Friday, September 6, 2019
A perspective on charity in the gospel of wealth a book by andrew carnegie Essay Example for Free
A perspective on charity in the gospel of wealth a book by andrew carnegie Essay Andrew Carnegie, who wrote The Gospel of Wealth, had a particular view on how society should correctly work. He believed that with the wealth of millionaires, that he could recreate society to think of the rich as â€Å"trustees†to provide money to the poor. Carnegie gave away most of his capital to projects he thought that benefitted the community. He built over 2,500 libraries, endowed many parks, and he even gave money to universities and other foundations he thought would â€Å"improve the race. † Although I respect what Carnegie did for our culture, if I were a billionaire, I would pay more attention to the dire needs of the poor because I believe that this kind of giving contributes more to the common good. Within the first few paragraphs of The Gospel of Wealth, Carnegie summarizes that throughout time, things have been revolutionized for the better and have created a better community for the world, but the problem seems to be the proper administration of capital, so that the ties between the rich and poor can continue in a balanced manner. Because of the wealth administration problem, the gap that has been made between the rich and poor has created a lot of tension between the two classes. Carnegie noticed, â€Å"The contrast between the palace of the millionaire and the cottage of the laborer with us to-day measures the change which has come with civilization†(486). While we humans owe the progress of material conditions to manufacturing and improvements, it has created a market for competition. From competition, inequality rises and Carnegie believes only talented men can rise above everyone else and make more capital. However, men who have the talent to make large amounts o f money can be the benefactors of society. This is where Carnegie notes that if they have a lot of money they don’t know what to do with, it can be used for the well-being of the race. Carnegie’s main focus was to solve the problem of how to administer money for the common good. He believed in helping mankind progress through philanthropy. Carnegie thought of three ways to distribute his surplus money: â€Å" It can be left to the families of the descendants, or it can be bequeathed for public purposes; or, finally, it can be administered during their lives by its possessors†(489). The amount of poverty in the world is constantly on the rise. While communism was all for equality, it wanted to change human nature. However, Carnegie believed, â€Å" It is criminal to waste our energies in endeavoring to uproot when all we can profitably or possibly accomplish is to bend the universal tree of humanity a little in the direction most favorable to the production of good fruit under existing circumstances†(489). With almost unlimited wealth, Carnegie can be seen as generous because he built many libraries. However, the conditions he created for his workers were not ideal. In an article, Was Andrew Carnegie Generous? written by Daniel Putman, Carnegie is criticized as not being fair to his workers, but his help among the world outweighs his worker’s conditions. For example, Putman states, â€Å"Utilitarians may well rejoice at the results of what Andrew Carnegie did and it is quite likely that the good he did over time outweighs what his workers had to experience. But Carnegies generosity is tempered not by his lack of genuine motivation, nor by his attitude toward workers, but by the very specific fact that much of what he gave away was not his to give†. In fact, Carnegie’s wealth was only capable for him to achieve before the Roosevelt/Wilson reforms. While Carnegie had dreams of creating a better society and providing culture to all, his confidence in poor people was slim and he once said, â€Å"the man of wealth thus becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves†(493). I agree with Carnegie’s basic idea to create a better society by administering wealth among everyone, but I believe the money should be distributed to poorer people and their needs. For example, I would imitate many billionaires such as Warren Buffett, Bill Gates and Melinda Gates, have paired up within the past few years to give away half of their fortunes to charitable causes either during their lifetimes or in their will. If I had their money, I would consider doing the same thing they are doing: The Giving Pledge (created by the three billionaires mentioned above), has helped with n umerous amounts of issues that plague today’s world. They have worked with providing vaccines, schools and even hospitals to those in South Africa who cannot afford to provide those things to their families. Another example of a charity I would donate to is ‘GiveDirectly’. The point of this charity is to give money to poor people in Kenya with no strings attached. It’s a simple charity because it’s economics 101: poor people will know what they need and if they’re given the money for it, they will most likely go out and buy it. This is an example of how when poor people are given a little help, they are most likely going to succeed by using that money as an investment in themselves. Heifer International is also another example of charity that I would donate too. In African countries, Heifer gives animals to poor families so they provide food and reliable income. They can collect dairy products such as milk, eggs and honey which can be traded or sold at a market. This sustainable income allows for families to build schools, agricultural opportunities and forms a community saving that funds small businesses. Although one can appreciate what Carnegie has done for the world by building libraries and such, he did not address providing needs for poor people other than if he gave them money, they would most likely not use it to leverage themselves in society. In today’s world, Carnegie’s ideas might look generous on paper, but there are other direct issues that need to be dealt with harshly. Many millionaires have pledged or have already spent billions in trying to provide basic needs to poor people of almost every country by building schools and providing medical assistance. Other charities have given the resources needed to help poor people. These charities allow open doors for individuals and communities who are struggling to get their foot in the door to help themselves. Charity is a just a small lending hand that gives poor people leverage as well as creating new opportunities that contribute to the common good. Works Cited Carnegie, Andrew. The Gospel of Wealth. A World of Ideas: Essential Readings for College            Writers. Ed. Lee A. Jacobus. Boston: Bedford, 2013. 485-495. Print. Putman, D. (2010).  WAS ANDREW CARNEGIE GENEROUS? THING, 9(26), 91-98. â€Å"World Hunger and Poverty Heifer Mission.†World Hunger and Poverty Heifer Mission. Np., n.d. Web. 12 May 2016.
Thursday, September 5, 2019
The Social Mobility Of My Family
The Social Mobility Of My Family The following paper includes research of Social mobility within social classes and how this has affected my family. This is a controversial issue whether socioeconomic inheritance or the class one is born into plays a role to the social mobility of the individual in one direction or another. I will give examples of my familys social mobility for the past four generations. Some may argue that starting off at a lower social class can restrict one from social mobility. From this perspective, it is thought that not having access to education or many opportunities for success make it much harder to get out from under a life of always working from paycheck to paycheck. On the other hand, others argue that we all have the same opportunity to advance our social status and move up or down the class structure within generations. The textbook spells out several different philosophies in regards to social class. Karl Marx believed that social class was created by a persons relationship with labo r. Marx separated people into those who own the means of production, and those who sell their labor (Henslin 188). Another concept the textbooks talks about was established by Joseph Kahl and Dennis Gilbert, and they based their opinions on Max Weber. Weber alleged social class is a large collection of individuals who are categorized carefully to each other in property, power and prestige (Henslin 202). Kahl and Gilbert added to this notion to include a persons education or lack thereof. Kahl and Gilbert state that today the quality of education that an individual receives also denotes the capabilities a person may possess. Kahl and Gilbert created a class social structure that contained of capitalist, upper middle class, lower middle class, working class, working poor and underclass. The higher one is in social class the greater their property or income is, along with prestige of the university they attended and the power they hold in their occupation. After analyzing the two diffe rent ideas of social class structure, I believe the most adequate structure is the social class structure of Kahl and Gilbert. Their structure allows for more wisdom and inconsistency in social class as well as superior means for explaining the difference of classes. My familys story My analysis of my familys social mobility starts with my mothers grandparents. Prior to the great depression they were that of upper middle class and would have been considered very well off. They had several farms a very large house with servants and over 1000 acres. My grandfathers part within the family of 8 was to work on the farms with his older brother getting a management role and other siblings going to college and waiting to be married. My grandfather was a very hard worker and fell into the role to handle the farms and such even though he was from the same class as the rest of the family he was seen as lower because of his younger age and hardworking mentality. Much of the family looked down on him for getting his hands dirty. His father did not allow him to continue school and he dropped to work the farms in the 8th grade. His older brother and father handled the money and management of the farms operations until the Great Depression occurred in the late 20s. After a fire which resulted in them losing several animals, a house and barn as well as other circumstances from the depression they ended up losing it all. My grandfather ended up renting a farm being a time of the dust bowl he was unable to raise sufficient crops so he began buying horses and cattle that were in poor health for very little. He would clean them up train the horses and sell them back months later for a large profit. He did this several time until he eventually saved enough to buy back the family farm where he began to milk cows and cash crops as the land was much better. My grandmother came from a very low social class but did get to go to college as her oldest sister and her husband made it possible by paying for all of their siblings to go to college as well as they both became professors and continued to live very frugal lives never having children and having a very giving life. My Grandmother graduated college at 16 and soon met my Grandfather they had 5 children with my mot her being the youngest. My grandmother started teaching soon after the children were out of diapers. A very large age gap made it so that my mother was still young when the oldest brother joined the navy during WWII. A few years later my mothers other siblings went off to college as the economy recovered as a result of the war. My mother and father started dating while my mother was 16 and they married soon after meeting and had my oldest sister at age 17. They moved into a small house just down the road from my grandparents farm and had three more children. Eventually my father built us a house on the family land that my grandmother gave them. My father is a very hardworking man and worked as a farmhand then a machinist and a carpenter until an accident in 1975 that left him disabled and unable to work. This along with a recession in the 1980s hurt my parents financially. After struggling to make things work they divorced in 1981. My mother, brother and I moved to an apartment in M adison. My sisters moved out by themselves or with boyfriends and got working class jobs as my parents did not have the means to help pay for college. Our income, status and social class level dropped to the poverty level. Living in a single parent household led by the mother we experienced the Feminization of Poverty (Henslin, p. 206). My father was on disability with very little means to even care for himself let along his children. My mother took on several jobs but with no education it never seemed to be enough. I started working to pay for food and such and help out with clothes and such. I was washing dishes and odd jobs mowing lawns. On my fifteenth birthday I decided to move out on my own. My mother had met someone and they were getting married. He had moved in and I did not get along with him or my mother very well. I tried to do well in school but trying to make rent made that a difficult task. I did try and go to college but never having enough money for rent or food made that impossible. I eventually dropped out of school and took on construction jobs. I guess I inherited some of those skills from my father and I am not afraid of hard work so I focused on that. I did well in construction and eventually married and had two children. During the 2000 construction boom I flipped several houses and built myself a very nice house. I had moved my family back up to middle class life. After my children were born my wife struggled with depression and eventually it got so bad that we decided to separate and were divorced in 2002. I had decided I would not make my children go through what I went through with my parents divorce so I decided to give it all to them and my ex-wife so we would not have to sell the house and make them possible change schools. I had paid down the mortgage to around 100,000 on a house that is worth well over 500,000. I took all other bills credit cards and car payments. I felt with my skills that I would be able to rebuild my life and they would be taken care of. Then a recession hit slow at first with construction getting slower and slower and eventually in 2008 the economy got really bad. It has been hard to turn around and the recession could not have hit a worse time. I have actually moved several times in the past years downgrading to a lesser quality home and car to save money. With very little work and the economy slow to recover I decided to apply to go to school. This is my second semester at Madison College and I am doing well. I am on the deans list with a current 3.9 GPA. Being the only one of my siblings going to college it is important that I finish. I am hopeful that the US economy turns around and I can find a decent job or get my business back making money. The problem is that I am now somewhat stuck not making enough to borrow money to buy my way out and with no college education to get a great paying job while the construction market is saturated and not coming back very fast. Having circumsta nces affecting each generation has had an impact on the social mobility of my family in a negative way starting with the great depression and continuing with the current recession. I feel that education is a key factor for social mobility. In the past younger siblings lost out on getting to go to college and getting to take over families businesses with the oldest male child usually taking over. My view My own view is that while there is a real disadvantage with education and opportunity advantages it is still possible to move up or down within social class that we were born into but for some it is very hard if not impossible. Though I concede that this may be a hard thing to overcome and defiantly harder for the lower class than within the middle or upper class. I still maintain that good work ethic and faith can increase the success of social mobility. For example my grandfather took an approach to find new innovative ways to make money and save for the right opportunity to come and then follow through. Although some might object that upper middle class and upper class should not have to pay for those born into lower class. I would reply that it is our social responsibility to give everyone an education and increase the opportunity for success for each and every individual within the United States. The issue is important because of how we are evolving humanity and making everyone so they can contribute to their potential is better for all. The alternative is that many will go on welfare or break laws and end up in prison as they have no way out of the life they were born into. This cost is much higher than the cost an education would be. Family disruption or economic loss The experience of family disruption during childhood substantially increases the odds of ending up in the lowest occupational stratum as opposed to the stable families having a better chance to be in a high class. Family disruption also weakens the association between dimensions of occupational origins and destinations. The socioeconomic destinations from nonimpact family backgrounds bear less resemblance to their socioeconomic origins that those from intact backgrounds. Those from traditional two-parent homes exhibit a stronger pattern of intergenerational occupational inheritance than those from disrupted families. Upward income mobility has decreased to such a point that the United States appears to have the highest rate of income inequality in the industrialized world, according to the non-partisan Congressional Research Service. Longstanding partisan battles in Congress about policy issues such as instituting a more progressive tax code, the tax treatment of capital gains and in heritance, and the expansion of social welfare benefits like food stamps and healthcare in recent years have not ended very well for the nations poor. Empirical analyses estimate the United States is a comparatively immobile society, that is, where on starts in the income distribution influences where one ends up to a greater degree than in several advanced economies (Cite). Reports suggest the U.S. is no longer, if it ever was a nation where the poorest can feasibly lift themselves up by their bootstraps. If income were equally distributed, each fifth household would account for 20 percent of total income. The poorest of these has long since accounted for far less than its proportionate share, barely budging from about 4 percent in recent decades, according to the U.S. Census Bureau (Cite). Meanwhile, since 1968 the middle class has seen its total income share decrease steadily, while those among the top-fifth of earners particularly the top 5 percent have seen their incomes skyr ocket. For instance, the top 5 percent held 22.3 percent of the nations wealth in 2011, up from 16.3 percent four decades earlier. The advantages offered by an affluent lifestyle clearly influence an individuals chances for economic mobility, the CRS reports. According to an analysis of empirical data, the study authors estimate there is a positive relationship of about 0.5 between a parent and adult income. Children of parents with above-average salaries are more likely, on average, to also bring in high incomes. Half the economic advantage the children of well-off families enjoy comes from having been born into wealthy families in the first place. On top of that, the chances of adults moving up from their initial income economic position has decreased or remained stagnant in recent decades, which is of particular concern since most Americans still believe economic mobility in the U.S. is completely within their reach. Americans may be less concerned about inequality in the distrib ution of income at any given point in time partly because of a belief that everyone has an equal opportunity to move up the income ladder. Different types of family structures experienced during childhood have varying effects on socioeconomic attainment and social mobility. Those within the middle class will, statistically, experience some economic mobility. According to a study by the Pew Economic Mobility Project, 43 percent of children whose parents were born in the bottom one fifth remained at the bottom when they became adults. In contrast, 40 percent of children born to parents at the top one fifth were also at the top as adults. The study compared intergenerational mobility rates between 1984 to 1994 and 1994 to 2004. Conclusion The topics of particular importance in contemporary sociology seem to be the inequality of educational opportunity and mechanisms of social mobility or immobility. Also the effects of the households saving behavior and the implication of this behavior for the distribution of wealth and the relationship between the extent of free enterprise and opportunity in the economy and socioeconomic mobility, that is, the movement of families across wealth classes over time. Some studies suggest that as technology advances, lower income workers do not have the skills or educational requirements to keep up with changing labor needs. The demand for highly skilled workers trained in engineering or information technology has elevated, while the need for lower skilled and middle skilled workers has diminished which is one of the casualties of globalization. The philosophical battle over how to achieve economic growth and social mobility has escalated to a point that conservatives have resisted attemp ts to direct more investments in programs such as early childhood education and college tuition aid. The battle continues as Democrats are pushing for more investments in social safety net programs while Republicans are calling for a self-reliant approach. Education gap creates more inequality and arguably promote equality in the opportunity to move up the income ladder, which an increasingly unequal distribution of income may suggest a lack of and which may itself curb the potential productive capacity of the economy an education gap is one of the main reasons commonly offered to explain the nations widening income inequality. Although many still firmly believe, and constantly argue, that Americans have an equal opportunity to move up the economic ladder, the researchers conclude that opportunity is far from equal.
Wednesday, September 4, 2019
Teaching language functions
Teaching language functions Introduction                There are many different languages in our world that are different. And each language has its rule. Language function is a part of the language. Also, each language has its function, which is used to communicate. Moreover, language function makes us to communicate correctly. If we dont know about language function, the sentences that we talk to other people will not complete. Although they can understand, but it can change the meaning. As we are teachers, we should be careful in teaching the function of language because if we teach a wrong function, it means that the students will receive a wrong language system, too. Therefore, the teachers should be careful about the usage of verbs or tenses, phrases, structures and vocabulary because these are the main factors that we can make our students to write or speak English correctly. Nowadays, there are many ways to teach the students to learn language functions. Some students th ink that language functions are boring. Then, they dont want to learn. However, we should use the better teaching technique for our students.                Parker (2009) suggests that function is what the language used in language learning such as requesting, apologizing, ordering etc.                In my view, I think that the function of the language is something to control the meaning or expression of the communication. The language functions.                When we talk about language functions, we are talking about the reason we use a language. Basically, the function of language is used for communication; we use the language to give and receive messages between ourselves. We can break this down into language functions. When we communicate with language, we can:                Compare and Contrast                Make a complaint                Express love or anger                Persuade someone                Give advice                Ask for something                Ask for something politely                Hide the truth (lie)                Warm                Give information                Explain a process                Apportion blame                Avoid saying anything and so on.                Each language function can be associated with certain grammatical forms. For example, we often use modal verbs in a polite situation,                Might I borrow your pen?                Compare this to when the language function is one of demanding:                Give me your pen!                Although each language function deals with one main communicative need, it can cover different situations.                For example, Asking for information directions can be used not only in the context of tourists finding their way round town, but also with new employees who need to find their bearings in a large firm. The same goes for Instructing others. Here the relevant language will be about giving orders, making strong suggestions etc. these can be used at work and also outside work at a hotel, when hiring a car, ordering a meal, etc. There are 3 types of the language function such as:                First of all, informative languages function: essentially, the communication of information. They are: The informative function affirms or denies propositions, as in science or the statement of a fact. This function is used to describe the word or reason about it. These sentences have a truth value. The sentences are either true or false. Secondly, expressive languages function: reports feelings or attitudes of the writer or speaker, or of the subject.                For examples: Poetry and literature are among the best examples, but much of, perhaps most of, ordinary language discourse is the expression of emotions, feelings or attitudes. Two main aspects of this function are generally noted: evoking, certain feelings and expressing feelings. The last one, directive languages function: language used for the purpose of causing overt action. The directive function is most commonly found in commands and requests. Directive language is not normally considered true or false. Example of this function: Close the windows. The sentence Youre smoking in a nonsmoking area, although declarative, can be used to mean Do not smoke in this area. How to teach language functions.                The teacher should understand with the function of language clearly. In teaching, the teacher must give the students an example in each function. Moreover, the teacher may give them a situation that they can express the language function. For example: a student is at the restaurant, she wants to order something for her lunch. What will she say to a waiter? This is an example that the teacher may give to their students to think what the girl will say in order to order something. Therefore; ordering food is a function language.                Parker (2009) explains that introducing students to the function of language, the teacher can give them to perform tasks or talk about the past, present, or future. Although, the beginner level can learn how to greet people. The important thing to remember when teaching function language, the teacher should: Remember that the function does not appear in isolation. A request, or incitation, needs a reply. So, to give the students for a task, the teacher should teach in appropriate pairs. Intonation is very important in speaking English when the function of language is presented. The tone in speaking and emphasis is just as important as the particular choice of words. For example, Could I have your attention, please? It is used when we speak in class, even though it is spoken as a request, is a demand. Could I have the spaghetti? Which is spoken in a restaurant, would be a polite request. Remember the aspect of appropriacy. It is very important that the students must be careful of different situations which either for called formal English or allowed for a less formal option. In a restaurant, Can I have the spaghetti? It is less polite than Could I have the spaghetti, please?                Moreover, he says that one function can have many different language functions. Here are the examples of different functions: If you say anything, I will tell your parents. (Function-Threat/Warning) Ill do the hovering, if you do the washing up. (Function-Negotiation) Ill go to the shops for you. (Function-Offer)                And one function can be expressed using several different language structures. For example: If I were you, Id .. (2nd conditional) Why dont you (Present tense question negative) You should / ought . (Modal/auxiliary verb)                In addition, to teach a language function, the teacher may give the students some tasks or talk with them about the situations. The teacher should allow the students to study in the role play. In each situation, the students ought to tell the functions of language. To do like this will help the teacher knows the students ability in using language function. Examples of language function.                There is an example of teaching language function for students that I have planned to teach about these topics. In each topic, I write the functions of language that they will learn. Topics Functions There are example situations to use language function at various places. Introductions and commands.                Vocabulary                Im I am                Its It is                Lets Let us                Dont Do not The examples tasks.                Whats the real meaning?                The dialogue below shows the different exchange between the student and teacher.                Ann: I can hear the phone.                Paul: Im watching TV. Student: Why does Paul say Im watching TV? Teacher: Because hes is doing it now- at the moment of speaking. Student: But John is there he can see that Ann is having her lunch. Teacher: Exactly. Its happening now. Student: But why? The feedback The teacher does not focus on the functional meaning of Pauls utterance. In this context, Paul is making an excuse Im not going to answer the phone because Im having my lunch. It is only focused on the grammatical meaning of the structure Paul uses, does not to make this clear. Key Skill Understanding the underlying social meaning of certain utterances is at the heart of functional language. We often use language because we want to perform some kind of communicative act like making a request or offering advice. The expressions that we use to achieve this are known as functional exponents. Research According to Saichon Deeprasit, research on Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. The purpose of this research was to analyze the language functions of authentic materials which had not been developed for educational purpose. Authentic materials were firstly analyzed into themes, topics and sub topics. Then their language functions were analyzed and developed six lesson plans for high school students. She used 70 authentic materials which were analyzed within 12 themes and the language functions were analyzed following 6 language function groups and 6 lesson plans were developed according to the highest frequency of occurrences found in each language function group. The language functions of imparting and seeking factual information; reporting including describing and narrating were the highest frequency of occurrences (84.29) From the research, it was found that in teaching language function, the students need to report, describe and narrate. It is a secondary research because the researcher has study from the language functions of authentic materials. (Saichon: Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching) Conclusion                From this research I think that it is very important for the teacher in teaching language function because it is based on communication. Most of the students do not understand with the function of language. Sometime, the students dont know when they are used in the situation and how they should talks with a receiver.                In my research, there are about the meaning of language functions, how to teach language functions and the examples of language functions. I am teaching grade 11 and the English textbook consists of 8 language functions, Introducing people, Giving an opinion, Giving directions, Making arrangements, Making a phone call, In a cafà ©, Buying a train ticket, and Giving advice. My students can communicate in English from these various situations both inside and outside classroom. They know not only what functions they can use with those situations, but also the language culture. For example, they can tell the tourist the way to Nong Prajak Park, or they can introduce their new friends to a foreign teacher. They also understand the appropriateness in using the language in formal or informal way. To illustrate, they said, May I come in, please? to get a permission from the teacher to enter the class whereas they said, Can I use your pen? to their friends. Besides, they can use the certain vocabulary according to the situations. They use the word, pay attention which means to be interested in. On the contrary, pay a lot of mon ey which means to spend money. Through my learning experience with Ajarn Steve Graham, language functions have benefited me in various ways. First of all, I can communicate in various situations by using the knowledge from the classroom to apply using them in reality. Moreover, on reading skill, I can cope with skimming, scanning, or even speed reading. In addition, on writing skill, I can express my ideas, agree or disagree from the articles both in the textbook and the one on his website, Harmony at all cost? Secondly, the comic section interests me in choosing the characters and making the dialogue which I think I wont have a chance to create this language function by myself. Most importantly, I have a good opportunity to express my opinion and discuss the interesting topics such as the educational system in Thailand and I can produce the target language from reading and writing skills through speaking skill. Language function is one of the major factors that ESL students need to learn. The potential communication has been created from the classroom first and the most success will consequently happen in the real world. References Alison Parker (2009). Why teach functions?. Retrieved December 26,2009, from http://www.teflengland.co.uk/blog.asp?blogid=26 Retrieved December 25, 2009 from http://schoolofTESL.com http://wiki.answers.com/Q/What_are_the_functions_of_the_Engish_language H.G.Widdowson(1978). Teaching language as communication. Oxpford University press. Saichon Deeprasit. Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. Chiang Mai University.
Politics of and Without Difference Essay -- Politics Political Multicu
Politics of and Without Difference The sociological concepts of "Politics of Difference" and "Politics Without Difference" are more similar than their names suggest, but they are at the same time extremely different. Both political ideals come from progressive civil rights principles beginning during the Enlightenment in Europe and evolving throughout The Civil Rights Movement in the United States in the 60's. The fundamental basis of the two concepts is that all people are created equal, and that all people should have equal political and civil rights. The disagreement between proponents of these two concepts begins with the question "Is it possible that the ideal of equal treatment of all persons under the law and the attempt to eliminate group differences under the law in fact perpetuates oppression of certain groups?" (Harris, 1995). Supporters of the ideal of "Politics of Difference" argue that the answer to this question is yes. Without minimizing the value of the concept of assimilation central to the "Politics Without Difference" ideal, the supporters of "Politics of Difference" feel that it has at times prevented full equality for some oppressed groups. By definition, the ideal of "Politics Without Difference" is a concept of total assimilation of every group so that no readily identifiable majority is evident. Supporters promote the equal treatment of all groups as the primary way to achieve justice. This concept asserts the equal moral worth of all persons (regardless of their group characteristics) and the right of all to participate in the institutions of society (Harris). Supporters of "Politics of Difference", while conceding the value of the ideal, contend that it has not truly liberated some oppressed g... ...ferences will always be a major factor in Texas school policy development. South Texas must lead the way for the rest of the state in truly including every group and overcoming cultural differences. Stakes are higher here than in any other region in Texas. The futures of generations of children in Texas are our legacy whether we win or lose in our efforts to meet everyone's needs. References Astuto, T. A., Clark, D. L., Read, A. McGree, K., Fernandez, L. P., (1994). Roots of reform: Challenging the assumptions that control change in education. P. 26. Phi Delta Kappa Educational Foundation. Bloomington, Indiana. Kerchis, C., Z., and Young, I., M., (1995). Social movements and the politics of difference. In D. A. Harris (Ed.), Multiculturalism from the margins: Non-dominant voices on difference and diversity (pp. 1-28). Westport, Conn., Bergin and Garvey.
Tuesday, September 3, 2019
The Connection between Writing and Technology :: Teaching Writing Education
The Connection between Writing and Technology There are times when an idea pops into your head and immediately you need to write it down or lose the thought forever. What is the first thing you grab? Probably a pen or pencil and then a piece of paper, or even the nearest keyboard. These technologies are so common, we don't even give them a second thought; they are just there. With almost every household owning a computer we even tend to take them for granted. Now imagine these writing technologies didn't exist and that Henry Thoreau's father didn't perfect the pencil, what would you grab then? This is what I set out to do; find a writing technology that isn't common today. At first, I thought about what our ancestors would have used and depending on how far back we go, this can range from a quill and ink to carving on stone. Looking around my house though, these things weren't easy to find. So, I searched thru the yard looking for anything that might resemble paper. I kept coming back to the leaves hanging on the catalpa tree. I first decided this had to be my paper. It was the closest thing to being flat and the leaves were large enough for my text. For my pen I tried many different tools. First, the obvious, I could use a stick. Then I decided to cut some of the needles off my pine tree and use them. With these I twisted them tight and then tied them with Cattail reeds from the pond. Just from the looks alone, I knew this had to be my pen. My ink was a challenge though. First, I tried to burn the tip of the "pen" in order to produce ash. I figured this would be easy and would work in the same manner as a pencil. After much burning, my porch smelled like a pine forest, but little ash was being produced. This led to another search of the yard and the discovery of my ink. I had found some wild grapes and knew this would be an easy substitute for ink. Once the grapes were crushed and the neighbor's questions answered, I preceded with my new technology experiment. By burning the tip of my "pen" I had formed a perfect point to write with. This was out of pure accident, but none the less a stroke of luck.
Monday, September 2, 2019
A contrast between opposing values in Hard Times Essay
The first incident that involves the circus and circus people that I would like to talk about, and that clearly demonstrates the contrast between opposing values is on page 34 onwards. Mr Gradgrind, the absolute pinnacle of fact in the book, goes to visit the Circus people to tell them that the fanciful Sissy Jupe can no longer attend the school. I have chosen this incident as it involves more of the circus characters than really at any other time, secondly the description of the circus shows just how far from the world and values of fact it is. The circus is the best symbol for representing the alternative to all that is fact in the book; the circus is seen as a world of mystery and wonder almost of magic and idea that completely goes against the idea of facts. Gradgrind and Bounderby go to see Sissy’s father only to find out he has abandoned his daughter, it is then that Mr Gradgrind decides on the possibility of taking Sissy to his own home, and educating her in the ways of fact from there. Mr Bounderby and Mr Gradgrind get together during this time and have a conference of opinions based upon the fact and laws they have always followed, Gradgrind being softer at heart but still the fact machine at this point wants to take Sissy home, but Gradgrind can be heard to be saying â€Å"No. I say no. I advise you not. I say by no means.†He does this as he is the metaphor for fact throughout the book and to take someone else’s child on as your own and teach them the ways of fact, when she has been living the life of fancy for many years seems absurd to Bounderby. However, at the same time that Gradgrind is having a debate about the matter with Bounderby, â€Å"†¦the various members of Sleary’s company gradually gathered together from the upper regions†¦Ã¢â‚¬ The circus people are described in this chapter as being â€Å"†¦remarkable gentleness and childishness about these people, a special inaptitude for any kind of sharp practice, and an untiring readiness to help and pity one another, deserving often as much respect, and always as much generous construction, as the every-day virtues of any class of people in the world.†Unlike the likes of Bounderby and Gradgrind, who cannot be described as emotional or passionate or anything of the sort just â€Å"plain hard facts†Sleary in this chapter is the real philosopher on the ideas of fancy he even says it â€Å"†¦I lay down the philothophy of the thubject when thay to you, Thquire, make the betht of uth: not the wurtht!†This chapter clearly show the contrast between opposing views and values in Hard Times, the circus shows a whole new world but is representative of a whole new set of values the ideas of fancy are represented in the themes and scenes with the circus. The thing is with the circus is that it has almost dreamlike status things happen there that cannot happen anywhere else and it appears to be an almost illusion, for example â€Å"The father of one of the families was in the habit of balancing the father of another of the families on top of a great pole.†These are the things that you would only expect to see in dreams and so therefore it is fanciful, a complete contrast to the ideas of fact displayed throughout the rest of Hard Times. A good example of how far opposed to the ideas of fact the circus is takes place on page 12 and 13 when, Mr Gradgrind the keeper of facts and bringer of knowledge to Thomas and Louisa Gradgrind’s lives, catches them sat watching the circus people, he takes the view that the circus was bad news, as it opposes everything he stands for â€Å"Now to think of these vagabonds attracting the young rabble from a model school.†He sees the idea of the circus so fanciful and alien to him, he feels that to watch a circus act would be to debase himself or a well-educated child. It even says â€Å"his own mathematical Thomas abasing himself on the ground to catch but a hoof of the graceful equestrian Tyrolean flower act!†This sentence shows what the opposing values are fully in Hard Times, it is obvious from the statement that anything mathematical or just plain practical is in direct opposition to the fanciful nature of flower shows and the like. Thomas when caught does not even protest but knows that to obey his father’s principles he must â€Å"[give] himself up to be taken home like a machine.†That is clearly the way of fact to be machine like, and that is why the circus is such a good opposition and symbol of everything fact isn’t, Gradgrind condemns circus like ideals when he says â€Å"In the name of wonder, idleness and folly!†apparently to dream or to be imaginative is lazy in Gradgrind’s books. Which is why the factual way in which Gradgrind has based his life upon is so offended by the ideas of fancy as he doesn’t like the thought of being considered as being not lazy but that there can be other ways to work hard in life. Gradgrind is so full of the idea that facts are right, that he even questions and believes that with all these thoughts at the disposal they could make the wrong decision, when surely it isn’t a case of right and wrong? Just opposing views and they do oppose each other! Gradgrind does say though â€Å"Thomas though I have the facts before me I find it difficult to believe that you with your education and resources should have brought your sister to a scene like this.†This makes it seem as though education is supposed to kill the imagination, which clearly conflicts with the views of the circus, which believe that you should work hard and perform in life, but never let the dreams die.
Sunday, September 1, 2019
Ap Chemistry Redox Titration Lab
Redox Titration Lab ABSTRACT: In this lab, 0. 010 M purple-colored potassium permanganate solution was standardized by redox titration with iron (II) ammonium sulfate hexahydrate (FAS). The average mass of the three flasks of FAS was 0. 483 grams. Once the concentration of the standard solution of KMnO4 (aq) was determined, it was used to determine the concentration of Fe2+ in iron pills. On average, there was 0. 01813 L of solution used.With this information and the balanced net-ionic equation 10Fe(NH4)2(SO4)2*6H2O+2KMnO4+H2SO4 –> 5Fe2(SO4)3+(NH4)2SO4+K2SO4+2MnSO4+H2O, the average percentage by mass composition of Fe2+ in iron pill samples was 16. 99%. (103) INTRODUCTION: The scientific concept of this lab was to titrate potassium permanganate with iron (II) ammonium sulfate hexahydrate in order to oxidize the Fe2+ to Fe3+. Then the concentration of the standard solution of KMnO4 (aq) will be used to determine the concentration of Fe2+ in iron pills. The purpose of the lab is to first standardize a stock KMnO4 (aq), and then determine the percentage Fe2+ in iron pills. Read this Practice Test Chem 105The expected outcome of this lab was for the percentage of Fe2+ in the iron pills to be 17%. This is what was on the bottle of iron pills, and the point of the lab was to use titration to retrieve as much if the iron as possible. MATERIALS AND METHODS: The procedure for the standardization of KMnO4 (aq) was to first fill a clean 50 mL buret with 0. 0100 M KMnO4 (aq). Three clean Erlenmeyer flasks needed to be labeled, and a piece of FAS needed to be weighed to 0. 5g on a piece of weighing paper. Flask 1 was tarred and tapped into the FAS. The mass was then recorded. This was then repeated with flask 2 and 3. 0 mL of water and 5 mL of 3M H2SO4 was added to the three flasks. 50 mL of water was put in a beaker and 1 drop of permanganate solution was added. The color intensity of the mixture matched the standard and remained for 5 seconds or more. The initial volume was recorded to 0. 01 mL. Permanganate was then added to the FAS solution in flask 1 until the equivalent point was reached. The final volume was recorded and the permanganate solution used was determined. The titration process was repeated using FAS in flask 2 and 3. The flasks were then washed down the drain and rinsed with distilled water.Moles of Fe2+ ions present was calculated from the mass of FAS. The balanced equation was used to find the moles of KMnO4 needed to reach the same point. The three molarities of the permanganate solutions were then calculated. The molarities were added to the class data which would calculate the overall molarity for permanganate solutions. The procedure for the analysis of the iron pill was to first grind 2 iron pills in a mortar and pistol. There was 63 mg of iron per pill. 0. 3 grams was weighed on weighing paper, and an Erlenmeyer flask was tarred. The powder was then put in the flask and massed to 0. 01 g. This was then repeated with the second sample. 25 mL water, 15 mL 3M H2SO4, and a few drops of H3PO4(aq) was added to each fla sk and swirled until the iron pill was dissolved. The initial volume of the reading in the buret was recorded, and permanganate was added to the iron pill solution in flask 1 until the same point is reached. The final volume reading was recorded, and the exact volume of the permanganate used was found. The titration process was repeated using the iron pill in flask 2. The mixtures in flasks were washed down the drain, and the flasks were rinsed with water.The buret was rinsed with tap water and the stopcock was open for storage. RESULTS: Standardization: FAS mass Flask #1: 0. 500 gtarred: 0. 485 g FAS mass Flask #2: 0. 501 gtarred: 0. 496 g FAS mass Flask #3: 0. 497 gtarred: 0. 467 g KMnO4 |Initial V (mL) |Final V (mL) |Solution used (mL) | |Titration #1 |0. 01 |25. 45 |25. 44 | |Titration #2 |0. 00 |26. 36 |26. 36 | |Titration #3 |0. 00 |24. 31 |24. 31 | |Iron Pills: Iron Pill mass Flask #1: 0. 286 g Iron Pill mass Flask #2: 0. 293 g KMnO4 |Initial V (mL) |Final V (mL) |Solution us ed (mL) | |Titration #1 |0. 00 |18. 09 |18. 09 | |Titration #2 |0. 00 |18. 17 |18. 7 | |The data found in this lab allowed for the discovery of the percentage by composition of Fe2+ in the iron pills. For the standardization data, the different titrations is the independent variable, and the volumes of KMnO4 is the dependent variable. In order to find the percentage by composition of Fe2+ in the iron pills, the KMnO4 needed to be titrated and the starting, final, and solution used needed to be recorded. The solution used will later be used in liters to find the molarity of each flask of KMnO4. The data above the table is how much FAS was in each flask when it was tarred, and with the flask itself.For the iron pills data, the different titrations is the dependent variable, and the volumes of KMnO4 is the dependent variable. For each titration, the initial, final, and solution used is recorded on this data table also. The solution used will later be used in liters to determine the gra ms of Fe2+. The data above the table is how much iron was in each flask measured in grams. CALCULATIONS: Flask 1: 0. 485g (1 mol FAS/392. 16g) (2 mol KMnO4/10 mol FAS) = 2. 473*10-4 mol KMnO4 Flask 2: 0. 496g (1 mol FAS/392. 16g) (2 mol KMnO4/10 mol FAS) = 2. 530*10-4 mol KMnO4 Flask 3: 0. 467g (1 mol FAS/392. 6g) (2 mol KMnO4/10 mol FAS) = 2. 340*10-4 mol KMnO4 Flask 1: (2. 473*10-4 mol KMnO4/0. 02544L) = 0. 00972M Flask 2: (2. 530*10-4 mol KMnO4/0. 02636L) = 0. 00960M Flask 3: (2. 340*10-4 mol KMnO4/0. 02431L) = 0. 00980M Average M = 0. 00971M Flask 1: 0. 01809L (0. 00971 mol/1L) = 1. 7565*10-4 mol MnO4- 1. 7565*10-4 mol MnO4- (0. 00971 mol/1L) (5 mol/1 mol) = 8. 78270*10-4 mol Fe2+8. 78270*10-4 mol Fe2+ (55. 85g Fe2+/1 mol Fe2+) = 0. 04905g Fe2+ Flask 2: 0. 018171L (0. 00971 mol/1L) = 1. 7643*10-4 mol MnO4- 1. 7643*10-4 mol MnO4- (5 mol/1 mol) (0. 00971mol/1L) = 8. 8215 mol Fe2+ 8. 8215 mol Fe2+ (55. 85g/1 mol) = 0. 492g Fe2+ (0. 04905g Fe2+/0. 286g Fe2+) * 100 = 17. 15% (0. 0492 g Fe2+/0. 293g Fe2+) * 100 = 16. 82% 17. 15% + 16. 82% = 33. 97% (33. 97% / 2) = 16. 99% DISCUSSION: The results from the lab procedure fully support the lab results expected. If the validity of the lab was not reliable, then the percentage of iron in the iron pills would not be 17%. The results from the lab was 16. 99% which is extremly close to the actual percentage of iron. The results compare with the manufacturer’s stated vcalue of %Fe because the results were over the percentage depicted by the company by . 31%. There were 389. 5mg in each pill, and 16. 9% of this would be 66. 18mg. Compared to 65mg which was determined by taking 10 pills, weighing them, and dividing by 10, the desired yield was reached. Any mistake in discrepancy greater than 5% would be a mistake in the titration process or misweighed mass. Titration was used in this lab to oxidize the Fe2+ to Fe 3+ in the FAS, using potassium permanganate solution. It was then used to determine the concentration of F e2+ in iron pills. The results supported the scientific concept of titration because the process was done right and carefully in order to get the closest results to 17% as possible.There was one validity error made in the lab though while the titration process was being done. With flask #2, the stopcock on the buret was not turned parallel to the ground in time and too much KMnO4 was added to the flask. This caused the color to be more of a light magenta color, instead of a peachy or salmony color like flask #1 and #3 were. As explained before, this did not interfere with the results of the percentage of iron in the iron pills, as it was . 01% away from being exactly correct. It is still a validity error, and needs to be taken into account.For the next time this lab is performed, the person doing the titrating should be extremly careful to do it right and take their time, in order to get the best results possible. (Picture: To the left is flask #1, the middle is flask #2 and shows t he validity error, and to the right is flask #3. Flask #1 had a translucent peachy color, flask #2 had a translucent light magenta color, and flask #3 had a translucent salmon color (the lightest). ) CONCLUSION: This lab definitely explains how to do a titration, but also gives a hands on experience and visual of the chemical reaction of iron oxidizing from Fe2+ to Fe3+.It also gives a hands experience and visual of determining the concentration of Fe2+ in iron pills. This lab was quantitative because it refers to how much the amount of the present element or compound there is. The theoritical data compares to the experimental data because the theoretical data gave the conclusion that there was 17% iron in the iron pills. The experimental results gave a very similar result at 16. 99%. With those results, this lab was a success and brought to the conclusion that even with a small error with the titration, the validity of this lab is very reliable.
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