with the exclusion of some directors. are employed parttime and most earned merely the minimal pay or somewhat above. To turn to the fiscal jobs. the Perfect Pizzeria manager’s compensation program was changed to now being based on nutrient and drink costs and net income marks. If the per centum of nutrient unsold or damaged is really low. the director gets a fillip. If the per centum is high. the director does non have a fillip ; instead he or she receives merely his or her normal wage. Their compensation is besides reflected in the restaurant’s net income figures which besides must make a certain degree for the director to have a fillip. Thus the directors knew the standards being used for their rating and hence where to concentrate their attempts. These net income and loss figures frequently fluctuate. Knowing the director can non be in the shop 24 hours a twenty-four hours. some employees make up for their low payroll checks by assisting themselves to the nutrient. When a friend comes in to order a pizza. excess ingredients are put on the friend’s pizza. An occasional piece or two of pizza by the 18 to 20 employees throughout the day/evening at the interruption tabular array besides raises the per centum figure. An occasional pail of sauce may be spilled or a pizza by chance burned. Sometimes the incorrect size of pizza may be made. In the event of an employee error or a burned pizza by the oven individual. thedisbursal is supposed to come from the single employee. Because of equal force per unit area. the dark director seldom writes up a measure for the mistaking employee. Alternatively the constitution takes the loss and the mistake goes unnoticed until the terminal of the month when the stock list is taken. That’s when the director finds out if the nutrient loss per centum is high and if there will be a fillip. ( Following page ) Over clip these loss figures increased. To turn to these jobs at the Bloomington location. the director took retaliatory steps. Previously. each employee was entitled to a free pizza piece. salad. and all the soft drinks he or she could imbibe for every 4 hours of work. Management decided to raise this figure to 6 hours of work before any free nutrient. Since the employees had received this â€Å"free nutrient after 4-hours† benefit for a long clip they often ignored the regulation and took advantage of the state of affairs whenever the director was non in the edifice. Therefore. the Perfect Pizzeria director decided to make an helper director place which could more closely oversee the displacement leaders. Each displacement leader was now responsible for a squad of 3 – 4 employees who were given specific duties for a peculiar occupation such as counter. bringing. nutrient readying. etc. Employee apathy grew within the pizza shop. There seemed to be a farther separation between the shop director and his workers. who were one time a closely knit group. The director made no effort to relieve the job. because he felt it would press itself out. The employees who were dissatisfied would discontinue or they would be content to set up with the new ordinances. As it turned out. there were many employee surrenders. The director had no job in make fulling the vacancies with new workers. but the loss of experient forces was dearly-won to the concern. It didn’t take long for the new employees to go influenced by the more experient employees and the unsold/damaged nutrient per centum remained high. Then the director took a bolder measure. He eliminated all the benefits that the employees had – no free pizzas. salads. or drinks. The director triedstill another attack to relieve the lifting unsold/damaged nutrient per centum job and keep his fillip. He placed a notice on the bulletin board. saying that: if the per centum remained at a high degree. a lie sensor trial would be given to all employees. All those found guilty of taking or deliberately blowing nutrient or drinks would be instantly terminated. This did non hold the coveted consequence on the employees. because they knew if they were all subjected to the trial. all would be found guilty and the director would hold to disregard all of them. This would go forth him in a worse state of affairs than of all time. As the director sat in his office hearing to his beloved Cub’s baseball game. he analyzed the month’s profit/loss statements and knew things were non traveling to be good. What he did non anticipate was that the per centum was really increasing from old months. Another job developed at the Bloomington campus location when Jennifer. a late hired dark displacement counter clerk filed a ailment with the regional director. She stated in her ailment that she was ever required to work the late displacement and Bill the dark director was going a spot â€Å"too friendly† . In fact her ailment stated. the lone manner she could acquire off from work before than other employees was if she would hold to run into Bill on their darks off at Hoosier’s. a popular college pupil club down the street from Perfect Pizzeria. Additionally. there was a formal ailment from a group of male employees that merely the attractive female workers were being promoted to assistant directors or displacement leaders even though the work forces had worked at the eating house longer than most of the promoted adult females. The instance assignment inquiries follow†¦PERFECT PIZZERIA – CASE QUESTIONS ( Please type your responses by naming the inquiry number/letter and so your replies to the questions. ) 1. List two different managerial functions/activities the director has performed. Then give specific illustrations or grounds from the instance that explains these two direction maps the director has performed. 4. points ) 2a. Which of the managerial accomplishments was the director best at? Explain. 2b. Which of the managerial accomplishments did the director demand to better? Explain. ( 4 points ) 3. List and/or give illustrations of four ( 4 ) different forces or factors from Perfect Pizzerias’ external environment. Then give a specific illustration of how each of these could hold an impact on Perfect Pizzeria. Please be specific. ( 4 pts. ) 4a. The instance references that some employees put excess ingredients on their friends’ pizza or take a nibble or two of pizza during their displacement. Please discuss whether you feel this is ethical and your grounds why you feel this manner. ( 2 pts. ) 4b. What actions could an organisation return to forestall these possible ethical misdemeanors from go oning based on the constructs in the text edition? Explain by using these thoughts to this instance state of affairs. ( 4 pts. ) 5. Review the organisational attacks to pull offing diverseness from Chapter 6. Then discuss or give an illustration of how you would use two of these constructs to turn to the ailments of the male employees sing the unjust publicities? Be specific. ( 4 points ) 6. Give an illustration from the instance of a hapless direction action and discuss two ( 2 ) specific ways you would rectify the state of affairs if you were the director. ( 3 points )

Robert Frosts Acquainted with the Night An Interpretation of the Poems Significance and Theme

Robert Frosts Acquainted with the Night An Interpretation of the Poems Significance and Theme Robert Frost is well known as the author of poems that address the world of nature and human feelings. The author expresses the emotions and hesitations of his heroes through vivid images of nature and metaphors, as well as using the poems’ structure. Advertising We will write a custom essay sample on Robert Frost’s â€Å"Acquainted with the Night†: An Interpretation of the Poem’s Significance and Theme specifically for you for only $16.05 $11/page Learn More Thus, the main particularity of his works is that they can be interpreted in different ways. One of the best examples of the author’s techniques is the poem â€Å"Acquainted with the Night†. As it has already been mentioned, the poem can be interpreted in different ways. One of the interpretations, that we are going to provide in this paper, deals with the explanation of the subject and theme of the poem. The poem is about a lonely person who feels isolation fr om the society. Thus, the protagonist of the poem experiences depression. The unwillingness to express emotions and feeling of loneliness and depression are the main issues addressed in the poem which present its theme. The subject of the poem is the loneliness that every person can feel from time to time. The protagonist of the poem wonders around the town unwilling to talk to somebody and express his thoughts and feelings: â€Å"I have passed by the watchman on his beat / And dropped my eyes, unwilling to explain† (Frost 5, 6). Indeed, it is a feeling that every individual can experience when it is impossible to say what you want as nobody around can understand you. This makes him feel an outsider in the community he lives in. He knows that nobody thinks about him and nobody will call him: â€Å"When far away an interrupted cry / Came over houses from another street, / But not to call me back or say good-bye† (Frost 9-11). Hears the sounds of human voices and unders tanding that they are not addressing him, the protagonist’s feeling of loneliness and isolations becomes bigger. As the protagonist is wondering aimlessly around the town, he understands that his life is senseless. This idea can be heard in the first stanza of the poem: â€Å"I have walked out in rain and back in rain. /I have out walked the furthest city light† (Frost 2, 3). His soul is filled with despair and nonchalance. Nothing bothers him and nothing is interesting to him, neither â€Å"the city lane,† and â€Å"the city lights,† nor â€Å"the watchman on his beat† nor â€Å"the sound of feet† (Frost).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main point about the subject is the theme of isolation, depression and despair. Every line of the poem is filled with this feeling. The author makes use of various literary details to develop the theme of the poem. The poem as a whole sounds metaphorically. Thus, we can conclude that the main literary means used in the poem is metaphor. With the very first line, the author introduces the reader into the â€Å"lonely world† of the protagonist: â€Å"I have been one acquainted with the night† (Frost 1). Night has â€Å"many faces† in can be fun, mysteries, friendly and hostile. However, it can be lonely as well. The lonely night is the only companion of the narrator. In this poem, night is a metaphor for loneliness and isolation. The narrator is well acquainted with it. He knows that walking â€Å"out in rain and back in rain† (Frost 2) will have no result and he will never reach the â€Å"furthers city light†. In their turn, the lights are the metaphor for the deliverance from loneliness that is unattainable for the narrator at the moment. The protagonist’s experience of loneliness is also expressed by means of such met aphoric images as â€Å"furthest city light†, â€Å"saddest city lane†, and â€Å"an unearthly height†. The author makes use of nature imagery of moon that, â€Å"at an unearthly height, / O luminary clock against the sky / Proclaimed the time was neither wrong nor right† (Frost 11-13). First of all, he is as lonely as the moon in the sky, and as far from his community as the moon far from the Earth. However, the imagery of moon is also used to show the meaningless of time for the narrator which â€Å"was neither wrong nor right† (Frost 13). It is one more manifestation of the author’s isolation. He is unable to sense the time as other citizens of the town. The moon is the only â€Å"clock† for him that still proves the narrator’s presence. As we can see, the author â€Å"plays with the time† using it to develop the theme of the poem. However, there is one more usage of the time. We can observe that Frost uses Present Perfect â€Å"I have been†¦Ã¢â‚¬  to show that his loneliness and depression are not short-term emotions, but accompany him for all his life. Thus, â€Å"Acquainted with the Night† by Robert Frost deals with the theme of loneliness, despair and depression. The author makes use different details, such as metaphors and imagery in order to develop the theme. Frost makes use of images of nature in order to express feeling and emotions of the narrator.Advertising We will write a custom essay sample on Robert Frost’s â€Å"Acquainted with the Night†: An Interpretation of the Poem’s Significance and Theme specifically for you for only $16.05 $11/page Learn More Frost, Robert. â€Å"Acquainted with the Night.† The Poetry of Robert Frost: The Collected Poems. Ed. Edward Connery Lathem. New York: Henry Holt, 2002.

5 WARNING Signs You Have a Terrible Boss

5 WARNING Signs You Have a Terrible Boss So many people change jobs to get away from a manager they don’t get along with, or can’t stand. Bad bosses are the absolute worst. It makes enjoying your work exponentially harder, and can even give you so much stress you end up taking a good bit of that stress home. Before you decide whether you need to bail, it might be a good idea to get clear on what it is you’d be running from if you decided to leave your current job. That way you’ll have a better idea what to look for: a new job/career- or just a different boss. Here are 5 signs that it isn’t you or your current position; it’s your terrible boss:1. You’re Always MicromanagedApart from being thoroughly annoying in almost all cases, micromanaging can also be sign of a bad boss. Despite their piety, their overzealous attention to your every move doesn’t increase your productivity- quite the contrary. If you’re left wishing your boss would just trust you to do the job she hired you for, and you’re near exasperation†¦ sounds like a bad boss factor.2. You Can Never Reach OutOr it’s the opposite: your boss is AWOL whenever you need him or her. When you have a question, a concern, an urgent to-do- the door is shut. Everyone is busy, and you want your manager to be a mover and a shaker in your field, but it is important to make face time with your employees. And at least to be available in a crisis.3. You Feel BulliedIf you feel personally victimized by your boss, that’s a bad sign. If your boss belittles you, insults you, undermines you, calls you out publicly for things that aren’t your fault, or interferes with your work†¦ then they are in the wrong, and very unprofessional. Bad boss!4. Inconsistency is CommonThe mark of a good boss- even a tough one, is consistency. If your boss is Jekyll and Hyde-ing you left and right, is generally unreliable, and changes plans and strategies midstream, then there’s n ot much you’ll be able to do to fix the situation.5. There’s a Two-Way Lack of TrustIf you don’t trust your boss, and you feel a palpable lack of trust coming from her to you? That’s a problem. If you don’t have each other’s backs in the appropriate employer/employee way, there’s not much hope.If one or two- or even all- of these things sum up your situation, there are some things you can try to do before jumping ship:Try to Fix the RelationshipPeople can, and do, change. If you don’t already think your boss is the devil incarnate, it might be worth a little interpersonal work to see if you can’t get off on a better foot together. It could fail, but you’d be no worse off. The best way to go about this is to first acknowledge your own failings and accept responsibility for the ways in which you are not contributing in the best way to the relationship. It’s an exercise in maturity, and worth a try.Escape With out EscapingSometimes it’s possible to move within your company. Try getting switched onto another team, or to another department- even a different office. You’ll have the added advantage of being able to network yourself closer to an open position before it hits the open internet. Start by making yourself available to help different coworkers on different teams; that’s a great way to introduce yourself and your skill set.Start LookingSave yourself from quitter’s remorse and don’t just storm out one day never to return. Prepare for the inevitable, if it is indeed inevitable. Start looking for new jobs, preparing your resume, etc. You never know, your best opportunity could come out of this one bad situation. You just need to keep your head up and make the proper moves.

Starbucks Essay Example | Topics and Well Written Essays - 1250 words - 2

Starbucks - Essay Example Its sales and expansions are growing faster each and every decade. In the financial year 2013, the sales were recorded US$ 180,000 and the purchasers of these specific brands were around 27000 people according to a media report. Growth of this company contributing a lot in the economic health of the United stated. It brings employment opportunities in the country, positively effects gross domestic product GDP of the country as well. This company has selected because this can give us better and accurate business picture. It has a relatively good position in overall coffee industry. The data provided for this company must be accurate and flawless reason being its one of the best and successful business from many years. There are professional financial analysts that are maintaining all of its financial record effectively and efficiently. Star buck actively participating in the social and environmental activities. However the Starbucks established in 1971 but in 1999 it started a â€Å"Grounds for your Garden† in order to make the business environmental friendly For instance, instead of throwing away spent coffee grounds during the summer season, these grounds are left out for green-thumbed customers who want to use them in their gardens as a source of acid for the soil. In 2004, star bucks started a campaign to reduce the size of their paper napkins, store junk bags and alleviate their solid waste production. Environmental Protection Agency ranked Star bucks at number 15 in 2008. According to one of US newspapers named ‘Sun’ reported that star bucks is wasting 23.4 million liters water per day. In response to this published report star bucks start working for the saving of water in 2009, it re assessed its dipper well systems to control the excessive use of water. After few months of efforts, star bucks successfully developed the new water saving solutions to meet the government health standards. This strategy helps all the operating stores of star

A study of relationship between service advertising strategies and Dissertation

A study of relationship between service advertising strategies and consumers responses within hospitality industry - Dissertation Example Results The following mean ranges have been used for the substantive interpretations of the means: 1.00-1.49 – strongly disagree; 1.50-2.49 – slightly disagree; 2.50 – 3.49 – neutral; 3.50-4.49 – slightly agree; and 4.50 – 5.00 – strongly agree. Table 1a. Descriptive statistics: The advertisement caught my attention. Mean Std. Deviation Advert 1 3.94 0.80 Advert 2 3.76 0.86 Advert 3 4.17 0.66 Total 3.96 0.79 On the capacity of the advertisement to catch their attention, the means for all three advertisements all suggest agreement. Table 1b. One-way ANOVA: The advertisement caught my attention. Sum of Squares df Mean Square F Sig. Between Groups 12.40 2.00 6.20 10.30 0.00 Within Groups 261.77 435.00 0.60 Â   Â   Total 274.18 437.00 Â   Â   Â   The one-way ANOVA suggests that there is a significant difference among the three advertisements’ ratings on attention getting capacity (F=10.30, p=.00). The post hoc tests in Table A1 (Appendix A) indicates that Ad 3 received significantly higher means than the other two advertisements. Ad 1 is likewise more effective than Ad 2 on this aspect. Table 2a. Descriptive statistics: The advertisement elicited my interest in the hotel being advertised. Mean Std. Deviation Advert 1 3.84 0.63 Advert 2 3.79 0.72 Advert 3 3.99 0.58 On the capability of the advertisement to elicit interest in the hotel, all means suggest agreement by the respondents. Table 2b. One-way ANOVA: The advertisement elicited my interest in the hotel being advertised Sum of Squares df Mean Square F Sig. Between Groups 3.31 2.00 1.65 3.98 0.02 Within Groups 180.79 435.00 0.42 Â   Â   Total 184.09 437.00 Â   Â   Â   On the capability of the advertisement to elicit interest in the hotel being advertised, the F-value indicates that there is indeed a significant difference among the ratings given to the 3 advertisements (F=3.98, p=.02). Table A2 (Appendix A) indicates that Ad 3 garnered significant ly higher ratings than the other two advertisements on this facet. Table 3a. Descriptive statistics: I felt the conviction that what is shown in this advertisement must be true, and developed a positive disposition on my part. Mean Std. Deviation Advert 1 3.33 0.82 Advert 2 4.10 0.78 Advert 3 4.26 0.62 On the conviction that what is shown in this advertisement must be true and developing a positive disposition on the respondents, Ad 2 and 3 garnered agreement. However, Ad 1 received a neutral rating. Table 3b. One-way ANOVA: I felt the conviction that what is shown in this advertisement must be true, and developed a positive disposition on my part. Sum of Squares df Mean Square F Sig. Between Groups 72.18 2.00 36.09 64.61 0.00 Within Groups 242.99 435.00 0.56 Â   Â   Total 315.17 437.00 Â   Â   Â   The one-way ANOVA for statement 3 suggests that there are significant differences yielded for the ratings given to the 3 groups (F=64.61, p=.00). The results in Table A3 (Appendix A) indicates that Ad 3 got higher ratings than the other two ads on this facet, whereas Ad 2 received a higher rating compared to Ad 1. Table 4a. Descriptive statistics: I would like to know more information about this hotel by looking it up in the telephone directory and calling this hote

Development of Chinas legal system and its difficulties and challenges Essay

Development of Chinas legal system and its difficulties and challenges - Essay Example These changes are occurring because of the fact that in order to strengthen the rule of law it is foremost necessary to place emphasis on a large number of elements, both from inside and outside of the country. Also the structure of the domestic law of the country is facing several transformations in the face of growing international trade and globalization. The legal systemis undergoing the most radical changes since their inclusion within the World Trade Organization (WTO). The country has largely been dependent on ideological reasoning and facts. But recently policy makers have suggested that in order to cope with international standards of respectable community, the country must follow specified globally accepted norms and regulations, irrespective of the fact that these norms and regulations are generated by the United Nations Human Rights Conservation or by the WTO (Bruun & Jacobsen, 2000, p. 251). Accordingly the country’s law and legal system have had to be changed and modified. The Republic of China is now initiating these changes or modifications with the most radical occurring in the areas of economic reform and changes in the nature of the administration process. This paper will attempt to evaluate all of these developments and will mark the difficulties or the challenges that china has been facing as a direct result (Alexandroff, Ostry and Rafael Gomez, 2003, p. 154). Philosophy: The Asian legal system appears to be different in many respects from the legal systems of therest of the world. Major reasons for this include spiritual variations and differences in intellectual thought. Religion plays little part in Chinese law-making but perhaps the most influential form of thought is Confucianism (Glenn 2007, pp. 318-319). The core of Confucianism is Humanism and is based on various levels of honesty. According to Confucian thought, with the use of the logic of humanity one can examine the world in the simplest possible manner. An ethical philosophy that is to be practiced by all the members of this society is the primary foundation and function of this thought. For almost a thousand years the legal system of China was dominated by Confucianism. The principles of Confucian ideology were the main driving force behind the evolution of the ancient legal system. Not only that, it also helped in developing the legalism, traditions, and moral aspects of life for the an cient Chinese people. This ideology mainly focused on astrict governmental hierarchy. Along with this the ideology marked its view regarding the fact that people need to internalize all the granted rules and norms and just take appropriate or necessary actions. According to this view, it has been argued that the law should be preserved only for those who try to do something out of pure self-interest at the expense of the interests of society as a whole. Hence, the law of the country has been modified to include harsh punishments with the aim of achievingand maintaining an appropriate social order withmaximum social welfare. In this regard China’s legal systemdiffers significantly from that of the West

Tuna again In Fault-Finding England, It's a Cause for Divorce Essay

Tuna again In Fault-Finding England, It's a Cause for Divorce - Essay Example Because of this, complaints include the mundane, absurd and occasionally the bizarre. However, I argue that Lyall takes a serious subject much too lightly and that her implied ‘solution’, does nothing to fix the problem, instead it is an attempt to hold the rest of the world to a particular standard, which does not appear to be working very well anyway. Lyall is adamant about criticizing the United Kingdom system of divorce, implying that the most effective solution for the problem of divorces in the United Kingdom would be to move to the American model, and allow for no-fault divorce. However, how much of a problem is there in the United Kingdom? In the United Kingdom, the divorce rate for 2010 is 11.1 divorces per 1,000 individuals in the married population. If one takes into account the fact that a married couple consists of two individuals, this is a rate of a little over 20% of marriages fail (Rogers 2011). Furthermore, it is estimated that around 70% of these divor ces occur for first marriages (Divorce Rate 2009), suggesting that either people learn from their mistakes, or that few remarry. These statistics are different in the United States, where the divorce rate is approximately 50% (Centers for Disease Control and Prevention 2012), that is, half of all marriages end in divorce. The relationship of divorce to number of marriage is also different, with second marriages having a higher rate of divorce than first, and third marriages having an even higher rate (Divorce Rate 1999). These figures suggest that marriages fare significantly better in the United Kingdom than in the United States. This might be a result of the United Kingdom system of divorce being more difficult, but the article by Lyall implies this is not the case. She suggests that results are not more complicated in the United Kingdom, just that they focus on more trivial matters. Therefore, if this trend is not caused by a difficultly in divorcing, the next logical answer is t hat marriages in the United Kingdom fare better than their United States counterparts. This raises some important questions. For example, does the United Kingdom system of divorce help to keep couples together? This argument is not as unreasonable as it sounds as thinking and writing out reasons for the divorce may help couples to confront their problems, and to realize how trivial many of these actually are. This allows room for much more reflection than the American process, where couples may not even be certain between themselves why they are divorcing. Lyall argues that creating a no-fault divorce would remove the requirement for judges and lawyers to determine fault in the divorce. As she explains, currently under the United Kingdom law a divorce must fall into one of five categories before it can be granted. The most common category is unreasonable behavior, which as Lyall shows, can cover a wide range of different types of behavior. However, Lyall appears to believe that movi ng to a no-fault divorce system would not increase the rates of divorce. This argument is heavily flawed, as by its very nature, making divorce easier would increase how often it occurs. For example, in the United Kingdom the practice of extended separation is common, and this is often used to provide evidence for a future divorce claim (National Family Mediation 2010). This practice can help couples to understand what they lose

Howard Gardner and multiple intelligences Research Paper

Howard Gardner and multiple intelligences - Research Paper Example But when it comes to business, the intelligent person can easily detect commercial opportunities, or is good in mastering or avoiding business risks and keep the books balanced. At the advent of the twenty-first century, there is a new intellectual virtuoso: the symbol analyst or the master of change. This is the one who can read numbers and words in the computer screen and make reliable and useful projects. Through the information from the computer, the analyst can solve problems, communicate to other people and adjust easily to the changing times. Francis Galton, one of the founders of the modern psychological measurement in the late nineteenth century, believed that intelligence is hereditary, and so searched for offspring of the leaders of British society. But Galton also believed that intelligence is not confined to hereditary lineages. He devised means to test intelligence. The first intelligence measurements tested the person’s sensory acuity, i.e. an intelligent person can easily distinguish sounds of different loudness, or the brightness of lightness, and objects of different weights. (Gardner, 1999, p. 2) Gardner (1999) presented evidence that individuals have a range of capacities and potentials, and he called this phenomenon multiple intelligences. Individuals can use these intelligences in the different roles in society. An individual with multiple intelligences can perform multiple tasks. Gardner presented his argument on the question scholars and students of intelligence have been arguing about: Is intelligence singular? Or, is there such a thing as multiple intelligences? There is also another question Gardner would like to address: Is intelligence predominantly inherited? Darwin wrote in his time that men did not differ much in intelligence except in their efforts and hard work. The Western notion remains that intelligence is innate in a person. (Armstrong, 2009, p.

The Dream Job Essay Example | Topics and Well Written Essays - 500 words

The Dream Job - Essay Example Hip-hop music involves rapping and ‘MC-ing’, terms that were coined in the 1970s to describe the action of rhythmically uttering a certain set of lyrics following certain beats. Usually, rapping has stood the test of time in describing what hip-hop artists do, an attribute that makes their music outstanding (Hess 56). Evidently, rapping is distinctly different from singing, and requires a level of talent and creativity. In other cases, hip-hop artist may wrap some stanzas of a song and then sing the chorus. Rapping has certain choreographic moves that accompany the rhythmical lyrics. Evidently, hip-hop musicians must exhibit expertise in performance and demonstrate the ability to create a fan base and be able to entertain them. Music plays a critical role of entertaining although a percentage of the audience considers the theme of the lyrics. The job responsibilities of a hip-hop artist may be tasking because they include composition of the lyrics, choice of the appropriate moves, design, and pattern of the choreographic moves, audio and video production, performance at different concerts, and marketing trips (Hess 87). Composition of the lyrics is the initial stage in any music genre. This needs talent because the artist must exhibit expertise of putting together rhythmical words. An artist may also rely on the composition of another individual, while paying royalties as dictated by the legal requirements. Different instruments are used in the production of the beats with the expertise of the producer. An artist requires choreography classes in order to have moves that conform to the lyrics and the beats (Katz 67). With the help of the producer, an artist can record an audio version of the music. Videoproduction is more demanding and requires an entire crew on board. Performance at different concerts requires energy and enthusiasm as it involves direct interactions with fans. Developing a musical

Howard Gardner and multiple intelligences Research Paper

Howard Gardner and multiple intelligences - Research Paper Example But when it comes to business, the intelligent person can easily detect commercial opportunities, or is good in mastering or avoiding business risks and keep the books balanced. At the advent of the twenty-first century, there is a new intellectual virtuoso: the symbol analyst or the master of change. This is the one who can read numbers and words in the computer screen and make reliable and useful projects. Through the information from the computer, the analyst can solve problems, communicate to other people and adjust easily to the changing times. Francis Galton, one of the founders of the modern psychological measurement in the late nineteenth century, believed that intelligence is hereditary, and so searched for offspring of the leaders of British society. But Galton also believed that intelligence is not confined to hereditary lineages. He devised means to test intelligence. The first intelligence measurements tested the person’s sensory acuity, i.e. an intelligent person can easily distinguish sounds of different loudness, or the brightness of lightness, and objects of different weights. (Gardner, 1999, p. 2) Gardner (1999) presented evidence that individuals have a range of capacities and potentials, and he called this phenomenon multiple intelligences. Individuals can use these intelligences in the different roles in society. An individual with multiple intelligences can perform multiple tasks. Gardner presented his argument on the question scholars and students of intelligence have been arguing about: Is intelligence singular? Or, is there such a thing as multiple intelligences? There is also another question Gardner would like to address: Is intelligence predominantly inherited? Darwin wrote in his time that men did not differ much in intelligence except in their efforts and hard work. The Western notion remains that intelligence is innate in a person. (Armstrong, 2009, p.

The Inclusion of the Charter of Rights and Freedoms in the Canadian Essay

The Inclusion of the Charter of Rights and Freedoms in the Canadian Constitution - Essay Example Opponents also point that the inclusion of the set of rights Americanizes Canadian politics. They disagree that Canada’s Constitution is not like the American Constitution, which incorporated the Bill of Rights and supports a strong sense of individualism among Americans. They argue that although the notion of individuality is important in Canada, the â€Å"Canadians also see themselves in terms of collectives or a part of a group† which they actualized in some legislative efforts. They claim that the inclusion â€Å"will erode collective tendencies.† It may be counter-argued that opponents value also individuality without sacrificing collective spirit of Canadians and since Canadians were able to show their collective efforts in Medicare and employment insurance under the present constitution, then working collectively under the present set up has confirmed the effectiveness of the present constitution for the collective spirit. It is hereby concluded that maint aining the inclusion of the Charter of Rights and Freedom under the present Canadian Constitution benefits Canadians more. Having explained and rebutted the opponents’ counter arguments, there is a basis to sustain the thesis of this paper. A constitution contains the government powers and maintaining the Charter therein is one way of preventing the abuse of these powers. Allan Cairns might be correct in saying that â€Å"from the evidence available, there is little possibility that a new constitution will emerge.†

Education - Africa Essay Example for Free

Education Africa Essay Introduction In this essay I will discuss all the situational factors that formed the basis of the reforms during the era of education reform from 1976-1994 in South Africa. The essay will critically discuss factors in detail regarding pre 1994 education. I will then give a conclusion on all the factors that influenced the educational reforms. The Soweto uprising in 1979 In 1979 there was a huge riot against the education act. The riot was about creating equal learning opportunities for everybody, black and coloured people rioted in the streets of Johannesburg because they were tired of being oppressed. While this was going on teachers lost the will to teach and learners lost the will to learn. Erosion of the culture of learning and teaching (C. O. L. T) Schools were closed, destroyed and sometimes even burnt down because of the inequalities of learning during this era. This made it very hard for students of â€Å"colour† to learn. Thus putting education for people of â€Å"colour† in a deep crisis. Students were upset with three major issues: the standard of education, the quality of teaching and finally the poor state of school buildings and equipment. These three issues made students not want to attend school and was a main cause to the Soweto uprising in 1976. The De Lange commission The De Lange commission was introduced in order to create a better education system, for example creating equal education opportunities for everybody. These were some of their suggestions: education must improve quality of life, must promote economic growth and education should be equal and available to every student regardless of their colour. The De Lange commission was considered by the HSRC and eleven points from the commission were put into place. The 1994 democratic elections In 1994 the first democratic elections took place, this is the first time that everybody was seen as equal, with equal rights and learning opportunities. People were also given the freedom to pick which languages they wanted to learn in, as well as have a choice on subjects they learnt. People were also given freedom of choice in other areas not only education and some of these choices are: freedom to vote, freedom to live where they want, freedom to marry between races and International sanctions, against South Africa, in sport and economics were lifted. Differences in schooling between the four different race groups Along almost any dimension of comparison, there have been, and are glaring inequalities between the four schooling systems in South Africa. This applies to teacher qualifications, teacher-pupil ratios, per capita funding, buildings, equipment, facilities, books, stationery and also to ‘results’ measured in terms of the proportions and levels of certificates awarded. Along these dimensions, â€Å"White’ schools are far better off than any of the others, and ‘Indian’ and ‘Coloured’ schools are better off than those for ‘Africans’. Schooling is compulsory for ‘Whites’, ‘Indians’ and ‘Coloureds’ but not for ‘Africans’. Which created unequal opportunities when it came to job opportunities. Curriculum during the apartheid era Curriculum development in South African education during the period of apartheid was controlled tightly from the centre. While theoretically, at least, each separate department had its own curriculum development and protocols, in reality curriculum formation in South Africa was dominated by committees attached to the white House of Assembly. So prescriptive was this system, controlled on the one hand by a network of inspectors and subject advisors and on the other hand by several generations of poorly qualified teachers, that had authority, controlled learning, and corporal punishment were the rule. These conditions were exacerbated in the impoverished environments of schools for children of colour. Examination criteria and procedures were instrumental in promoting the political perspectives of those in power and allowed teachers very little latitude to determine standards or to interpret the work of their students. The Bantu education act  The Bantu Education Act (No. 47) of 1953 widened the gaps in educational opportunities for different racial groups. The concept of racial purity, in particular, provided a rationalization for keeping black education inferior. Verwoerd, then minister of native affairs, said black Africans should be educated for their opportunities in life, and that there was no place for them above the level of certain forms of labour. The government also tightened its control over religious high schools by eliminating almost all financial aid, forcing many churches to sell their schools to the government or close them entirely. Christian national education(C. N. E) Christian National Education supported the NP program of apartheid by calling on educators to reinforce cultural diversity and to rely on mother-tongue instruction in the first years of primary school. This philosophy also exposed the idea that a persons social responsibilities and political opportunities are defined by that persons ethnic identity. The government also gave strong management control to the school boards, who were elected by the parents in each district. Official attitudes toward African education were paternalistic, based on segregation. Black education was not supposed to drain government resources away from white education. The number of schools for blacks increased during the 1960s, but their curriculum was designed to prepare children for menial jobs. Per-capita government spending on black education slipped to one-tenth of spending on whites in the 1970s. Black schools had inferior facilities, teachers, and textbooks. Conclusion In conclusion to the above essay there were many problems such as; Christian national education(C.N. E), The Bantu education act, Curriculum during the apartheid era, Differences in schooling between the four different race groups, The 1994 democratic elections, The De Lange commission, Erosion of the culture of learning and teaching (C. O. L. T)and The Soweto uprising in 1979. In all these situational factors that formed the basis of the reforms during the era of education reform from 1976-1994 in South Africa, the 1994 democratic elections were put in place so that everyone had equal opportunity at everything; it was the main â€Å"turn around† point after the period of 1976-1994. I have discussed some of them in detail so that you can get a better understanding of the reforms that took place during the period of 1976-1994. Words: 1024 References 1. http://upetd. up. ac. za/thesis/available/etd-05062008-091259/unrestricted/02chapter2a. pdf 2. http://jae. oxfordjournals. org/content/16/5/849. abstract 3. http://newlearningonline. com/new-learning/chapter-5-learning-personalities/apartheid-education/ 4. http://www. nwu. ac. za/sites/default/files/files/p-saeduc/articles/2009articles/Teksversorg_23nov09_ODAV. pdf 5. http://www. mongabay. com/history/south_africa/south_africa-education_under_apartheid. html

Importance of Group Work in the ESL Classroom

Importance of Group Work in the ESL Classroom Introduction The field of Teaching English to Speakers of Other Languages (ESOL) is a rapidly expanding area within UK settings, in state-funded and in private educational arenas, and because of the changing nature of immigration, ESOL teachers are challenged with meeting the demands of diverse and complicated ethnic/linguistic groups (Chan, 1998). Learning English is seen as a necessity for immigrants or long term visitors to the UK, although the field is complicated by political debates and social discussions around funding, socialisation, naturalisation and the erosion of traditional cultures and languages. However, it does seem that language fluency in English is key to proper integration into British society, and is supported by the â€Å"UK Government’s policy response to refugees and asylum seekers [as] outlines in the White Paper Secure Borders, Safe Haven: Integration and Diversity in Modern Britain (Home Office, 2002) [which] set out proposals for a curriculum of English languag e, IT and citizenship classes for refugees and asylum seekers† (Morrice (2007) p 156). While the Therefore, it is essential that ESOL provision is not only provided, but is designed in ways which can encourage learners to acquire real proficiency and fluency, without disempowering people or undermining their nationality (Halliday, 2005). The literature on the pedagogies of ESOL teaching is diverse and outlines ways in which second language acquisition can be facilitated effectively, with teachers having their own take on pedagogy and on the ways in which students work, alone or with each other, in learning English (Dagenais et al, 2008; Burns, 2006). While linguistics studies directly address issues of grammar, syntax, construction, coherence and cohesion, the more practical aspects of developing practical fluency in English for speakers of other languages relate to classroom strategies that can support this. This essay will explore two aspects of ESOL teaching, that of group work, in which ESOL students are encouraged to work together on key tasks, with the aim of improving fluency (Haneda, 2005), and the provision of feedback, either peer feedback or tutor feedback, to enhance fluency. Both are contentious issues, because they can spell difficulties in the management of learning experiences (Holliday, 2005), and co uld be seen positively or negatively. This essay will look at some of the literature on this subject, and attempt to discuss the advantages and disadvantages of group or collaborative work, and of different types of feedback. The author will then draw conclusions from the literature to inform ESOL teaching practice. Discussion Group work is a popular means of building on constructivist theories and pedagogies by supporting students to apply new knowledge in given situations. In ESOL teaching, it provides opportunities to practice new words, conversations, sentence constructions, and functional elements of communication, such as making a particular type of telephone call or initiating a conversation. However, group work in this context can be viewed negatively as well, partly because of a fear that groups with the same first language will simply lapse into their own tongue rather than always speaking English, and that as learners they will not recognise each other’s mistakes. The latter point will be dealt with in some more detail below, in the exploration of types of feedback. But in relation to group work, types of collaborative or group learning or practice have been shown to be of great benefit to students of English. Some authors have found that pair work or small group work in this context does help improve language fluency and competence (Long, 1996; Pica et al, 1996), perhaps because these activities provide different opportunities and options for ESOL learners which are not possible during teacher-led activities. These students may find themselves able to become more confident in a setting which is not only smaller, but comprises only peers who are also ESOL students. Johnson 91995) argues that learners who interact and engage with each other in these ways feel more self-efficacy and control over their own learning. However, others argue that small group work in peer-only groups does not necessarily help with issues such as pronunciation (Morley, 1991) and proper grammar (Widodo, 2006; Widdowson, 1978). Another particular issue for group work is that of English intonation, which can be particularly difficult and may represent for some the last hurdle of English fluency and comprehension (Atoy e, 2005; Morgan, 1997). McDonough (2004) carried out a small-scale research study which â€Å"explored instructors and learners perceptions about the use of pair and small group activities in a Thai EFL context, and examined whether the learning opportunities theoretically attributed to pair and small group activities occurred in an intact classroom† (p 207). The study also looked at whether the learners showed improved outcomes (McDonough, 2004). McDonough (2004) found that â€Å"learners who had more participation during the pair and small group activities demonstrated improved production of the target forms, even though they did not perceive the activities as useful for learning language† (p 207). This would suggest that these activities might improve elements of fluency and skill, but this study does not demonstrate how this occurs, nor does it look in detail at language fluency, which is our concern here. Li and Campbell (2008) carried out a study in New Zealand which  examined â€Å"Asian students perceptions of the much-promulgated cooperative learning concepts in the form of group work and group assignments†, and â€Å"found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English-language skills, enhance their cultural understanding and provide them with opportunities to make friends† (P 203). Again, this underlines social elements of group working in ESOL learning which may be important in developing true fluency, because the elements of language skills and enhancing cultural understanding can be related to development of deeper-level fluency. Not all the outcomes of this study were positive, however, and LI and Campbell (2008) also found that these Asian students â€Å"held intensely negative views about group assignments that required stud ents to complete a project as a group with shared marks determined by the performance of the group† (p 207). This may have something to do with the learner orientations of these students, or it may have to do with other factors. Li and Campbell (2008) found that â€Å"contributing factors affecting group dynamics included members attitudes and willingness to cooperate and contribute as a team, the composition of the group, students competing demands on students time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members† (p 207). Because Li and Campbell (2008) found that group assignments that were assessed seemed to disempower the students in their study, it would suggest that group activities which are collaborative have a different meaning than group activities which are assessed, and this should be taken into account when applying group working to ESOL classrooms. However, the study does suggest the group learning itself enhanced competency level (Li and Campbell, 2008). The negative responses to the group assessment activities may have had something to do with students’ preconceptions or expectations about their ESOL learning (Bordia et al, 2006). Expectations which are not fulfilled might negatively affect responses to and evaluations of these learning activities (Bordia et al, 2006). These expectations, of course, may originate in the background, culture and previous experiences of the learner, which would suggest that teachers need to take into account these kinds of expectations and find ways to address them. Ewal (2004) describes a study which focuses on the student perspective on group work, in which â€Å"21 students and their teachers participated in a collaborative forum in which they explored the use of small group work in their L2 classroom.† (p 163). This study found that by engaging students, in an almost metacognitive way, in learning about how the group work affected their learning and behaviour, the students were able to discover the benefits of group work for themselves, in improving their literacy and fluency, and in supporting peer bonding, confidence and self-efficacy (Ewal, 2004). In this study, small group behaviours changed as the students became aware of these behaviours and of the functions of the group and the class as a whole (Ewal, 2004). This demonstrates that while group work is still viewed along pedagogical lines as a requisite of proper learning, through application and testing of knowledge, the dynamics of group work require some attention, and may act as militating or mediating factors in the effectiveness of group activities. Ewal (2004) concludes that â€Å"teachers should be attentive to opportunities to discuss language learning and classroom-related issues with their students† (p 175). This adds an extra dimension to the concept of group work, as functioning for students on many levels, not simply on a praxis/practice level. Of course, the discussion of group work leads us neatly into the concept of peer feedback, which is connected to the theories on group activities and just as contentious, it seems. Rollinson (2005) shows how although peer feedback has been supported in ESL classrooms, teachers and students are less than convinced of its efficacy and usefulness. Rollinson (2005) argues that proper training and procedures for peer feedback in ESOL classrooms is the key to making such feedback effective. Hu (2005) seems to echo this, that peer feedback can enhance learning, but does acknowledge that these activities need monitoring and that peer review situations can be problematic. Feedback and review of English language proficiency can be formalised into learning activities in the classroom context. Al-Hazmi and Scholfield (2007) describe an action research study which was aimed at improving English language writing proficiency in Saudi Arabian university students. This study involved â€Å"a regime of enforced draft revision, using a checklist† in which two groups were involved, one trained in peer revision, the other doing their own revision (Al-Hazmi and Scholfield, 2007 p 237). These authors found that â€Å"there were clear draft improvements in quality, especially in mechanics, despite only modest amounts of meaning-changing an d multisentential revisions being recorded† Al-Hazmi and Scholfield, 2007 p 237). The most significant finding from this study demonstrated that the students enjoyed and responded positively to peer review (Al-Hazmi and Scholfield, 2007). This may simply underline the fact that language learning is as much a social as an individual process (Dagenais et al, 2008; Roberts and Baynham, 2006; Schellekens, 2007) Formal tutor feedback is also an essential component of developing fluency, although again, the form that this takes can affect its value. Hyland and Hyland (2006), for example, agree that feedback is vital in terms of encouraging learning and consolidating that learning, and demonstrate that it is used in process-based classrooms and in genre-orientated learning environments. It may seem obvious to some that tutor feedback is important, but teachers and learners should be aware that feedback has different purposes, as well as different forms, and while it can be difficult for some students to assimilate feedback and correction, it is through signposting mistakes as well as successes that students can learn how much they have learned. Feedback itself has expanded to encompass not only written comments from the teacher, but language workshops, conferences and even electronic feedback (Hyland and Hyland, 2006). Lyster and Mori (2006) examined the effects of explicit correction, recasts, and prompts on learner uptake and repair, and found that â€Å"instructional activities and interactional feedback that act as a counterbalance to a classrooms predominant communicative orientation are likely to prove more effective than instructional activities and interactional feedback that are congruent with its predominant communicative orientation† (p 269). This suggests that feedback must be specific to the task and to the context, and also that there is a need for a deeper understanding of the pedagogical dimensions of formal tutor feedback, and the purpose that this feedback serves. This also shows that the emergence of the communicative classroom is not necessarily the final evolution of the ESOL context (Campbell an d Duncan, 2007). However, there are those who have argued strongly against written feedback, and the trends in ESOL teaching in recent years has been to avoid this (Bitchener, 2008). However, research by Bitchener (2008) shows that in some cases, written feedback enhances learning: The study found that the accuracy of students who received written corrective feedback in the immediate post-test outperformed those in the control group and that this level of performance was retained 2 months later. Bitchener 2008 p 102. This would seem to suggest that there is value in providing written tutor feedback. Lochtman (2002) also shows the value of oral or verbal feedback, but underlines the need to give different kinds of feedback depending on the language learning context, the task, and the learner, suggesting that while this feedback is beneficial, it is only so if it meets the needs of the individual learner. One of the issues with fluency is also related to currency (Taylor, 2006), and it could be that the provision of both types of feedback is central to understanding the current use of various idiomatic forms as well as of slang and vernacular. While many ESOL teaching contexts shy away from teaching ‘common’ spoken forms and focus on formal, correct English, feedback from a tutor, for example, can help to draw comparisons between the two forms and allow students to develop awareness of when it is appropriate to use the different types of English expression (Taylor, 2006; Wallace, 2006). This ability to speak fluently is much more complex than simply learning linguistic form, it is about attaining a degree of comfort and ease with using the language, and using it appropriately and ‘naturally’. All of these approaches to supporting language learning could be said to be fostering this development, but only if they are properly planned, and managed, and it seems that quality ‘teaching’ and facilitation is still required. Conclusion This essay demonstrates that there is a range of literature to support the development of language fluency in ESOL classrooms through group work and through interactive processes of learning, and through the provision of tutor feedback and peer feedback. There are issues and challenges with ESOL learning in relation to developing verbal skills, because verbal language requires real-time interaction and the ability to respond to different cues and situations. It would seem from the literature cited above that the use of group work in ESOL learning needs to be planned carefully and designed to ensure that learning is not impeded by individual differences or by the negative aspects of group work, including frustration between learners with different levels of competency, and difficulties in group work which is assessed formally. Collaborative learning may be a strength in developing fluency, and this could be incorporated with peer feedback, but it would seem that this is only truly effective if the students are ‘trained’ and supported in giving feedback to ensure it is fair and an constructive, and given in the appropriate spirit. Similarly, it would seem that feedback may assist in developing fluency, but the literature cited does not provide strong or conclusive evidence that formal feedback is good for this, despite its value in developing written and verbal language skills. More research is required in looking at different kinds of feedback in supporting fluency. However, the literature does indicate that feedback must be individualised and meet the needs of the learner. References Al-Hazmi, S.H. and Scholfield, P. (2007) Enforced revision with checklist and peer feedback in EFL writing: the example of Saudi university students. Scientific Journal of King Faisal University (Humanities and Management Sciences 18 (2)237-267. Atoye, R.O. (2005) Non-native perception of English intonation. Nordic Journal of African Studies14 (1) 26-42. Bitchener, J. (2008) Evidence in support of written corrective feedback Journal of Second Language Writing 17 (2) 102-118. Brillinger, K. (2003) From Theory to Practice: Creating Intermediate ESL Reading Materials Based on Current SLA Research and Theories, Newsletter of the Association of Teachers of English as a Second Language of Ontario, 29(3), 1-6 Burns, A. (2006) Surveying landscapes in adult ESOL research, Linguistics and Education, 17, 97–105 Campbell, C. and Duncan, G. (2007) From Theory to Practice: General Trends in Foreign Language Teaching Methodology and Their Influence on Language Assessment. Language and Linguistics Compass 1 (6) 592-611 Chan, M..M. (1998) What We Already Know about Teaching ESL Writers (Research in the Classroom). English Journal 77 (6) 84-85 Chen, R. and Hird, B. (2006) Group Work in the Efl Classroom in China: A Closer Look. RELC Journal, 37 (10) 91-103. Dagenais, D. Beynon, J. and Mathis, N. (2008) Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices Pedagogies: An International Journal 3 (2) 85 – 108. Ewald, J.D. (2004) A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness 13 (3) 163-179. Ferris, D.R. (1994) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly 28 (2) 414-420. Haneda,. M. (2005) Some Functions of Triadic Dialogue in the Classroom: Examples from L2 Research Canadian Modern Language Review 62 (2) 313-333 Hyland, K. and Hyland, F (2006). Feedback on second language students writing. Language Teaching, 39 83-101. Holliday, A. (2005) The Struggle to Teach English as an International Language New York: Oxford University Press. Hu, G. (2005) Using peer review with Chinese ESL student writers. Language Teaching Research 9 (3) 321-342. Johnson,K.E. (1995) Understanding communication in second language classrooms New York: Cambridge University Press. Lochtman, K. (2002) Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching International Journal of Educational Research 37 (3-4) 271-283. Long, M. (1996) The role of the linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. (eds) Handbook of Second Language Acquisition (413-468) San Diego, CA: Academic Press. Lyster, R. and Mori, H. (2006). Interactional Feedback And Instructional Counterbalance. Studies in Second Language Acquisition, 28 , 269-300 McDonough, K. (2004) Learner-learner interaction during pair and small group activities in a Thai EFL context System 32 (2) 207-224 Morgan, B. (1997) Identity and intonation: linking dynamic processes in an ESL classroom. TESOL Quarterly 31 (3) 431-450. Morley, J. (1991) The pronunciation component in teaching English to speaker sof other languages. TESOL Quarterly Morrice, L. (2007) Lifelong learning and the social integration of refugees in the UK: the significance of social capital, International Journal of Lifelong Education, 26(2), 155-172 Olivo, W. (2003) Quit Talking and Learn English!: Conflicting Language Ideologies in an ESL Classroom Anthropology Education Quarterly  34 (1) 50-71 Pica, T., Lincoln-Porter, F., Paninos, D. and Linnell, J. (1996) Language learners’ interaction: how does it address the input, output and feedback needs of L2 learners? TESOL Quarterly 30 59-84. Roberts, C. Baynham, M. (2006) Introduction to the special issue: Research in adult ESOL, Linguistics and Education, 17, 1-5 Rollinson, P. (2005) Using peer feedback in the ESL writing class ELT Journal Volume 59/1 ELT Journal 59 (1) . Schellekens, P. (2007) The Oxford ESOL Handbook Oxford: Oxford University Press. Seedhouse, P. (2005) Conversation Analysis and language learning. Language Teaching (2005), 38: 165-187 Cambridge University Press Shin, H. (2006) Rethinking TESOL From a SOLs Perspective: Indigenous Epistemology and Decolonizing Praxis in TESOL Critical Inquiry in Language Studies 3 (23) 147 – 167. Taylor, L. (2006) The changing landscape of English: implications for language assessment ELT Journal 60(1):51-60 Wallace, C. (2006) The text, dead or alive: Expanding textual repertoires in the adult ESOL classroom, Linguistics and Education, 17, 74-90 Widdowson, H.G. (1978) Teaching language as communication Oxford: Oxford University Press. Widodo, H.P. (2006) Approaches and procedures for teaching grammar. English Teaching: Practice and Critique. 5 (1) 122-141. Zamel, V. and Spack, R. (2006) Teaching Multilingual Learners across the Curriculum: Beyond the ESOL Classroom and Back Again. Journal of Basic Writing (CUNY), 25 (2) 126-152.

Death Leads To Maturity :: essays research papers

In the entire life cycle of a human being, teenage stage is the fun, memorable, and some time the wild part. In this teenage stage, the teenagers experiment with everything without caring about the consequences. For most people, the life prior to the teenage stage is the most exciting part because there are no worries; every thing is fun. When the teenage life begins, most of their behaviours change while adapting to various habits. They follow good and bad behaviours as the result of influences from their parents, friends, teachers and the society they live in. These behaviours and societal norms combined with enthusiastic nature makes teenagers do various things. The result of their activities gives them the basic knowledge of the real world. Dead Poets Society, by N.H. Kleinbaum, and A Separate Peace, John Knowles, are two novels that focus on the difficult journey towards maturity and the adult world of the teenage boys. They focus on the learning experience of friendship and self esteem through the death of others. Both John Keating and Finny (Phineas) are great leaders who face many difficulties in achieving their goal and often become the victims. Dead Poets Society opens with Keating being a substitute teacher for an English class and encouraging his students to make their lives meaningful and extraordinary by referring to the word â€Å"Carpe Diem† (25). This is the Latin word for seize the Day and he wants them to seek out their dreams and to believe in themselves. Keating believes that education requires the student to think for himself. He must be free to question and to learn in the way that he learns best. A Separate Peace opens with Finny being portrayed as a brave sixteen years old boy who strongly believes in and encourages other students in his class to act upon their wishes. Both characters are optimistic about making a change in other people’s lives to make them better. Keating encourages the students to write poems to express their feelings. Finny on the other hand, encourages his friends to skip classes and do wild things like jumping off the tree. Neil, one of Keating’s students, follows his wishes and disobeys his father. At the end, Neil kills himself when his father decides to take him out of school. Yet Keating is blamed for Neil’s death and is expelled from his position. The persistent theme of A Separate Peace is the fall of a complex friendship.

Rogarian Arguments

Quiz – Chapter 2 Name: U number: 1. The dramatic recovery of Russian Economy in recent days can be attributed to: a. record world prices for oil and gas b. the succession of Vladimir Putin as president c. Putin slashed subsidies to state-owned enterprises d. the price increases for imports due to ruble’s devaluation e. all of the above can be attributed 2. According to author William Greider, executives and marketers must take into account the following new realities in the global economic situation: a. production has become â€Å"uncoupled† from employment b. he world economy dominates the scene c. the struggle between capitalism and socialism is over d. the growth of e-commerce diminishes the importance of national barriers e. all of the above 3. The rampant corruption and bribery witnessed in a nation’s economy is referred to as: a. re-nationalization b. managed democracy c. Kleptocracy d. autocracy e. None of the above 4. One of the distinguishing feat ures of Centrally Planned Capitalism economic system is: a. all production resources are privately owned b. the state has broad powers to serve the public interest as it sees fit c. ommand resource allocation is utilized extensively in private resource ownership environment d. market allocation policies are permitted within and environment of state ownership e. none of the above 5. The Swedish government has significant holdings in key business sectors and has hybrid economic system that incorporate: a. market capitalism and centrally planned socialism b. centrally planned socialism and market socialism c. centrally planned socialism and capitalism d. market socialism and market capitalism e. market capitalism and socialistic capitalism 6.Which type of economic system is characterized by command resource allocation and private resource ownership: a. market capitalism b. centrally-planned capitalism c. market socialism d. centrally-planned socialism e. None of the above 7. Which type of economic system is characterized by market resource allocation and state resource ownership: a. market capitalism b. centrally-planned capitalism c. market socialism d. centrally-planned socialism e. None of the above 8. China predominantly follows an economic system that can be classified under: a. centrally planned socialism b. market socialism . market capitalism d. centrally planned capitalism e. socialistic capitalism 9. Which of the following is true about economic output in China today: a. the state sector accounts for about 75 percent of output b. the state and private sectors each account for about 50 percent of output c. the private sector accounts for about 75 percent of output d. the private sector is virtually nonexistent in China e. the state sector is virtually nonexistent in China 10. The Washington, DC-based Heritage Foundation compiles a survey of over 150 countries ranked by degree of economic freedom.Although there are a number of key economic variables which are considered in this ranking it does not include: a. monetary policy b. banking policy c. black market d. property rights e. none of the above 11. Singapore banned the import, manufacture, and sales of chewing gum in the country since wads of gum were making a mess on sidewalks, buses, and subway trains. Violators are subject to severe penalties and before buying a pack consumers must register their names and addresses. This according to author William Greider demonstrates that Singapore’s government: a. is harshly autocratic . administers a paranoid control over Singaporeans c. administers a paranoid control over press and politics d. runs an effective welfare state e. all of the above 12. The general characteristics shared by low-income countries does not include: a. high birth rates b. low literacy rates c. concentration in Africa south of the Sahara d. heavy reliance on foreign aid e. low tourist income 13. Which of the following BRIC nations fall in the lower-middle-i ncome category? a. India and China b. China and Brazil c. Brazil and Russia d. Russia and India e. none of the above 14.Pursuing alternative sources of energy, such as wind and solar power is important due to the fact that: a. people in developing countries are more conscious about environment b. global marketers are more interested in publicizing environmental issues c. it is easy to develop solar power in many parts of the world d. heavy reliance on fossil fuels contributes to global warming e. people worldwide can afford to buy power generated from wind and solar 15. Product and market opportunities in a postindustrial society are more heavily dependent upon new products and innovations than in industrial societies. An example of this would be: . Nestle marketing Bono brand cookies in Brazil b. Coca-cola company developing a beverage Vintago in low-income countries c. New e-commerce markets for interactive forms of electronic communication d. Hermes creating handbags called Amazo nia e. India’s Suzlon Energy using wind driven turbines 16. The Organization for Economic Cooperation and Development (OECD) is comprised of: a. the 30 high-income countries b. countries that believe in market-allocation economic systems c. pluralistic democracies d. countries that demonstrate progress toward economic reform e. all of the above statements are applicable 7. The fastest-growing sector of world trade includes: a. travel and entertainment b. accounting and legal services c. royalties and license fees d. engineering services e. all of the above 18. Between the year 2001 and 2006, China bought more than $ 250 billion in U. S. Treasury bonds. Such purchases: a. ensures that China’s currency is relatively weak compared to the U. S. dollar b. indicate that China is not sure of its economic viability c. show that currency exchange rate is unpredictable d. predict that yuan will be devalued in the near future e. China’s currency is stronger than the U. S. dollar 9. To the extent that a country sells more goods and services abroad than it buys, there will be: a. a greater demand for its currency b. a surplus production of goods and services c. a scarcity of goods and services within the country d. a need for revaluation of its currency e. time for fluctuating its currency 20. The Big Mac Index dated February 01, 2007 shows that the price of Big Mac in China was 11 yuan whereas its price in the United States was $ 3. 22. The index translated into yuan being undervalued by 56%. This shows that: a. Big Mac is more expensive in the United States than in China b.Big Mac is less expensive in the United States than in China c. Big Mac costs the same in the United States and China d. Big Mac is less popular in China than in the United States e. Big Mac is more popular in China than in the United States Essay Question The newly independent countries of the former Soviet Union present an interesting situation: on one hand the income is declinin g creating considerable economic hardship whereas there are attractive opportunities with good potential from moving out of the low-income category. What are some of the problems and opportunities for these countries?

Eliminating the 12th Grade

Would eliminating the twelfth grade in Utah affect seniors? Currently Senator Buttars says it will save money for schools if senior year was to be eliminated. I believe that the Utah state legislation should not eliminate the twelfth grade because there are classes that you have to take senior year, catch up, and preparation for college. Firstly, I think the Utah legislation should not eliminate the twelfth grade because there are classes that you can only take your senior year. These days we have four years of english and science. It would be a bummer if we as students have to take those classes again in college. Also some students need the credits to graduate. Without those two or three credits then how will they graduate? Then the rest of the year could be enjoyable. Secondly it gives them time to catch up on classes they may have failed in previous years. I know it would be terrible, but retaking those classes would really help, especially when you failed the past years. Other than just making up the class up with packets, it would be easier for you. Also it would give others a second chance to be someone. Thirdly, seniors won’t be as prepared for college as they should be. If this is so, then we coming up seniors won’t be able to have the knowledge for what is in store in college. If we go to college without all the knowledge that we have from high school, then what is the use of going? It would also drop motivation for the upcoming, knowing that the twelfth grade won’t be able to be taken anymore. Also bringing down students dreams of being what they want to be when they grow up. It would be a disappointment to see that students won’t be able to fulfill their dreams. However some students think the twelfth grade should be eliminated because some students don’t go to their classes. On the contrary they are wrong because there are some students that come to class and care about their grades. In conclusion, I still believe the twelfth grade should not be eliminated because some classes have to be taken senior year, they won’t have to play catch up and they will be prepared for college. Now ask yourself, ‘Am I ready for college?’