Enders Shadow essays

Ender's Shadow essays Throughout the novel, Bean has demonstrated his defiance to lose heart over Poke, the first person to die that he had formed his first social bond. In the streets of Rotterdam Bean fought to stay alive. He eventually relied on Poke the captain of her crew. Even though Bean faced hard times surviving his life up to the point where he meets Poke he does not give up. His philosophy to not hold grudges allows him to easily pass through hard times of his life. Bean and Poke meet and decide upon a plan to protect Pokes crew. This plan eventually fails and winds up having Achillies, a bully, taking over Pokes crew and turning the crew into his family, and Achillies himself, the papa. Achillies eventually visously murders Poke at a fishing dock. Bean witness Achillies actions but can not think of a way to avoid her death. Bean feels guilty but he refuses to hold a grudge against Achillies and wait for revenge. In Battle School Bean path once again falls upon Achillies. Bean suspecting his serial murders lures him into a trap and makes him confess his murders. Unlike Ender who decided to permantly end his problem, Bean the hoodlem from the streets of Rotterdam hands Achillies over to the authorities. Atticus is a man whom greatly values moral actions and like Bean does not lose hope during gloomy times. When he is asked to defend a black man in a small racist town in Alabama, he excepts because as a lawyer he feels that it is his duty for justice. He contains a moral fiber inside of him to defend Tom Robinson. In this racist town, Atticus and his family are looked down upon. Scout brings home news of the kids and school calling him a Negro lover as well as many other racist comments. Atticus is able to survive the hardships of defending Tom Robinson because he believes that increasing the court supplying justice to the Town will decrease the racisism within the town. He believes that ...

Free Essays on Robert Frosts Poem “Birches“

In Robert Frost’s poem â€Å"Birches† there are three distinct movements which decscribe the way things can be, the way things should be, and they way you wish things could be once more. Each of these movements is also exemplified by the use of a great deal of imagery, writing style, and usage. The first movement (between lines 1 and 20) is what I spoke of as â€Å"the way things can be.† Frost uses sayings such as, â€Å"They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed So low for long, they never right themselves.† This quote is saying that the weather beaten or â€Å"forced† limbs find themselves weakened. They are not broken, but forever changed by the battering of a nature that seems to be so beautifully cruel to them. They seem to have been loved not by a human’s touch, but by a colder source. The imagery Frost uses to show the stress and strain put on the branches by the force of nature allows the reader to picture something being forever altered by the span of time. He compares the ice metaphorically to â€Å"heaps of broken glass.† Broken glass tends to be an image of chaos, disorder, or unhappiness. His tone in this passage speaks to me as if the situation is bea utiful, yet at the same time somewhat of a waste of a birch branch yearning for human touch. These birch branches receive a different treatment in the second movement (lines 21 to 40), which I’ve deemed â€Å"the way things should be.† The initial lines personify truth. Truth and reality are what the first movement is bent upon. Yet, Frost points out that he wishes the â€Å"birch†, which I’ve come to understand symbolizes the human capability of life and learning, could have such a different fate than one laden with ice and burdon bent branches. The human spirit comes to live and learn in many different situations. The boy is able to take on his tree, and learn from it. Starting from the b... Free Essays on Robert Frost's Poem â€Å"Birchesâ€Å" Free Essays on Robert Frost's Poem â€Å"Birchesâ€Å" In Robert Frost’s poem â€Å"Birches† there are three distinct movements which decscribe the way things can be, the way things should be, and they way you wish things could be once more. Each of these movements is also exemplified by the use of a great deal of imagery, writing style, and usage. The first movement (between lines 1 and 20) is what I spoke of as â€Å"the way things can be.† Frost uses sayings such as, â€Å"They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed So low for long, they never right themselves.† This quote is saying that the weather beaten or â€Å"forced† limbs find themselves weakened. They are not broken, but forever changed by the battering of a nature that seems to be so beautifully cruel to them. They seem to have been loved not by a human’s touch, but by a colder source. The imagery Frost uses to show the stress and strain put on the branches by the force of nature allows the reader to picture something being forever altered by the span of time. He compares the ice metaphorically to â€Å"heaps of broken glass.† Broken glass tends to be an image of chaos, disorder, or unhappiness. His tone in this passage speaks to me as if the situation is bea utiful, yet at the same time somewhat of a waste of a birch branch yearning for human touch. These birch branches receive a different treatment in the second movement (lines 21 to 40), which I’ve deemed â€Å"the way things should be.† The initial lines personify truth. Truth and reality are what the first movement is bent upon. Yet, Frost points out that he wishes the â€Å"birch†, which I’ve come to understand symbolizes the human capability of life and learning, could have such a different fate than one laden with ice and burdon bent branches. The human spirit comes to live and learn in many different situations. The boy is able to take on his tree, and learn from it. Starting from the b...

Contrast and compare 'karnak cafe' and 'The day the leader was killed' Literature review

Contrast and compare 'karnak cafe' and 'The day the leader was killed' by Naghuib Mahfouz - Literature review Example The mutual interaction over delicate situations between the characters reveal in the most natural way, the convictions for which the novel stands for. This is the uniqueness of the writing style of the author. As the story develops, it becomes poignant without losing its ground and reality. Mahfouz has created a sensational and beautiful character in Qurunfula, the proprietress of Cafe. She is just like the oases in desert. The stern author becomes an entirely different man when he portrays her character. He turns a poet in adoring her qualities of head and heart. How she puts up with the vicissitudes of life is brilliantly elucidated by the author. How intelligently she detaches from her glorious past and maintains her essential dignity as a common individual, is a lesson for womenfolk in any part of the world. Contrast†¦.2 The protagonist, though entered the Cafe, by chance, he was surprised to see Qurunfula there in her new role. He describes his past relationship with her in a cryptic style. Mahfouz (2008, p.4) writes, â€Å"We had never had any kind of relationship, whether of affection, self-interest, or simply courtesy.† How and to what extent she is able to retain her past beauty of the body and nobility of soul! Here is another masterful description of the Karnak Cafe with the presence of Qurunfula. Mahfouz (p.5) writes, â€Å"Here you get to sense past and present, in a warm embrace, the sweet past and glorious present. To top it all, there is that enticement that the unknown brings.† The author has intelligently analyzed the contemporary ground realities of the Egyptian government. Though the governments change, nothing much happens to improve the social and economic conditions of the common people. The author touches upon the issues, how psychological imprisonment works in a seemingly free society, how an atmosphere of fear persists and how people are subjugated. No positive improvement is seen to break the age-old societal tradit ions, the freedom of the individuals is not guaranteed. It is a peculiar type of society of mutual suspicion. No violent or radical reactions are depicted in the novel from the side of the government or from the people, though! The discontent of the people is seething within and they are compelled to carry on with the available discipline and remain amenable to the bitter realities of the Cairo-world from where political power is unleashed. Kanak Cafe is sort of a ‘mini parliament’ of the people where a cross-section of the people meets. An attempt has been made by the author to depict the generation gap that was Contrast†¦.3 emerging in the society, the clash of the values of the old and the combustible younger generation. The legendary former dancer Qurunfula is the link, and the ambience created by her is to the liking of both the old and new, for strange reasons. Perfect human values, love and affection springs forth in that Cafe, and the people gather there, f ind psychological relief by discussing the hot political issues and by tendering varied reactions. The disappearance of the three young customers of the Cafe, create terror in the hearts of the customers. Various guesses float forth about their fates. Secret police took them to an unknown destination and they were cruelly tortured. The pleasant atmosphere in the Cafe stands vitiated due to mistrust with the fear that someone amongst them is the police informer. The heaven of

Read the chapter 8-9 from this book Indian Art, rev. ed., by Roy Assignment

Read the chapter 8-9 from this book Indian Art, rev. ed., by Roy Craven - Assignment Example According to Jonathan, the Ise shrine played an important role in the architectural structures developed in the Japanese culture after the World War II. The Japanese modernists have been seen to be the original heirs to the cultural legacy that is related to the Ise shrine. Ise which is a model of the architecture of the Japanese brought the Shinto shrine at Ise into limelight during the post war period. Therefore, after the World War II, the Ise as a symbol of religious site and also a symbol based on imperial institution changed to be an aesthetic contemplation object (Gardner et al 534). Photography played a major role in catalyzing the transformation of this site. Yoshio’s photographs that are exceptional gave an insight of shrine complex when viewed from the inside. This brought down the visual and spatial barriers that once existed when the shrines were considered to be regiopolitical aura. As a result, this has changed the nationalistic rhetoric shrill that existed during the World War II to the shrine being becoming a public institution (Gardner et al 534). According to Jonathan’s argument, modernists have embraced the fact that shrines at Ise came into being during the World War II and maintains historical legacy that is complex in nature and is related to the Japanese culture. The history from the shrine has emanated into new cultural practices. The religious practices like Ise being a site for the key purpose of worship of the divine ancestors has since changed to the aesthetic value used architectural

Education policies Essay Example for Free

Education policies Essay Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion. The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence. The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below Education. According to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. Policy  A policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ from rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system. Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving their independence. These models are discussed in detail below. (a) Popular Participation Policy making model. (b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963. Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth. African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development. Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development. To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power Shortages. After attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy. In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy. Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy. In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education. The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child. This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite. In order to correct this, African leaders made radical changes to their education systems to make them more accommodative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished. † A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980. The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy . Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of expanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†. It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of Modernisation. African countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), postulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people. Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country. In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate that each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education. Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participation of citizens in nation matters. This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence. Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence. Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services. Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped young people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life. This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have. For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships. Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity. To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education for Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities. The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend. As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocational studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance. Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of education to be more efficient. That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient. Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners. Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries. CHAPTER THREE. 3. 0 CONCLUSION Education policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries included manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance. Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country  will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure. REFERENCES. Anderson, C. A (1974), Education and Development Re considered, Newyork: praeger Publishers. Bartlett, S and Burton, D (2012), Introduction to Education Studies, Los Angeles: Sage Publishers. Bishop, G (1989), Alternative Strategies for Education, London and Basingstoke: Macmillan Carmody, B (1994), The Evolution of Education in Zambia, Lusaka: Book World Publishers. Coombs, P. H (1970), The Need for a New Strategy of Education Development, Paris: UNESCO. Court, D and Kinyanjui, K, K (1978), Development Policy and Education Opportunity: The Experience of Tanzania and Kenya, Paris: Macmillan. Cowan, J. O (1965), Education and National Building in Africa, London: Macmillan Damachi, U. G, Routh, G and Abdel, R. A (1978), Development Paths in Africa and China, London and Basingstoke: Macmillan. Eshiwani, G. S (1993), Education in Kenya since Independence, Nairobi: East African Education Publishers Fafunwa, A. B (1974), History of Education in Nigeria, London: Macmillan Press. Inkeles, A and Smith, D (1974), Becoming Modern, Massachusetts: Harvard University Press.

Essay --

Melville didn’t name the chapter in the novel, Moby-Dick, randomly. It is evident in this chapter that his syntax, diction, and the vivid descriptions truly depict a symphony. A symphony is a piece of music created for an orchestra and typically has four parts, or movements: Allegro, Andante, Adagio, and Presto. This chapter’s organization can be compared with the parts of a symphony, hence the reasoning behind Melville’s title: The Symphony. In the beginning of the chapter, Ishmael enjoys the clear steel-blue day. Clear steel-blue day is imagery and a metaphor, painting a picture in my mind of a very cerulean blue sky with no clouds. Melville describes the air as being pure, soft, and feminine whereas he describes the sea as robust, strong, and masculine. He is using personification by giving the air and sea, feminine and masculine features, respectively. He then again uses personification by describing the fish of the sea as strong, troubled, and having murderous thinkings. The panorama depicts an ideal view for a day of relaxation. This description is the Allegro of The Symphony...

Why Do Students Often Drop Out of College?

STUDENTS DROPPING OUT OF COLLEGE As we know that, the Vietnamese society has changed so much for the past decade, which causes some positive effects as well as negative issues in the education system. Some research has shown that the rate of students dropping out of college has been increased remarkably recently. There are some possible reasons causing this issue, which will be discussed in form of objective and subjective point-of-view in the following part. First and foremost, from the objective point-of-view, some colleges or universities have their illegal accreditation or license expired after a period of time.Raffles Ho Chi Minh City – College of Design and Commerce, as a particular example, has its bachelor degree programs unaccepted by Ministry of Education and Training in Vietnam at the beginning of 2012, which have caused damage to the students studying at there and the students graduating from there. They had to choose either continue their study in another country such as Singapore or start all ov er at another college. Moreover, another reason is possibly because a university or college does not have enough facility for supporting the students in during practice of their study.For example, in the biology lab, students need new technology and machines for studies yet the college does not have enough for everyone while it is hard to learn biology just by reading books and looking at pictures. On the other hand, subjectively, students’ interest is changing very often. They may find the current major not fit with their interest, ability and health after studying for awhile because the lessons are too difficult and boring that students cannot handle and do not have the spirit to study.Furthermore, some students prefer finding a job and making money to studying lessons. By earning some money, students can afford what they need and receive job’s and real life’s experience. Therefore, those students may not have enough time to follow and understand all of their lessons when the exams come. After retaking test too many times, students get tired and they may quit. To sum up, the problem which students dropping out of college is one of the toughest problems we have in education, not only in our country but also in others, has both objective and subjective point-of-view causes.There are some reasons come from colleges’ issue or ourselves. We can conduct student surveys regularly in order to learn insight of the students about the programs and facilities so as to solve the problems causing by the universities. In addition, we can give students advice about what they need for their lives, knowledge or money. However, we have to live our lives no matter what we choose, so just try to make the right decisions.

A Look at what made Hitler such a Powerful Leader in Germany

Adolf Hitler can be said to have had perhaps more impact on the history of the modern world in the 20th century than nay other politician.   He rose from an arguably obscure background to become a most powerful leader of the German nation.A look into his early life reveals a man without a clear vision who only discovered his purpose out of a deep passion for nationalistic and anti socialistic politics.   It would seem that without the circumstances of his day, Hitler’s demagogic gifts would barely have been unveiled.Throughout his wandering from his hometown of Linz to Vienna and finally in Munich Hitler kicked the vision and self-confidence that later characterized him.His turning point was when he joined the army.   He shortly was listed by the Bavarian Army’s Intelligence/propaganda section.   This new assignment proved most suitable for him.   His rise to become the leader of the German people initially came as a surprise even t himself since he did not co nsider himself a leader especially due to his lack of formal credential.This paper examines Hitler’s rise to become one of the most influential leaders who exercised supreme authority over a people who had followed him with almost blind faith.   The paper looks into his background and his progress from a low social position to the helm of Germany’s leadership.   It places emphasis on the circumstances that allowed him a rise to the powerful leadership position.Early Years of Adolf HitlerA thorough examination of what made Hitler a powerful leader cannot be complete without looking at the various phases of his life.   Adolf Hitler was born in 1889 to Alois Schickelgniber and Klara Hitler in Braunau.   His father Alois was a custom official described as a strict man, while his mother was an adoring woman who loved his son and showered him with affection (Clemens 45).Hitler’s schooling was cut short at the age of sixteen not long after the death of his fath er.   He suffered from long infections and therefore failed to impress in school.   At this time his skills as an artist were budding and he aspired to join a prestigious art school in Vienna.   After these endeavors failed, Hitler wandered in Vienna eking a precarious existence selling hand script artwork and engaging himself in nationalistic politics (Bullock, 289).In Vienna Hitler developed his prejudicial attitude towards the Jews but was not openly hostile to them as yet.   Ironically some of the friends who helped him sell his paintings in Vienna were actually Jews.   He also honed his skills in debating and was tending very strongly towards anti-semitic convictions.In 1913 Hitler left Vienna for Munich after receiving the last of his father’s estate. Shortly afterwards, he volunteered in the Bavarian army where he soldiered in France and Belgium.   He twice received the Iron Cross for bravery.   However, he never rose beyond the rank of a corporal (Mommse n 38).

The Great Gatsby-Tom and Gatsby Comparison Essay Example

The Great Gatsby The Great Gatsby-Tom and Gatsby Comparison Paper The Great Gatsby-Tom and Gatsby Comparison Paper Tom and Gatsby are the same in the aspect of their values, but they differ in their life styles. Both Gatsby and Tom was adulteress because Gatsby wanted Daisy who was married and Tom was cheating on Daisy. But in contrast Tom was the big strong guy and Gatsby was smaller and not as well built. Tom and Gatsby were both rich and thought that money could buy anything and everything they wanted, both Gatsby and Tom used their money to impress people. Gatsby uses his for parties to get Daisy to come, and on other people for example when Lucille tore her gown on a chair, Gatsby paid for it to be replaced. Gatsby used his money to get what he wanted and Tom used his money and his strength to get what he wants. Gatsby wanted to be perceived as an intellectual person by telling them all that we went to Oxford when he really went to Oggsford, where as Tom was an athletic person and he was smart and we know this because he went to Yale. Toms athletics can be seen because he is always ridding and the strength he shows when Daisy knuckle was black and blue and then she says, You did it, Tom. I know you didn t mean to but u did do it. That s what I get for marrying a brute of a man, a great big hulking physical specimen of a-. Gatsby tries to be perceived as an intellectual with the huge library of books that he has. Tom and Gatsby have in common that they both want something the other has, Tom wants Gatsbys fancy car and this is seen when Tom ask Gatsby to borrow his car, on the other side Gatsby wants Daisy, who Tom sees as his property, and this is seen throughout the whole book with the parties Gatsby through to impress Daisy, and with all the things he does for her, like buying her things. Both Tom and Gatsby think money can buy everything. Tom unlike Gatsby uses racial slurs and comments to define people. Gatsby respects Daisy and wants her to have everything, but Tom just uses her like when he would go off and cheat, and he also mistreats her, because sometimes he hits her, or hurts her. He thinks of Daisy as property not as a person, and does not think he needs to treat her well since she is his. Tom and Gatsby both share the trait of being dishonest; Tom shows this when he sends Wilson to kill Gatsby instead of telling him that it wasn t Gatsby driving the car that it was Daisy, and Gatsby is dishonest in the way that he made his money and what he did to do what he was. Tom and Gatsby both had things in common and things that were different but I would say that they are more alike.

Summary of The Merchant of Venice Act 1, Scene 3

Summary of 'The Merchant of Venice' Act 1, Scene 3 Shakespeares  The Merchant of Venice Act 1, Scene 3 opens with Bassanio and Shylock. Shylock confirms that Bassanio wants three thousand ducats for three months. Bassanio tells him that Antonio will guarantee this. Bassanio asks Shylock if he will give him the loan. Shylock asks if Antonio is an honest man. Bassanio takes umbrage at this and asks if he has heard otherwise. Shylock immediately says that he has not but understands that Antonio has a lot of his wealth and goods at sea and therefore he knows he has sufficient means but that they are vulnerable; Yet his means are in supposition. He hath an argosy bound to Tripolis, another to the Indies. I understand moreover upon the Rialto he hath a third at Mexico, a forth for England, and other ventures he hath squandered abroad. But ships are but boards, sailors but men. There be land rats and water rats, water thieves and land thieves- I mean pirates- and then there is the peril of the waters, winds and rocks. The man is, notwithstanding, sufficient.(Act 1 Scene 3) Shylock resolves to take Antonio’s bond but wants to speak to him. Bassanio invites Shylock to dine with them. Shylock says that he will walk with them, talk with them do business with them but will not eat or pray with them. Antonio enters and Bassanio introduces him to Shylock. In an aside, Shylock shows a great disdain for Antonio, especially for lending out his money for free: How like a fawning publican he looks. I hate him for he is a Christian; But more, for in that low simplicity he lends out money gratis, and brings down the rate of usance here with us in Venice.(Act 1 Scene 3, Line 39-43) Shylock tells Bassanio that he doesn’t think he has three thousand ducats to give him straight away. Antonio tells Shylock that he never lends money out in order to gain exorbitant interest and condemns him for doing so; he has publicly derided Shylock for doing so in the past but says he is willing to make an exception in dealing with Shylock in this case. Signor Antonio, many a time and oft in the Rialto you have rated me about my moneys and my usances. Still I have borne it with a patent shrug, For sufferance is the badge of all our tribe. You call me misbeliever, cut throat, dog and spit upon my Jewish gabardine†¦ Well then it now appears you need my help.(Shylock, Act 1 Scene 3, Line 105-113) Shylock defends his business of money lending but Antonio tells him that he will continue to disapprove of his methods. Antonio tells Shylock to lend the money to him as if he is an enemy and as such he can punish him heavily if the money is not paid back. Shylock pretends to forgive Antonio and tells him that he will treat him as a friend and charge no interest on the loan but that if he does forfeit he says, seemingly in jest, that he will demand a pound of his flesh from whatever part of his body pleases him. Antonio is confident that he can easily repay the loan and agrees. Bassanio urges Antonio to rethink and says that he does not want to agree to those conditions. Antonio reassures him. Shylock also reassures Bassanio by saying that he will gain nothing from a pound of human flesh. Bassanio remains suspicious, Antonio believes that Shylock has become kinder and therefore could be becoming more Christian; Hie thee gentle Jew. The Hebrew will turn Christian; he grows kind.(Act 1 Scene 3, Line 176)

How would you define the the relationshipbetween the renaissance and Research Paper

How would you define the the relationshipbetween the renaissance and the scientific revolution - Research Paper Example This period that started in the 14th century is known as the Renaissance, and this great era has indeed left a great impact to the world. As it paved the way to even more transformations and changes, it became the gateway for the birth of the modern age because the changed spirit of invention, curiosity and exploration that developed among the Western Europeans during the Renaissance is the same spirit that is at this time, pushing civilizations and the world forward at present more than ever. A great number of new ideas, techniques and beliefs in art and literature are the models of ours in this day and age. The contributions of the people made during this explosion in writing, art and thought led to the innovation in artistic and literary techniques. This period also led to new beliefs, ideas and values. Art, painting and sculpture was given more importance during this period. Merchants and church officials became patrons of the art by financially supporting the Renaissance artists through donation and the display of art all over public squares. In this period, the change in artistic style was evident. The artists during the medieval period often drew and illustrated religious subjects and with spiritual themes to express a spiritual ideal. During the Renaissance, the paintings were religious. However, they used a realistic style copied from the classical models of Greek culture. Besides art, literature also changed in many ways. The works of these writers reflected their time, but they used techniques and methods that writers today rely on. Writers wrote in vernacular, or their local dialect or language. Writers also wrote literary works for many reasons. Some include expressing one’s ideas or interpretation on a subject. Other works were to depict the individualism and character or personality of their subjects. In these ways, they set in motion development

Management of Ports Sale Blockade Fallout Case Study

Management of Ports Sale Blockade Fallout - Case Study Example Thirdly we must pursue with Department of Commerce to facilitate DPW for onward sale of its asset without losses. The opponents perceive it as a security threat without any justification. Notwithstanding the fact that the port operation is already foreign owned, the security is not the operator's prerogative. It is according to the International Shipping and Ports Security Code which is implemented by US Coast Guards. None of the infrastructure at ports in question relates to military or national security facilities. The Defense Department controls the facilities that it uses to ship military goods. Sale of these ports operations is nothing to do with security. It is a direct result of globalization of maritime trade and neither is it an outsourcing issue. The hype has actually been created by the Democrats to put pressure on Administration. However this needless hype has damaged our long term interests severely in Arab World. This is being taken as a test of US impartiality by our Arab allies as P&O is already a foreign owned company and only being transferred from British to Arabs owners The stakes are too high in properly managing this issue for long term US interests in the region. Not only this will add fuel to fire in US impression in Arab world, it will jeopardize the security of our business interests in Arab World. This issue may be taken as an argument to nationalize vital strategic industries currently being run be American Companies. It may aggravate the security problems for US citizens in the region if the issue is politicized by the radical elements in the Arab World. Possible Courses of Actions The current situation suggests three possible courses of actions 1. Normal Diplomatic activity from State Department and projection of the issue as merely a legal and technical matter. 2. Normal Diplomatic activity till blockade and taking remedial measures by putting the onus of blame on Arabs by directly projecting the issue as a fall out to 9/11. 3. Taking a non apologetic and non accusatory position to the problem by State Department and proactive diplomacy for controlling the potential damage in Arab world. Need for Pro-activity in Damage Control The first option can possibly work if the issue is really such and there are justifiable legal grounds available. However given the sentiments involved and heightened emotions both in US population and Arab world it is not advisable. The second approach will simply aggravate the sentiments in Arab world and will likely complicate our relationships with the Arabs no matter how much we consider them to be at fault in 9/11. Therefore only practical approach is to be proactive and carefully guard the situation till the time attention is diverted to any other issue. We need to be highly active in this regard. If we do not take proactive approach now as proposed and wait to see the result of Senate decision, we will likely be doing damage control by making explanations and would be clearly seen in negative light. The US government has to take a clear stance despite domestic