Responses To Post Of Students Essay Example | Topics and Well Written Essays - 1500 words

Responses To Post Of Students - Essay Example Even if the questions are well formulated, where D&I fails in an organization, the people who should provide the most relevant information, those minority members most affected by discrimination, would not be expected to candidly divulge their true sentiments or reactions in the survey or interview. There is a compulsion to outwardly conform to the majority expectation in order to keep one's job, although what they feel and think is contrary to what they express. Only when D&I is effective and the underrepresented can feel free to express their honest opinions can such a survey be considered reliable. The situation, therefore, yields a reverse outcome that follows a convoluted logic – that is, where the results show negative comments on D&I effectiveness can it be said that D&I has actually been effective.The post does not say, however, what these baseline measures pertain to – whether it refers to increase in job satisfaction, added productivity, reduced operating cost , and so forth. The selection of appropriate measurements becomes more challenging when one considers that most of these attributes are normally and more significantly influenced by factors other than diversity and inclusion. For instance, increased manpower cost is typically related to rising salaries and wages. Much of the elements in diversity and inclusion efforts defy quantification, because of the difficulty of isolating the impact of specific measures, and the complete absence of a measurable component.

Binge Drinking Among College Students and Consequences Essay Example for Free

Binge Drinking Among College Students and Consequences Essay Binge drinking is a problem that has continued to have a toll on the lives of college students despite efforts by the government and school administrators to curb the trend. Many studies have been conducted to reveal the facts behind binge drinking in colleges and campuses. It is clear that for the problem of binge drinking in colleges to be resolved, it must all start by understanding the factors that influence college students to engage in this behaviour and the impacts that binge drinking have had on the lives of college students. This is because students who do engage in binge drinking have their reasons to justify their behaviour but often have failed to recognize the magnitude of risks that they are exposed to by binge drinking. Among the government initiatives to reduce this problem has been to increase the national drinking age though this has not had much impact on the level of binge drinking among college students according to several studies. It is worth noting that many students have been indulging in binge drinking with the excuse that it is normal as per the culture in their colleges. There are other factors that influence college students to binge drink including environmental, social, developmental, and cognitive factors. Though most students who binge drink defend their behaviour by citing the positive side of binge drinking such as curbing stress and elevating self-confidence, the consequences are often costly and regrettable. This essay provides an argument on the factors that influence college students to indulge in binge drinking, including the various false beliefs about alcohol consumption. In addition, the essay will shed light on the consequences of binge drinking and show that contrary to the tendency of college students to glamorize binge drinking, it is a risky and costly endeavour. Binge drinking has been defined as heavy episodic alcohol consumption in which men end up taking five or more drinks in a si tting while women take four or more drinks in a sitting (Nelson and Wechsler 287). The prevalence of binge drinking on college campuses has remained high, posing serious health, academic, social, and legal implications. In order to understand binge drinking, it is worth mentioning that drinking is measured in terms of frequency or quantity. While quantity refers to how much, frequency is concerned with measuring how often consumption takes place. A drinking behaviour qualifies as binge drinking if large quantities of alcohol are consumed within a short time frame (Binge Drinking). By looking at the history and prevalence of binge drinking among college students, it leaves no doubt that changing drinking age over time has had little impact on the prevalence of drinking on college campuses. Beer drinking among college students is not a new phenomenon as tales dating back to 19th century are told of college students engaging in drinking. A survey conducted by Yale University researchers in 1949 gave an idea of the prevalence of drinking on college campuses. The survey found that 6% of women and 17% of men engaged in drinking more than once per week. In the 1960s and 70s the minimum drinking age in many states was set at 18 to agree with the requirement that those joining the military ought to be old enough to drink (Dietz 88). However, this action only paved way for increased drinking on college campuses given that now drinking was legal. The government had to act swiftly to arrest this trend and in 1984, the minimum drinking age was set at 21. Even then, the level of drinking remained almost the same as most college students had attained this age and thus regarded themselves as being entitled to drink (Krock). Drinking rates over the past 20 years have remained relatively at the same level and now it is estimated that 80-90% of college students are into drinking. Heavy drinkers constitute 15-25% of college students and 44% of college students report frequent or occasional binge drinking (Dietz 88). These statistics are indicative of the fact that binge drinking is a problem that is deep rooted in other factors such as the kind of cultures in colleges, environmental, cognitive, and developmental factors. Therefore, altering the national drinking age while it has shown positive impacts in the general population in terms of decreasing the prevalence of binge drinking, cannot offer a comprehensive solution to the same problem in colleges (Krock). The culture of drinking on campus has contributed a great deal to the high prevalence of binge drinking. While acknowledging the fact that unique cultures exist among individual colleges, these individual cultures harbour certain sub-cultures that encourage excessive consumption of alcohol. Within these sub-cultures, a common message is perpetuated that drinking is a normal and essential component of social interaction. Therefore, many college students conduct themselves in a manner that agrees with what the prevailing culture dictates (Ho pe and Ham 727). The culture of drinking on college campuses is composed of a number of elements. The first element is drinking events which encourage students to indulge in drinking to mark certain events (Dietz 89). In the same way that universities and colleges have a strong sense of tradition, the drinking culture has deep roots in most colleges. Therefore, many students engage in binge drinking in the process of honouring certain events that to them require people to drink in order for the commemoration to have real meaning (Dietz 89). In as much as the culture of drinking in many colleges and universities is difficult to do away with, it has only served to make students make the wrong decision of involving themselves in heavy episodic drinking characteristic of binge drinking. The bottom line is that in the disguise of marking particular events, many college students involve themselves in binge drinking thus exposing themselves to detrimental consequences. Drinking games is an element of drinking culture in colleges that have contributed to the high prevalence of binge drinking. In some colleges, students have tended to glamorize the aspect of drinking alcohol to the extent that drinking gam es are held in which students compete in drinking alcohol. Some drinking games are highly competitive while others just dictate rules regarding how much participants are expected to drink (Dietz 89). Nevertheless, the fact is that whether a drinking is highly competitive or not, by the virtue of portraying drinking as totally harmless, such games have encouraged binge drinking to the detriment of many students. It is true to say that in order to create opportunities for excessive drinking, students in many colleges have perpetuated drinking games entrenched in the culture of drinking. A good example of a drinking game in colleges is Beer Pong in which 6-16 cups partially filled with alcohol are taken by each team. The person playing the game is expected to throw a ping-pong ball aiming at the opponent’s cup across the table. If the ball lands into the partially filled cup, the opponent has to drink the content. The team that runs out of cups first is considered the loser (Dietz 89). By considering the nature of such a game, it is prudent to note that its objective is to encourage excessive drinking judging by the number of cups involved. Therefore, students who get involved in such games more often than not end up binge drinking in the name of having fun but in reality exposes themselves to negative consequences. Another important factor which makes college students to indulge in binge drinking is the kind of choices they make in terms of the groups they want to identify themselves with given that college students are eager to have a sense of belonging. One study targeting to investigate how college students seek to have a sense of belonging revealed that those students who joined Greek organizations drank consistently and more heavily than those who did not join Greek societies (Hensley). Greek societies are known to be prevalent in colleges and often entice students to join them in order to gain a sense of brotherhood or sisterhood. However, many students who agree to join these organizations are exposed to a life of excessive drinking in the disguise of obeying induction rituals. Eventually, the life of excessive drinking becomes part and parcel of these students (Dietz 90). While it is understandable that many students joining college are eager to identify themselves with particular groups or organizations, it is expected of them to make prudent decisions which would not compromise their studies and their lives in college. Unfortunately, many students have ended up in binge drinking through making inappropriate decisions only to realize when things go terribly wrong. Athletics is also another element of college culture whereby, students take the moment as an excuse for drinking but then end up binge drinking. When students drink excessively during sporting events, they often cause incidences and fall in trouble with authorities. Drunken fans are known for causing chaos during and after games irrespective of the game outcome. Consequently, property may be damaged and both bystanders and the rioters suffer serious injuries (Dietz 91). For students who binge drink because of sporting events, it is just a flimsy excuse and the consequences are often regrett able. Therefore, drinking games, sporting events, traditional drinking events, and Greek organizations are the elements of the culture of drinking on college campuses which make many students involve themselves in binge drinking. Unfortunately, the notion that alcohol is essential for complete social life on campus is a misconception whose consequences are harmful. Apart from the culture of drinking, college students are influenced into binge drinking by environmental, developmental, and cognitive factors. Regarding the environment, logic dictates that the way someone behaves is more often than not influenced by what is going on in the surrounding. Therefore, when students drink in environments where people have carried alcohol to drink, drinking games are being played, hard alcohol is available in plenty, and the people around are intoxicated; binge drinking can always be predicted. On the other hand a drinking environment where drinking is taking place in a family setting, in the context of dating or where food is available, studies have shown that in such environments, binge drinking is very unlikely (Dietz 92). Though this suggestion carries weight, it is paramount to reckon that studies that have been done on such environmental implications on the likelihood of binge drinking have been largely correlational. What this means is that though the first kind of environment may contribute to the occurrence of binge drinking, it is also a possibility that those students who indulge in binge drinking are already present in such an environment. Therefore, it would be difficult to determine for instance whether playing of drinking games in such an environment resulted from the presence of binge drinkers or whether students ended up binge drinking because of being in an environment where people played drinking games (Dietz 92). Nevertheless, it leaves no doubt that depending on the kind of environment that students expose themselves to, the likelihood of binge drinking either increases or decreases. Cognitive factors constitute another influential force which has led many college students to develop binge drinking behaviour. The cognitive influences are deeply rooted in misleading beliefs about alcohol, the notion that binge drinking is something that is acceptable, and misinformation about the effects of excessive alcohol consumption. Regarding the false beliefs or myths that some college students confidently hold on to, there are those who believe that everybody is engaging in binge drinking and thus experiences similar negative consequences (Binge Drinking). This is a misguided thought because a significant percentage of college students do not engage in binge drinking. At the same time, the negative consequences experienced by those who indulge in binge drinking vary and cannot be the same. For instance, according to the direct effects model, binge drinking consequences are determined by both the drinking beliefs and the binge drinking tendencies. Going by this model, students who hold more risky myths such as â€Å"everybody is doing it† is more likely to experience harsher consequences. This is because; such students are often lured into thinking that binge drinking cannot make them suffer physical harm. Consequently, they are more likely to involve themselves in highly risky behaviours after binge drinking and hence experience more severe consequences compared to those who do not hold such a myth (Turrisi, Wiersma and Hughes 343). Another myth among binge drinkers is that binge drinking enhances sexual performance and sex appeal. The fact is that binge drinking predisposes students to risky sexual behavior in which some students may engage in unprotected sex which can lead to the contraction of HIV/AIDS and other sexually transmitted infections (DeSimone 2). In fact binge drinking causes disorientation and those who engage in it are incapacitated from making rational decisions when they are drunk. The belief that their sex appeal is enhanced is misguided. There is also the belief among those who attempt to justify binge drinking that binge drinking is a remedy for stress and that it can enhance social interaction. On the contrary, binge drinking has been associated with hangovers and even suicidal thoughts. Binge drinking does not enhance social interactions but instead it triggers quarrels, arguments, fights, and incidences of blacking out and vomiting (Wechsler). Others believe that alcohol is not harmful to the body. Again, such a belief is the total opposite of the fact since alcohol consumption has been associated with serious health consequences including alcohol poisoning. The other aspect of cognitive influences is that some students will engage in binge drinking because they perceive the behavior as acceptable in the eyes of their parents and friends. In other words, they find consolation in the idea that binge drink is not bad after all since their parents and friends do not show any disapproval of the behavior (Dietz 94). Developmental factors also help to explain why college students engage in binge drinking. It is worth noting that once students reach this level of maturity, they naturally develop the desire to be regarded as mature adults who can make independent decisions and be responsible for the consequences of their actions. Therefore, binge drinking behaviour among many college students emanate from this desire to assert their adulthood. Moreover, college students are usually at their prime physically and thus they feel much confident in terms of being able to withstand the impacts of drinking alcohol which may also lead them into drinking excessively (Dietz 91). Though regarded as normal development, the fact that college students are likely to regard as adult hypocrisy anti-drinking messages from people, only puts them at more a vulnerable position. It is also noteworthy that college students are at a stage of critical social and emotional development. For instance, this is a time that they experience a higher level of autonomy since their parents are not around to monitor them. This increased freedom makes many students to make autonomous decisions and often experiment with behaviours that their parents had forbidden them. Moreover, many college students are still continuing with the process of devel oping their identity and in the process, often indulge in behaviours such as binge drinking in search of more sensational experiences (Hope and Ham 727). Peer influence is usually at the centre of identity development as students try to fit in new environments with a sense of belonging. Therefore, given that in many colleges students are confronted with a drinking culture, it is not a wonder that some result to binge drinking. However, many students fail to realize that with more freedom comes the need to be more responsible. This is because too much freedom without a sense of self-control or restraint is harmful. In this regard, in as much as certain developmental factors are normal, it cannot be justified as the excuse for engaging in heavy drinking. Binge drinking has a wide range of negative consequences which many college students fail to foresee before plunging themselves into the risky behaviour of binge drinking. Some students do not think that binge drinking can lead to any immediate negative consequence while others lean on the belief that alcohol does not pose harm to the body at all. Such notions are null and void given th at bingers are often caught in a wide range of crises such as engaging in unplanned or unprotected sex and getting into trouble with the authorities. In addition, bingers are more likely to engage in dangerous acts such as driving while drunk than nonbinging drinkers. Drunk driving is a major cause of car accidents and many young people have lost their lives because of it (Nelson and Wechsler 290). Some of the beliefs about the benefits of binge drinking among college students include the idea that by binge drinking, one can get more sexual opportunities. On the contrary, binge drinking only serves to make bingers behave irresponsibly and engage in risky sexual behaviours such as unplanned or unprotected sex. Consequently, some may contract STIs and HIV/AIDS which is a very high price to pay for being irresponsible. Unwanted pregnancy is another possible outcome of binge drinking which adds to the social burden and compromises the studies of the affected student. Contrary to the notion that binge drinking helps to relieve stress, one of its notable consequences has been the increased risk of committing suicide among college studen ts. Given that 67% of suicide incidences in colleges result from alcohol abuse, the idea that binge drinking causes relaxation is a nonstarter (Wechsler). The health consequences associated with binge drinking are severe. For instance, liver cancer is a fatal illness which can lead to death if not treated early. Another terrible consequence of binge drinking is alcohol poisoning which is a health condition that is not reversible once it occurs. This is a fact which is contrary to what people believe that alcohol poisoning can be reversed by drinking black coffee, walking, sleeping, or taking a cold bath. Time is the only factor that can determine whether the condition will get better or worse. However, due to the high level of alcohol in the blood, there may be no time for the alcohol level to decrease. Instead, the increase in blood alcohol level may continue even after quitting drinking. Consequently, death can result from interruption of breathing functions or the patient may choke on his/her vomit while unconscious (Do You Understand Binge Drinking?). Binge drinking causes students to be left behind in school work and academic performance of binge drinkers is rendered poor. For instance, due to hangovers and disorientation that comes with excessive drinking, students often fail to complete their assignments or to attend lectures. Consequently, their grades continue to deteriorate and their academic life may become a nightmare (Hensley). Such outcomes are contrary to the notion among young binge drinkers that they have the ability to control the effects of excessive drinking. The fact is that the consequences of binge drinking are stronger than one may try to imagine and many students only regret later when it is too late. The second hand effects of binge drinking are also real and come in the form of insults, sleepless nights, unwanted sex advance, arguments, and a ssaults (Wechsler). From this discussion, it leaves no doubt that binge drinking is highly prevalent on college campuses, something that has been contributed by different factors. This is supported by the evidence of many studies showing that despite the national drinking age being increased to 21, binge drinking especially among female students has increased. The consequences of binge drinking are detrimental. This has been witnessed in the form of the escalating cases of road accidents which has cost many lives of college students. Despite the belief among many college students that alcohol consumption enhances social interaction and sex appeal, binge drinking results in quarrels, arguments, and risky sexual behavior. In addition, students who binge drink have often found themselves in trouble with authorities. Poor academic performance due to inability to focus is a big problem among binge drinkers. Contrary to the belief that alcohol releases stress, statistics have proved otherwise. In fact, incidences of suicide have been on the rise among binge drinkers. The notion among binge drinkers that they are able to control the impacts of alcohol is a nonstarter given the high incidences of rape, assault, and vandalism among college students who binge drink. Regarding the culture of drinking in most colleges, this is something that bingers lean on as an excuse for their behavior. Issues of autonomy and the urge to identify with particular groups though real only imply that individual students must make prudent choices amidst the pressure. It all has to start by correcting the misconceptions and wrong attitudes among college students. Nevertheless, binge drinking remains a nagging issue whose consequences are a threat to many generations. Annotated Bibliography 1. Binge Drinking. n.d. Web 25 Nov 2011 . This article presents an argument regarding the way binge drinking has been defined by researchers and helps the reader to understand the controversy surrounding what actually amounts to binge drinking. It acknowledges that binge drinking is characterized by repeated intoxication with alcohol which makes a person become careless and abandon his/her responsibilities. In this case, it is useful in this research paper in terms of shedding light on what amounts to binge drinking and the possible consequences. It also alludes to the fact that binge drinking is still prevalent on college campuses. However, it points out that most of the research results about binge drinking on colleges have not reflected the real picture of the situation. 2. DeSimone, Jeff. Binge Drinking and Risky Sex among College Students. 2010. Web 25 Nov 2011 . This article is useful in this research to the extent of addressing one of the main consequences of binge drinking; risky sexual behaviour. The information in the article is presented in form of a report based on research aimed at finding out the relationship between binge drinking and risky sexual behaviour among college students aged between 18 and 24 years. Its findings that binge drinking increases promiscuity and inability to opt for safer sex such as condom use help to build on the paper’s argument. However, it fails to recognize other numerous negative consequences of binge drinking besides risky sexual behaviour. 3. Dietz, Christine M. Development of Binge Drinking Behavior in College Students: A Developmental Analysis. Graduate Journal of Counseling Psychology (2008): 1(1), pp. 86-96. The journal presents valuable information on the factors that influence college students to engage in binge drinking. It extensively addresses the culture of drinking in most colleges which many students lean on as an excuse for intoxicating themselves with alcohol. In addition, the journal discusses the developmental, cognitive, and environmental factors that play a big influential role in binge drinking. The information in the journal is quite useful in this research paper as it presents a broad picture of what has led to the high prevalence of binge drinking on college campuses. However, it falls short of addressing the details of the consequences of binge drinking. 4. Do You Understand Binge Drinking? 2011. Web 25 Nov 2011 . This is an article that explores in a brief but precise manner, what binge drinking is, the myth surrounding binge drinking, and the main health consequences of binge drinking. It helps to build the argument that contrary to what many college students perceive as being invincible to harm, binge drinking is a monster that induces slow death regardless of age. 5. Hensley, Laura G. College Student Binge Drinking: Implications for a Constructivist Approach to College Counseling. Journal of College Counseling (2001): Vol 4. T he journal covers the most fundamental elements presented in this research paper in the form of an argument. It begins by explaining the prevalence of binge drinking and the factors causing this trend such as students joining Greek societies and succumbing to peer pressure. It then highlights the behavioural, health, and academic negative consequences that result from binge drinking. Though the information is useful in building an argument, the journal presents it in form of a report or literature review. 6. Hope, Debra A and Lindsay S Ham. College students and problematic drinking: A review of the literature. Clinical Psychology Review (2003): Vol 23, pp. 719-759. This journal review explores the problem of excessive drinking among college students by citing the findings of a number of studies that have been conducted in the past. It acknowledges the importance of considering frequency and quantity when defining binge drinking. Besides highlighting the consequences of binge drinking, it also explores other aspects such as gender difference in the likelihood of excessive drinking. Nevertheless, it contributes to the research paper since it also addresses factors such as sensation seeking, personality and environmental factors, and cognitive processes as influencing college students to engage in binge drinking. 7. Krock, Becca. Higher drinking age lowers binge drinking for all except college students. 2009. Web 25 Nov 2011 . The article presents important findings from a recent study which revealed that though the national drinking age was set at 21 and has remained so since 1984, the effects on the level of binge drinking among college students have not been significant. However, the article points out that a major decline in the prevalence of binge drinking among teenagers has been noted. The article is relevant to the research paper since it helps the reader to see that altering the drinking age is not enough to curb the issue at hand. The main idea in the article is that since most college students are already 21 years and above, it’s legal for them to drink and the situation is exacerbated by other factors. 8. Nelson, Toben F and Henry Wechsler. Binge Drinking and the American College Student: Whats Five Drink? Psychology of Addictive Behaviours (2001): 15(4), pp. 287-291. The journal article discusses the importance of the clinical five/four measure of binge drinking in evaluating its various consequences. By citing findings about the consequences of binge drinking among college students, the article helps to build the argument presented in this paper. The article notes that there is a huge difference in the severity of binge-drinking consequences between bingers and non-bingers. However, the article does not address the fundamental factors that influence students to engage in binge drinking. 9. Turrisi, Rob, Kimberly A Wiersma and Kelli K Hughes. Binge-Drinking-Related Consequences in College Students: Role of Drinking Beliefs and Mother-Teen Communications. Psychology of Addictive Behaviors (2000): 14(4), 342-355. The information presented in this journal article is highly relevant to the argument since it not only focuses on the false beliefs about alcohol among college students but also the relationship between these beliefs and the consequences. For instance, the article asserts the findings that a direct relationship exists between drinking beliefs and binge-drinking consequences. However, there is no direct relationship between drinking beliefs and consequences when it comes to health matters and physical risk. Overall, the article helps the reader to understand the phenomenon of binge drinking in terms of why students engage in it and the difference in the nature of consequences expected by bingers and the actual consequences. 10. Wechsler, Henry. Binge Drinking on Americas College Campuses. 2009. Web 25 Nov 2011 . In this article, the question of binge drinking is discussed in light of its prevalence which according to the article has remained relatively steady. At the same time, the article notes that more dangerous forms of binge drinking have been on the rise. The far-reaching consequences of binge drinking including alcohol poisoning, poor academic performance, vandalism of property, and physical harm have been highlighted. It helps to underscore the fact that by believing that they are able to control the effects of alcohol, many college students have only predisposed themselves to harm.

Against Standardized Testing Essay -- Standardized Testing Essays

There seems to be a dilemma in the educational system. In order to receive funding, a school system has to test its students annually. These tests are supposed to measure the progress of the students and the school system. But what is really measured with these scores? What do they really mean? Should children be tested as frequently as they are? And most importantly, should the ability to pass on to another grade or to graduate from high school be based on only one test? With so many questions arising from these tests, the answer is to take a stand against them. Perhaps a brief history will provide a better understanding of the standardized testing system. In the 1980’s, the National Governors Association pushed for states to have performance-based accountability of their school systems. Basically, states would grant schools more flexibility in what and how they chose to teach in return for more accountability for academicbased performance. In 1994, Title I, â€Å"the largest federally funded education program† (http://www.doe.mass.edu), actually required that all states create performance-based accountability systems for schools (Elmore 2). Now, with the introduction of the Bush administration’s No Children Left Behind, all states are required to annually test their students in order to receive federal grants (Romano 1). In Bush’s attempt to make sure that our schools are held to a high standard, he is threatening their funding based on their students’ performance. Not only are students’ grade advancements and sometimes graduations dependent upon these tests, but so is the funding for their schools as well. Teachers can be dismissed or schools shut down based on test performance. No pressure there, kids. W... ...ardized tests. Utah’s officials were willing to lose $76 million dollars in funding by deciding not to follow federal testing standards (Quindlen 2). If we take a stand, is your state ready to be next? Works Cited Elmore, Richard F. â€Å"Testing Trap.† Harvard Magazine. 11 November 2005. http://www. harvardmagazine.com/print/090240html. Massachusetts Department of Education. Massachusetts Government. 11 November 2005. http://www.doe.mass.edu/ Quindlen, Anna. â€Å"Testing: One, Two, Three.† Newsweek. 19 June 2005. 4 November 2005. http://www.msnbc.msn.com/id/8099819/site/newsweek/page/2/print/1/ displaymode/1098. Romano, Lois. â€Å"Test Scores Move Little in Math, Reading. Improvement Appears Slight Since No Child Left Behind.† 20 Oct. 2005. Washington Post. 1 November 2005. http://www.washingtonpost.com/wp-dyn/content/article/2005/10/19/ AR2005101900708.

Use of the Nation of Islam in Down at the Cross Essay -- James Baldwin

The Use of the Nation of Islam in â€Å"Down at the Cross† Like his essay â€Å"Notes of a Native Son,† James Baldwin’s â€Å"Down at the Cross† offers a three-part essay involving Baldwin’s personal adolescent experience, a specific event in Baldwin’s life, and a final analysis concluding with a warning to the readers. Baldwin describes a general experience throughout his life, and his sense of the public’s overall experience, to discuss the progression of America throughout history; the progression of America is the advancement of the American Negro according to Baldwin: â€Å"[The American Negro] is the key figure in his country, and the American future is precisely as bright or as dark as his† (Baldwin 340). The Nation of Islam and its leader, Elijah Muhammad, play an important role in Baldwin’s analysis. Baldwin’s early religious involvement prepare him for his experience at Muhammad’s residence, and his combined experiences instigate reflections upon the progress of black and white America since the emancipation of blacks during the Civil War. Baldwin begins his essay with a recount of his childhood, growing up black in a nation which considered itself white. Baldwin explains the uphill battle fought by every American Negro, how many â€Å"were clearly headed for the Avenue† (Baldwin 296) of whores, pimps, and racketeers. Baldwin argues that the American Negro was doomed to remain in the same state in which he or she was brought into the world, just as â€Å"girls were destined to gain as much weight as their mothers, the boys †¦ would rise no higher than their fathers† (Baldwin 298). Even an education would not rescue one from â€Å"the man’s† oppression. The man, of course, is the white man who â€Å"would never, by the operation of any generous human feel... ...ns of the consequences if America fails the journey: â€Å"God gave Noah the rainbow sign, No more water, the fire next time!† (Baldwin 347). Works Cited Baldwin, James. â€Å"Down at the Cross.† 1963. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. â€Å"Cultist is Slain Battling Police.† New York Times 29 Apr. 1962, sec. 1: 72. Dodoo, Jan. Nation of Islam. 29 May 2001. U of Virginia. 17 Mar. 2004 Kihss, Peter. â€Å"In Return for Years of Slavery, Four or Five States.† New York Times 23 Apr. 1961, sec. 7: 406. Quarles, Benjamin. â€Å"Lincoln’s The Black Muslims in America.† Rev. of The Black Muslims in America, by C. Eric Lincoln. Journal of Negro History. Vol. XLVI, No. 3 (1961): 198-199. White, Jack E. â€Å"An Unlikely Prophet.† Time 13 Dec. 1999: 103+

Piece inspired by ‘Of Mice and Men’ Essay

The sun was blazing down on the yard outside the barn. The group of men were playing a horse shoe tournament. Lennie was still sitting down on a barrel, watching the other guys play. In the distance he saw a man walking towards them with a trail of dust bellowing from his feet. It was Curly. Everyone went silent as he swaggered up to Slim. â€Å"Av, you seen my wife! † â€Å"No, she’s probably bunking up with the Nigger! † muttered Carlson. Everyone began to chuckle, Lennie didn’t hear what Carlson had said but he started to laugh so he wouldn’t stand out. He laughed so loud that in the end he did stand out. Curly stormed over to him, he had a menacing look on his face. Lennie stopped laughing immediately and began to hide his face. â€Å"What the hell you laughing at? † Curly asks as he looks down on Lennie. â€Å"Nu.. Nu.. Nothing† Stuttered Lennie. Everyone fell silent as Curly started to crack his knuckles in a fighting fashion. â€Å"Come on, you big bastard. Get up on your feet. No big son-of-a-bitch is gonna laugh at me. I’ll show you who’s yellow. † Curly yanks Lennie up on his feet and starts pummelling into his stomach and face. As Lennie is taking this beating he looks up and looks into Georges eyes. Everything starts slowing down in Lennie’s brain and all he can hear is George’s voice repeating â€Å"Get him Lennie. Don’t let him do it! † Slim rushes to George and says† The dirty little rat. I’ll get him myself. † â€Å"Wait a minute. Get him Lennie! † George shouts. Then the tables turn. Lennie grabs Curly by the shirt and lifts him high above the ground. Lennie is a blur and begins to bear hug Curly. Curly is totally refrained from doing anything to Lennie. Then all the men hear groaning noises coming from Curly. A loud yell cry comes from the mouth of Curly as the men hear his back breaking. Each spinal column crunching into each other. Everyone realises that it’s time to get Lennie off of Curly before he kills him. â€Å"Let go of him Lennie. Let go! † George screams as he jumps onto Lennie’s arms. â€Å"Let go of him Lennie. Let go. Slim, come and help me while the guy got no back left. As the men prize Lennie ofF he is still in a blur, he suddenly just drops Curly and runs onto a haystack crying†. You told me to George! † â€Å"I know I did Lennie, I know I did†,George whispers to Lennie as he sits and comforts him. Slim walks over to Curly who was lying on the floor having lots of short spasms in his back. â€Å"Looks like every bone in his back is bust† Slim says as he analysed Curly’s injury.

Analysis of A Poison Tree by William Blake

Analysis of A Poison Tree by William Blake A Poison Tree is a famous poem from Romantic Era English poet William Blake. It was published in 1794 in his collection Songs of Experience. In general, it is about repressed anger that can lead to violence. It also points to the state of humankind in the Romantic Era. The particulars of the poem will be discussed in detail in the following paragraphs. Here is the poem for reference: A Poison Tree I was angry with my friend; I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I waterd it in fears, Night morning with my tears: And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night. Till it bore an apple bright. And my foe beheld it shine, And he knew that it was mine. And into my garden stole, When the night had veild the pole; In the morning glad I see; My foe outstretched beneath the tree. The technicalities The poem has a trochaic beat (three feet for each line; a succession of a stressed syllable followed by an unstressed syllable). In total, it consists of four stanzas. Each couplet rhymes with each other. The narration of the poem is expressed in the first person. In addition, the original draft of the poem had a line drawn beneath the first stanza, which might mean that Blake wanted the poem to end there (Stauffer, Andrew). In fact, multiple revisions were made before it was published. Themes to look for First off, let us look at the biblical connection the poem has. Blake was commonly deliberate in his usage of symbols. According to Owlcation.com, â€Å"The wrath of the speaker becomes a metaphorical tree bearing a poison apple. This allusion to the book of Genesis, chapter 3, is a clear one. The Tree of Knowledge of Good and Evil is the poems tree. The Serpent is the speaker, both tempting and deceitful. And Adam and Eve are the foe, both guilty of disobedience† (Spacey, Andrew). However, the link between the Bible and the poem is more nuanced than direct. Another take on the poem is that it is about the anger in British society with the start of the French Revolution. In addition, Blake, like Coleridge, believed in expressing malice in healthy ways. Blake was not a person who adhered to vengeance, but by letting go of one’s anger through safe action (Stauffer, Andrew). An interesting aspect to note in the poem is the term â€Å"poison.† The act of poisoning is brought up in many poems of Blake. In most of Blake’s works, it is seen as a sign of corrupted identity or individualism (Peterfreund, Stuart). The poem could also be a moral lesson: take responsibility for your anger, or the people you hate will get hurt and might even die. According to Owlcation.com, â€Å"With repeated emphasis on the self seventeen times I, my, mine the speaker courageously suggests that responsibility for managing anger is personal. If it is left to fester and not dealt with then the consequences could be dire† (Spacey, Andrew). In its simple, nursery-rhyme language and rhythm, A Poison Tree makes for a powerful and serious message. Poetic devices to notice Antithesis: This is shown in the first stanza with the first two lines contrasting or juxtaposing the last two lines of the stanza. Alliteration: Strings of the same consonant can be found throughout A Poison Tree, such as â€Å"And I sunned it with smiles.† Allusion: As mentioned before, the poem alludes to the Garden of Eden. Metaphor: The apple is the manifestation of the anger of the narrator. Symbolism: The tree is symbolic of the wrath’s growth, while â€Å"garden† may be a symbol for the heart where the hatred has developed. Imagery: Mostly, the poem concentrates on delivering imagery about the tree, apple, and garden, with one very interesting phrase: â€Å"And I waterd it in fears.† A Poison Tree is a poem that seems to flow naturally with its rhythm, but its overall tone is serious. It portrays what happens to us if we hold in anger towards someone for a long time. We hurt not only ourselves, but also those we despise. Perhaps this poem is saying that vengeance is the ugliest of things, and that it can even happen indirectly. â€Å"A Poison Tree Analysis Literary Devices and Poetic Devices.† Literary Devices, 7 Mar. 2019, literarydevices.net/a-poison-tree/. Peterfreund, Stuart. William Blake in a Newtonian World. Norman: University of Oklahoma Press, 1998. Spacey, Andrew. â€Å"Analysis of Poem ‘A Poison Tree’ by William Blake.† Owlcation, Owlcation, 25 Jan. 2019, owlcation.com/humanities/Analysis-of-Poem-A-Poison-Tree-by-William-Blake. Stauffer, Andrew. Anger, Revolution, and Romanticism. Cambridge: Cambridge University Press, 2009.

Comparative Education Training Module

Comparative Education Training Module Comparative Education and Training ModuleIn order to carry out this module the Cert Ed course visited the Czech Republic, a fascinating country, small by our standards with a population of approximately 10 million people. What became apparent from the outset was the proud nature of the citizens and the obvious national fervour, which is normally lacking in Britain. During the visit we were given a varied exposure to the Czech educational system, from primary schooling through to adult education, this included both university and college vocational training.During this assignment I will give a brief overview of the recent history of the Czech Republic and hopefully link this to the changes to the educational system. I will then endeavour to compare their educational system, paying particular attention to the vocational training side, with our recent developments within the military's educational system, which of course is rooted in vocational training.American Education is in the Dump sterA brief history:Czechoslovakia came into existence as an independent republic in 1918 after the break up of the Austro-Hungarian Empire at the end of the First World War. Besides the Czech and Slovak peoples the country included substantial numbers of Germans. Despite welding together of such a mixed bag of people, Czechoslovakia made considerable political and economic progress until the troubled 1930s. It was the only East European State to retain a parliamentary democracy throughout the interwar period.With the rise to power of the Nazis leader Hitler in Germany brought a revival of opposition among the German speaking populace. This in turn led to the Munich Agreement and the Sudetenland firstly be given to Germany and then six-month later the occupation of the whole of Czechoslovakia. After the war election were held with the Left gaining a slight majority until the Communists seized power in 1948 and...