An eye opener from an article about the black holocaust Essay

Perusing Journal Week 2 Alt. Dark Holocaust When Dr. Lewis referenced this elective perusing to do, and cautioned us that it is discouraging, and essentially instructed us to possibly peruse in the event that we want so a lot, I sort of accepting that as a test. Being serious in nature, I generally attempt to step above what individuals figure I can deal with. This article of the dark holocaust, I will concede made me kind of disappointment that. I discovered detaches coming. There were commonly I shook my head simply thinking, â€Å"talk about the savagery of humanity†! Those slaves skin might be dark however the spirits of those white men were a lot darker. One thing I discovered totally frightful was the conviction that dark men had no spirit. They would assault there people, and keeping in mind that that was ethically unsatisfactory to act towards their individual white men, it was totally worthy to assault a dark individual since they had no spirit at any rate. On the off chance that you assaulted a white lady, you could see the despondency in there soul yet when you assault a dark lady, all you see is a shouting dark lady. To add to that, the individual white team of the boat censured the Africans for the lecherous conduct because of their bareness which they constrained them to do. They asserted that they have once in a while if by any means, seen a stripped white lady so they accused the Africans since they saw a lot of them. Something else that was totally pitiful and pulverizing was the means by which they constrained the blacks to rest. They had a decision to either set down with less space above them than an individual in a final resting place or sit on the higher closures which had splinters and blood all over. It sort of helped me to remember Jesus who as far as anyone knows passed on the cross and keeping in mind that he was hung there was a nail at his feet he could remain on to alleviate the weight from his arms, however in cost needed to gravely hurt his feet. For these sorts of activities, I couldn’t reprimand those Africans for attempting to escape and let the sharks eat them since what they were managing appeared to be a horrifying outcome. I would’ve endeavored something very similar. I comprehend as of now, ethics were unique and it was worthy to treat dark skins the manner in which they did, yet with my perspective now, this was only difficult to peruse. I would’ve had an a lot simpler time perusing different stories and yet, I am happy I perused this since it truly hits me now how gravely we rewarded our slaves in our initial days. I read something near this once called â€Å"The Narrative of Frederick Douglass†. I will add this extract to my rundown of readings that have impacted my emotions on the cold-bloodedness of prejudice and subjugation.

A Portrait Of The Artist As A Young Man Essays -

A Portrait of the Artist as a Young Man A Portrait of Stephen Dedalus as a Young Man A Portrait of the Artist as a Young Man is over every one of the a representation of Stephen Dedalus. It is through Stephen that we see his reality, and it is his improvement from touchy youngster to insubordinate youngster that shapes the plot of the novel. There are numerous Stephens, frequently opposing. He is dreadful yet intense, shaky yet glad, desolate and simultaneously scared of affection. One Stephen is a sentimental who fantasies of swashbuckling saints and virginal champions. The other is a pragmatist at home on Dublin's most ignoble boulevards. One Stephen is too bashful to even consider kissing the youngster he longs for. The other promptly goes to whores to fulfill his sexual desires. One is a hesitant outcast tormented by his colleagues. The other is sufficiently bold to defy and address authority. One passionately plans to turn into a cleric. The other skeptically dismisses religion. Stephen cherishes his mom, yet in the end harms her by dismissing her Catholic confi dence. Educated to love his dad, he can't resist the urge to see that Simon Dedalus is a plastered disappointment. Miserable as an interminable untouchable, he comes up short on the glow to participate in obvious fellowship. Have you never adored anybody? his kindred understudy, Cranly, asks him. I attempted to adore God, Stephen answers. It appears to be currently I fizzled. The power that in the long run joins these opposing Stephens is his mind-boggling want to turn into a craftsman, to make. At the novel's initial we consider him to be a newborn child craftsman who sings his tune. Eventually we'll see him grow that tune into verse and hypotheses of workmanship. At the book's end he has made workmanship his religion, and he deserts family, Catholicism, and nation to venerate it. The name Joyce gave his saint underscores this part of his character. His first name originates from St. Stephen, the principal Christian saint; numerous perusers have considered Stephen to be a saint to his specialty. His last name originates from the extraordinary creator of Greek fantasy, Daedalus, whose labyrinths and waxen wings are the sort of unbelievable aesthetic manifestations Stephen plans to rise to in his composition. Similarly as Stephen is a conflicting figure, we may have opposing emotions about him. We can accept that he is a splendid craftsman who must escape dull, uncultured Dublin at any expense. We can appreciate his insight and fearlessness. We can consider his craft well deserving of suffering, and consider that it merits examination with Daedalus' accomplishments. His hypotheses and sonnets are, if not perfect works of art, at any rate crafted by a man who may some time or another make a magnum opus. Without a doubt, we can accept that Stephen may grow up to be a lot of like the James Joyce who composed A Portrait of the Artist. Then again, we can concur with the perusers who consider Stephen an incomparable egomaniac, an acting, doubtful person of good taste , a conceited stiff neck who has capitulated to the wrongdoing of pride. You are enveloped with yourself, says his companion MacCann. We can accept, as certain perusers do, that Stephen's creative speculations and his works of verse are all things considered the results of a sharp however shallow brain. Stephen may saint himself for workmanship, yet his affliction will merit nothing since he is too self-retained to be an extraordinary craftsman. He isn't Daedalus; rather he takes after Daedalus' child, Icarus, who, wearing his dad's wings, took off too close to the sun and kicked the bucket because of stupidity and pride. Or then again we can take different perspectives. Maybe Joyce ridicules Stephen's demands while as yet appreciating the valiance that goes with them. Maybe Joyce feels compassion toward Stephen's battles yet additionally feels obliged to ridicule the less outstanding parts of his legend's character- - in light of the fact that he shared those character qualities hi mself. The title of the novel contains two indications we might need to remember as we make our judgment of Stephen: 1. The tale is a representation of the craftsman as a youngster. Joyce himself said to a companion that his craftsman was not full grown at this point. Youngsters regularly take themselves, and their uprisings, too truly. However they may pick up intelligence as they become more established. 2.

Confucianism Parallels For China - Free Essay Example

Confucianism, the ideology and way of life propagated by Confucius in the 5th Century BCE, has provided the substance of learning, a well-defined source of social values, and created social code and mores for the Chinese people. Indeed, even in the decades under communist leadership leading up to the present, Confucianism has provided order in Chinese society and been the underpinning of all aspects of Chinese life. In many ways, Confucianism parallels for China what the political ideology of Plato and Aristotle is for the West. Although interpretations of Confucianism have changed over time as Chinese political theorists have offered their own unique visions, its core values have remained consistent. Throughout the centuries of the Song, Ming and Qing dynasties, Confucianism formed the basis of crucial meritocratic institutions like the civil service examinations and gave legitimacy to the government. It has been a tool used to create stability, but has also been the object of hatred and denigration during the cultural revolution of Mao Zedong and the Chinese Communist Party. Regardless of its vilification or glorification, Confucianism has played an integral role in shaping Chinese society. Confucian ideology has been used as a set of principles guiding social mores, a vehicle through which intellectuals have called for political reform, and as a scapegoat and enemy during the violent communist cultural revolution. During the Ming Dynasty, the fundamental concepts of Zhu Xis neo-Confucianism formed the basis of Chinese bureaucracy and government. Xis ideology emphasized rational decision making and investigation. It was largely his writings that ascribed special significance to ancient texts including the Four Books, Five Classics, the Analects and the Mencius. For generations students would be required to read such works as a part of their education and preparations for the civil service exams. In his commentary on Greater Learning, one of the Four Books, Xi explains that according to his master Cheng Yi, The Greater Learning is a work handed down from Confucius; it is a gate through which beginner students enter into virtue. This explanation in reality sums up the core essence of Confucian doctrine. The goal of education is not merely the acquisition of knowledge for its own sake, but to create a virtuous and productive citizenship. His beliefs are also very meritocratic in nature, as he argues that unlike physical prowess, every individual has the innate potential for achieving wisdom or inborn luminous virtue. The notion of an even playing field in which anyone can become wise formed the basis of the civil service examinations. During the Song Dynasty, success on the examinations served as both a goal for the citizens and a ticket to upward mobility. The presence of unbiased educational standards helped to reduce corruption in the government. Xi explains that the system of disciplined learning propagated by Confucius only ever failed because the dynasties of the past failed to properly implement it. The foreign political theorists who they turned to confused the world and misled people, blocking the way to humaneness and rightness and as a consequence lesser men were no longer so fortunate as to enjoy the beneficial effects of good government. According to Confuciuss model, government should work for the benefit of every citizen, regardless of wealth or social status. Part of what made Xis neo-Confucian beliefs so appealing was the direct and easily comprehensible language of his works. Xi explains that Da Xue or Great Learning consists of eight specific steps which must be followed in order to ensure good government and social stability. He argues that each individual must cultivate their own virtue and govern themselves, and then to govern their households. Only after virtue has been instilled at the individual and family levels can the state be governed effectively. This system holds ordinary people accountable for the success and failures of the nation, and truly gives them a stake in government. In this sense, it is the patriotic duty of every citizen to cultivate their own virtue through education. Xi speaks to the people effectively through his use of analogies. He describes the path toward virtue as a tree with self-cultivation as the roots. At the core of good and effective governance lies individual initiative and self-discipline. While Xis arguments on the path toward a virtuous society had a tremendous influence on the literati elite, more significant was their impact on the common people, who were given concrete goals to strive for. Confucianism, although beneficial in that it provided order to Chinese society, puts a significant amount of responsibility on the individual and is just as important for what is lacks. Huang Zongxi, a political theorist during the late Ming and early Qing dynasties, offers pointed criticism of the system of government, which he viewed as corrupt and inefficient. His writings strike a much different tone than those of Xi, who wrote optimistically about the dynastic system and traditional governing structure rooted in Confucian principles. He argued that dynastic rule was inherently selfish and that it did not conform to the Confucian ideal of governance in the public interest. In his writings, he outlines a series of reforms that would improve government including a program that would utilize schools as venues for public discourse between citizens and representatives, a model similar to town halls. In his view, the dynastic model did not provide any concrete mechanisms for holding the emperor and his officials accountable. Huang effectively uses Confucian principles in order to justify his criticisms. Among its various impacts, perhaps one of the most significant benefits of Confucianism is that it provided a moral basis for critique of the state and an ethical standard at which institutions should operate. Huang makes a number of proposals, but they all share a deep-rooted disdain for a government centered on one leader. He argues for the necessity of ministers, and explains that the reason for minister ship lies in the fact that the world is too big for one man to govern, so governance must be shared with colleagues. Therefore, when one goes forth to serve, it is for all under Heaven and not for the prince; it is for all the people and not for one family. Later political theorists have offered far more radical interpretations of Confucian teaching and like Huang, used them to critique the structure of government. Among the most prominent voices was Wang Fuzhi during the late Ming and early Qing dynasties. He was a vocal critic of the Qing, and possessed a deep-rooted hatred for its Manchu leadership. He was a follower of Confucius, but felt that the neo-Confucian teachings of thinkers like Zhu Xi had distorted the true essence of Confucian teaching. He wrote commentaries on the classics, and offered his own hyper-nationalist vision of the path forward for the Qing Dynasty. He lived during the transition between the Ming and Qing dynasties, and his writings reflect a distant for the Manchu invaders. In his famous Yellow Book Fuzhi uses the analogy of animals in order to support his belief that societies should be separated based on ethnic lines. He argues that the forces of Heaven and Earth created ethnicity in order to separate groups of people and make them safer, and contends that ethnic separation fosters order among humanity. This lofty sense of order is the same order that Confucius believes that governments must maintain. He also defines concepts like humaneness and righteousness in terms consistent with his ethnically centered approach. He defines humaneness as love for ones own group and righteousness as managing the order within ones own group. Fuzhis emphasis on maintaining order is unquestionably Confucian, but his heavy focus on ethnicity is original work outside the boundaries of traditional Confucian doctrine, which does not focus on racial or ethnic differences. Nevertheless, Wang Fuzhi stands as another example of a political theorist claiming reverence for Confucian principles in order to justify and argue for a set of structural changes to the way in which the Chinese state is organized. During the 20th century China went through a period of political instability which resulted in the Chinese Communist Party seizing power in mainland China and Chang Kai Shek and his nationalist party fleeing and establishing Taiwan in 1949. During this chaotic period, Confucianism was the source of tremendous controversy. In the 1930s, Chang Kai Shek resurrected Confucianism as he saw its unique capability to instill proper behavior and virtue in his people. After the communist takeover in 1949, Mao Zedong took the opposite stance, and violently sought to limit Confucian influences and silence literati intellectuals as part of his cultural revolution. He viewed Confucianism as a backward ideology supporting feudalism and the landed elite. The Confucian philosophy of stability through social hierarchy runs directly counter to the communist notion of revolution through class conflict and struggle, and therefore Mao viewed is at threat which needed to be crushed. Furthermore, he despised it for its connection to the nationalist government and viewed it as counter-revolutionary. In Maos Sixteen Points of guidance for executing the cultural revolution, he explains that the people must criticize and repudiate the reactionary bourgeoisie academic ?authorities and the ideology of the bourgeoisie and all other exploiting classes. In referencing the ideology of the bourgeoisie, Mao alludes to the Analects and other Confucian works. In fact, Mao imposed a total ban of the Analects and systematically detained and tortured all Confucian scholars. In addition, the Red Guards overran Confucian temples and defaced statues, and even went so far as to dig up Confuciuss grave just to prove that it was empty. Although Confucianism transformed over time as it was adapted by various political theorists, it is still the source of values and social code of the Chinese people. Confucianism is a worldview, political ideology, scholarly tradition, and way of life simultaneously. Despite the CCP condemning Confucianism as a dangerous and counterrevolutionary ideology, it is now making a comeback in China. In fact, Chinese President Xi Jinping is now actively promoting the CCP as the defender of Confucian virtue, as he has taken action and reopened Confucian temples and sponsored Confucian institutes in countries throughout the world. By opening such institutes, Jinping extends Chinese cultural influence and soft power throughout the globe. He has sought to draw connection between the Confucian view of the continuity of history and communism, which now must inevitably be included as an integral part of Chinese history. Moreover, the Confucian concept of reverence for ancestors and respect for elders falls in line with the communist idea of glorifying party leaders as role models for society. At a moment in history when Chinas economy is rapidly expanding, Confucianism provides a platform through which Jinping can instill social values in the population. In this sense, he seeks to utilize Confucianism in a manner similar to the great theorists of the past like Zhu Xi. Overall, the historical development of Chinese culture cannot be fairly studied without consideration for Confucianism and its principles. Throughout the generations it has guided Chinese social code, served as a platform providing legitimacy to calls for political reform, and been used as a scapegoat for all the problems associated with Chinas dynastic past. It has been adapted and applied in various different ways, and remains to fully be seen what role it will play in 21st century China.

Theory of Success in What Got You Here Won’t Get You...

What Got You Here Won’t Get You There In his book What Got You Here Won’t Get You There, Marshall Goldman puts forth the theory that success itself can lead to future failures if those who succeed become complacent and don’t recognize our ability to become stagnant. He brings forth concepts that exalt our faults as virtues, simply because our faults are who we are. As individuals, we exhibit behavior that defines us. Goldman stresses the obvious in that our habits and shortcomings if unaddressed, can lead to inconsistencies and even challenges. He notes that for the continued growth of leadership, mindfulness in all areas of life cannot be understated and under groomed. Areas that may prevent a leader and by default an organization from†¦show more content†¦The problem here is not merely boasting about how much we know. 7. Speaking When Angry: Using emotional volatility as a management tool. When you get angry, you are usually out of control. It’s hard to lead people when you’ve lost control. 8. Negativity, or ‘Let Me Explain Why That Won’t Work’: We all know negative people in the workplace. They’re incapable of saying something positive or complimentary to any of your suggestions. The need to share our negative thoughts even when we weren’t asked. â€Å"negatrons† are people who are constitutionally incapable of saying something positive or complimentary to any of your suggestions. 9. Withholding Information: The refusal to share information in order to maintain an advantage over others. Intentionally withholding information is the opposite of adding value. 10. Failing to Give Proper Recognition: The inability to praise and reward. In withholding your recognition of another person’s contribution to a team’s success, you are not only sowing injustice and treating people unfairly, but you are depriving people of the emotional payoff that comes with success/ instead they feel forgotten, ignored, pushed to the side – and they resent you for it. In depriving people of recognition, you are depriving them of closure. 11. Claiming Credit that We Don’t Deserve: The most annoying way to overestimate our contribution to any success. Claiming credit is adding to theShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesmechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, theRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pages8 7 6 5 4 3 2 1 PREFACE Welcome to the 30th anniversary of Marketing Mistakes and Successes with this 11th edition. Who would have thought that interest in mistakes would be so enduring? Many of you are past users, a few even for decades. I hope you will find this new edition a worthy successor to earlier editions. I think this may even be my best book. The new Google and Starbucks cases should arouse keen student interest, and may even inspire another generation of

Vengeance and Forgiveness in Shakespeares The Tempest Essay

Vengeance and Forgiveness in Shakespeares The Tempest There are many elements in Shakespeares play, The Tempest, which one cannot reconcile with the real world. The main theme in The Tempest is illusion, and the main focus is the experiment by Prospero. The Tempest, it is clear, features an experiment by Prospero. He has not brought the Europeans to the vicinity of the island, but when they do come close to it, he has, through the power of illusion, lured them into his very special realm. The experiment first of all breaks up their social solidarity, for they land in different groups: Ferdinand by himself, the court group, Stephano and Trinculo by themselves, and the sailors remain asleep. The magic leads them by separate paths†¦show more content†¦What is the purpose of Prosperos experiment? He never gives us a clear statement, but it seems clear that one important element in that purpose is Miranda. He wants to arrange things on her behalf, and of all the people in the play, her situation is the most transformed: she is going back to Europe a royal bride, filled with a sense of enthusiasm and joy at the prospect of living among so many fine people in a society that, quite literally, thrills her imagination. It seems that Prosperos major intention includes a recommitment to civilized life in Milan, so that his daughter can take up her rightful place in society. As with As You Like It, there is no sense here that any appropriate life could be based on remaining on the island when they no longer have to. Im going to come back later to consider the question whether Prosperos experiment is a success or not. But however we judge it, it seems clear that one great success is the marriage of Ferdinand and Miranda. The experiment brings them together, awakens their sense of wonder at the world and at each other, and is sending them back to Milan full of the finest hopes for the world. These two young people carry with them the major weight of the optimistic comic hopes of the plays resolution. Their love for each other, which is presented to us as a true love firmly under the control of their moral feelings, will,Show MoreRelatedWilliam Shakespeare s The Tempest Essay987 Words   |  4 Pagesâ€Å"The rarer action is in virtue than in vengeance† (5.1.35-36). This quote from scene five of the Tempest gives the reader a glimpse of Shakespeare’s message regarding humanity. To be human means more than to have two feet, breathe in your lungs, and the ability to communi cate. To be human is a choice. Being human means showing compassion and love for those around you. In the play the Tempest, Prospero struggles with his humanity. He possesses inhuman abilities that cause him to lose sight of theRead MoreThe Tempest Critical Analysis1133 Words   |  5 Pagesprocess of discovery is largely impacted by a shift in personal and cultural perspectives, enhancing an individual’s understanding of themselves and others in their world. Shakespeare’s 17th century tragicomedy ‘The Tempest’, explores how the disruption of the traditional order of society and the transformative power of forgiveness both facilitate personal discovery. Similarly, Peter Weir’s 1989 film ‘Dead Poets Society’ portrays how questioning one’s personal and cultural context allows an individualRead MoreThe Question of Justice in Dantes The Inferno and Shakespeares The Tempest1405 Words   |  6 PagesThe Question of Justice in Dantes The Inferno and Shakespeares The Tempest Dante Alighieri lived in the 13th- and 14th centuries Florence, Italy, and wrote his famous comedy The Inferno in response to the political and social events of his environment. William Shakespeare lived in late 16th and early 17th centuries and his play The Tempest is a critical commentary on the problems facing England at the time. Despite the fact that the two authors lived in different societies at different times,Read More biblical themes in shakespeares the tempest Essay1713 Words   |  7 Pages Biblical Themes in Shakespeare’s The Tempest nbsp;nbsp;nbsp;nbsp;nbsp;Shakespeare is one of the most prolific and admired writers who ever lived. He certainly knew his craft and was familiar with all of the literature available at the time. One of the greatest books ever written was of course the bible. Written over the course of more than a thousand years it is a miracle in itself that the book exists. Shakespeare knew his bible, and his work often incorporated and examined biblical themesRead MoreEssay about Biblical Themes in Shakespeares the Tempest1742 Words   |  7 PagesBiblical Themes in Shakespeares The Tempest Shakespeare is one of the most prolific and admired writers who ever lived. He certainly knew his craft and was familiar with all of the literature available at the time. One of the greatest books ever written was of course the bible. Written over the course of more than a thousand years it is a miracle in itself that the book exists. Shakespeare knew his bible, and his work often incorporated and examined biblical themes. Shakespeares last completedRead More Essay on Prospero in Shakespeares The Tempest983 Words   |  4 PagesThe Greatness of Prospero in William Shakespeares The Tempest      Ã‚  Ã‚  Ã‚  Ã‚  No man is an island. It takes a strong, mature man to forgive those who hand him misfortune. It takes a real man to drop to his knees and repent. The character of Prospero in Shakespeares Tempest is a man who has suffered much. Prospero is a puppet master throughout the play, but releases everything to save himself from his own self. The enemies in the play are not those whom he shipwrecked, they are of little consequenceRead MoreA Character Comparison of Macbeth and Prospero from Shakespeares Macbeth and The Tempest676 Words   |  3 PagesMacbeth and The Tempest can greatly compare to one another. From the very beginning, these two men are hard to understand and seem like your average warrior and ruler. Both of these characters are dealing with struggle of power; however, they both deal with this issue in different, interesting ways with different results. At the end of these two plays, we meet two entirely different characters than the ones that we were intro duced to from the beginning. 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It is ideas that are presented throughout, and the play is built around the presentation of these themes -- themes such as the argument over whether nature is superior to nurture or vice versa (as in the case of Caliban and Antonio, the first being one on whom all efforts at nurture can never stick due to the inherent baseness of hisRead MoreThings Fall Apart and Exile Essay1047 Words   |  5 PagesIntroduction A. Exile can be the self-imposed banishment from one’s home or given as a form of punishment. Exile results in solitude; leaving people only time to reflect upon their self. B. The main characters in The Epic of Gilgamesh, The Tempest, and Things Fall Apart all encounter exile due to their actions. C. (THESIS) – The protagonists, Gilgamesh, Prospero, and Okonkwo all have experiences of exile which alienate them from their homeland, but as hurtful as it is for them to go

Brutality of The Societal System Of United States

Question: Discuss about the Uncovered The Brutality of The Societal System Of United States? Answer: Introduction Education is the building block of a childs nature and behaviour that is influenced by the immediate environment of that child. When a child is growing in a school then he or she takes lot of lesson that are related with his or her study, individual behavior and social behavior. This paper is a brief comparison of my experience with the experience of Jonathan Kozol during ours school time. Discussion Jonathon Kozol is an advocate who is tirelessly fighting for the civil rights in education or last five decades. From his experience during the activity of civil right for education, Kozol wrote the book Savage Inequalities that uncovers the fact of educational system in United States. In Savage Inequalities Kozol has shared his experience during the visit of a public school in the city of East St. Louis, the poorest city in America (Kozol, 2012). It was virtually a city of black people with no facility. The school in the city was also a victim of the government ignorance that was highly evident. The school in that city was out of every primary facility such as students had no books to read, windows have no glass, no light was there and sewage was overflowing in the class. According to the theoretical perspective of the book Schools and Society every public has, the same right to get the primary facility, even all the students within the school are eligible for the same treatment from the teachers and administration (Ballantine Spade, 2001). If administration and tutor of the school is segregating the students according to race and poverty while treating them, then it becomes inherent within the students. This mentality is poisonous for the society that may lead to social riot in the future. If we compare our school, which is Highland Park Senior High School then it will show a different scenario. In our school, all the primary facilities was available for the student such as study books, good class environment and good ratio of student and teacher that helps all of us to grow in life. However, if we consider the poverty level among the student then there was a clear segregation among the student that was created by the administration (Logan et al., 2012). This type of segregation was not intended because it always divides friends at that stage of life and students start to learn that white people of the rich people will get the best facility. This type of social division should not be there in the school whereas according to the Kozol it is better to provide same treatment in the public school for every student however government could provide tax benefit to the poor people so that future generation of the country get the right education (Curtis Jackson, 2013). Conclusion From this essay it can be summarized that the name of the book was justified that Uncovered The Brutality Of The Societal System Of United States. Childs of America was also the victim of that discrimination where upper class school students gets all the facilities to grow in their life whereas the lower class students struggle to survive in their life. References Kozol, J. (2012).Savage inequalities: Children in America's schools. Broadway Books. Logan, J. R., Minca, E., Adar, S. (2012). The Geography of Inequality Why Separate Means Unequal in American Public Schools.Sociology of education,85(3), 287-301. Curtis, R. F., Jackson, E. F. (2013).Inequality in American communities. Elsevier. Ballantine, J. H., Spade, J. Z. (2001). Schools and society.Belmont: Wadsworth.

Narrative report about immersion free essay sample

Immersion schools come in many different languages. For example, a Spanish immersion school in Milwaukee has a staff of a Spanish blend of Hispanic backgrounds†¦ Mexican, Nicaraguan, Puerto Rican, Ecuadorian, and Colombian. This enhances mulitculturism. Their curriculum consists of learning reading, language arts, mathematics, science and social studies through Spanish. They begin at the kindergarten level where vocabulary, short sentences, and passive comprehension of Spanish is stressed. The teacher speaks in Spanish while making use of many visual aids and using a great deal of body language. The children may use English when speaking, but they are encouraged to use Spanish vocabulary and expressions that they are comfortable with. They continue into the first grade where they learn to read in Spanish and are expected to make consistent use of the Spanish expressions, vocabulary and structures. Only the special classes of art, music and physical education are taught in English because these specialists to not speak Spanish. We will write a custom essay sample on Narrative report about immersion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When the children begin to read in English in the second grade, the many skills that transfer from learning Spanish enable the students to catch up in English reading and writing within one to two years. But considering English is encouraged at home, usually the students catch on quickly. In another immersion school, French is the chosen language. The French language was used to teach language arts, mathematics, and science for half the day; English was used to teach the other subjects during the remainder of the day. The students in this program worked actively at learning centers situated around the classroom. The students were offered a number of different learning activities at each center and were free to choose from among the alternatives. The projects chosen by the students were usually hands-on activities (for example building models, preparing blueprints or gathering objects) along with doing library research. This way most of the student’s second language learning was brought on by actual physical activity. The students were encouraged to interact in French by working on projects together or consulting each other as their work progressed. They were expected to make oral and written reports in the second language on the progress of their work. This type of classroom was usually full of activity and students were vocal – chattering away in French. The teachers in these classrooms acted more as consultants and advisors then just standing in front of the classroom talking mostly in French. This varies greatly from other versions of immersion schools that are more teacher centered. The students in the teacher centered classrooms all worked on the same projects at the same time and in the same way; students were offered less activity based learning and much less individual choice in learning activities. Another difference between classroom oriented teaching and teacher centered classrooms is that the teacher centered program provided a full day of teaching in French, where as the classroom oriented sessions used French for only about forty percent of the entire school day. Immersion schools are successful in teaching children a second fluent language, whether it be Spanish, French or any other language. The reviews of this kind of language learning has shown that the students perform as well or better then children enrolled in regular public schools in that same neighborhood. Mostly though, immersion schools have shown that language minority students enrolled in this two way immersion programs attain higher levels of academic achievement over the long term than students enrolled in other educations programs within the same district. There is one common problem with immersion students. The errors in grammar tend to be more abundant then students that learn through the later years in basic instruction in high school. The children that learn in the early years tend to be taught just to speak. They are not corrected on their language skills as often as someone in a high school basic foreign language learning class, but their ability to speak clearly and make full statements without having to translate every single word from their native language English into their foreign language is much more skilled. It has been found that immersion teaching tends to be entirely meaning oriented and does not pay enough attention to the form of the message. Immersion teachers are told that excessive reliance on grammar instruction and error corrections are to be avoided because this slows down the learning process. Immersion schools seem like the best choice in teaching a child a second language if that is the main priority to the parent. Any child will learn a second language later in high school that can either become something they want to continue or something they struggle through. Learning another language when you are younger makes it the most meaningful and is the only way to be fluent in a second language. It becomes more and more difficult to attain a second language as you become older. Immersion schools make learning a second language fun, not a chore for the children. It opens up more doors when that child graduates high school with a fluency in a second language and gives them a new outlook on another culture. It just has to be a choice for the child, not a requirement from the parent. How to Cite this Page