...college may not be for everyone. Two articles discussing this topic are Mike Rose’s “My View: Should Everyone Go to College?” and Karen R. Lawrence’s article “What Value Really Means in Higher Education”. The articles similarly talk about how college is the best choice for one’s success in the future; however, the two articles differ in their overall messages they are trying to convey to the reader. Mike Rose’s focus is to make the readers who are potential college students think about college as a strong option. Rose uses his own personal life experiences, along with specific facts about education to paint a picture of how higher education is a viable option. On the other hand, Lawrence uses a more direct and sterile approach to convince her audience, of educational professionals, to focus on teaching specific abilities to their students. Karen Lawrence’s purpose is to persuade the reader that higher education should give one the tools needed to be successful in the real world beyond an immediate earning potential. The basis of her article is to illustrate the specific skills that need to be taught in higher education. She tries to convince the reader that college is about becoming a better version of one’s self. She describes a place where the student’s skills are sharpened, so he or she will succeed in the real world. Both authors use a multitude of persuasive elements in their articles, however, Mike Rose identifies better with the reader on a personal level, appears credible...
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...worried and took my low grades as the school failing to teach me properly and failing to discipline the bullies. She eventually ripped me out of school. We looked at many different options, but she decided on homeschooling me. In many ways, homeschooling is very similar to what Mike Rose describes as the “vocational education track”. After experiencing seven years of homeschooling, I can definitely relate to Rose's opinion on the educational system. Although, after reading through Rose’s essay, I found that his experience got better towards the end and it made him the man he is today. So I agree that the educational system is corrupt at times, but it also has its upsides, which sometimes turn students into exceptional young men and women. There are many different points Rose makes that remind me of the homeschooling system. One of them being, "School can be a tremendously disorienting place." (Rose, p3) Whether you are in actual school or being homeschooled, this is always true. All the school aspects on top of social ones can detrimentally put severe strain on your mental wellbeing. All this pressure placed on students result in poor academic results. Rose points this out many times in his argument. Next point of the many Rose states in his story is, "There are a few teachers who work hard at education." (Rose, p2). Through all those years of going to co-op (a community of homeschooling families who organize and instruct classes and workshops on subjects parents may not be...
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...To be effective, an essay must utilize the aspects of the rhetorical situation that are best suited for the genre for which it is written. It should use adequate evidence to properly augment claims made by its author. When comparing Mike Rose’s essay “Blue Collar Brilliance” and Gerald Graff’s essay “Hidden Intellectualism,” the more effective essay is Graff’s due to the examples and comparisons that he uses. “Hidden Intellectualism” begins with a relatable example of a student who is very smart when it comes to non-academics but does not perform well in school. “We associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider weighty and academic” (Graff 787). Graff believes that...
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...complete waste of time and money? Caroline Bird would agree with Twain on his implied view of college being a utter waste. Bird questions the real motive behind receiving a college education and depicts her view onto the minds of many college students in todays world. Mike Rose in his article about “Blue-Collar Brilliance” as well as Brent Staples in his writing about “Why Colleges Shower Their Students with A’s” make several valid, relative points that correlate with Bird’s belief on college being a complete waste of both time and money. Bird’s argument can be valid under the circumstance that one becomes unusually successful in a blue collar career, a student is simply given grades instead of earned and many other situations that go outside the traditional aspects of society and education. I, however, strongly disagree with Bird’s belief that college is a waste of time and money because despite her assertion that it is an expensive, time consuming commitment and the initial intention may be influenced by parents or societal pressures, the student will eventually gain a desire to learn and pursue a career if college is the right path for them. Even though I may not agree, Bird supports her argument very well with both statistics and convincing input. By stating that “no more than 25 percent of students are turned on by Casey !2 classwork” (Bird 217), she therefore provides the reader with valid, relatable evidence that college may indeed be a waste of both time...
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...My response will be on the article, Blue-Collar Brilliance, by Mike Rose. First and foremost, I enjoyed reading this article throughout its entirely. It was the only one that had kept me engaged compared to all the other small excerpts in chapter sixteen. The subject really struck my interest as it felt more personal to the author, and to myself, as I was able to connect to it through my own family members. I loved the way the author crafted his attention starter by telling us his story of his mother working as a waitress. It hooked me right away, and it didn’t feel like this was going to be a factual, boring piece. His mother and uncle’s story reminded me of my father’s life. My dad had to work many jobs after my grandfather passed away. He had to take care of my uncle, who was only twelve, and my grandmother....
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...Comparative Rhetorical Analysis Essay A long ongoing debate about if college is any worth the time and money in actually attending. Mike Rose is a professor, an author, and is on the faculty of the UCLA Graduate School of Education and Information Studies as well is the author of “My View: Should everyone go to college?” Mike Rose’s response to the debate is that college is worth the time and money to attend. He wants everyone to at least attend college be it for the associate’s or the bachelor’s degree because a lot of people have found themselves and their true passions from attending. Karen R. Lawrence is president of Sarah Lawrence College and the author of the piece “What value really means in higher education.” Karen R. Lawrence’s response to the debate is that is the fact that colleges’ should be giving/teaching student skills that they can use after they graduate as well in 50 years in the future (Lawrence P.6). Students need to have skills that will not only help now in their career path/job, but also in the future when the need of certain jobs in the work...
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...Mike Rose is an author, poet, teacher, and National Academy of Education award winner. One of Roses novels is known as “Lives on the Boundary”. In the novel Rose takes insight on the educational system of Our Lady Mercy a school to which he used to attend. Rose criticizes the flaws and rewards and depicts the value of education as a whole. In “Lives on the Boundary” there is an excerpt known as “I Just Wanna Be Average”. This section specifically addresses Rose’s thoughts and portrays his conclusive argument on the matter. Rose essentially makes a testament to say particular educational systems lack consistency in their ability to produce teachers and curriculums that will support and challenge students, though when said factors are present...
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...looked just because they are different. Davidson is the Professor of English at Ruth F. DeVarney, Professor of Interdisciplinary Studies at Duke University and Cofounder of Duke’s Humanities, Arts, Science, and Technology (Scenters-Zapico 195). The article “I Just Want to be Average” by Mike Rose also gave a very...
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...Institutions in International Relations: Understanding the Effects of the GATT and the WTO on World Trade Judith L+ Goldstein, Douglas Rivers, and Michael Tomz Abstract The General Agreement on Tariffs and Trade ~GATT! and the World Trade Organization ~WTO! have been touted as premier examples of international institutions, but few studies have offered empirical proof+ This article comprehensively evaluates the effects of the GATT0WTO and other trade agreements since World War II+ Our analysis is organized around two factors: institutional standing and institutional embeddedness+ We show that many countries had rights and obligations, or institutional standing, in the GATT0WTO even though they were not formal members of the agreement+ We also expand the analysis to include a range of other commercial agreements that were embedded with the GATT0WTO+ Using data on dyadic trade since 1946, we demonstrate that the GATT0WTO substantially increased trade for countries with institutional standing, and that other embedded agreements had similarly positive effects+ Moreover, our evidence suggests that international trade agreements have complemented, rather than undercut, each other+ When and how do international institutions promote cooperation? Few questions are as fundamental to international relations or as salient for world leaders+ Due to the contributions of Keohane and others, we now have sophisticated theories about the emergence and effects of international institutions...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...INTRODUCTION TO MACROECONOMICS E202 $ ¥ Dr. David A. Dilts Department of Economics Doermer School of Business and Management Sciences Indiana-Purdue University-Fort Wayne June 1, 1993 Revisions: May 1994, December 1995, July 1996, November, 2000, May 2003, May 2006 PREFACE This Course Guide was developed in part because of the high cost of college textbooks, and in part, to help organize students’ studying by providing lecture notes together with the reading assignments. This Guide is provided to the student online at the Department of Economics website. Jayla Heller, the Department’s secretary has been kind enough to go through all of the frustration and hard work to put the guide in the appropriate format and put it online. To her goes my gratitude. The department, neither school, nor the professor make anything whatsoever from this Guide. In fact, the department’s budget and the professor’s own resources are used in the writing of the Guide, and the numerous draft copies that are produced in the revisions of this document. Like the sign in the Mom and Pop bait shop on Big Barbee Lake says, “This is a non-profit organization, wasn’t planned to be – it just worked out that way.” Well, actually it was planned to be a non-profit enterprise in this case. The professor also wishes to acknowledge the fact that several students have proposed changes, improvements, caught errors, and helped to make this document more useful as a learning tool. Naturally, any errors of omission...
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...TEACHER’S ATTITUDES TOWARDS TEACHING, PATTERN OF CLASSROOM INTERACTIONS AND PUPILS ACHIEVEMENT IN SCIENCE A thesis Presented To the Faculty of the Graduate School RAMON MAGSAYSAY MEMORIAL COLLEGES General Santos City In Partial Fulfillment Of the Requirement of the Degree Master of Arts in Education By WILFREDO PIL UTRERA January 2012 APPROVAL SHEET This thesis entitled “TEACHER’S ATTITUDE TOWARDS TEACHING, PATTERNS OF CLASSROOM INTERACTIONS AND PUPILS’ ACHIEVEMENT IN SCIENCE” prepared and submitted by Wilfredo Pil Utrera, in partial fulfillment of the requirements for the degree leading to Master of Arts in Education, has been examined and is recommended for acceptance and approval for Oral Examination. JOHNNY S. BANTULO, MA . Adviser Comprehensive Examination – Passed ------------------------------------------------------------------------------------------------------------ PANEL OF EXAMINERS GERALDINE D. RODRIGUEZ, Ed. D. Chairman ___________________________ ___________________________ Panel Member Panel Member ___________________________ Panel...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...Physical Chemistry Understanding our Chemical World Physical Chemistry Understanding our Chemical World Paul Monk Manchester Metropolitan University, UK Copyright 2004 John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England Telephone (+44) 1243 779777 Email (for orders and customer service enquiries): cs-books@wiley.co.uk Visit our Home Page on www.wileyeurope.com or www.wiley.com All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to permreq@wiley.co.uk, or faxed to (+44) 1243 770620. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the Publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Other Wiley...
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...Breaking Dawn Stephenie “Cockblock” Meyer Copyright© 2008 by Stephenie Meyer. All rights reserved. Except as permitted under the U.S. Copyright Act of 1976, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. Little, Brown and Company Hachette Book Group USA 237 Park Avenue, New York, NY 10017 Visit our Web site atwww.lb-teens.com First eBook Edition: August 2008 Little, Brown and Company is a division of Hachette Book Group USA,Inc. The Little, Brown name and logo are trademarks of Hachette Book Group USA, Inc. Epigraph for Book Three from Empire by Orson Scott Card. A Tor Book. Published by Tom Doherty Associates,LLC. Copyright© 2006 by Orson Scott Card. Reprinted with permission of the author. The characters and events portrayed in this book are fictitious. Any similarity to real persons, living or dead, is coincidental and not intended by the author. ISBN: 978-0-316-03283-4 Contents BOOK ONE: BELLA Preface 1. Engaged 2. Long Night 3. Big Day 4.Gesture 5. Isle Esme 6. Distractions 7. Unexpected BOOK TWO: JACOB Preface 8. Waiting For The Damn Fight To Start Already 9. Sure As Hell Didn't See That One Coming 10. Why Didn't I Just Walk Away? Oh Right, Because I'm An Idiot. 11. The Two Things At The Very Top Of My Things-I-Never-Want-To-Do List 12. Some People Just Don't Grasp The Concept...
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