Racism free essay sample

This paper centers around the lives of a gathering of young ladies living in a periurban network outside of Maputo, Mozambique. Utilizing participatory systems, we hear legitimately from the young ladies the affecting job sex and culture has in keeping young ladies from getting to a higher caliber of life. Discernibly missing in young ladies and destitution related discourse are the voices of young ladies living with neediness, just as the essential job of sexual orientation imbalance and culture comparable to the chance and limit of young ladies getting noticeable, having voice and office and at last leaving an existence of neediness. BIO Dr. Zainul Sajan Virgi’s research is situated in Maputo, Mozambique where she is concentrating on the carries on with of powerless pre-pre-adult and youthful young ladies and the opportunities for getting to a higher caliber of life â€Å"as seen through their eyes†. Zainul is the primary beneficiary of the Jackie Kirk Fellowship in Education. Zainul has filled in as a network/global advancement master in Canada, Mozambique,Tanzania, and India. We will compose a custom article test on Prejudice or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page She has used her examination aptitudes and made an interpretation of the results into proposals which have been actualized effectively by governments, non-benefit associations, just as benefactor offices. â€Å"Children, especially young ladies, keep on acquiring family destitution. This cycle must be broken. † UNESCO, 2003 p. 5 INTRODUCTION Childhood neediness is a reality in all aspects of the world. Today, one billion kids all inclusive live with destitution (HDR, 2012). Of which 30 million kids live in relative neediness in 35 of the world’s most extravagant nations (UNICEF, 2012). Killing destitution and specifically girlhood neediness has been a slippery objective. In 1948, governments, choices creators, contributors and NGOs originally dedicated to annihilating neediness by embracing the Universal Declaration of Human Rights (OHCHR). An increasingly coordinated exertion was made towards disposing of youth destitution with the selection of the Convention on the Rights of the Child (CRC) in 1989. The CRC was intended to secure the youngster and guarantee that s/he had the option to get to a higher caliber of life. In September 2000, the biggest social occasion of world pioneers in history endorsed the UN Millennium Declaration which included as one of its key objectives, the annihilation of neediness and appetite by 2015 (MDG site). With concentrated consideration on neediness that started 64 years prior, some advancement has been made, anyway much work stays as substantiated by the accompanying insights. One billion youngsters or 1 in each 7 people keep on being denied of at least one basic administrations for endurance. 1. 1 million youngsters don't go to grade school (UNICEF, 2010). 640 million kids are living without sufficient safe house; 400 million kids don't approach safe water, 270 million youngsters don't approach wellbeing administrations. 10. 6 million kids kicked the bucket before they arrived at the age of 5 of every 2003; around 29,000 youngsters for each day (Shah, 2010). An expected 60 percent of the constantly ravenous are ladies and young ladies and 20 percent are kids younger than five (WFP, 2009). Why Girlhood Poverty? A wide collection of different exploration in the fields of human sciences, formative brain research, medication, human science, and instruction (Shonkoff, 2009; UNICEF, 2008) all underscore the significance of improvement during the early long periods of adolescence corresponding to the arrangement of knowledge, character, and social conduct (Farah et al. , 2006; Brown Pollitt, 1996; Winick Rosso, 1969). The impacts of disregard during the early long stretches of life can be aggregate and enduring (UNICEF, 2008). There has likewise been a call since the late 1990s for research with young ladies and young men that draws in their voices, especially during their initial pre-adult years. Cannella (1998), for instance, takes note of that â€Å"the most basic voices that are quiet in our developments of youth training are the kids with whom we work. Our developments of exploration have not cultivated strategies that encourage hearing their voices† (Cannella, 1998, p. 10). I would include that the voices explicitly of youthful pre-adult young ladies are outstandingly missing according to destitution, sexual orientation disparity and the effects of social and normal practices in their lives. Taking into account that 70% of those named poor on the planet are ladies (UN WOMEN), I assumed that young ladies living with destitution must face unexpected difficulties in comparison to those 3 xperienced by young men in changing out of an existence of neediness. In inspecting information relating to youth neediness utilized by driving associations, for example, UNICEF, I noticed that not all information relating to kids by and large had been disaggregated by sex or age. Wi thout sex and age disaggregated information, the measurements introduced appear to give the feeling that young ladies and young men of any age experience neediness in comparable manners. In any case, UNICEF demonstrates that there is as yet a deficient comprehension of how neediness explicitly impacts young ladies. There is likewise constrained exploration which breaks down the connection between youth neediness and girlhood (Delamonica et al. , 2006). Neediness research as observed through the eyes of young ladies would feature a mix of components including sex imbalance, social impacts, absence of property and land rights; lower status; absence of dynamic capacity; conflicting access to fundamental rights including access to clean drinking water, sanitation, heath care and quality instruction, upward portability business; restricted capacity to shield oneself from physical and sexual brutality (UN WOMEN). Why Use Participatory Methodologies? In the event that we start with the reason that the ultimate objective is to create successful approaches that will address various genuine issues looked by young ladies living with servile neediness, at that point a basic initial step is to draw in young ladies for whom the strategies would have an immediate effect and for whom destitution is a personal reality. The subsequent advance is to create space for them to fundamentally think about their past, present and future lives. Space is expected to tune in to their thoughts for arrangements that could change individual and network difficulties into qualities. Space is likewise critical to gain legitimately from the young ladies the teps required that would prompt compelling and important improvement in their personal satisfaction. All things considered, making of information is the sign of strengthening. Various exploration considers have recognized the basic job of successful cooperation which prompts some type of strengthening. It additionally brings about an increasingly equivalent sharing of intensity between the individuals who approach power and the individuals who are customarily banned from having power (Nelson Wright 1995). Predominant stories in numerous social orders all through the world hold the view that kids can't partake in settling on significant choices that influence them. Young ladies, particularly young ladies living with destitution are regularly not counseled or even requested to take an interest in common society, nor in research about their lives. Testing that point of view is the strengthening approach which urges us to â€Å"question these prevailing accounts and to search out elective stories that challenge presumptions about children’s capacities† (Rappaport, 2000, p. 5). Another developing zone of researchâ€the human science of childhood†prods us to tune in to children’s viewpoints and view kids as specialists in their own lives. Children’s ability can be developed by showing them explicit aptitudes. Taking part in research, for instance, can assist them with overseeing the assets that influence their lives. Kids, along these lines, can become advocates for themselves as well as other people (Langhout Thomas, 2010, p. 64). 4 Participatory examination has incredible potential for minimized young ladies, who are typically quieted, to build up a feeling of self by offering their extraordinary point of view on their lives, network, difficulties and qualities. What's more, during the time spent taking an interest in participatory examination, they can possibly become pioneers inside their own networks (Mathews et al. , 2010). The Case of Mozambique is a nation that has been molded by war, battle and numerous philosophies which has brought about its constrained change from being the least fortunate to the fifth most unfortunate nation on the planet (UNDP 2010). Culture assumes an impacting job on choices made by governments and the approaches they decide to help (Sen, 2004). Mozambique is a domineering male centric or male-commanded culture. The Portuguese colonizers for more than 400 years likewise strengthened male matchless quality in Mozambique (Stoler, 1995). The mix of culture, varying belief systems and extensive stretches of war has directly affected two basic segments in Mozambique †wellbeing and training. For instance, during 15 years of furnished clash among FRELIMO and RENAMO, open framework was purposely focused, with schools and educators specifically being singled out (UNICEF, 2006) alongside specialists (Finnegan, 1992). Altogether, harm was assessed at $20 million (Hanlon, 2010), an amazing sum for a ruined nation. The consolidated human and monetary misfortunes left Mozambique with minimal decision however to go to the universal network for expanding money related help. Mozambique’s expanding money related reliance prompted the neo-colonization of Mozambique, this time by South Africa and the West. The different types of mastery additionally prompted expanding impact by outsiders on Mozambique’s approaches, including wellbeing, training and the utilization of remote assets (Paraskeva, 2006; Sousa Santos, 2002). As of now, Mozambique is viewed as the eighth most giver subordinate nation on the planet (de Renzio Hanlon, 2007). The help is constrained to monetary and doesn't satisfactorily address sexual orientation, culture, neediness or limit building issue

 Oedipus Complex in Sons and Lovers

Sigmund Freud presented two speculations, one is Oedipus mind boggling and other is Electra complex. Sigmund Freud's hypothesis, the Oedipus complex takes its name from the Greek play Oedipus Rex. In the play Oedipus is forecasted to kill his dad, wed his mom and engage in sexual relations with her and he does this accidentally. The solid fascination of a youngster to the parent of the other gender and envy or envious sentiments toward the parent of a similar sex that might be a wellspring of grown-up character issue when uncertain. This fascination in a kid for mother is called Oedipus complex and The female variant is known as the Electra complex.D. H Lawrence was very much aware of Freud's hypothesis. In Sons and Lovers, D. H Lawrence utilizes the Oedipus unpredictable as its base for investigating Paul's relationship with his mom. Paul is an excessive amount of pulled in to his mom and their adoration regularly verges on sentimental want. D. H Lawrence composes ordinarily in the novel about their connection and they go past the limits of ordinary mother child love. Paul abhors his dad and regularly fantasizes about his demise and cherishes her mom and along these lines he finishes the Oedipus condition in the novel. D. H.Lawrence’s Sons and Lovers is the most solid and astounding case of Freud’s Oedipus complex in present day writing. Hu Junjie, a Freudian therapist composes that Lawrence is one of the most unique, pragmatist and questionable English essayists of the advanced writing and twentieth century. The principle topic of his composing was connection among man and lady. His work Lady Chatterley’s Lover was dismissed by his contemporary English society and it depended on subject if obscene nature. Notwithstanding, in D. H Lawrence’s Sons and Lovers Oedipus complex is the predominant theme.The complex here primarily moves around hero Paul and his mother’s dealings or connection. The Oedipus complex starts to show up i n William and Paul is examplified in the connection between their folks. The young men witness an ineffective and injurious marriage in which Walter Morel regularly returns home alcoholic in the wake of squandering the family’s pay on betting. He doesn't care for dinners within the sight of family. He manhandles his Mrs. Young men notice this and they start to abhor their dad and be thoughtful and defensive towards their mom. The youngsters see their mom great and pure.She hushes up about her children all and protected from their dad. Along these lines Gertrude Morel is unknowingly shaping her children into her wants, so with the progression of time they can replace her better half. Almost certainly their marriage was their own decision yet now she is plainly miserable in her marriage and now she attempts to live vicariously through her children. This is the fundamental inspiration that permits the oedipal connection to frame in the two young men. William is the most seasoned and the mother’s most loved child. He thoroughly takes care of her mother’s delight. He purchases two egg cups from the reasonable for his mother.Sibling competition exists in the two siblings, William and Paul, as they vie for their mother’s love. Mrs. Morel doesn't care for his female partners and gets desirous and he at long last moves to London. William’s this activity of moving to London was his oblivious method of attempting to break free from the oedipal connection to his mom. In London, Mr. William meets an excellent young lady named Lily. They become nearer companions yet Mr. William is disturbed and he has a misanthropic demeanor towards her. It is certain that Lily doesn't have the great characteristics he finds in his mom and it irritates and baffles him.William shows exemplary manifestations of disappointment. At the point when Mr. William voices his disappointment with Lily and his mom requests that he rethink wedding her. He answers, †Oh well, I’ve gone too far to even think about breaking it off now†. All these tangled minutes and emotions that William is encountering are an indication of his evident battle to get free himself of the oedipal complex then William inevitably becomes ill and bites the dust. After William’s demise, Paul has his spot and becomes mother’s top pick. This activity urges to think an individual that she may thought of him as a suitor.This is demonstrated when she acknowledges a container of aroma from him. She said â€Å"Pretty! † in an odd tone or in a knick-knacks way, Lawrence says, â€Å"Of a lady tolerating an adoration token†. At the point when Paul comes to at sixteen years old to twenty (adulthood), it is clear the Oedipus complex has taken him over (section 3). His relationship with his dad is disfigured and he gets envious of him. He detests his dad to an extreme and He even asks his mom not to lay down with the dad any longer. Youthful Paul meets Miriam Leivers, he loves her and he is rehashing the equivalent sexist conduct like his sibling William did with Lily.He feels that he would deceive his mom by adoring her. In any case, the possibility that Paul is keen on somebody other than his mom demonstrates an endeavor to break the oedipal complex he has. Be that as it may, the mother thwarts this endeavor by causing him to feel liable for needing to be with miss Miriam. She says, â€Å"I can't hold up under it, I could let another lady, yet not her. She’d leave me no room, no room. What's more, I’ve never you know Paul, I’ve never had a spouse, not so much. † The mother showed a similar conduct with William by being envious of his female friends and is presently being forced on Paul.Gertrude Morel fortifies the Oedipus complex inside Paul by choking out him and in a slippery manner requesting that he supplant her better half. Paul and Mariam’s connection presently diminished to f ellowship. Paul needs to subdue his sentimental emotions that he may have for her, so she won't supplant his mother’s place. Later in the novel we run over that Paul becomes truly personal with Miriam however it is fleeting in light of the fact that Paul won't wed her. It additionally shows that Paul experiences a dread of closeness and issue as he keeps on remaining sincerely disengaged from Miriam.Paul, by and by yields to the oedipal connection for his mom. Paul has an issue with a wedded yet isolated lady named of Clara Dawes. Comparable to Clara Paul permits himself to have this relationship since he is very much aware that sensibly this relationship can never go anyplace. Clara could never be separated from her better half. That’s why Clara isn't a danger to Paul’s oedipal complex to his mom. There is no danger of her assuming his mother’s position. Gertrude morel currently turns out to be sick, she feels torment and Paul gives her morphine.But at l ong last he deliberately overdoses of morphine to her, which prompts her passing and decreased her sufferings. This is an instance of willful extermination, this activity of murdering his mom was a cognizant method to diminish her sufferings yet unwittingly he discharges himself Oedipus complex for the last time. Paul, after her mother’s passing, is crushed and alone. Much time has passed Miriam still needs to be with Paul yet he cannot. It implies that significantly after his mother’s passing he is as yet not liberated from his connection to her mom since he decides to be alone.The terrible relationship with his mom is as yet present in Paul’s life. End: No uncertainty throughout the entire existence of brain science an enormous number of masterminds are affected by Freud’s perspective on sexuality. to some expand Some of his devotees appear to make their work behind the foundation of Freudian sex hypotheses. Be that as it may, these hypotheses have been losing their intrigue alongside modernization of brain research. Joseph Jastrow a devotee of Freud says that Freud’s Oedipus complex is an obscene and lacking idea. It’s difficult to track down any starting point or base of this claim.After consistent investigation we are capable just to realize that it is only an outcome of Freud’s inventive analysis dependent on his own assumption that needs proof. In any case, we can't set it aside that it is an anecdotal novel. D. H Lawrence adores her mom yet not his dad. On the off chance that we arrive at the finish of Paul’s case, we find that his Oedipus complex and its causes are as of now obvious to us. Paul develops in an unpleasant situation and he has not gotten a typical grown-up by getting over certain issues. That isn't simply because of his mother’s strange maternity.There are numerous other explanation; a few issues with the guardians, some with himself, some with his siblings, even some from th e general public and the mechanical human progress, all these lead to the family disaster and mutilation of character and annihilate people’s sound improvement on spirits. Presently we can understand and perceive that Paul’ connection with mother is the result of numerous strange and anomalous causes which are fractional, remarkable and individual instead of all inclusive. We can say that it isn't normal or characteristic for the individuals living in a sound family and condition to have such abnormal and complex passionate issues.

Nicaragua No parasan essays

Nicaragua No parasan papers In the narrative Nicaragua: No Pasaran, David Bradbury has introduced a one-sided impression of the real world, and has utilized numerous methods to introduce this reality to the watcher. The point of the narrative is to make the watcher feel sympthatetic to the Sandanista's and become removed and hostile to towards the Americans. Both these two gatherings are depicted distinctively to accomplish Bradbury's ideal watcher positionment. The beginning of the narrative presents the Nicaraguan culture with a network type soul, radiating a celebration type climate. There is neighborhood type music, and individuals present from varying backgrounds. They all appear to be cheerful, and the Sandanistan military is indicated quickly. Unexpectedly, this state of mind is compared with film from a Nicaraguan mass burial service, which plots the outrageous contrasts in the Nicaraguan culture. It becomes clear that this contention has political roots, and the watcher addresses the intentions of the adversary to the individuals at the burial service. The group is reciting no pasaran which deciphered signifies no access. Later in the narrative, it becomes clear that the Nicaraguan's don't need American control of their province as a manikin. A low camera edge shot of a warrior is found in a position which demonstrated to the watcher that the Nicaraguan individuals would like to dissent by inactive methods as opposed to by forceful ones, yet is set up to battle on the off chance that it is considered vital for their endurance. As of now, in these initial scenes, Bradbury has situated the watcher to start to feel thoughtful toward the Nicaraguan's. The highlighted pioneer in the narrative of the Sandanista's and the Nicaraguan government is that of Thomas Borhes. This is done in light of the fact that Borhes is the one that the watcher can feel increasingly thoughtful and strong towards, in view of what befell him before. Furthermore, on the off chance that they feel increasingly thoughtful and strong toward Borhes, at that point they can feel a similar method (to) about the Nicaraguans as a whol... <!

America’s Education System - 2750 Words

Causes and Implications of Grade Inflation in America's Education System (Research Paper Sample) Content: NameInstructorSubjectDateCauses and Implications of Grade Inflation in Americas Education SystemIntroductionGrading of student achievement in learning institutions provides the means through which teachers can determine whether the institution is meeting the curriculum goals. This is done through the ranking of learners test scores as a way of describing their level of competence. Teachers employ measurement tools such as standardized tests, class assignments, and continuous assessment tests to assess the level of learners mastery of the syllabus content. However, the inflation of grades by awarding students more As and Bs create an inaccurate picture of learners actual competencies. This conclusion stems from the observation that American students, who score high grades in national and school-based exams, perform poorly when they compete in international tests with learners from other developed countries. Thus, the tendency of inflating grades in schools, colleges, universities, and other institutions of higher learning not only encourages the production of incompetent minds who cannot perform in the job market and the general economy as expected, but also threatens to destroy the credibility of Americas entire education system. This is because the grades awarded do not reflect the actual knowledge and skills competence of the learners. This situation further suggests that the quality of education is being compromised, and that the education system is not meeting its responsibility of producing a knowledgeable and skilled labor force to drive the countrys technological and economic growth. This research paper examines the cause and implications of grade inflation in the American education system. The author argues that the poor performance by American learners in international tests despite scoring high grades in national exams indicates that there is a problem with the grading system used in Americas learning institutions. Accordingly, it is imperative to re-evaluate the grading approach used in Americas education system in awarding learners achievements, with the aim of ensuring that the grades reflect international standards and the true competence levels of learners, and avoid compromising on the quality of education. Performance of American Students in International Test ScoresThe first critical test for Americas grading system and education standards is the performance of American students in international test scores. Results from a number of these tests show American students lagging behind their Asian and European counterparts, especially in math and sciences (Noguch 2013). This is despite their high performance in tests administered in their schools and states. In this consideration, the failure of American students to replicate their high performance in national and school-based exams in international tests points to three possible problematic areas in the U.S. grading system. One, the administered tests do no t assess learners in all realms of knowledge. Two, teachers reward learners with higher grades than they deserve. And finally, the letter grading system may not be an accurate measure of learners knowledge and skills competence. Similarly, a report by the Barrons Educational Series Inc., a company that publishes material for helping students prepare for college-entrance exams, indicates that most colleges are flexible in the grading of applicants test scores (Barrons Educational Series 1). The willingness by some of the colleges to be lenient to applicants is the first sign of the flexible grading system that will be applied when they finish college, hence the high number of A and B grades that do not necessarily reflect the college graduates true competencies.The idea that the standardized tests used in American schools may not be comprehensive enough is supported by a research by Anne White in the International Journal of Management Education, in which she argues that instructors in American institutions teach with learners performance in exams in mind. Higher learning institutions and the job market place a high value on a learners grade, which determines selection into top universities, qualification for scholarships, and securing of high-paying jobs. Accordingly, instructors are sometimes tempted to adopt teaching, testing, and grading strategies designed to boost learners opportunities for success in furthering their education and in the job market. Moreover, Witte observes that evaluators are sometimes persuaded to be soft on students from minority groups when assigning grades, a trend that reflects the last centurys intense concern with affirmative action and academic fairness (Witte 51). This trend creates a problem when trying to grade students achievement in an international context, or interpreting the grades across different educational cultures. In the international context, the author noted that there were disparities in terms of grades used to reward the very best students and those that establish the pass/fail mark (Witte 51). The relevant question to address in this regard, therefore, is whether the grading system reflects international standards in terms of the points earned and the grade assigned. Reference to international standards will help determine whether Americas grading system is inflated or not. Grading in High SchoolThe inflation of grades in the U.S. is evident from the high marks that students are required to score to earn a certain grade. For instance, in high school grading, a grade of B requires a student to score 80 points and above. A score of below 60% in the U.S. is considered a fail, for which a student is assigned the letter F. In other countries like the Republic of Ireland and the UK, lesser marks are needed to score a B grade. This suggests that marks in the U.S. are inflated. For example, if a score of 40% gets a student a pass in the UK, while the same marks is a fail in the U.S., it means th at a person who scores 40% in the UK has equal competence to a student who scores 60% in the U.S., which is the passing score. High school grading in the U.S. is summarized in the table below. Table 1: High School Grading in AmericaPercentage  Letter GradeCommon Meaning 90-100% AExcellent work, above standards 80-89% BMeets standards, satisfactory 70-79% CPartially proficient 60-69% DUnsatisfactory Below 60% FFailureOn the surface, this ranking system appears to place emphasis on high standards considering that students must score high marks to earn a passing grade. In normal circumstances, for example, a score of 50 percent is average, and therefore not a fail because the student was able to get half of the questions right. In this light, a score of 55% should be a pass because it is above average. However, getting slightly more than half the questions correct or scoring just above a verage is not enough in Americas education system. Even more, a score of above 60% but less than 70% is considered unsatisfactory, while a score of less than 80% (70-79%) merely meets the standards. Perhaps looking at it from a different perspective will better illustrate the high standards implied by Americas letter grading system. In America, a student has a 20 percent margin error to earn a satisfactory grade (starting at a score of 80% and above). Getting more than 30 percent of the questions wrong (69%) gets an unsatisfactory grade of D. A casual consideration of these statistics suggests that the American education is very competitive. It is when they are analyzed in reference to the passing mark and the number of students who make it, however, that the idea of inflation surfaces. A score of 80 percent, or in other words, the expectation for a student to get only 20 percent of the questions incorrect to get a satisfactory grade, is demanding a lot from the learner. In the con text of the American education system, 80-89 % is the average mark, the range where majority of the learners should score. At the same time, it is unrealistic to expect a majority of learners to score in this range, of course, unless the grading system is flexible to allow that kind of distribution. In other words, if a students work is merely satisfactory, the teacher awards 80%, which is equivalent to a B. In Germany, the same students work will receive between 50 and 65% (C-C+), the score-range that is considered to meet the requirements. Given that ranking of students in this case is criterion-referenced (against a standard) rather than norm-referenced (compared against other students performance), it is expected that scoring 50 percent in Germany or UK is harder than scoring the same points in the U.S. It is not surprising, therefore, that students who may score above 80% in American assessment tests perform poorly when they compete in international test scores where the gradin g is strict. This suggests that the poor performance of American students in international tests is a reflection of an exaggerated grading system in the American education system. This is because a student who scores 80 percent- which means mastering 80 percent of the syllabus content assuming the assessment covers all areas- is expected to replicate the same performance in international tests.Grading in Higher EducationThe most visible aspect of the grading system in American institutions is the high marks required to earn a passing grade (over 60% for a B), compared to 45% in the other countries that rank students performance in percentage (Ireland and the UK). In a study of the grading strategies used in American ins...

How to Become a U.S. Citizen - Free Essay Example

Sample details Pages: 2 Words: 714 Downloads: 6 Date added: 2019/04/15 Category Society Essay Level High school Tags: Citizenship Essay Did you like this example? How do you know the interviewee? She is my mother. Part A: Questions and Responses Question Notes on Interviewee Response What inspired you to become a U.S. citizen? I was inspired to become a U.S. citizen for my children, I believed that it would benefit them and their future. Don’t waste time! Our writers will create an original "How to Become a U.S. Citizen" essay for you Create order What steps did you have to take as part of the naturalization process? I used to take classes to learn English a couple fo years ago, but I didn’t have time after that. Working has really helped me with my English and practicing it in real life. Before taking my citizenship test, I went to a tutor and made me practice with questions that might have been on the test. This really helped me, because many of the questions were on the actual test. How would you describe how you felt about the process? I was extremely nervous, I have major anxiety, but I was determined to pass it because I have waited so long. I have been prolonging it or years but when the time actually hit to do it, I was a wreck. How has citizenship changed your life? Well I travel a lot, so it has affected me in that sense. I don’t have to have an extra stop at the airport in other countries or when I come back because I’m a citizen now. I also believe that in this country I have rights which I didn’t have in Cuba, in Cuba you are limited to the things you can say and do. Is your daily life different because of citizenship? I am protected Here in America, because I’m a citizen. If something were to happen I would be protected and given rights. Being a citizen means that I have opportunities that others don’t. For example my brother is still in Cuba and I have to send things over there because him and his family just can’t afford thing that we take for granted here: Do you feel the process was worthwhile? Now looking back at it, I did take me a while to actually do the test, but I believe it was worth it because the benefit that I got from it will always benefit me and my children. If you had to, would you do it again? Please explain. If I had to, I would do it again because the opportunities that I have here are greater than the opportunities I would have in my home country. Would You tell others that they should be citizens as well I would because I believe that it would benefit, everyone involved. Themselves, their children, their other family. If they have the money I would recommend it. Part B: Write a two-paragraph reflection of the naturalization process. Use the following questions as a guide: The purpose of the naturalization process is for immigrants to become U.S. citizens. At first the person has to apply for citizenship, they must complete an application, and participate in a interview and then take a civic and English test, this also involves different fees, it is a very long process. I believe that the process works well because it protects the current citizens and doesn’t allow just anybody to become a citizen. The process does achieve its goal becomes it allows you to have rights and opportunities like any other citizens. Even if you start just studying the questions, thats a step in the right direction. I would not change anything because, I believe that the process will over time just include that people who really want to be a citizen. I would not like to change the process, the process makes it so that only people who are truly motivated will finish it. The process is so long and tiring that It would make anyone who isn’t ready procrastinate it for a long time. The benefits out weigh all the time and effort you have to go and study for. Once you are a citizens you have just as many rights as everyone else, not only human rights but citizen right which not many other countries have. Living a better life and providing for your family will encourage anyone willing to become a citizen.

The Hills Like White Elephants By Ernest Hemingway

Actions Speak Louder Than Words Humans demonstrate two types of communication: verbal and non-verbal. Verbal communication deals with action, as non-verbal deals with body language. Communication is the most important factor in this world. In particular, the â€Å"Hills Like White Elephants† by Ernest Hemingway is the short story that explains it all. Ernest Hemingway put this short story in an issue that everybody faces in their lifetime: communication. In the text, the couple faces miscommunication with the topic of abortion. The short story depicts how the characters communicate ineffectively, as compared to today’s society. Even though the fundamentals of communication in â€Å"Hills Like White Elephants† and today’s society are similar, the reactions or effects are different. The short story and today’s society have a communication rule that is similar: never argue with somebody that you don’t know what they have experienced. For example , in the short story, the girl pointed out that the hills remind her of â€Å"white elephants†, and that she believes that the American â€Å"never seen one† (Hemingway 75). He was frustrated about the situation and commented that he probably has seen them and says to her that â€Å"‘just because you say I wouldn’t have doesn’t prove anything’† (Hemingway 75). In today’s society, that would happen in a similar way. On the other hand, the reactions to the communication is different. The girl didn’t even apologize to him. She immediately talks about somethingShow MoreRelatedHills Like White Elephants by Ernest Hemingway580 Words   |  2 PagesE.B. White once said, â€Å"Theres no limit to how complicated things can get, on account of one thing always leading to another.† This quotation means that nobody ever knows how complicated things are going to get, and on top of that they can get worse. One can agree with thi s statement because in life you can go through unexpected situations that really affect your life in a negative way, and in life things might get worse. Both Soldiers home by Ernest Hemingway and Hills like white elephants by ErnestRead More`` Hills Like White Elephants `` By Ernest Hemingway886 Words   |  4 Pagesreader could put themselves into. Whether they choose to partake in a wayward journey full of adventure or the daily life of a human being with morals; a story’s aspect influences those thoughts with a deeper understanding. In Ernest Hemingway’s â€Å"Hills Like White Elephants,† it follows an American man and girl at a resting point during their travels. They arrived by train, stopping between Barcelona and Madrid. While there, they patiently waited for the next train at a bar inside of the station.Read MoreHills Like White Elephants By Ernest Hemingway893 Words   |  4 Pages Ernest Hemingway was a prolific writer. His short story, â€Å"Hil ls Like White Elephants† shows the tense situation between a man and a woman on vacation. Hemingway chooses to be vague in many ways. He never gives real names to his characters, nor explicitly states where they are besides hinting that they are in Spain. Additionally, he leaves it entirely to the reader to discover what the couple is discussing. By only providing information to the reader through only the dialogue of the two centralRead More`` Hills Like White Elephants `` By Ernest Hemingway939 Words   |  4 PagesThe short story â€Å"Hills Like White Elephants† written by Ernest Hemingway, is an intriguing literary work that foretells the story of a man and a woman waiting for a train, whilst discussing their feelings and emotions towards the surgical operation that is about to occur on the woman. Although the story was originally written in August 1927, the piece was later published in Hemingway’s short story collection ‘Men Without Women’. Th e text includes a wide variety of literary terms and has various criticalRead MoreHills Like White Elephants By Ernest Hemingway990 Words   |  4 Pages Another relationship coming to an end†¦ Throughout the story â€Å"Hills Like White Elephants† written in 1927 by Ernest Hemingway, he used the train station setting, the desired operation, and obviously the relationship between the American and the girl to symbolize a crumbling relationship and unwanted gift between them. The American and the girl find themselves wound up in a rough, unplanned situation that they are trying to fix. Many bread crumbs are dropped throughout the story to symbolize a collapsingRead MoreHills Like White Elephants By Ernest Hemingway1446 Words   |  6 PagesErnest Hemingway’s short story â€Å"Hills Like White Elephants† explores the topics of abortion, sex before marriage, and feelings of separation. There are many different points of view one can take on Hemingway’s work. The main literary analysis that will be explained is the significance of the title and how it is layered into the story in various places. In addition to this, the narrator’s point of view will also be discussed since it plays a role in bringing the characters together. Lastly, it willRead More`` Hills Like White Elephants `` By Ernest Hemingway1750 Words   |  7 PagesErnest Hemingway’s stories are known for their ever interpreting meanings behind them, and â€Å"Hills Like White Elephants† does not trail from the rest due to the never mentioned word ‘abortion’. â€Å"Hills Like White Elephants,† written by Ernest Hemingway, takes place around World War 1 in Spain, at a train station (Hills Like White Elephants. 4). An American man and a girl have been discussing the girl’s unspecific operation. It is apparent that the girl is perturbed about this operation, while theRead MoreHills Like White Elephants By Ernest Hemingway1037 Words   |  5 PagesOlivia Sellers English 102 Scheck February 10, 2016 â€Å"Hills Like White Elephants† by Ernest Hemingway Ernest Hemingway’s â€Å"Hills Like White Elephants† can be puzzling and hard to decipher. Due to this, a number of conclusions can be drawn away from the text. The dialog between characters leaves a number of questions unanswered and leaves the reader confused about the conversation as a whole. Many things are left unsaid and not explained in the story, with that being the case, the reader must takeRead More`` Hills Like White Elephant `` By Ernest Hemingway865 Words   |  4 Pagesbefore it begins, or as easily getting rid of problem before it even became one. In the short story â€Å"Hills like White Elephant†, the compensation of abortion can easily be seen between Jig and her American lover’s decision whether to keep the innocent’s life or not. Ernest Hemingway uses the fiction element plot, symbolism, and setting to illustrate the theme of abortion in â€Å"Hills like White Elephants.† Abortion has been viewed as a crucial struggle between couples. Many view this situation as endingRead MoreHills Like White Elephants, by Ernest Hemingway1432 Words   |  6 Pagesunderstood behaviors. Ernest Hemingway weaves both of these stereotypes into his short story â€Å"Hills Like White Elephants.† The story’s plot revolves around a couple arguing about whether or not to have an abortion. In Hemingway’s â€Å"Hills Like White Elephants† a theme of male domination can be found, but by examining the dialogue closely, a theme of females asserting their will and manipulating emerges as well. Male domination is the primary and most obvious theme in â€Å"Hills Like White Elephants.† During the

An Essay Is Like a Journey free essay sample

Your introduction is like a signpost at the beginning of a trail. It tells readers where you are going to take them, and what they will see along the way. As you think about your introduction, ask yourself: * What Is my main Idea or thesis? * Who are my readers? What language will I need to use to slut them? Are the main ideas I will talk about in each paragraph? Body What The body of the essay moves the reader along toward the destination or goal.It might eave one paragraph, but usually It has several. Each paragraph Is related to one of the points you want to show the readers along the way. Some points may take more than one paragraph to develop completely. There should be connections and transitions between the points you show the reader. As you think about the body of your essay, ask yourself: What points do I want to make to help my readers understand my Idea? * What examples can I use to help the reader understand each point? * What evidence do I have that each point is true?How can I keep the reader interested in following my ideas? Conclusion The conclusion Is the end of the Journey. We will write a custom essay sample on An Essay Is Like a Journey or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It looks back on the points you have shown the reader, and reinforces, but does not necessarily repeat, the main idea. It also should create a feeling of ending, a farewell to the reader. As you think about your conclusion, ask yourself: ; How has the readers mind been changed by following my points and examples? ; What main points do I want to reinforce to make sure the reader understood them? How do I get the reader to think about my ideas AFTER they have finished reading? An Essay Is Like a Journey By Quadripartite * What is my main idea or thesis? * Who are my readers? What language will I need to use to suit them? * What have one paragraph, but usually it has several. Each paragraph is related to one of * What points do I want to make to help my readers understand my idea? * What The conclusion is the end of the Journey.