Rhetorical Analysis Of America Needs Its Nerds - 1234 Words

Rhetorical Analysis of â€Å"America Needs Its Nerds† by Leonid Fridman No one can deny the social segregation between nerds and athletes. We see it in the media and reality. Most turn a blind eye to this social occurrence, some put an emphasis towards it. A passionate writer by the name of Leonid Fridman wrote a passage titled, â€Å"America Needs Its Nerds,† which expands upon our nation’s social treatment of scholars. Fridman emphasizes the need of individuals who place their focus on learning to help advance our country versus one focusing on less important aspects such as athletics. Fridman uses dramatic tone and ethos to convey to his readers how â€Å"geeks and nerds† are undermined instead of admired in our society. Fridman opens the texts by†¦show more content†¦Fridman uses a dramatic tone to display the contrast between athlete’s special treatment while nerds and geeks are being pushed to the sideline. Human brains are programmed with a need to be accepted and not overlooked. Subsequently, it’s not a factor people can usually ignore. Fridman makes comparisons in which nerds, â€Å"prefer to build model airplanes rather than get wasted at parties with their classmates, become social outcasts† (Fridman 14). His comparison associates with the individual’s interest that represents social acceptance. Next, Fridman proceeds to explain the social insecurities of â€Å"refusal to conform to society’s anti-intellectual values† (Fridman 15). He implies ethos in the example that from a young age kids are forced to look at what is usually socially accepted, and then expected to try and follow others accepted qualities. If it wasn’t for people acting against conformity and developing their interests in academics America wouldn’t be where it is in technical advancements. Fridman argues that for America’s success it’s necessary that, â€Å"the anti-intellec tual values that pervade our society must be fought† to raise more citizens to be intellectual (Fridman 20-21). He urges for society’s values to be challenged in order for individuals to get more involved with educating themselves. Fridman points out, â€Å"There are very few countries in the world where anti-intellectualism runs as high in popular culture as it does in the U.S.†Show MoreRelatedE La America Needs Its Nerds T MC4826 Words   |  27 PagesAP English Language and Composition Multiple Choice Fridman’s â€Å"America Needs its Nerds† Teacher Overview AP* is a trademark of the College Entrance Examination Board. The College Entrance Examination Board was not involved in the production of this material.  ® Copyright  © 2009 Laying the Foundation , Inc., Dallas, TX. All rights reserved. Visit: www.layingthefoundation.org Multiple Choice Leonid Fridman’s â€Å"America Needs Its Nerds† (References the 2008 AP* English Language Exam Question 2, Form

Negative Stereotypical Gender Roles in Twilight Essay

Negative stereotypical gender roles Barkalow (1991) tells us her story that she was in the first class of West Point, which is Military academy, located north of New York city, and during the first year, she often heard back â€Å"Mornin’ bitch† after greeting â€Å"Good morning sir† to her upperclassmen (Gardner p.219). Those men did not respect Carol Bark because they must have thought that she was weak and impossible to handle harass environment in being trained because of her female sex. Generally, many societies and cultures have created different roles between male and female sexes. In their research, McCubbin and Dahl (1985) state clearly, â€Å"men should be brave, strong, ambitious, and aggressive, while keeping their feelings under†¦show more content†¦Thus, he led her to his tomb and asked her to get in; however, she refused and ran away from him. She ran into a house with a light, but the house had another vampire who wanted to kill her; however, she escaped from the vampire because her soul was clean and holy which saved her (Murgoci 340). The author of Twilight also overlaps the idea of traditional expectations for woman, so Bella is portrayed as a pure young girl. For example, Edward is a dangerous vampire: a killer in the past and can read people’s mind, but he cannot read Bella’s mind because she is pure. This makes him interested in her in the first time he meets her, and he becomes her protector. Historical vampire stories are related to stereotypical gender roles to teach virtue to girls. Besides that, contemporary vampires are connected to the world today in order to embrace stereotypical gender roles. Vampires are supernatural strong, while humans are weak. This idea is shown in Twilight through the vampire, Edward, who carries all positive characteristics of an ideal traditional man even though his appearance looks the same as a modern man. He is fast, strong, brave, aggressive and protect ive. He saves his girl friend, Bella several times. For example, when Bella’s friend accidentally drove the car toward her, Edward moved very fast to her and pushed against theShow MoreRelatedUnfair Representation of Women in Film1740 Words   |  7 Pagesthat influence the way they view themselves and others. The twelve year old girl is not the only one who has a negative view of herself. Although men do in fact experience insecurities about their appearance and personalities, it is women who have a greater population effected by the media. Women are exploited more so than men when it comes to appearance and show negative stereotypical attributes when it comes to personality. One particular form of media embodies both aspects; film. For decades theRead MoreAnalysis Of `` The Yellow Wallpaper `` And The Memoir Girl, Interrupted By Susanna Kaysen1515 Words   |  7 Pagesmade between the expectations placed on women by society and mental illness. Analyzing all three women an d their struggle with their mental health shows the overwhelmingly negative effects stereotypical gender roles and expectations can have on women. Esther, Susanna, and the unnamed narrator all struggle to conform into the roles already decided for them such as mother and â€Å"wife and surrender to their madness as a last show of protest and to protect themselves from the expectations imposed on themRead MoreThe Media Bias And Stereotypes1782 Words   |  8 Pagesfrom it, after the groups we have had I walked out of class each day more informed than when I came in. I absolutely feel that I have changed my entire outlook on the media bias and stereotypes. I felt that before this class I was unaware of how negative these stereotypes and portrayals really were. Almost if I was being selfish for being unaware, because I felt some of these stereotypes or media bias did not affect me. Now that I reflect on what I was thinking at the time, I know better, I especiallyRead MoreThe Hunger G ames Trilogy By Suzanne Collins1991 Words   |  8 PagesSpeculative fiction, that does not fit into the conventions of the real world (Neugebauer 2014) and realist fiction, possible stories with no appearance of the supernatural (Lukens 2003, p. 14) present a misogynistic view of females and their role in society. Misogyny is defined as dislike, contempt or prejudice against women (Oxford Dictionary 2017). Both speculative and realist fiction present misogyny in one way by portraying women as a damsel in distress. In these genres of fiction, there isRead More The Role of Women in Tibetan Buddhism Essay4445 Words   |  18 PagesThe Role of Women in Tibetan Buddhism â€Å"In Tantric Buddhism, we are dealing with a misogynist, destructive, masculine philosophy and religion which is hostile to life – i.e. the precise opposite of that for which it is trustingly and magnanimously welcomed in the figure of the Dalai Lama.†[1] Within Tibetan Buddhism, there is an inherent contradiction regarding the status of women. Although in many aspects women are seen and treated as inferior to men, several of the ancient and fundamentalRead MoreA Dialogue of Self and Soul11424 Words   |  46 PagesAmerican women in modern times. More recently they have also co-authored a collection of poetry, Mother Songs (1995), for and about mothers. The Madwoman in the Attic was a landmark in feminist criticism. It focuses almost exclusively on the issue of gender in relation to women, though it refers brieï ¬â€šy to the ambiguous class position of governesses such as Jane Eyre. The authors analyse the intertwined processes of female rebellion and repression in the narrative and highlight in particular the readingRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesArticle Second Thoughts on Going Public Article Reed−Lajoux †¢ The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition 10. Postmerger Integration 336 336 Text Hodgetts−Luthans−Doh †¢ International Management, Sixth Edition II. The Role of Culture 390 390 423 4. The Meanings and Dimensions of Culture 5. Managing Across Cultures iv Feigenbaum−Feigenbaum: The Power of Management Capitol 1. New Management for Business Growth in a Demanding Economy Text  © The McGraw−Hill

Management and Organizations Global Environment

Questions: 1. How does the Australian culture compare to other world cultures (eg. Your home country or other countries that you have visited)? 2. Do you agree with the survey results for the Australian culture? Why or why not?. Answer: Introduction: 1. Australia and New Zealand have different backgrounds and thus automatically this is replicated in the individualities of the particular native populations. The Maori have combatant approach individuality but sense that their agreement with the British was never privileged by the other sides. On the opposite side to this situation, aborigines have more of victim acknowledgment. They experience that they were persecuted by Christian missionaries and that their nonviolent existence was traumatized by English defense force. Apart from that, it can be stated that New Zealand with its 8% mono-cultural aboriginal Maori inhabitants having considerably more political influences is far more ethnically cognizant than Australia with its multi-cultural Australian aboriginals who correspond to less than 1% of the entire inhabitants. However, it is required to mention here that the national anthem of New Zealand is sung in both Maori and English, while, Australias national anthem is harmonic in English only (Binder 2016). History says that Australia was established by the British as a punishing outpost and on the other hand, New Zealand was established by them as a spiritual outpost under Samuel Marsden. Therefore, whereas the Australians might have a stressed association with England, New Zealand is amalgamated in its admire for the homeland. Kelsey (2015) has stated that disagreement in New Zealand was built approximately the splitting up between Maori and immigrants. Whereas, it can be found that Australians conflicts were depended on a class struggle that was characterized by the Eureka religion and mythology. It can be seen that Australia has forever preserved a close collaborator standing with the USA. On the other hand, New Zealands principled stance in 1986 fir banning nuclear motorized warships from inflowing into the land of New Zealand (geert-hofstede.com 2016). Most importantly, it can be mentioned that Australians are far more imaginative in words use. Whereas, on the contrary, New Zealan ders do not use the rhyming jargon, colloquial and entertaining expressions or blasphemy to the same degree as Australians (Moran et al. 2014). 2. Several survey results have found out that Australia is a land of racists, as the surveys have found many anti-Muslim and anti-Semitic. The survey result says that half surveyed populations among the Australians harbor anti-Muslim emotions and a quarter is anti-Semitic. Apart from that, surveys reports have found out that one in three have admitted some stage of chauvinistic feelings against the aboriginal population (news.com.au 2016). However, it can be said that a 12 year examination, which was carried out by the foremost universities, found out that NSW and QLD to be the most chauvinistic nations, while Victoria was one of the major broadminded. The survey was conducted among 12,512 people in different parts of Australia and it was found out that 48.6% were off-putting towards Muslims, Asians (23.8%), indigenous Australians (27.9%) and Jews (23.3%) and black Africans (27%) (news.com.au 2016). However, it is required to mention here that as per the analysis, xenophobic hotspots in Australia leaned to be in those regions that had financial adversity, latest colonization and below-average educational heights (Yazdifar and Askarany 2012). References Binder, J., 2016.Global project management: communication, collaboration and management across borders. CRC Press. geert-hofstede.com, 2016.Countries - Geert Hofstede. [online] Geert-hofstede.com. Available at: https://geert-hofstede.com/countries.html [Accessed 29 Aug. 2016]. Kelsey, J., 2015.The New Zealand experiment: A world model for structural adjustment?. Bridget Williams Books. Moran, R.T., Abramson, N.R. and Moran, S.V., 2014.Managing cultural differences. Routledge. news.com.au, 2016.Australia a land of racists: Survey finds many anti-Muslim and anti-Semitic. [online] NewsComAu. Available at: https://www.news.com.au/national/were-a-land-of-racists-survey-shows/story-e6frfkvr-1226010436251 [Accessed 29 Aug. 2016]. Yazdifar, H. and Askarany, D., 2012. A comparative study of the adoption and implementation of target costing in the UK, Australia and New Zealand.International Journal of Production Economics,135(1), pp.382-392.

The differences between Shia and Sunni Essay Example

The differences between Shia and Sunni Paper I. The differences between Shia and Sunni A. History The struggle within Islam arose after Prophet Muhammad died in A.D. 632. When the Prophet died, the followings of Muhammad could nt hold on the issue of who should go the first calif after Muhammad. One group, subsequently know as Shia, insisted that the Prophet had already picked that Ali will be first Imam after him ( Eckman 31 ) . This means the Prophet intended that calif should go on within the Prophet s lineage. So, they admired Ali, who was the Prophet s cousin and hubby of the Prophet s girl, Fatima to be the first 1 ( Abdulwaheed 30 ) . While another group, subsequently known as Sunni, claimed that the Prophet had left this issue to them, his followings, to make up ones mind whether who should go the first calif. Sunni selected Abu Bakr, the Prophet s male parent in jurisprudence, to go first Imam. This unresolved issue led to a civil war between Sunni and Shia for many old ages. As a consequence, Abu Bakr won and became the first Imam ( Eckman 31 ) . After Bakr died, there were 2 more Imams, Umar and Uthman, before Sunni decide to choose Ali to go the calif ( Abdulwaheed 30 ) . But, Shia did non accept this determination and refused to fall in with Sunni. They continued their belief that the leaders of the Islamic universe should stay within the Prophet s household through Ali and Fatima and that they recognized Ali to be the first Imam ( Abdulwaheed 30 ) . After Ali died, Shia believed that there were 11 more Imams after Ali within the Prophet s household. Unexpectedly, the 12th Imams, Al-Mahdi, disappeared after he became a calif for a few yearss. Shia refused to accept that Mahdi had died, but they insisted that he really hid himself and he will return one twenty-four hours to restore a new order and Islamic jurisprudence in the Earth once more ( Eckman 32 ) . B. Theological Belief We will write a custom essay sample on The differences between Shia and Sunni specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The differences between Shia and Sunni specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The differences between Shia and Sunni specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Although Shia and Sunni are Muslim, and both of them believe in the Quran and the Five Pillars, the nucleus cardinal belief of Islam, they are wholly different from each other in many ways. First, there are differences between clerical and church construction. ( Abdulwaheed 33 ) . Shia Islam is seen to similar to Catholic Church in the manner that their construction of their church are both really hierarchal, while Sunni Islam are more resemble to the Protestant Church with trusting more on self-independent ( Abdulwaheed 33 ) . Like Pope, Shia Imam is divinely divine and infallible in any judgements. Unlike Shia Imams, this belief does non look among Sunni ( Eckman 34 ) . The belief that Shia Imam is divinely divine came from the Shia Muslim believe Muhammad designated all 12 sucessors by name and that they inherited a particular cognition of the true significance of the Bible that was passed through the Prophet s descendent ( Dallal 27 ) . Second, Shia strongly holds the value an d the importance of the thought of sufferer and agony ( Abdulwaheed 33 ) . This thought of sufferer and agony appear and express in many of Shia s ritual and presentation while Sunni rejects to accept this thought ( Eckman 34 ) . Third, Shia and Sunni both acknowledge the thought of the terminal times harmonizing to the Quran says, but the Suuni refused to admit the thought about the Expected and Awaited Imam which is taught among Shia that he will return one twenty-four hours to vaticinate the terminal of times to his people ( Eckman 34 ) . C. Practical Differences The Shias have a different manner to make the rite to the Sunni, wudu and salat patterns performed by them differ from the 1s practiced by the Suuni, for case of Shias, brow is placed onto a piece of hard-boiled clay from Karbala, and non straight onto the supplication mat when they perform worship ( Abdulwaheed 51 ) . Prayers are frequently combined by the Shias besides, and sometimes merely three ( alternatively of five ) worshipping is performed per twenty-four hours. The Shias prefer some different ahadith, particularly the 1s narrated by Ali and Fatima instead than the 1s by other comrades of the Prophet ( pbuh ) ( Abdulwaheed 51 ) . The 1s narrated by Aisha are one of the least preferable due to her resistance to Ali. Shia Islam besides allowed a fixed-term impermanent matrimony called muttah which is presently prohibited by the Sunnis ( Abdulwaheed 51 ) . II. The predicament of Shia minority There are 2 chief spiritual subdivisions in Saudi Arabia which are Sunni and Shia. The bulk one is Sunni while the minority is Shia ( Al Qudaihi 1 ) . Shia in Saudi Arabia consists of about 15 per centum of its whole population and they largely live in eastern portion of the state, such as, Qatif, Dammam, and Al-Hasa, the oil-riches country. ( Al Qudaihi 1 ) In 1930, when King AbdulAziz Ibn Saud found Saudi Arabia, he declared his land to be free to pattern Shia ( Al Qudaihi 1 ) . But, King AbdulAziz Ibn s purpose to make free spiritual state does non truly travel into consequence. Obviously, Shias still have a really rough life as they have to confront persecution and favoritism mundane life by Saudi Sunnis who views them as treasonist and heretic ( Megalommatis 49 ) . Furthermore, in some country, Shias even have to hide their religion in secret making the ritual as they are frighten that their unrecorded might non be safe from those extremist Sunni people who hate them ( Al.Has san 16 ) . From these grounds, many Saudi Shias are really connected with Shias in Iran who portion similar belief ( Yamani 8 ) . As Saudi authorities sees this closely relationship between Iranain Shias and Saudi Shias, they perceive it as a menace to national security. Therefore, the Saudi authorities acts more suppressive to Shias than of all time. Because of the oppressive Acts of the Apostless committed by the authorities, the Saudi authorities has been universe widely recognized as the most anti-Shia authorities in the universe ( Megalommatis 49 ) . A. Religious Freedom The tenseness between Sunni and Shia in Saudi Arabia reaches its flood tide these past few old ages ( Al Qudaihi 1 ) . During February 2009, Shia Pilgrims from eastern portion of Saudi Arabia came to Medina to mark the day of remembrance of the Prophet Muhammad s decease , but they were refused by the Sunni spiritual constabularies to fall in the ceremonial due to their different belief in philosophy and ritual. This brought Shia Pilgrims to clash with Sunni spiritual constabularies who were at the front gate. ( Human Right Watch 4 ) At a consequence, many Shia Muslims were wounded and captured and 3 of them died ( Yamani 7 ) . After the confrontation between Shia and Sunni spiritual constabularies, many Shias in London, Berlin and the Hugue came out and protested in forepart of Saudi consulate to name for their independency province from Saudi Arabia ( Yamani 8 ) . Since the state of affairs both in the state and outside the state became worse and worse, King Abdullah decided to let go of the spiritual captives. Still the jobs remain explosive ( Al Qudaihi 1 ) . In March 2009, Saudi Shias, populating in Qutif and Safwa, protested against unjust intervention by its authorities. Many of them were arrested and detained for many months ( Human Right Watch 5 ) . In May, June and July 2009, the governments were ordered by Eastern Province governor to shut down private halls and besides imprison many Shias in Kholar and Ahsa because they had in secret pattern spiritual activities where it banned by the authorities ( Human Right Watch 5 ) . In April 2010 in Khobar, Eastern Saudi Arabia, a Shia English instructor, Hussan Al Makki, was arrested by Intelligence Administration force. Makki was charged of go againsting the authorities s prohibition to pattern any Shia rite. Furthermore, there were other 3 people that were arrested on the same charge as Makki ( Rasid News Network 28 ) . Although Shia s ritual and public jubilation of their spiritual events are considere d illegal to execute, but Shias still continue to pattern both publically and in secret. ( Human Rights First Society 38 ) .Moreover, Shias mosques are forced to close down often. Harmonizing to the Saudi jurisprudence, to open the mosque, it has to acquire a licence from authorities foremost. It is frequently the instance that the authorities will non allow this licence, peculiarly, to Shia mosque. Therefore, it becomes a common and legal thing for the Saudi authorities to close down the Shia mosque under the charge of non holding licence to run ( Human Rights First Society 38 ) . In add-on, the authorities besides restricts on how Shia can construct their house. The authorities prohibits the Shia from holding cellar within their house because the authorities does non desire Shias to turn it into supplication hall, Hussueniyas ( Jafariya News 47 ) . Up to today, the authorities does non let publication of Shia spiritual books, it blocks their web sites, and does non let them any look in the public media. ( Human Rights First Society 38 ) . Many spiritual books, used in universities for classs, disrespect Shia at all by utilizing bad and humbling words to depict them and even mentioning them as Rafuda which means rejectionists of faith. ( Al.Hassan 13 ) . B. Education Not merely Shias are limited the right to pattern spiritual freedom, but besides in instruction ( Human Right Watch 5 ) . From the statistic, there are merely 7 Shia schoolmasters out of 319 male child schools and no Shia headmistress in miss schools at all in Eastern Province where bulk of Shias live. Besides King Faisal University, where its headquarter located at Ahsa in Eastern Province, is consisted of merely 7 professors out of 287 professors ( Human Rights First Society 37 ) . Furthermore, any private schools or babys rooms operated by Shia people are non allowed be opened. ( Al.Hassan 16 ) . Shia s theological belief is non allowed in Teach in school ( Human Right Watch 6 ) . Furthermore, in the school, it becomes a normal thing that many Sunni instructors publically condemn and look down on Shia pupils sing them as heretic ( Wikipedia 12 ) . Dr. Mohamed J. Al.Hassan, a professor at King Saud University, one time said that his girl was insulted by Sunni instructor and he call ed the school to name for justness by firing the instructor, but nil happened to the instructor. Furthermore, some extremist people saw that the instructor should hold done more than that ( Al.Hassan 18 ) . But this can non merely be blamed on those instructors themselves. As throughout of the instructors lives, they have been brainwashed to detest and diss Shia Muslims so when they become a instructor, they will go through their belief to their childs. This will go on from coevals to coevals ( Al.Hassan 16 ) . Not merely Shia pupils are insulted by Sunni instructors, but even Shia instructors or professors are besides insulted by Sunni pupils every bit good ( Al.Hassan 16 ) . C. Social Opportunity Socially, Shias sometimes have to conceal their religion and in secret worship to forestall them from any persecution. Furthermore Shias are ever treated as a 2nd citizen by their authorities. For illustration, the Fatima Shia of Najaran, an ancient native community, received really bad dainty from the authorities. More Than 3000 members from the community were forced to go forth their place to travel to else without any good ground ( Megalommatis 50 ) . The authorities besides limits their freedom on how Shia named their kids in order to deter them from demoing their individuality. ( Wikipedia 12 ) before tribunal where everyone claims a justness section. For illustration, Sunni justice will non let or accept the informant who is Shia. Furthermore, the tribunal Judgess any instances based on Sunni spiritual jurisprudence. Furthermore, no Saudi Shias have right to function as a justice in tribunal and besides in any high-rank place within authorities and military ( Human Right Watch 6 ) . Government passes out several edicts that encourage people with hatred, force and favoritism against Shia. Some edicts recognize Shia as illegal and non-Muslim and can non populate harmoniously with Shia. ( Al.Hassan 13 ) Other edicts claim Shia to deviate the existent significance of Islam and polytheists. ( 14 ) This type of favoritism and hatred besides widely appear on the cyberspace advancing violent and segregation against Shia. Surprisingly those violent Sunni web site are allowed to travel on while Shia website which advancing peace and integrity are blocked really fast by Saudi authorities. ( J, 25 ) Saudi Shia are out to take any senior place in Government. There are no Shia curates, diplomats, security officers, ground forces commanding officer, air force pilots, spiritual instructors, caput of authorities bureaus, Judgess, city managers, official imaums, Royal officers, caput of public company and many other senior authorities. ( Megalommatis 49 ) . III. Chemical reaction A. Shia All the Saudi Shia wants is for their authorities to esteem their individuality and handle them every bit. Yet, Saudi governments routinely treat these people with scorn and intuition. ( Human Right Watch 4 ) . Shia Muslims in Saudi Arabia have been so long looking for more equality in their day-to-day life in society including freedom to idolize. They want to hold legal right to hold their ain mosque, Shia spiritual book, and besides are accepted by everyone ( Al Qudaihi 2 ) . Saudi Shias has set up a new resistance group to name for more equal intervention for their people called Khalas . This group claims that the authorities has opportunities to reform its society to be more openness toward Shia, but they are merely non willing to make it so ( Al Qudaihi 3 ) . Tawfik al-saif, a Saudi political militant, states that to stop these drawn-out struggles, the Saudi authorities should present both political and societal reforms to do Sunni and Shia much more integrate to each othe r ( Al Qudaihi 2 ) . To stop these jobs, Mai Yamani, a Saudi bookman, suggests that Saudi should alter from molithic Wahabi national individuality to be more unfastened and inclusive everyone. This means that Saudi Arabia has merely 2 picks to take either stoping favoritism against Shia and giving them their right socially and politically, or sitting down and watch them to derive their strength from foreigners and the state go decomposition ( Yamani 9 ) . Recently, King Abdullah has tried to promote Saudi people to pattern spiritual tolerance and unrecorded together peacefully, but a big figure of province establishments still commit to know apart Shias non to be able to keep any public offices ( Human Right Watch 4 ) . D. King and the Saudi authorities In 2003, Prince Abdullah began the thought to acquire both Sunni and Shia Clerics to come together for the first clip. 5 old ages subsequently, Prince Abdullah besides supported a pan-Muslim World meeting for Shia and Sunni keeping in Mecca ( Financial Times 25 ) . Since 2001, Saudi authorities stated that they have prepared to redact text editions, curricular, learning method to recommend tolerance and take dissing word from the book. Despite their effort to alter the prejudice position toward Shia, text editions used in schools still contain the words that show intolerance position toward Shia advancing force and hatred against Shia. ( Scripture Seed Foundation 42 )

Freedom with restrictions a commentary on The Cyclist by Louis MacNiece Essay Example

Freedom with restrictions a commentary on The Cyclist by Louis MacNiece Essay In the poem The Cyclist by Louis MacNiece the readers are invited to share the joy and freedom of the cycling the boys are experiencing in summer via various literary devices. Through the use of theme, juxtaposition, repetition and sensory imagery, the poet is able to create a pleasant atmosphere of vigorous youth. However, by mentioning the school studies throughout the poem, Louis MacNiece subtly implies that negative things will always exist, even when we are experiencing the happiest moments in our life. The title of the poem already tells the readers that the focus of the poem is the cyclist, a young boy who is freewheeling down the escarpment (line 1). The very first word of the poem, freewheeling, brings the theme of freedom into this work. By describing the swift movement of the bike and applying the verb in present tense, it creates a continuous and unstoppable impression of the cycling process when the poet sets the action going down a hill. The speed of the bike is emphasized even more when the verb is juxtaposed with the unpassing horse (line 1). Because the boy is riding the bicycle with the pedals at rest, it also gives the feeling that the boy is relaxing so he can enjoy the moment of wind cools the sweat of his neck (line 3) to the fullest. We will write a custom essay sample on Freedom with restrictions a commentary on The Cyclist by Louis MacNiece specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Freedom with restrictions a commentary on The Cyclist by Louis MacNiece specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Freedom with restrictions a commentary on The Cyclist by Louis MacNiece specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Unfortunately, after a few lines later the readers find out although the boy seems to be free, he is still restricted between the horizons brackets (line 6). Brackets, together with chalk in line 2, refers to tools in classroom and grammar lessons in school that keep on occurring in the cycling boys mind even during summer holidays. Here the boy appears to be in an insecure mood that makes him grasp the [handlebars, as if it is] summer (line 4), because he has only mere five minutes (line 7) that completely belong to him to enjoy. The happiness and pleasure brought by freewheeling now appear to be somewhat tragic, as we learn they will not last long. The poem consists of 27 lines that are divided into three stanzas of varying lengths. If the first stanza is mainly devoted to the freedom of the cycling boy, then the second stanzas purpose is to build up the summer atmosphere by using remarkable imagery. In line 11, the phrase glaring, glaring white creates a dazzling effect, reminding of the color of summer sun. The repetition of glaring emphasizes the brightness of the light but gives a sense of danger at the same time too, as it produces an image of a teacher glaring at the student for wasting his time on cycling rather than studying. The heat in the summer time is further highlighted by the image of the grass boil[ing] with grasshoppers (line 13). The verb boil, that expresses the heat needed for liquid to turn into vapor, is so vivid that the readers can almost directly feel the incredibly high temperature. On the other hand, the image of grasshoppers being boiled alive by the heat seems too excessive and brutal, just like the glaring, glaring white light is too bright for people to look at. This exaggerated imagery reflects another restriction shown in the poem that positive things, such as warmth and light that all living creatures need in order to survive, can bring negative effects when being used without a limit. The poem goes on to describe the pleasure the boys are experiencing during summer, whetter through cycling or skateboarding, which the poet illustrates as surf[ing on] dust (line 17) and heat-wave (line 15). The enjambment between the second and third stanza does not seem abrupt, on the contrary, it gives the reader a break to enjoy the moment of hair thrown back (line 16) by the wind. However, right after the imagery full of leisure portraying the boys drink [summer] through closed eyelids (line 20), MacNiece introduces another turning point in the poem. The bell (line 20) obviously referring to the school bell brings the poem back to the school theme. The repetition of left-right-left (line 21 and 23) that describes the pedaling process at the end of the poem significantly contrasts the freewheeling at the beginning of cycling. The fact that the the boy must pedal again (line 22) and meanwhile remembering his forgotten sentence (line 21) indicates the joy the boy experiences in summer holiday will eventually fade away: he has to face the reality of schoolwork and start to study hard when the vacation ends. The poem finishes by referring to the unchangeable movements of the horse in the chalk (line 24). The horse, although much slower than the bike, can be regarded as the ultimate symbol of freedom, as unlike human, particularly the boy whose school will soon start, it moves calmly (repeated three times in line 25, 26 and 27) regardless of tenses and final clauses (line 26). This last juxtaposition of humans restrictions and animals freedom, together with various other literary devices used in this work, marks the final conclusion of this poem written by MacNiece: although we can experience joy and excitement in our lives, we can never truly be free.

Positive learning enviroment Essay Example

Positive learning enviroment Essay Example Positive learning enviroment Essay Positive learning enviroment Essay To be effective in analyzing and evaluating strategies I will require to establish and maintain a positive learning environment (PEEL) within my lessons, I will first establish what constitutes a PEEL through my own understanding including further research. I will then go on to analyses and evaluate the strategies I will use, focusing on the overarching ideas of behavior management (MM) and expectations, safety and assessment. I will link these to the Teachers Standards (TTS) throughout. A PEEL, echoing the words of Jacques and Holland (2007,104), has attractive displays based on hillsides work is tidy has a purposeful atmosphere when children are working promotes children self esteem. This is by no means a definitive list explaining how to create a PEEL, but addresses the important strategies I will use to create a PEEL and discuss throughout this essay. Behavior for learning (FL) must be addressed when discussing how to create a PEEL. Both are high on the agenda of myself as a trainee teacher, the government and teaching unions. The government has given the role of shaping FL to the head teacher of individual schools who is required by the Department for Education (UDF) (2014, 4) to produce a school behavior policy effective as a strategy for establishing and maintaining a PEEL, which sets out procedures to promote good behavior, self-discipline and respect prevent bullying ensure that pupils complete assigned work and which regulate the conduct of pupils. These concepts must be included within each schools behavior policy to create an established expectation of behavior within the school. Looking at the behavior policy of Twofold Junior School (TTS), the school motto is Be proud to shine (TTS, 014,2), this has been developed by the children into a code of conduct summarized by the words Learn, Safe, Happy, Respectful (TTS, 2014, 2), echoing the requirements from the UDF for FL. The TTS behavior policy is vast and encompasses an amalgamation of ideas including behavior management and expectations, reward systems and inappropriate behavior management which will equip me as a trainee teacher to establish and maintain a PEEL within my lessons. Teaching unions to an extent, agree with the concepts outlined above from the UDF. Their interest in FL also aligns itself with the protection of pupils learning and teachers careers. In the National Union for Teachers charter Learning to Behave A Charter for Schools (no date,3) Any behavior that prejudices teaching and learning within schools is unacceptable For some teachers it can be the trigger for leaving the profession. Young people who exhibit unacceptable behavior diminish their own chances as well as those of their peers. Thinking how FL must be established through a government led school behavior policy and how it affects the Jobs of teachers, pupils and their learning through teaching unions it becomes clear how FL must first be established before a PEEL can exist. This is why I will begin with addressing BUM and expectations for a PEEL within this essay. In accordance with TTS of the Teachers Standards (TTS), teachers are to Manage behavior effectively to ensure a good and safe learning environment (UDF,2011,12). Therefore BUM as a strategy for a PEEL is of utmost importance. TATS highlights the need for clear rules and routines accordance with the school behavior policy (UDF,2011,12) rules and routines create and shape the learning environment the way I want it to be. Having experienced how classrooms operate with and without a set rules and routines those with established lassoer rules having a quicker and more resolute way of dealing with inappropriate behavior I understand their need as a BUM tool within the classroom. I have also found through covering classes with a set of classroom rules on the wall, when asking the pupils my expectation of their behavior, they are quick and well equipped to respond. I will begin my teacher training creating a set of rules and routines with the pupils in agreement with Cicadas and Overall (1998,199) that Routines will work better if there is a shared and agreed understanding about them better if the children have helped to set them up. Through creating a set of rules and routines with my pupils, there will be a classroom behavior expectation which reflects the school behavior policy, promotes positive behavior and a feeling of security for the children of what to expect and what my expectations as a teacher are of them. As per Toss behavior policy Children know the consequence of breaking the rules TESTS supports this process which will encourage children to take a responsible and conscientious attitude to their own work and study (UDF,2011 , 10) to own their behavior. Classroom rules and routines are extremely useful to maintain PEEL they have been constructed together and can be referred back to throughout the year to reinforce positive behavior. BUM strategies to aid and enforce classroom rules and routines are in great supply from differing praise and rewards systems, to strategies of dealing with inappropriate behavior which are vital in constructing FL and a PEEL. TTS has a long list in its behavior policy to support BUM rewarding positive behavior includes merit marks, stickers, golden time and many more which I can utilize as strategies for FL for a PEEL. I have observed one strategy use throughout Year 3 at TTS of the brick move which highlights good and inappropriate behavior. It is a BUM strategy, which leads to golden time on a Friday afternoon where children can play with toys and sports equipment of their choice a reward for working hard throughout the week. The brick move reward strategy is similar to that of a traffic light system using more Jumps from start to finish. This strategy can be used in a number of ways, moves forward for correct behavior expectations and praising courteous behavior as expressed in TATS, but also moves backwards to highlight inappropriate behavior. One of the most effective uses I have seen and used of the brick move strategy is its use for positive discipline and reinforcement of behavior. Toss behavior policy for dealing with incidences of inappropriate behavior includes tactically ignore, acknowledge on-task behavior and privately and openly encourage positive behavior (TTS,2014,4) all focus on deferring negative behavior and reinforcing positive behavior through a brick move. I have used this within classes, rewarding the pupils showing expected behavior and have found it very effective as a BUM tool. I know positive discipline is a fantastic aid to establishing and maintaining both BAL and a PEEL and agree with Rogers, positive discipline isomer than ones use of language it is about creating the best environment and social climate for teaching and learning. (Rogers ,2007,52). The TTS state the classroom should be a safe and stimulating environment for pupils, rooted in mutual respect (UDF,2011,10). Teeming with ideas, this extract requires breaking down into three parts safety, stimulation and respect. I will address these in the next paragraphs to discuss strategies I will use to create a PEEL. Abraham Mascots Theory of Human Motivation (1943) is an influential theory when thinking about the importance of safety within a classroom to establish a PEEL. Mason spoke about a hierarchy of needs required by humans to succeed in fulfilling their potential something which has been debated time again by those working in schools. Mason states There are at least five sets of goals, which we may call basic needs. These are briefly physiological, safety, love, esteem, and self- actualization. (Mason,1943). It is widely agreed that Mascots basic needs must be met for a PEEL to be established, children learn more effectively when they feel better bout being in this group and coping with this work, when fundamental needs are being met. (Rogers,1998,226). Greenhorns discusses strategies for a safe atmosphere within schools in his publication The classics are hard to beat (2012), including, clear expectations around behavior, supported by consistent sanctions. I have already discussed BUM through rules and routines these are also fundamental to feel safe children know what to expect, therefore feel secure. Its also necessary for children to know what to expect from myself as a teacher, It is important for teachers of all ages ND experience to be clear about exactly who they errand what they expect from their pupils. (Dixie,2007,8). When I first covered classes, I didnt introduce myself or state any expectations of rules or behavior BUM was difficult and I was inconsistent with it I know the children didnt feel they were in a safe or secure environment. Through observing lessons, it became clear an established expectation and consistency from teachers was expected by the children this is what I will aim to project throughout my teacher training, Young people want certainty from the adults in their lives. They need you to create and enforce boundaries to give them a feeling of security. (Cooley,2010,9). Creating a safe environment within a classroom to establish a PEEL requires using the strategy of inclusion. Inclusion provides a feeling of safety and security through the idea that children feel comfortable in the knowledge that as a teacher I will ensure that they have full access to the curriculum, Lessons should be planned to ensure that there are no barriers to every pupil achieving As a teacher, I am required to ensure Inclusion means enabling pupils to participate in the life and work of mainstream institutions to the est. of their abilities, whatever their needs (Dixie,2011 , 14), which suggests to create a PEEL inclusion must be linked with differentiation to create a safe environment. Differentiation maintains ITS B children are challenged within their own abilities and I should set high expectations for every pupil and plan stretching work for pupils whose attainment is significantly above the expected standard (UDF,2013,8). Inclusion and differentiation as strategies to establish a PEEL is a huge and varied group of ideas, from SEEN to GET children, deploying support staff effectively through focus roofs and one-to-one help as needed by ATSC, they are key tools which will able me to create a PEEL through engaging appropriate support systems. I will address ideas of stimulation within the classroom within the next paragraphs. As explored earlier, its important for children to feel safe and secure within a classroom to establish a PEEL my classroom will need to be a space that provides pupils with adequate light, heat and seating space and the opportunity to drink fluids, will hellhole pupils feel safe, secure, happy and ready to learn. This refers to Mascots idea that Asia needs of a person must be met a PEEL established, before they can fulfill their potential. The layout of a classroom is also important for BUM to create FL and a PEEL throughout wider reading I know there are many ways to structure a classroom I have thought about all as a strategy to create a PEEL and believe putting desks in groups in my Year 3 training year will be most effective. I will use rewards systems through table points, differentiate levels and set targets more effectively by grouping children of a similar ability together I will also be arranging my classroom so that I can get to ACH student quickly and easily without disturbing or moving others. Positive stimulation for a PEEL also comes through the effective use of displays within a classroom they are an invaluable tool and strategy for a teacher to promote positive messages that can be transmitted through the medium of effective collapsibility. (Dixie,2011 ,31). Classroom displays, if used effectively, suggest to pupils academic ideals, a positive attitude towards work and a reinforcement of an authority of rules, they can as TESTS states Encourage pupils to take a responsible and conscientious attitude to their own work and study (UDF,2011 , 10). Displaying established classroom rules and routines will provide me as a trainee teacher, a tool and strategy to refer back to throughout the course of the year to ensure positive FL to maintain a PEEL. Stimulation within the classroom is also created through displays of children work by putting their work up on the wall I will be displaying exemplary work to be followed, bettered and create high expectations which children want to attain as per ITS. I will be setting targets for them to aspire to where They feel valued, they feel a sense of belonging, which in turn makes them feel happier about school. A happy child is a child who is less likely to cause disruption. (Dunn,2012,49), therefore a valuable strategy to create and maintain FL and a PEEL. Respect is the final part of the extract from the TTS I will look at, the idea that The development of a positive classroom climate depends on this relationship being two-way, your respect for pupils should be reciprocated in their respect for you, (Caribou,1998,70). Respect must be mutual for a PEEL to exist, as per DOTS At its heart, good behavior management is about good teacher/student relationships. I know as a teacher I am required to be knowledgeable about my students as stated by TESTS wrought educational means by having appropriate expectations and planning the correct level of work, but also understanding that behavior always has a reason and is quite often routed in the history of the child. I also believe that respect leads to a PEEL through consistent and fair teaching which takes us back to BUM and children knowing what to expect and what the teachers expectations are. Establishing a PEEL through respect should also be taught in the classroom, Students have to learn to accept that they are responsible for their behavior and its effect on others and the classroom environment. Rogers ,2008,153). Through being a respectful classroom, you can see that FL becomes positive, which in turn creates a PEEL. To close, I will address the idea of maintaining a PEEL through utilizing assessment effectively. Formative assessment as a strategy for PEEL can be seen in learning objectives, learning expectations, targets and many other means. Formative assessment links Joins the idea that in creating high expectations for pupils, a PEEL will be established as set out in ITS and the National Curriculum Teachers should use appropriate assessment to set targets which are deliberately ambitious. Targets also help your less able children feel a sense of achievement. (Cooley,2010,50) thus embedding the concept of a PEEL. As set out in ATSC, formative assessment can be used as a strategy to guide pupils to reflect on the progress they have made (UDF,2011,10). Both self, peer and teacher assessment through feedback, are amazing tools to create a PEEL through giving the responsibility of learning to the children, therefore Mascots idea that the creation of self esteem (through assessment) as a basic need allows children to fulfill their potential, The need to foster pupils self-esteem as learners is monumental to establishing a positive classroom climate, (Caribou,2008,73), therefore, The purpose of self- and peer-assessment is to help children to have a better understanding of assessment and therefore what constitutes progress and success.

Philosophy and Social Justice Essay Example | Topics and Well Written Essays - 750 words - 1

Philosophy and Social Justice - Essay Example A social system is said to be just if its values are contrary to those systems that foster suffering, abuse, oppression, tyranny, discrimination, and prejudice. A just social system incorporates the government since solely the government does the distribution of services and resources. These services include education and health services. When the government provides a quality education, dependable health services and equitable distribution of resources to the populace without favor then we say we have a socially just society. A society where every citizen, whether rich, poor, powerful, or powerless is given an equal chance to thrive either in social, or economic aspects. In conclusion, a socially just society upholds the rights of its citizens as provided in the constitution. These rights may include right to shelter/housing, freedom of speech, freedom of association, equitable economical empowerment among others (Daniels, 2005). According to the Theory of Justice (Veil of Ignorance), Rawls argument is from a principled reconciliation of fairness and liberty. Ideologies of justice are used to guide the conduct of the parties. These groups face a little shortage, and they are not purely egoistic or naturally altruistic. They have a mission they seek to achieve, but prefer to achieve them through collaboration with others on mutually suitable conditions. Rawls gives a form of fairness in the choice within groups using principles of justice that are mutually acceptable. In such limitations, Rawls believes that the involved groups would find his preferred ideologies to be attractive, winning out over varied alternatives such as right-libertarian and utilitarian accounts. Rawls claims that ignorance to certain issues in the society will create fairness in the society; this he calls the original position. If a person does not know his future in his own imagined society, he is likely not giving