...MOVITATION FOR RETURNING TO SCHOOL Christina Armstrong ENG 121- Essential of College Writing “Narrative Essay” Instructor: Ginger Marcinkowski Monday, October 8, 2012 My motivation for returning to school will help me be a valuable contribution to myself, family and career; it will assist me in my respective work projects, as well as increase business opportunities. My motivation is a goal that began and was increased through variable stages; but, did not happen over night. The first stages were dealing with a failed marriage, pregnant, and raising two children with no high school diploma. I was 21 years of age with no job, no education, on public assistance and struggle with emotional challenge. I was lost, facing challenges that I did not know how change. I never was taught about the possibilities of education and the key to success. I did not have a clue of how to gain self motivation to get higher education; overall, I did not want to be uneducated on welfare and fall into the poor and deprive category. I needed to create a plan and build a legacy for my children, furthermore; how could I encourage them to get their high school diploma and I did not have one of my very own. I started off by enrolling into the General Educational Diploma (GED) program. On my graduation day I made a promise to my mother that one day I’ll get my degree. Even thou I made this promise, I had three sons and my initial focus was to...
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... which colonialism maintained power was by writing its own histories. These histories were conceived within grand narratives of progress, expansion and enlightenment. Inevitably, they both systematically and accidentally recast, ignored and silenced other competing histories from the places and cultures with which they came into contact. Post - colonial studies has consequently set itself the task of examining and challenging those narratives, developing other ways of telling histories, and re – evaluating other ways of remembering. If post- colonial literature means the interrogation of the subaltern to the “center”, no other book is representative of the post-colonial theory and practice as Amitav Ghosh’s The Glass Palace. The novel won the 2001 Frankfurt e – book Award of fifty thousand dollars Grand Prize for Fiction. Abreast of the contemporary academic debates about colonialism and culture, Ghosh is well-equipped in challenging the institutionalized perspectives of the colonial history. He is certain of his human and historical insights. He belongs to a nation that was once conquered and ruled by Imperial Britain. Ghosh in “The Anglophone Empire” (2003) says: “I am Indian and my history has been shaped as much by the institution of this empire as a long tradition of struggle against them”...
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...Reconciliation First Published 2009 All rights reserved. ISBN 978-1-920219-18-5 Produced by Compress.dsl www.compressdsl.com CONTENTS EXECUTIVE SUMMARY 1 CHAPTER 1: Using history 5 The uses of liberation history in Zimbabwean politics • Historical context • ZANU PF’s ‘Patriotic History’ • Patriotic History’s detractors • What is Patriotic History? • The opposition’s use of history 5 5 6 6 8 CHAPTER 2: History in secondary and higher education 11 History curriculum development in Zimbabwe’s secondary schools and higher education institutions, and the implications for reconciliation, national healing and transitional justice • The growth in education since independence • History in secondary schools • History in higher education • A review of the NASS syllabus 11 11 14 17 CHAPTER 3: Teaching history 23 Challenges of teaching history in Zimbabwe, points of contention and consensus, and future prospects • Repression in tertiary institutions • Decline in secondary schools • National youth training service centres • Reasons for optimism 23 25 25 26 CHAPTER 4: Supporting history teaching 29 Supporting secondary and higher educators, and proposals towards learning sessions, modules and activities for history teaching • Funding education • Resurgence of liberal principles • Key proposals and teaching suggestions 29 30 30 CHAPTER 5: Teaching with Becoming Zimbabwe 33 How the Zimbabwe history book can offer opportunities to support history teaching at secondary and higher...
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...The Social Science Mixed Racial and Cultural Groups in the United States ENG COMP II/ABE1314D Dr. Nicole Martinez and Mrs. Karissa Sullivan May 6, 2013 Mixed Racial and Cultural Groups of the United States is a huge topic being discussed recently because mixed racial relationships are increasing daily all around the world, but especially with-in the United States. There are many individuals who elaborate on whether or not each group expects to be treated as a separate entity, or be considered just Americans without the hyphen. Is the United States better off by classifying individuals by their ethnic background? What do we actually gain by these separate entities? Why is the government so concerned on everyone’s ethnic background? These are just a few of many questions that are being discussed and I will answer based on facts. While mixed racial and cultural groups continue to rise in the United States, it seems that the vast majority continues to pursue their separate ethnicity with-in the United States, but when approached abroad with-in another country, they seem to consider themselves as Americans vice African-American, Mexican American, Asian American, etc. (Perez and Hirshmann, “The Changing Racial and Ethnic Composition of the United States). Many Americans have multiple identities that reflect complex ancestral origins, tribal and communal associations, and varied ideological outlooks on race and culture. In general, people do not change their ethnicities...
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...Source BBC: Adolf Eichmann did not work hard or do well at school and left without any qualifications. His father, who had meanwhile started an oil-extraction business, gave him a job. Eichmann worked on the surface and in underground oil-shale tunnels before moving to an apprenticeship with an electrical engineering firm. In 1927 his father used family contacts to get him a job with another oil company. Little attention has been paid to Eichmann's work experience, but it had a significant bearing on his career in the SS. Eichmann was adept at learning practical skills on the job, under the tutelage of seniors he respected. While he continued to live at home, he ranged over Upper Austria selling oil products, locating sites for petrol stations, and setting them up. He also arranged kerosene deliveries. On Saturday he conscientiously completed his paperwork and reported to his superiors. Eichmann did well and was transferred to the Salzburg district. But by 1933 he had tired of the job and, anyway, was laid off. He had learned a lot, though: how to identify prime sites at communication junctions, how to timetable and organise deliveries, how to sell a product and persuade people to do your bidding. During his trial he pretended to be apolitical, but Eichmann came from a strongly German nationalist family. Like many Germans his father lost his wealth during the post-war economic crisis and had the embittering experience of starting all over again. He enrolled his son in the Wandervogel...
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...Fiction we must understand what American Literature is in itself and which pieces of writing we can include within this label. It is believed that when a piece is written in North America, more precisely in the USA, it would automatically be given this epithet. But it should be taken into account that this idea is quite broad and doesn’t reflect the real essence of the term. However, there is also another definition that gathers this essence: American Literature is the one that represents the Americanism, the singularity of the USA philosophy and culture. This way, instead of focusing on who the author is, it is focused on the content of the writing. In that which concerns Fiction, the following documents are the ones considered as narrative: Speeches Letters Short Stories Essays Political Documents Sermons Novels Diaries 1 FIRST LITERARY EXPRESSIONS The first documents in which the idea of Americanism is very present are the Sermons. They respond to the strict Protestantism settled in the New Continent after the arrival of the Pilgrim Fathers and Puritans in the Mayflower (1620) and the Arabella (1630). They established a theocratic community whose main and only point of reference was the Bible. That is why the idea of the ‘city upon a hill’ is still very present in American mentality. As we all know, their community was also governed by the concept of Predestination. This belief was based...
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...USA Tourism can serve as a vehicle for sustainable community development by contributing to equity and social justice. This happens as tourists learn about marginal groups through educational tourism, engage in development projects with host-area residents, undertake pilgrimages that bring greater meaning and cohesiveness to an ethnic identity, or encounter stories that transform their view of social injustice and spur further action to reduce inequities. Tourism planning can produce a sense of reconciliation when it brings historically divided groups together. An example is found in Tallahatchie County, Mississippi, where a group of white and African American residents are collaborating to develop tourism projects designed around a narrative of reconciliation, while they use the process of tourism planning to work towards racial reconciliation within their community. This case illustrates strategies tourism planners employ and challenges they face when they envision tourism as more than merely a means of economic growth. Keywords: heritage tourism; Mississippi Delta; racial reconciliation; social justice; sustainable community development The advantages of tourism to rural communities are generally painted as economic: developing a tourism industry brings in ‘‘fresh’’ dollars, provides jobs and offers opportunities for local entrepreneurship (National Agricultural Library, 2008; World Travel & Tourism...
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...BUSINESS SCHOOL HARVARD SUCCESSFUL 65 APPLICATION SECOND EDITION E S S AY S APPLICATION BUSINESS SCHOOL HARVARD SUCCESSFUL 65 ECSNS A IYI O N S SE O D ED T With Analysis by the Staff of The Harbus, the Harvard Business School Newspaper ST. MARTIN’S GRIFFIN NEW YORK 65 SUCCESSFUL HARVARD BUSINESS SCHOOL APPLICATION ESSAYS, SECOND EDITION. Copyright © 2009 byThe Harbus News Corporation. All rights reserved. Printed in the United States of America. For-information, address St. Martin's Press, 175 Fifth Avenue, New York, N.Y. 10010. www.stmartins.com Library of Congress Cataloging...in..Publication Data 65 successful Harvard Business -School application essays : with analysis by the staff of The Harbus, the Harvard Business School newspaper / Lauren Sullivan and the staff of The Harbus.-2nd ed. p.em. ISBN 978...0..312...55007...3 1. Business schools-United States-Admission. 2. Exposition (Rhetoric) 3. Essay-Authorship. 4. Business writing. 5. Harvard Business School. 1. Sullivan, Lauren. II. Harbus. III. Title: Sixty...five successful Harvard Business School application essays. HF1131.A1352009 808'.06665-dc22 2009012531 First Edition: August 2009 10 9 8 7 6 5 4 3 2 1 CONTENTS Acknowledgments Introduction ix xi I. Defining Moment Stacie Hogya Anonymous Anonymous David La Fiura Anonymous Avin Bansal Anonymous Brad Finkbeiner Anonymous 4 7 10 13 17 20 23 26 29 ii. UndergradUate experience John Coleman Maxwell Anderson...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Jonathan Culler LITERARY THEORY A Very Short Introduction 1 Great Clarendon Street, Oxford o x2 6 d p Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Athens Auckland Bangkok Bogotá Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris São Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw with associated companies in Berlin Ibadan Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Jonathan Culler 1997 The moral rights...
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...Scott Hicks is the epitome of ingenious when it comes to channelling his creativity into his wonderful creations. Some attributes of Hicks directorial style demonstrated in my chosen visual text Shine include camera work, music, and the terrifyingly subtle use of lighting to develop the atmosphere and create apprehension in the audience. On the contrary, Stephen Chow’s ostentatious special effects, camera work, lighting and sound in Kung Fu Hustle in no way waned to present the same ideas and rivet the audience on to the end of their seats to witness the anticipated metamorphosis of antagonist to protagonist. In Shine, Hicks’ concoction of multiple cinematic techniques effectively portray the idea of the change and the transition from the suppression of the individual to the strength of the individual. Hicks’ use of specific techniques helps the audience learn more about Peters Authoritarian mindset and further develops the oppression felt by David’s character whilst portraying the idea of change. This enables the audience to understand the more complex underlying themes in the film and makes the audience more aware to the specific role of each character in the film and how they are all intertwined with each other at a deeper level. Consequently, it successfully challenges us, the audience, to consider how we might have felt in David’s situation and helps us draw conclusions about the nature of relationships and family dynamics. A scene, in Shine, that Hicks uses cinematic...
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...recalled or kept in mind”. Thus history and memory interrelate as history can be seen as the contextual justification for memory. “The Fiftieth Gate” is a poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This attested via the following when Mark collates his parent’s memories with documented historical evidence “His was a past written on a page…mother couldn’t point to anyone”. This quote represents the way Mark requires documented evidence, history. This is because he believed his father’s memories only when had had evidence and didn’t believe his mother as she was the sole survivor in the town...
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...in a whole school improvement process? Submitted by Michael Anthony Bosher For The Degree of Doctor of Philosophy of the University of Bath 2001 May 2002 Vol 1.1 Copyright ‘Attention is drawn to the fact that copyright of this thesis rests with the author. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the prior written consent of the author’. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. …………………………… Contents Tables and Figures 2 Acknowledgements 3 Abstract 4 Preface 5 Introduction 13 Chapter 1 A Cultural Context 18 Chapter 2 An Autobiography 25 Chapter 3 Methodology 40 Chapter 4 The School's Action Research Cycles 89 Chapter 5 School Effectiveness and School Improvement 107 Chapter 6 Vignette 1 Alan Shelton a Teacher 'Par Excellence' 120 Chapter 7 Some More Vignettes 158 Chapter 8 A Personal Development Review 184 Chapter 9 The Circle is Completed 190 References 234 Vol 1.2 Appendices Appendix 1 An Historical Account of Development and Synergy of School Effectiveness and School Improvement...
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...their willingness to participate in this research and the time they dedicated to all of the interviews and member checks. I also thank the principals who gave me permission to conduct this study. I especially acknowledge and thank physical education teachers Celeste Alfred, for welcoming me to her school, and Vickie Braud for her great help in making contacts necessary to complete my data collection. Both Vickie and Celeste were wonderful throughout my research process, helping me to observe classes and arrange student interviews at the schools. I greatly appreciate all the suggestions, insights and comments of my committee members. Thank you to all of them: Dr. Kuttruff, my external committee member, for her interest in following the steps of my dissertation; Dr. Magill, for bringing a very challenging and valuable perspective to my research; Dr. Lee, for her deep knowledge and expertise in the field of physical education; and Dr. Harrison, for his mentoring and expertise on issues of race and physical activity. Dr. Harrison, I have greatly appreciated, valued, and enjoyed all of our conversations (and in four years there were many) and sharing experiences on this topic. I want to thank my minor professor, Dr. MunroHendry, for guiding me to understand the complex world of the “Curriculum Theory Project,”...
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...NAVAL POSTGRADUATE SCHOOL Monterey, California THESIS A REQUIREMENT ANALYSIS FOR THE NAVAL POSTGRADUATE SCHOOL’S ALUMNI DATABASE SYSTEM by Lawrence M. Gaines September 2002 Thesis Advisor: Co-Advisor: Julie Filizetti Daniel Dolk Approved for public release; distribution is unlimited THIS PAGE INTENTIONALLY LEFT BLANK REPORT DOCUMENTATION PAGE Form Approved OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Office of Management and Budget, Paperwork Reduction Project (0704-0188) Washington DC 20503. 1. AGENCY USE ONLY (Leave 2. REPORT DATE 3. REPORT TYPE AND DATES COVERED blank) September 2002 Master’s Thesis 4. TITLE AND SUBTITLE A Requirement Analysis of the Naval 5. FUNDING NUMBERS Postgraduate School’s Alumni Database System 6. AUTHOR (S) Lawrence M. Gaines 8. PERFORMING ORGANIZATION 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) REPORT NUMBER Naval Postgraduate School Monterey, CA 93943-5000...
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