Trilingualism In Education Essay Example | Topics and Well Written Essays - 1250 words

Trilingualism In Education - Essay Example Acquiring a second language may be due to exposure to other languages to become bilingual, which is being able to speak two or more languages (Barnes, 2006). Other people may learn a third language due to exposures to different language and cultural settings (Sagin, 2006). This can result from the parents’ change of citizenship to a new country, and the children acquire a third language, making them to become trilingual, which is the ability to speak more than two languages. Trilingualism can be considered another type of bilingualism, and researchers have used studies on bilingualism to study trilingualism (Hammarberg, 2009). Trilingualism can be achieved through three ways: children growing up in a trilingual surrounding, adults living in a trilingual or multilingual community, and fluent bilinguals who acquire a third language through learning at school or other areas (Wang, 2008). This essay is a literary review about trilingualism in the classroom and the effects that it brings to a child’s education. It starts with evaluating circumstances leading to acquisition of trilingualism in the society. Through reference from earlier studies, the essay also discusses the prevalence of trilingualism and how it affects education in children. The research then concludes by calling for more research on trilingualism due to the limited current research trilingualism (Davidiak, 2010). The ability to speak more than two languages depends on several circumstances. First, children can become trilingual by being exposed to a trilingual society. Secondly, people who speak two or more languages can go to school to study a third language, and thirdly, living in a trilingual or multilingual society can affect people’s language. In these three circumstances, researches on trilingualism have showed that there is no choice of whether or not one wants to acquire a third language, but conditions force them to become trilingual. However, the biggest challenge is how people deal with three languages or cultures because they cannot be balanced (Barron-Hauwaert, 2000). Whereas it is easy to acquire an additional language, it may prove difficult to adopt the culture. A third language acquisition can also depend on the child’s age in relation to local, father or mother’s language choice (Lasagabaster, 2007). Older children can easily acquire a third language especially in a situation where the local language is a third language to them because of exposure to it. Suzanne’s research on language acquisition in children shows that children aged between 2 and 3.5 years used mother’s language, children aged between 3 to 4 used father’s language as their first language, and children aged 6 and above years used the country’s language (Lasagabaster, 2007). Acquisition of the mother’s language at a young age is possibly because of the child living with the mother and having no peer interaction in the commun ity (Tokuhama-Espinosa, 2003). Although the reason for the acquisition of father’s language by some children is not clear, (Barron-Hauwaert2000) points that it might be fathers stepping in to expose the child to their language. Speaking the local language of older children is due to exposure to the community that speaks the local language or peer group at school. Barron-Hauwaert shows that exposure to different circumstances leads people to become

Analyse Cast Away (Dir. Robert Zemeckis, 2000) in depth as an example Essay

Analyse Cast Away (Dir. Robert Zemeckis, 2000) in depth as an example of New Hollywood and examine film from industrial, formal- - Essay Example A FedEx delivery van pulls into a ranch with a big overhead iron sculpture which reads Dick and Bettram. The ranch is an island in a sea of prairie. The radio plays Elvis Pressley â€Å"Heartbreak Hotel† as the driver picks up a package stamped with a logo of two wings embraced by three halos. As the driver leaves, Elvis sings â€Å"I’m All Shook Up†; it’s not a radio, she’s an Elvis fan. The van door reopens in Russia. The package is delivered to her husband who is with another woman. The next package is delivered by a little boy to Chuck Noland (Tom Hanks) who pulls a timer from the packet and continues his lecture on urgency, how time rules life. Back in Memphis, Chuck proposes marriage, actually he doesn’t, but promises to discuss it on New Years Day when he returns, to Kelly Frears (Helen Hunt) in a car at the airport. He was paged at Christmas dinner for this troubleshooting trip. She has given him a family heirloom, a railroad pocket w atch used by her grandfather on the Southern Pacific, with her picture in the case. Chuck rushes to the plane. The plane crashes in the Southern Pacific. Chuck washes ashore, alone, on a small island. Chuck must learn survival skills such as building a fire, collecting edible plants, fishing and crabbing. An episode of self-help dentistry caps his early time on the island. Four years later, he is a competent provider and will survive. One day half a portable toilet shed washes up. He sees it as a sail to get past the breakers. He designs and builds a raft and awaits the changing winds and tides to escape. Finally, he is cast adrift again hoping for a sea rescue. When a freighter finds him, he is on his way to a home that no longer exists. He is dead in his home. Kelly has married and has a child. He knows he must find a new life. The Socio-Cultural Perspective of Cast Away Cast Away is set from 1995 to 1999. The coming millennium brought discussions of time or urgency versus the com pass or importance (Covey, 2004). The religious aspects of the millennium and associated doomsday scenarios concerned the populace. The man versus the machine debate gained momentum. This film addressed these pressing and timely issues. The Clock Versus the Compass (Covey, 2004) The first speech Chuck Noland gives involves the importance of time. The film opens in rural Texas, a crossroads in the middle of nothing, where time is measured in days, not seconds. An artist listens to Heartbreak Hotel, foreshadowing the sight of the husband in Moscow. Chuck is in Moscow to troubleshoot the truck delivery issues faced by FedEx. He rewards the boy delivering the package with a portable CD player and an Elvis tape; Chuck is a fan too. Chuck is explaining through an interpreter that time is a relentless master, time rules over everything, time is like fire, it can give warmth or burn. Logistics is life, more important than his asking Kelly to be his wife. Christmas is a pager at dinner and t wo minutes in a car at the airport. Scheduling dinner requires both people with calendars looking for gaps in urgent activities. Kelly and Chuck are not priorities in their own lives. Traditional Hollywood views time as a â€Å"ticking bomb†. A deadline is set, for instance, the kidnappers will call for the money by noon. The action centers on accomplishing a task by a certain time. This film reverses that trend. Time is irrelevant on that island. Survival is relevant. Then in Act III, when Chuck is exhausted and just hanging on, time becomes relevant

Stress - Inform Speech Essay Example for Free

Stress Inform Speech Essay First, I’ll talk about some of the reasons for stress. Although I’m sure that there are many everyone here probably has their own reasons, I’m going to stick to three main reasons that you can probably relate to. The first one is the amount of schoolwork. College can be so demanding due to such a heavy workload that we’re expected to keep up with. It’s so easy to get overwhelmed. We have projects, tests, papers, exams, midterms, finals, co-ops. Stress can easily build without a good strategy of tackling these assignments. A second reason is pressure to do well. Pressure to do well can come from within. That’s the inner drive, that inner motivation pushing you to succeed. Most here desire to do their best and to get good grades. The Methods of Healing website conducted research and found that 71 percent of college students say that their grades have a direct effect on their level of stress. Pressure to do well can also be external. That’s your family, your friends, your coaches, your teachers, your professors. Everybody who wants to see you succeed. Wanting to live up to the high expectations that they place on you can be pretty stressful. A third reason is change in environment. Now this may affect some of us more than others, depending on if you’re from Rochester or not, but going away to college means leaving behind everything that’s familiar. Your close family, they’re not with you. Your friends, they’re not with you. Some students have never been away from home which can be a difficult adjustment. Then, once you’re here at RIT there’s social acceptance, peer pressure–these are issues we may face since we’re in a new environment. Wanting to fit in can be a challenge and often is. Now, let’s recap the three reasons we talked about. First was the amount of schoolwork, second was pressure to succeed, and third was dealing with a new environment. Now that we know the three reasons, let’s examine some tips to help reduce the stress. There are five simple things we can do to manage our stress. I created an acronym to help me remember the tips. The word I’m using is relax: R-E-L-A-X. We’ll go over each letter one by one. The first letter, letter R, stands for Recognize. We have to recognize the source of our stress before we can address it. Once you realize why you’re stressed, why not keep a journal? Write down everything that you feel. Writing makes you feel more relieved and allows you to pinpoint any trends in your stress. The second letter, letter E, stands for Exercise. Incorporating exercise into your daily routine takes your mind off of problems you may have, and not to mention, it’s good for your body. So create a routine. Set aside time for exercise. Set aside time for classes–for studying, for homework, and then schedule in downtime for yourself. In the end you’ll feel less overwhelmed. The third letter, L, L stands for Let it go. Think about the stressful situation. Will it matter in five years? Will it matter in ten years? If it will matter, take a deep breath and address the stressful situation piece by piece and step by step. If it won’t matter in five years or ten years then let it go. Stressing over small things is tiring and unnecessary. The fourth letter, letter A stands for Attitude. When you talk about school do you say things like, â€Å"Ugh, I’m gonna fail,† or â€Å"That test was so hard I bombed it, I’m never gonna learn this material. † If you do that may sound pessimistic and doubtful. You can self-reflect and adjust your attitude. According to a 2005 Stress Management article, being optimistic and having a positive outlook has a direct connection with how we feel, even with how well we perform. Now the last letter is X. You’re probably wondering what word I came up with to start with this, so I cheated a little bit and it stands for eXtra sleep. All students need sleep for energy. Are you not getting enough? Go to the letter R–recognize why am I not getting enough sleep? Maybe it’s because you’re hanging out with your friends until two, three, four in the morning. Why not cut down that time? You can still hang out with them, just not as long. Maybe you’re not getting enough sleep because you have too much homework. You pull an all-nighter, cramming for an exam, up till 5AM. Why not make a better schedule? And then stick to that schedule. Don’t procrastinate. When you map out your time and you stick to a routine you’ll realize that you have enough time to get everything done, even sleep. In the end we’ll be less frustrated when we get the sleep we needed. Another interesting point that I found is that all stress is not bad. Distress is bad stress. That’s what we’ve been focusing on in this speech. But then there’s also good stress, that’s called eustress. Eustress comes from excitement or adrenaline. But, to focus on managing our negative stress let’s try to remember all of the tips and the word relax. R, recognize where the stress is coming from and address it. E, exercise daily. L, let go of minor problems, don’t worry about it. And A, adjust your attitude and be more positive. And X, get eXtra sleep. In conclusion, we cannot ignore the fact that stress occurs in our lives. Regardless of the reasons we have to manage it one way or another. Above all, from my speech I hope you take away useful tips to deal with your stress so that college is more enjoyable. Even if you can’t remember what each letter stands for, do just what the word says, and relax.

Self-Reflection on Entrepreneurial Personality

Self-Reflection on Entrepreneurial Personality By submitting this piece of work I confirm I am aware of, and comply with University and Programme Requirements and regulations regarding Examination and Assessment Offences and that I am not party to any behaviour which could be construed as an assessment offence. I am aware that if I, or any member of my group transgress these regulations that the entire group could be found guilty of an academic offence. The last decades have witnessed the most dynamic emergence of entrepreneurial activity worldwide and the interest in entrepreneurship has increased significantly. No sector of economy has grown as vital, powerful and creative as entrepreneurship. (Kaplan, 2003). What is Entrepreneurship? The ability and motivation to form something from practically nothing is entrepreneurship. Moreover it is the willingness and steely determination to build an enterprise and handle risks and do everything possible to get the odds in your favor (Timmons, 1989). What is an Entrepreneur? The term entrepreneur had his beginning in the 17th-century and comes from the French word â€Å"entreprendre† and is usually a sole proprietor, a partner or a majority shareholder in an incorporated venture (Rowland, 2015). I have potential to be an Entrepreneur, because of my tested competencies! Different models can be used to identify what your personal traits are. Each model or test assesses particular attributes for entrepreneurial characteristics. One model is the â€Å"Entrepreneurial Traits Wheel† that depicts some traits an entrepreneur or an enterprising person may have. My self-evaluation (Figure 1 / Appendix 1, p.6) shows that I ´m a proactive person with a strong vision and flair. Moreover I ´m self-confident and prefer to solve problems. Furthermore I very goal oriented, a team player and a motivator to overcome difficulties. Thus my not innovated skills I ´m a motivated and communicated decision maker. The T-P Leadership questionnaire indicates that I ´m more laissez-faire than autocratic. I prefer a more morale than productivity style. Nevertheless I have a moderate high shared leadership style with a high morale and moderate high productivity behavior (Appendix 2, p. 7). Related to the Thomas-Kilmann (Appendix 3, p.10) test my profile indicates in various situations a good repertoire of useful social skills. A further test to evaluate entrepreneurial characteristics is the â€Å"General Enterprising Tendency† (GET) test. The results of my test show only in one particular section an average score (Appendix 4, p.16). All other sections assess a nearly maximum score. Summarised the tests underline the argument that I have entrepreneurial skills. But these are only theoretical results. I have potential to be an Entrepreneur, because of my working experience and our family business! To be entrepreneurial is to be inspired and capable of creating opportunities for oneself. To be an entrepreneur is one of the interesting and most exciting things. But it is not easy to start and maintain your own business. The best example in this case is my father. In our family it is a kind of tradition to have an entrepreneurial thinking. In 1963 my grandfather founded the logistic company â€Å"HTS Hà ¼ttges Tranport-Service†. Meanwhile my father manages the company since 1986 and I am working part time during my study in my father’s office. But I have already worked for other companies (Appendix 5, p. 22). To start, I did my apprenticeship as an industrial management assistant at Friesland Campina from 2005 to 2008. Friesland Campina is a worldwide Joint Venture who manufactures milk products. During this time I worked in different areas in the company such as the sales, purchasing, marketing, accounting and controlling department. After my apprenticeship I stayed in the company and was taken in the purchasing department from 2008 to 2010. In these two years I was responsible for the purchase of packaging and raw materials. At that time I was 22 years old and had a huge responsible position in this company, because when my disposition was poor the production plant couldn ´t produce their planned qua ntity. But I grew with the task and became more and more responsibilities. So, I earned the ability to lead negotiations with suppliers and hold presentations during important meetings. Also during my Bachelor study in the Netherlands I have expand my competencies. In the first semester we had to write a business plan and had interview a general manager to analyse the company. Moreover I was general manager and finance director of a project team in reference of a study project named â€Å"Mini Company† at the Fontys International Business School in the Netherlands. We had to found a real company for one semester with real market conditions. We had to sell company shares to get money and had a real entry in the Netherlands Commercial Register. Our student company â€Å"Nature Arts† was very successful and a good investment for our shareholders. We won a price from the â€Å"Jong Ondernemen† organization for the one of the best Mini Company (Appendix 6, p.23). At the end we could disburse them with a dividend of 30â‚ ¬. A further experience which could be beneficial to an entrepreneurial career was the internship during my study at the METRO GR OUP. The METRO GROUP is the one of the biggest wholesaler worldwide such as Tesco. I worked in the Corporate Planning Controlling department. It was a hard time and with long business days. I worked in different teams with different educational and cultural backgrounds. But this was an experience I ´ll never want to miss. This work experience was excellent to prepare for higher duties later. Now I ´m 28 years old and had the fortune to witness a good education. The following figure (Figure 2 / Appendix 7, p.24) illustrates my personal life path. Figure 2: Life Path Chart Felix Freericks Source: Own Illustration, 2015 Certainly I have weaknesses. Nobody is perfect. Certainly I have weaknesses and also experience with some difficult situations during my life. One Example is the language barrier. Therefore to improve my language skills such as English I study abroad and live in a residential community with only international native speaking people. I hope after my study I have improved my English skills to be confident in business discussions. Another Weakness is the motivation in some areas. Sometimes I fall in a deadlock and it’s difficult to motivate myself to change the current unsatisfied situation. In this case I have a high potential for improvement. The life is a long-life-learning process. Hence, I have to learn from my mistakes and try to avoid them in the future. My dream is to follow in one ´s father ´s footsteps hopefully. But Dreaming a dream is one thing, but bringing the dream to market is another dimension entirely. Therefore I early recognised to have to study to become a well-educated manager with managerial responsibility. Through the experience in the last nine years and hopefully in the common years I will learn how to manage and maintain a business. I see myself as an enterprising person, because even now I use the learning and experience to benefit my father ´s company in other ways. This attitude is crucial to your success at this early stage. Once my father said to educate yourself you have to be open-ended and focused to provide the freedom necessary to explore unexpected leads. My personal work experience in different companies has shown that’s difficult to manage a company. But I am hopefully ready for this challenge in a few years. References Kaplan, J. M., 2003. Patterns of Entrepreneurship, s.l.: John Wiley Sons. Rowland, M., 2015. www.businessdictionary.com. [Online] Available at: http://www.businessdictionary.com/definition/entrepreneur.html#ixzz3SD5CxrBQ [Accessed 16 2 2015]. Timmons, J., 1989. The Entrepreneurial Mind. In: Andover: Brick House Publishing, p. 1. Appendix 1: Entrepreneurial Skills Wheel Appendix 2: T-P Leadership Questionnaire: An Assessment of Style The following items describe aspects of leadership behavior. Respond to each item according to the way you would most likely act if you were the leader of a work group. Circle whether you would most likely behave in the described way: Always = A, Frequently = F Occasionally = O, Seldom = S, or Never = N. A F O S N 1. I would most likely act as the spokesman of the group. A F O S N 2. I would encourage overtime work. A F O S N 3. I would allow members complete freedom in their work. A F O S N 4. I would encourage the use of uniform procedures. A F O S N 5. I would permit the members to use their own judgment in solving problems. A F O S N 6. I would stress being ahead of competing groups. A F O S N 7. I would speak as a representative of the group. A F O S N 8. I would needle members for greater effort. A F O S N 9. I would try out my ideas in the group. A F O S N 10. I would let the members do their work the way they think best. A F O S N 11. I would be working hard for a promotion. A F O S N 12. I would tolerate postponement and uncertainty. A F O S N 13. I would speak for the group if there were visitors present. A F O S N 14. I would keep the work moving at a rapid pace. A F O S N 15. I would turn the members loose on a job and let them go to it. A F O S N 16. I would settle conflicts when they occur in the group. A F O S N 17. I would get swamped by details. A F O S N 18. I would represent the group at outside meetings. A F O S N 19. I would be reluctant to allow the members any freedom of action. A F O S N 20. I would decide what should be done and how it should be done. A F O S N 21. I would push for increased production. A F O S N 22. I would let some members have authority, which I could keep. A F O S N 23. Things would usually turn out as I predicted. A F O S N 24. I would allow the group a high degree of initiative. A F O S N 25. I would assign group members to particular tasks. A F O S N 26. I would be willing to make changes. A F O S N 27. I would ask the members to work harder. A F O S N 28. I would trust the group members to exercise good judgment. A F O S N 29. I would schedule the work to be done. A F O S N 30. I would refuse to explain my actions. A F O S N 31. I would persuade others that my ideas are to their advantage. A F O S N 32. I would permit the group to set its own pace. A F O S N 33. I would urge the group to beat its previous record. A F O S N 34. I would act without consulting the group. A F O S N 35. I would ask that group members follow the standard rules and regulations. T13P13 Appendix 3: Thomas-Kilmann Conflict Mode Questionnaire Consider situations in which you find your wishes differing from those of another person. How do you usually respond to such situations? On the following pages are several pairs of statements describing possible behavioural responses. For each pair, please circle the A or B statement which is most characteristic of your own behaviour. In many cases, neither the A nor the B statement may be very typical of your behavior, but please select the response which you would be more likely to use. 1. A. There are times when I let others take responsibility for solving the problem. B. Rather than negotiate the things on which we disagree, I try to stress those things upon which we both agree. 2. A. I try to find a compromise solution. B. I attempt to deal with all of anothers and my concerns. 3. A. I am usually firm in pursuing my goals. B. I might try to soothe the others feelings and preserve our relationship. 4. A. I try to find a compromise solution. B. I sometimes sacrifice my own wishes for the wishes of the other person. 5. A. I consistently seek the others help in working out a solution. B. I try to do what is necessary to avoid useless tensions. 6. A. I try to avoid creating unpleasantness for myself. B. I try to win my position. 7. A. I try to postpone the issue until I have had some time to think about it. B. I give up some points in exchange for others. 8. A. I am usually firm in pursuing my goals. B. I attempt to get all concerns and issues immediately out in the open. 9. A. I feel that differences are not always worrying about. B. I make some effort to get my way. 10. A. I am firm in pursuing my goals. B. I try to find a compromise solution. 11.A. I attempt to get all concerns and issues immediately out in the open. B. I might try to soothe the others feelings and preserve our relationship. 12.A. I sometimes avoid taking positions which would create controversy. B. I will let another have some of their positions if they lets me have some of mine. 13.A. I propose middle ground. B. I press to get my points made. 14.A. I tell another my ideas and ask them for theirs. B. I try to show him the logic and benefits of my position. 15.A. I might try to soothe the others feelings and preserve our relationship. B. I try to do what is necessary to avoid tension. 16. A. I try not to hurt the others feelings. B. I try to convince the other person of the merits of my position. 17. A. I am usually firm in pursuing my goals. B. I try to do what is necessary to avoid useless tensions. 18.A. If it makes the other person happy, I might let them maintain their views. B. I will let the other person have some of their positions if they let me have some of mine. 19.A. I try to get all concerns and issues immediately out in the open. B. I try to postpone the issue until I have had some time to think it over. 20.A. I attempt to immediately work through our differences. B. I try to find a fair combination of gains and losses for both of us. 21.A. In approaching negotiations, I try to be considerate of the other persons feelings B. I always lean toward a direct discussion of the problem. 22.A. I try to find a position that is intermediate between mine and another persons. B. I assert my wishes. 23. A. I am often concerned with satisfying all my wishes. B. There are times when I let others take responsibility for solving problems. 24. A. If the others position seems important to them, I would try to meet their wishes. B. I try to get the other person to settle for a compromise. 25.A. I try to show the other person the logic and benefits of my position. B. In approaching negotiations, I try to be considerate of the other persons wishes. 26.A. I propose a middle ground. B. I am nearly always concerned with satisfying all my wishes. 27.A. I sometimes avoid taking positions that would create controversy. B. If it makes the other person happy, I might let them maintain their views. 28.A. I am usually firm in pursuing my goals. B. I feel that differences are not always worth worrying about. 29.A. I propose middle ground. B. I feel that differences are not always worth worrying about. 30.A. I try not to hurt the other persons feelings. B. I always share the problem with the other person so that we can work it out. SCORING THE THOMAS-KILMANN CONFLICT MODE QUESTIONNAIRE Appendix 4: The Duham University General Enterprising Tendency (GET) Test Appendix 5: Part of Curriculum Vitae Felix Freericks Working Experience 02/2014 – 06/2014MSK Verpackungs-Systeme GmbH Bachelor thesis in the purchasing department Implementation of a key performance indicator system 08/2012 – 02/2013Metro AG Internship student employee in the Headquarter Controlling department Forecast- Budget reports Reporting Implementation of a reporting-tool for analysing the reporting structure 04/2010 – 02/2012Altenheim St. Marien gGmbH Assistance of the Board of Managements Finance Accouting tasks 01/2008 – 04/2009Friesland Foods Deutschland GmbH Purchaser Purchasing of raw packaging materials Negotiation Contracting Study 09/2010 – 07/2014Fontys International Business School Venlo, NL Study: International Business Economics Bachelor-thesis: Implementation of a key performance indicator system (Grade: 8,0) Graduation: Bachelor of Business Administration (7,4) Apprenticeship 08/2005 – 01/2008 Friesland Foods Deutschland GmbH Apprenticeship as an industrial management assistant Appendix 6: Certificate of Jong Ondernemen Appendix 7: Life Path Felix Freericks Statement of Authenticity We hereby solemnly declare, that we ourselves wrote this coursework, without the assistance of any third party; that in this report, we identified and specified all direct literal quotes from literature and indirect quotes (ideas, indirect quotations) from other authors. We are fully aware that any violation of this code may result in disadvantageous consequences for us. If fraud can be proved, we will be required to bear the costs of investigation into and sourcing of the original document. Plymouth, 23rd February 2015 Felix Freericks

Good Earth Olan Essay -- Essays Papers

Good Earth Olan Throughout The Good Earth by Pearl S. Buck, O-lan showed herself as a very humble woman. O-lan was a slave in the House of Hwang before her marriage was arranged by the Old Mistress of the House of Hwang. O-lan was faithful throughout the book to Wang Lung through harvest, famine, and even when Wang Lung brought home another woman. O-lan was a hard worker and worked even when no one told her to. She had wisdom that only a slave and a hardworking woman could acquire. Pearl S. Buck reveals many things that all show O-lan to be the humble woman she was. O-lan's physical appearance showed her as a very modest woman. When Wang Lung sees her, he stares at O-lan seeing that, "plain though her face was and rough the skin upon her hands the flesh of her big body was soft and untouched . . . her body was beautiful, spare, and big boned yet rounded and soft" (26). From her physical qualities, it is clear that O-lan isn't a spoiled woman who sits around all day, but a hard worker. She is described as an ugly, flat-footed, stolid-faced woman. Many times, Wang Lung secretly wishes that O-lan didn't have such big feet. During the time of this book, women's feet were bound so they would be smaller. O-lan had big feet because they were never bound. This was another aspect of Chinese life that seemed designed to make women suffer was the practice of altering the feet of girls so they could barely walk. The Chinese custom of foot binding was meant to please men esthetically and to enhance a man's status by showing he was wealthy enough for his wife or concubine not to work. O-lan said many significant things that showed her to be the modest woman she was. She was a very quiet woman. Though she spoke very few words, they meant so much. In the first part of the book, when the Ancient One asked O-lan if she was ready to head into the world with this stranger, answering in her "not loud, not soft, plain, and not ill-tempered" voice, she says, "ready" (17). Many times, O-lan is fearful of speaking. When it is the first time taking hot water to the old man, she tells Wang Lung fearfully, "'I took no tea to the Old One-I did as you said-but to you I . . .'" (27). O-lan listens well to Wang Lung, but fears that she is not doing her jobs correctly. O-lan's timidity when she first gets married is only natural for her situation. At the b... ...d" (36). Other characters in the novel said things about O-lan that showed her to be the modest woman she was. When Wang Lung was talking to his father, he said a lot shouldn't be expected of O-lan's appearance. He said, "We are farmers. Moreover, who has heard of a pretty slave who was a virgin in a wealthy house? All the young lords have had their fill of her." (18) O-lan was obviously a very bold and important woman in this novel yet never knew it. She would do what she was raised to do and try her best to make her husband happy. Through all her marriage, she helped Wang Lung to be one of the wealthiest men in his city. While O-lan endured many difficulties, she continued with her duties as wife through thick and thin. Whether it was her begging on the streets for food and money, or putting up with Lotus, her husband's concubine, O-lan remained a strong woman with good qualities until the day she died. While she usually had little to say, O-lan's impact on the Lung family is one that wont be forgotton. She accomplished all of her goals in life and fulfilled her marital duty in making Wang Lung very happy. Even after all this, O-lan still was a very modest woman.

The American Civil Liberties Union :: essays research papers fc

The American Civil Liberties Union (ACLU) Where do you go if someone is threatening your personal rights? Do you go to the police, or maybe to the government? What if the police and government are the parties threatening your rights? All you have to do is just call the ACLU (American Civil Liberties Union). Sounds like a commercial doesn't it. The ACLU blankets the United States with its legal protection. It is involved in so many aspects of the fight for civil liberties that it is difficult to cover it all. To fully understand what the ACLU has done for the United States would take much longer than I have. Therefore, I have picked a couple of incidents that, to me, exemplify what the ACLU is, and how they have affected our society. The ACLU, American Civil Liberties Union, is an organization that began the struggle to protect the civil liberties of the American people. The ACLU is defined as being a US non-partisan organization offering legal aid and other assistance in cases of violation of civil liberties.(Websters) Civil liberties contain a substantial body of law including: freedom of speech and press, separation of church and state, free exercise of religion, due process of law, equal protection, and privacy.(Walker 3) The Encyclopedia of the Constitution defines civil liberties as "those rights that an individual citizens may assert against the government." In a formal sense, the ACLU is a private voluntary organization dedicated to defending the Bill of Rights. Officially established in 1920, the ACLU now claims over 270,000 members. With offices in most of the states and the District of Columbia the ACLU justifiably calls itself " the nation's largest law firm."(Walker 4) The ACLU, despite its noble goal, has a terrible public image. The reason for such hatred or support is the fact that civil liberty cases generally involve moral and personal issues. These issues are those that incite feelings from all corners of society. The rights the ACLU is generally protecting are those segments of society that least agree with mainstream society. The ACLU has promised to protect the rights of everyone. Those rights include the free speech rights of such detested groups as the Ku Klux Klan, Nazis, and Communist. The Skokie Case is an example of the classic freedom of speech case the ACLU would undertake. This case which hit the media April 28, 1977, concerned the right of American Nazi Frank Collin to demonstrate in Skokie, IL. (Walker 323) This case like many before and after defended the rights of a person espousing one of the most universally despised ideology in the country.

Pros and Cons of a Military School Essay

By Jenna Brooklyn There are many positive benefits for your teenager should they attend a military school. But, like most things in life, there can be a downside as well. Here is a report explaining what’s good and bad about study in a military high school. To start with if your teen is in trouble with serious health issues or a major attitude problem, they stand little or no chance of being accepted. Military schools today set very high academic standards. They are not therapy centers for kids with problems. Two of their major goals are to produce students able to enter prestigious colleges and/or join the military. If your child is a clever but lazy student, a military school has much to offer. There is a packed academic program with compulsory and supervised homework and extra study sessions. But if your child is not strong academically they may struggle to match the high expectations. Discipline is a major part of a military environment. If your teen is lazy and disrespectful they will get a serious jolt in a military school. They will be out of bed at 0600 hours, they will make their bed and tidy their possessions, and they will be on the parade ground and exercising before breakfast. This type of lifestyle could change your teen’s attitude to life. Of course a military school is a residential facility and while students are allowed to attend approved activities in the local town, things like taking a part-time job in the grocery store are simply not an option. There is a full extra-curricula program at a military school with plenty of time for artistic pursuits and outdoor education. This means your child is getting an all-round education and enjoying their schooling at the same time. Opportunities for leadership roles are many and varied in a military education. If your child requires a challenge and enjoys being a leader, they will develop their talents and be truly extended in such a school. It is ideal for developing the total person. If as a parent you are looking to a military school to mollycoddle your child, you will be disappointed. It’s much more a shape up or ship out approach from the school. If your child chooses to disobey and fails to complete tasks, the school will not spend a great deal of time and effort in whipping them into line. The student may be expelled. A military school wants excellent results from its students and those who won’t or can’t perform are likely to be shown the door. Those who do work hard are sure to be well rewarded and for life. College entrance is likely and if a career in the military is required, this type of secondary education is perfect for such a move. A military school is a community where teamwork and bonding is part of every day life. If this suits your child, fine. If your child is a loner and doesn’t like a regimented and disciplined lifestyle, then a military school is not for them. If you’re looking to find more information about military school and its environment, do check out Military Schools for Boys. Or if you need expert advice on what is the best program for your teen fill out this online form.