Destiny Danielle Waters Multicultural Perspectives Essays (1014 words)

Destiny Danielle Waters Multicultural Perspectives Professor Oropall April 2018 Book Report I chose to read A Thousand Splendid Suns by Khaled Hosseini, an Afghan American writer born in Afghanistan in 1965. Khaled grew up during the time of bloody communist war while the Soviet Army invaded his country which is why I believe he ' s based his first and second book in the 1960 ' s to the 2000 ' s as a parallel to his own life. While reading this immensely detailed book, I learned that the Afghani community is very heavily sexist as evident by the way Rasheed treats Mariam, Laila and her daughter Aziza. Rasheed has the mindset that a woman ' s only role is to do household chores, pamper and take care of the man of the house and produce baby boys. Granted the time era of the book is the early sixties into the new millennium, but I was very aware of the fact that Rasheed ' s mentality and understanding of a woman ' s place in the home was the mentality of many men- even in todays day and age. When I first read A Thousand Splendid Suns, it was most definitely a culture shock to me because I really only knew the inner workings of the hispanic culture I come from. It was hard to read and realize that the mistreatment of women and young girls is so very prevalent in Afghanistan and countries like that one as well as the fact it is so widely accepted in their culture. My knowledge of the Taliban and organizations of the like is very limited but I was able to relate back to what I learned in high school with relevance to how the justice system works in strikingly different ways for women and men. For example, men have the right to divorce, beat and/or kill their wives for literally anything they see fit and the death of the woman would be blamed on her own actions even if she was to say, be defending herself from her own abusive husband on the verge of killing a young girl. I was surprised at the amount of words I did not understand because Khaled included many words in farsi alongside the rest of the english words. Mainly it was a surprise because there was not much of an explanation of what the words meant but I feel as though that helped to really get any reader, including myself, deeply immersed into the bookend the culture he was trying to have us understand. I would not necessarily say that my belief system was challenged but that is only because I believe in energies and karma. So in all honesty reading this from that perceptive and not from a heavily religious eye allowed me to be open and nonjudgemental of the things that were presented in all aspects of the literature. However I was in awe at how much detail he provided in relation to the more disturbing parts of the book because many times authors just skip over those parts because they may make the reader uncomfortable and that may not always be received well by critics and readers alike. In a way, I did gain a bit of a better und erstanding of skills one and two because there are many examples of how the skill can be related to. I was able to see how the Afghani culture was indeed a very intricate multi level one and the relationships demonstrated clearly how it was very different from my own future. I appreciated being able to learn so much from this book alone and it was great way to interpret skill one since I could see how even the communication varied so much from American mainstream culture. When it comes to skill two, I could see exactly how some of the barriers played a large part in the Afghani culture. For example, stress and discrimination were very prominent in the part of the book about Mariam and her life as well with Laila and Aziza since Rasheed was explicitly discriminatory toward his wives for not being able to have kids (Mariam) and for having a

Stalin Essay (Josif Vissarionovich Djugashvili).

Stalin Essay (Josif Vissarionovich Djugashvili). Josif Vissarionovich Djugashvili.Stalin is an important person in world history because he was the one that killed millions of people in Russia. Josif changed his last name from Djugashvili to Stalin because it meant "man of steel". He became dictator of Russia in 1929 after being appointed Secretary General of the Communist Party in 1922. Stalin didn't like some of the army officers that were part of the Russian army. Stalin changed Russia forever.Stalin was born as Josif Vissarionovich Djugashvili in Georgia, a region in the Caucasus Mountains in 1879. He was born into a poor family with his father making shoes. He married his first wife named Ekaterina Svanidze in 1904 and had a son named Jacob. She later died of tuberculosis in 1907. In 1918, he married his second wife, Nadezhda Alliluyeva. They had a son named Vasily and a daughter named Svetlana. She committed suicide in 1932.Beria's letter to PolitburoHe died in1953 of a brain hemorrhage.Stalin had a very bad method of rule/le adership. He began the Five Year Plans in 1928 which harmed the country, but it was good in the long run. In 1934, Stalin began a widespread campaign of arrests also known as The Great Purges. Stalin used these purges to take control of the Soviet society. During this time, the Communist Party falsely accused millions of Soviet citizens of committing crimes against the government. They were arrested the by Stalin's secret police (NKVD). They were arrested, imprisoned, tortured, and shot therefore, millions of people died. The purges finally ended in 1938.Even thought Stalin did very bad things during his reign in Russia, he did Russia some good. Stalin industrialized Russia by bringing agriculture under government control. The state set all prices and controlled access to farm supply. The Soviet Union...

Do you believe that we should all aim to be better global citizens Essay

Do you believe that we should all aim to be better global citizens - Essay Example By extension, one needs to examine how feasible the arguments for or against world citizenship are. Perhaps there is no better way of defining global citizenship than to adopt the viewpoint expressed by Thomas Paine when he said â€Å"My country is the world, and my religion is to do good† (Chumbley & Zonneveld 61). The world has advanced in more ways than one. It is for this same reason that the concept of global citizenship has become rampant; as widely acceptable as it is widely rejected. The same reason applies to the belief people have about globalization. The world, overtime, has been divided into countries. Although some of these countries and their people have certain features in common, they are not totally the same. These differences that mark them apart are many other peoples of the world. For instance, countries in the world are commonly classified into developed, developing and under-developed. This is just one of the main divisions. The basis upon which countries of the world are sub-divided is their social and economic standing, among others. However, the essence of being world citizens is to share responsibilities. Since some parts of the world seem to be experiencing little or no progress, while others are progressing rapidly. The advanced countries of the world find it imperative to unite under a number of organizations to ensure that the under-developed and developing nations of the world measure up to what they are supposed to be in the comity of nations. All these happen because in the long run or in the short run, the advancement or backwardness of one nation would affect other nations of the world (Jacobson 27). Nonetheless, one must not fail to mention that not only the developed nation have a responsibility to bear, the people from advancing and under-developed economies of the world also have roles to play. In spite of the different points of view people have about global citizenship, there are certain beliefs that are true. One of such beliefs is that it is not legal for anyone to state that they are global citizens because there is no document that formally stipulates such. This is in spite of the existence of such a body as the United Nations. Yet facts that accrue reveal that there are basis upon which one can safely assume that many of the peoples of the world are indeed global in their citizenship, automatically. One of facts is represented by the internet. Virtually everyone in the world is connected via the internet. This connectivity is so potent that when an incident happens in one part of the world, everyone knows about and is affected in one way or the other. Yet despite the advancement of global citizenry via the internet, there is still a whole lot to be done. For instance, some people in the world know little or nothing about the internet. So, if the condition for being a global citizen is having a presence on the internet, it can only mean that some people in the world will, by design, be d isqualified. Nonetheless, this does not cancel out the benefits of being a citizen of the global community. There are obviously many ways of being a global citizen. Some persons would even believe that once anyone is born into any family in any country on planet earth, such a person automatically becomes a global citizen. This is based on the assumption that since the family is a smaller constituent of a

Kolbs cyclical learning theory Assignment Example | Topics and Well Written Essays - 500 words

Kolbs cyclical learning theory - Assignment Example In the entire session, I was actively involved in varied chronological ideas with the major one involving lab analysis. Throughout the sessions, it was evident that more and more results were acquired, and each time the results differed. This was identified after each individual clearly demonstrated their results. Concrete experimentation consists of varied activities that can range from field works to lab sessions. In this sessions, everyone is committed to gaining the best results; a reason for having many correct answers for a similar question. Attaining different although acceptable lab results raised a lot of questions with most of them associated with credibility of the entire lab process. Although, I had numerous doubts, I decided to try and understand the results and the causes that resulted into the above facts. On putting more efforts and repeating the process several times, it became evident that these results would always vary, but accurate calculations using the data for each individual would provide similar results. This ensured that if the same lab sessions were repeated or rather taken in similar circumstances, but different periods, it was possible to anticipate the following results or actions. The reflective observation has instances when a learner concentrates and reflects on the experiences that occurred in the prior stage. Understanding the general principle in which the entire lab session, results and the analysis occurred proved incredibly challenging.

Embracing Ict In Nigerian Secondary Schools Education Essay

Embracing Ict In Nigerian Secondary Schools Education Essay Aim: The aim of this literature review is to describe the current state of ICT development in Nigerian Secondary Schools, discuss the problems of ICT development in Nigerian Secondary Schools, suggest possible solutions and highlight the importance of embracing ICT in education in Nigerian Secondary Schools. Introduction: The Federal Republic of Nigeria is a country located in the western part of the African Continent with an approximate land mass of 923,768.00 sq kilometres, lying between Latitude 40 140 North of the Equator, Longitude 30 and 140 East of the Greenwich meridian bordered on the west with the Republic of Benin, on the north with the Republic of Niger and on the east with the Federal Republic of Cameroun. The topic of ICT integration into the Nigerian economy is very crucial however , for the purpose of this literature review the importance of integrating ICT into Nigerias Secondary School Environment will be discussed. Information and Communication Technology (ICT) involves the use of all forms of Computer, Communications, Software ,Network and Mobile Technologies to process, maintain and mediate information. Communication Technologies include all media such as; Cable,Satellite, Fibre Optics, Wireless (radio, Infrared,Bluetooth,wi-fi) employed in transmitting audio,video,data or multimedia. Network Technologies include Personal Area Networks (PAN), Campus Area Networks (CAN), Intranets, Extranets, Local Area Networks (LAN),Wide Area Networks(WAN),Metropolitan Area Networks(MAN) and the Internet. Computer Technologies include all removable media such as optical disks, disks, flash memories, video books, multi-media projectors, interactive electronic boards, and continuously emerging state-of-the art PCs. Mobile Technologies comprise Mobile Phones, PDAs, Palmtops etc.(Illoanusi,O.N., Osuagwu,C.C. 2005).ICTs have become part of our very existence as a matter of fact, it affects all of human activities . Over the years, ICTs have created significant impact on the way we live. Significant improvements and developments have occurred in various fields as a result of ICT integration to those fields. The field of education is not excluded as ICTs have undoubtedly affected learning, teaching and research methods.(Yusuf 2005) cited by (Adomi, A.E., Kpangban,E. 2010).The impact of ICT on education has improved educational standards in developed economies, however this impact is still to be felt in developing economies such as Nigeria. Current Situation of ICT development in Nigerian Secondary Schools ICT in education involves embracing major components of ICT to enhance teaching and learning methodologies in institutions of learning.Presently,the integration of ICT in Nigerian Secondary Schools is minimal.In 1988,in an attempt to keep pace with development in computer education ,Nigeria enacted a policy on computer education. According to Okebukola(1997) the plan was to implement this innovation first to some selected federal government colleges and thereafter spread this innovation to other secondary schools and later to primary schools, unfortunately this project was never successful as intended because beyond the distribution and installation of computers in federal government colleges this project never took off ground.(Aduwa-Ogiegbaen, S.E. , Iyamu,E.O.S. 2005). The Federal Republic of Nigeria has no specific policy on ICT in education.The Ministry of Education created its ICT department in February 2007 more so, several government agencies and other stakeholders in the private sectors have initiated ICT-driven projects and programmes to impact all levels of the educational sectors.(Agyeman,O.T. 2007).At School level,the use of ICT aided instructional materials is minimal or rather not encouraging.This could be attributed to the fact that majority of Nigerian Secondary School teachers do not see the importance of improving their professional practice using ICT and are consequentially, less eager to adopt the use ICT in their teaching practice. If however the secondary teachers in Nigeria perceive the importance of integrating ICT in teaching methods they are more likely to embrace the use of ICT in their professional practice. A study which investigated teachers self efficacy in implementing computer education in Nigerian Secondary Schools found that most teachers in Federal Government Colleges in Nigeria lack experience in the use of computers for educational or industrial purposes ,most teachers in Federal Government Colleges cannot use common computer software because they lack knowledge of basic computer operations.(Yusuf 2005) cited by Ololube,N.P (2006).Students on the other hand are embracing ICT however not in the right manner .Nigerian Secondary School Students are yet to maximise the benefits of the internet in research and learning. This is evident in the use of Internet by these students who stay long hours on the internet chatting on social networking sites such as facebook and yahoo messenger. Problems of ICT development in Nigerian Secondary Schools Various factors are responsible for the problems of ICT development in Nigerian Secondary Schools. Nevertheless, the most significant amongst these factors are; Lack of adequate ICT infrastructure, Low percentage of teachers with ICT skills, Absence of National policy on ICT in education ,Low access to the Internet and Cost of acquiring ICT facilities where available. Lack of adequate ICT infrastructure in Nigeria seems a major issue. Though the International Telecommunication Union(ITU) has rated Nigerias Telecommunication Sector as the fastest growing in Africa, majority of Nigerians still have inadequate access to the Internet.(Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005).Information,data,audio,video and multimedia are meant to be transmitted on reliable networks supported by adequate ICT Infrastructures unfortunately, these infrastructures are lacking in most Nigerian Secondary Schools. Inadequate funding and lack of technology budget exacerbate the problems of ICT infrastructures (Illoanusi,O.N Osuagwu,C.C 2005).Moreover ICT equipments were made to function with other infrastructures such as electricity (Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005) the irregular and unstable supply of electricity in Nigeria poses a major difficulty in the proper functioning of ICT equipments even when they are acquired .There are recorded cases of electrical home appliance s damaged due to lack electrical power supply over period of months. The absence of electric power grids in most parts of the country even where adequate telecommunication facilities are available contribute to the irregular power supply.(Agyeman, O.T 2007). The percentage of Nigerian Secondary School Teachers with basic computer skills is low compared to their counterparts in developed economies.Nigerian Secondary School teachers attach little importance to IT literacy .Consequently,the use of ICT aids in teaching is minimal.Additionally there is widespread ignorance and misconception about ICTs among Nigerians (Ighoroye and Ajayi. n.d) cited by (Adomi,E.E., Kpangban,E. 2010).Secondary School teachers in Nigeria need to be trained on educational technologies and the importance of integrating computers into classroom teaching.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S. 2005). Presently,there is no existing National Policy on ICT in education. Although the Nigerian Federal Government policy in 1988 introduced computer education in high schools(Okebukola 1997) cited by (Adomi,E.E, Kpangban,E. 2010).This policy was not successful as the only implementation was distributing computers to Federal Government High Schools which were never used for computer education of the students (Adomi,E.E, Kpangban,E. 2010).The Nigerian Federal Government have on several occasions revealed plans to integrate ICTs into school systems and provide infrastructure to schools,yet actions are still to be taken on these plans. In 2001,Nigeria started implementing its ICT policy which led to the establishment of the National Information and Technology Development Agency(NITDA) the purpose of establishing NITDA was to help Nigeria become an ICT capable country in Africa and a major player in the information society by 2005.This vision is yet to be fulfilled even few years after the set time for achieving this vision.(Agyeman,O.T.,2007) Major development of ICT in education depends largely on access to the adequate ICT infrastructures especially the internet.Access to computer equipment,internet and other accessories in most Nigerian Secondary Schools is low.(Agyeman,O.T. 2007).Underfunding and inadequate financial capacities lead to this problem. Irregular electricity supply exacerbates this problem. The availability of computers in few Nigerian Secondary Schools located in urban areas is in the ratio of 5 computers to 1 student on the contrary,the case in rural areas is absolutely not encouraging. Some rural areas still face total absence of power supply. Secondary Schools in Nigeria are not adequately funded to provide furniture, requisite books,laboratories and adequate classrooms let alone being given adequate funds for computers and internet connectivity.(Aduwa-Ogiegbaen,S.E, Iyamu E.O.S. 2005). The High cost of acquiring ICT facilities even when they are available cannot be overlooked. The cost of purchasing computers in Nigeria is high not so many can afford it. Moreover, monthly internet rates are exorbitant and the charges are unaffordable for most people in Nigeria consequently,it is difficult for secondary schools to acquire and install ICT facilities for the use of teachers and students (Adomi,E.E., Kpangban,E. 2001).Additionally,the high cost of computers still make most secondary schools unable to acquire these facilities. Suggested Solutions to ICT development problems in Nigerian Secondary Schools The integration of ICT in education in Nigerian Secondary Schools will produce sustainable development in the secondary school system..However,if the effort to integrate ICT into Nigerian Secondary Schools will be successful then it is pertinent that the Nigerian Government ensure ICT policy statements in education are translated into reality. Furthermore, the Federal Ministry of Power and Mines should work towards stabilising electricity power supply in Nigeria(Adomi, E.E., Kpangban,E., 2010).Additionally, stakeholders in Nigerian ICT industry must help spread the knowledge and usage of ICT amongst Nigerian Secondary School Teachers and students in the best way possible. The Federal Ministry of Science and Technology most importantly must ensure the NigComSat-1R which is meant to be a replacement of the failed NigComSat1 and the SAT3 submarine cable is delivered as scheduled in the fourth quarter of 2011 as this will immensely reduce telecommunication and internet connection rates. Adequate funding and budgets for ICT integration in secondary schools should also be made possible by the Federal Ministry of Education. The Importance of Embracing ICT in Education in Nigerian Secondary Schools ICT integration in Nigerian Secondary Schools system will gradually transform the quality of the Nigerian Secondary Educational System (Osuagwu,C.C., Illoanusi,O.N., 2009).The successful integration of ICT in Nigerian Secondary Schools will enhance teaching, learning and research methods moreover, significant development in Nigerias secondary educational system will occur. There is no doubt that teachers and students in secondary schools in Nigeria will have incredible resources at their disposal with reliable access to the internet.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S., 2005). Conclusion There is no doubt what significant improvement successful ICT integration will bring in the Nigerian Secondary Educational System however the Nigerian Government must make adequate efforts to implement National policies on ICT in education, stabilizing electrical power supply,and provide adequate funding to secondary schools for the acquisition of ICT facilities if this goal of Integrating ICT in Nigerian Secondary Education System will become a reality.

Free Catcher in the Rye Essays: Manic-Depressive Holden :: free essay writer

Manic-Depressive Behavior Exhibited in The Catcher in the Rye  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Catcher in the Rye, by J.D. Salinger, portrays Holden Cawfield a New York City teenager in the 1950's as a manic-depressive. Holden's depression starts with the death of his brother, Allie . Holden is expelled from numerous schools due to his poor academics which are brought on by his depression.   Manic depression, compulsive lying, and immaturity throughout the novel characterize Holden.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Events in Holden's life lead him to become depressed. Holden's depression centers on Allie. The manner that Holden sees himself and how he sees others leads him to be expelled from school. The speaker expresses, "One thing about packing depressed me a little," (51). Holden expresses these feelings when he packs his bags after being notified that he is expelled.   Holden leaves school and heads for New York City, where he finds himself to be more lonely and depressed than ever. He is all alone and he laments, " What I really felt like doing was committing suicide. I felt like jumping out of the window," (104). Holden says this while he is all alone in his motel room. He is too ashamed of himself to return home, he knows that his mother will be upset and his father will be angry with him. He also adds that " I wasn’t feeling sleepy or anything, but I was feeling sort of lousy. Depressed and all, I almost wished I was dead," (90). Ho lden states this during one of the first nights that he is staying in New York.   Holden expresses many thoughts of depression.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Compulsive lying is another characteristic that   Holden exhibits. Holden would tell people lies just so they could not become closer to the real Holden. Holden tells lies on numerous occasions to gain.   Holden pathetically tells Mrs. Morrow, " I have to have a tiny operation†¦ it isn't very serious. I have this tiny little tumor on my brain" (58). She tells Holden that she is very sorry and she is hopeful that he shall be well soon. Holden then catches him self in a lie and he remarkes, "Once I get started, I can go on for hours if I feel like it," (58). This compulsive lying shows that Holden is not satisfied with himself and that he feels that people will judge him critically.

In Gothic texts, women are either hopelessly submissive or significantly absent Essay

The novel Frankenstein is dominated with male characters amidst female characters often being used to fill minor roles. For a female character to be ‘hopelessly submissive’ we would expect the character was pre-determined to be passive with no chance of progressing from the ‘submissive’ role. However in Frankenstein we see female character such a Elizabeth Lavenza stand alone at points even when other are against her for example the persecution of Justine Moritz. The term ‘significantly absent’ implies the female to be absent in order to teach a lesson or convey a message, to have some primary objective. Within Frankenstein this is true in relation to Caroline who dies yet the absence is significant within the plot and Mary Shelley’s authorial message. In regards to women being ‘significantly absent’ we see the character of Margaret Saville, Robert Walton’s sister, follow this idea. Within the opening letters of the frame narrative of ‘Frankenstein’ we are made aware of ‘dear Margaret’ being the recipient of Roberts’s letters informing the reader of his whereabouts. We never hear from Margaret herself yet we know she’s disapproves of Robert’s excursion, Shelley intentionally provides the views of Margaret second handily; whatever we know about her is conveyed through Roberts writings. Throughout the novel any mention of women comes from either Robert or Victor and the reader is never made aware of the thoughts and feelings of the women directly and therefore a gender bias is apparent. The absence of a female narration also reflects the male dominance present at the time the novel was written mirroring the submissive woman. Similarly Elizabeth Lavenza, an orphan adopted by the Frankenstein’s, can also be seen as submissive due her passive role. Elizabeth is objectified from the moment we are introduced to her; she is presented as property of victor when described as a ‘pretty present’ for victor to play with. Here Mary Shelley is making a point of the unfair treatment of women and their objectification. Elizabeth represents a character much like Shelley herself she is aids the poor, respects all classes and supports Justine when wrongly accused. In this sense Elizabeth is neither ‘hopelessly submissive’ nor ‘significantly absent’ instead she expresses individualism in her actions which can be admired by the reader and run unconventional in the genre of gothic novels. Victor’s mother, Caroline Frankenstein, can be seen as both ‘hopelessly submissive’ and ‘significantly absent.’ After dying of ‘scarlet fever’ victor is absent of a mother figure and it may be questioned if this is an element of his disintegration of character. After bringing the monster to life Victor dreams he dreams he ‘held the corpse’ of his ‘dead mother’ creating some disturbance and upholding the genre of the gothic. In this case victors ‘absent’ mother is affecting him mentally and this can be seen as Shelley showing the power of females which is overlooked by men. Caroline can be related to the feminist theory of ‘the angel in the house.’ The angel in the house refers to a maternal, domestic female seen as an idealisation for men. Caroline is often portrayed as a weak vulnerable woman with a ‘soft and benevolent mind’ and therefore fits into the ‘submissiveâ⠂¬â„¢ female character. After her death it seems the ‘angel of the house’ is then shifted to Elizabeth who takes over the role of the mother and is devoted to the family becoming the maternal figure herself. The statement reduces the women within gothic novels to just two roles ‘hopelessly submissive’ or ‘significantly absent’ and therefore is very limiting towards the female characters of gothic novels. Although the women in Frankenstein do display these roles these are just two of many. We see both Margaret and Caroline to be significantly absent and Elizabeth is often submissive within her place in the family prior to Caroline’s death. However all the female characters within Frankenstein, other than Margaret (she is the only one to remain significantly absent throughout) display many more elements within their characters. Consequently when considering this statement in the light of the female characters in Frankenstein it fails to account for other character roles and therefore is only partially valid when applying to Frankenstein.