Beowulf compare and contrast essay Essay

Any cinematic interlingual rendition of a popular book, epic, or legend would, undoubtedly, bring about various inconsistencies and differences from the pilot program. In fact, the main focalize of using deuce different kinds of media such as writing and motion-picture photography would make it difficult for the messages, the metaphor, and even the style to be delivered as comp ard from the original into the rendition.In fact, considering that the work that is being considered down his Beowulf the original Anglo-Saxon epic and the 2007 film rendition where in it is not even a transport prose literary style but rather constructed with the anatomical structure of poetry, and an epic ane at that, would provide a force various difficulties. One probative difference mingled with the two works is that the original Beowulf, being an Anglo-Saxon poetic legend, relies heavily on form and meter in methodicalness to deliver not only its message but its boilers suit effect of legen d.Traditionally, epic poems were used as a literary wile in value to deliver a message while at the same time making it easy for the memorizing ad-lib tradition as compared to a straight written prose which would be difficult to memorize for its listeners (Puhvel, 1979). Therefore, in Beowulf, the original epic, many monsters and other mythological characters were identified in order for the work to be easily associated to memory. However, in the movie producing 2007, only a few monsters including Grendel, the Demones, and the Dragon were identified explicitly.However, a special(prenominal) similarity that could be found between the two works in which the modern rendition and movie had measureed from the original epic Beowulf is that it followed the three participation structure that was originally intended into oral and written traditions of the area the first battle was between Beowulf and Grendel effect of the captured in the movie in the scene of the battle in the taver n. However, the second battle, between Grendels mother and Beowulf was not basically highlighted in the movie but rather focused on internecine rather than an external battle from the protagonist and hero of the film.The third battle, on the other hand, was highly specified and indicated in the film together with some(prenominal) animated special effects that were important to highlight the gravity and cover of the final battle in judging the characters overall character and in uncovering the most important aspect of the legend which is to inspire surprise and wonder. However, yet another difference that the film failed to indicate is that Beowulf actually comes into specific kinds of classification.The first is between the three battles that were encountered by the protagonists which we have already discussed above. However, in actual Beowulf epic may be from the written or oral tradition there is also another structure which is highlighted by the funeral rites with each ch aracters funeral highlighting an essential aspect and metaphor for the baloney (Robinson, 1985). However, perhaps the movie would have been too complicated both with respect to metaphor and the lack of action sequence if this structure was used.Definitely, there were similarities and differences between the film and the actual epic, although it would only be expected because the two mediums are significantly different from each other and more importantly, were created and popularized in two extremely different timelines and targeted towards different audiences. References Puhvel, M. (1979). Beowulf and Celtic tradition. Wilfrid Laurier University Press. Robinson, F. C. (1985). Beowulf and the appositive style. University of Tennessee Press Knoxville.

International Development: Theories of Modernization, Dependency, Globalization

Minhchau Truong ID 125 Prof. Kevin Maclean Midterm Exam Citation Black, Maggie. The No-Nonsense Guide to planetary Development. (London New Inter bailiwickist Publications Ltd, 2007). Naim, Moises. Illicit How Smugglers, Traffickers, and Copycats atomic number 18 Hijacking the Global Economy. (New York cast anchor Books, 2005). Reding, Nick. Methland The Death and Life of an American Sm tout ensemble Town. (New York Bloomsbury, 2009). Thurow, Roger and Scott Kilman. Enough Why the human races Poorest Starve in an Age of Plenty. New York Perseus Books, 2009). 1. ) Modernization scheme was used to adeptify the process of decolonization and intervention by the joined States, which had the ulterior motive of gaining access to impertinent markets and thus boosting the national preservation. The U. S. unconnected this possible action from Cold War ideologies with the distinguishing feature that it evince GNP and proficient measures. The surmisal is ethnocentric and is posited in the belief that at that place is a invariant struggle against scarcity and that under positive nations must everyplacecome this natural state.The component part and ability of the developed state was framed by the teleological teaching that began with preconditions to take-off, which was recognition that scotch progress was necessary to move from tradition to modernness to the final take-off, to the drive to maturity (which was expected to be completed in 1-2 generations), to the age of high-mass consumption (similar to the historical patterns of the U. S. ). The strengths of Modernization hypothesis include its organise large(p)ism, desegregation into the military personnel economy, and bring startlook of scotch expansion.These changes were to be achieved finished institutions and a shift from earlier colonial hierarchy and integration into the United Nations family (a de jure equality). However, the weaknesses reduce public assistances. The theory naturaliz es under emergence as so water iceing that can be changed easily, and discounts implicit historical, geographical, sociological passel or specific constraints. Furtherto a greater extent, it disregards underdeveloped countries by trivializing conditions by labeling it as the orbiculate norm.Economics is foremost on the agenda, alternatively than politics, because capital collection for developed states- non actual welfare of the touch on state- is the master(prenominal) objective. The theory displaces the more correct principle of the right to self-definition. The linear growth implied by the theory can only be achieved by mass consumption, competition, individualism. Essentially, modernization theory is an ahistorical narrative imposed by ethnocentric developed states that could not possibly relate to their underdeveloped states.Dependency hypothesis sees the historical relations of inequality, the unequal relationships developed among industrialized countries versus und erdeveloped. Theoretically, the problem is explained as economical growth in advanced industrialized countries did not runway to a growth in low-downer countries. Dependency theory acknowledges that modernization theory directly contradicted neo-classical economic theory- the Pareto optimal, that economic growth was beneficial to all until now if benefits not equally shared, this was not evident in the relationship in the midst of industrialized nations and unindustrialized nations.The strengths of dependency theory included that is accounted for real muniment as opposed to modernization theory, which was a philosophy of history. It saw states as a world(a) structure, and saw inequalities as a problem rather than a way to promote competition and equalizations. There were realistic expectations, secret that imposition of development was actually an act of exclusion. What was preferred was a more natural, predestined process of inclusion.Economically, dependency accurately de termined the outcomes of modernization poor countries exported primary commodities to rich countries, which the rich countries used to then manufacture products out of them, in that respectfore adding nourish to the overall product during the manufacture, which they then export prickle to poorer countries. In the end, these poorer countries would never earn enough from exports to pay for their imports due to the added value. However, the weaknesses are substantial, and expose the logical fallacies dependency theory is built upon.It is more of a critique than an independent theory for improvement, in that respect is whatever insight only if now not much. With dependency theory, there is little to no success from its sign conclusions. Its affair for protectionism and care tariffs was not enough for create countries to emerge economically. The lead of Import Substitution Industrialization (ISI) was besides not enough because the economic theory use upd implementation of i ncubation of domestic infant industries that umteen times were difficult to start-up without the help local regimens.Various avenues, tariffs, import quotas and support government loans were many times not possible due to absence of governmental will or ability. The development of drudgery channels were a great deal times distorted or disrupted due to external puffs or inability of states to handle. Here, an imperialist mindset is once again imposed onto vestigial nations, Transnational corporations (TNCs) stationed in undeveloped nations impose standards and expectations, which are most say in their monopolistic sets and assertion of political and economic agenda onto the concerned area.In addition, many times, when a country did specialize in their outturn of sizables, their own internal markets were not large enough to support the economies of scale. race either didnt have enough money or had a preference for outside orthogonal goods. Essentially, relations cannot simply be fixed, there is a much more dynamic complexity. Peripheral states cannot possibly adept catch up, they did not ask to be placed in their respective positions inwardly the world economy, they were oblige by dominate states (developed countries alike(p) the U. S. they were labeled as under-developed when their inequalities were identified by us, pitted against our own standards- unfairly so. Advanced industrial economies cant serve as models for developing ones, their success was contingent upon highly exploitive colonial relationships (with the very underdeveloped countries they are trying to sanction now, which is ironic) these relationships cannot be created. Implications of dependency include pick use of resources preferable to current patterns of use- they dont want our drinking glassodologies.The practice of diverted resources are maintained by dominant states and power elites within dependant states, this fixes nothing, rather, it further complicates relatio ns between concerned underdeveloped country and those who are in sway of them. There are overlapping interests, value and culture assumptions, assumption that this dependency is voluntary, elites believe key to economic development is to follow liberal economic doctrine, this is essentially hegemony. Economic growth does not equal economic development, more attention needs to be paying(a) o genial indicators- life expectancy, literacy, infant mortality, education, emergence of human index. greater integration is not the answer, equality cannot be achieved World System Theory was foremost was labeled as Modern World system. An integration through market rather than political center, the state was an economic tool for capital accumulation by certain classes. The world was comprised of mini-systems, which do up world empires, which made up a capitalist world economy.This world-wide perspective with historical depth of centuries was necessary to understanding the present. Single t ripartite division of project notion induced that countries do not have economies provided are part of a world economy. The core zones benefited from monopolies, patch the semi-peripheries were dominated by the core zones, and the peripheries themselves were developing countries dominated by both core and semi-periphery countries. effortful production took place in periphery states as a subject matter to former states economic deliverance.Periphery states subordinate status is due to a number of factors including, technological conditions and the difference in strength of states on the global market scale, thus the polarial flow of surplus to core results in unequal permutation. However, the strengths of the theory lies in the assumption that capital accumulation on a global scale will in turn, benefit developing countries. The weakness of the theory is how it is debilitating regarding focus towards strong and weak states.The theory concentrates on the historical evidence of failure rather than success, and discounts the class structure and economic growth, among other important elements, within states. The zero-sum economic narrative is limited, grounded in ahistorical euro-centrism. The theory polarizes periphery states by keeping them down, with the ideology of belief groups presiding over them. Conclusively, the theory is a capitalist structure that operates on the unending accumulation of capital rather than the well-being of particular periphery states.The modern-day forms of globalization make these three theories of state-led development irrelevant and require us to rethink some of the assumptions upon which they were based for many reasons. Firstly, the ontogenesisd hardly selective flow of financial capita between major metropoles exemplified in Illicit grapple shows the unrecognized potential of dependant states, how they are actually able to blast despite conditions (of scarcity, etc. ).In Illicit Trade, the examples of countries thri ving on the sweeping of contraband commodities, or transshipment havens (Suriname, Nauru) shows how the differentiated labor markets within and across national borders have essentially been empowered, there is no definitive route to economic growth, outlawed trade just so happens to be this overbold growth- for the good or the bad. The increased, but uneven integration of consumer markets worldwide proves the irrelevancy of modernization and dependency theory, as there was no prerequisite in this integration that was previously said necessary in the former theories.The Governments were a emphasized factor in the theories for growth and development, however, in this context of globalization and illicit trade, the private facilitation of capitalist penetration from countryside to countryside has actually been the impetus. The new, emerging aspects of illicit trade is that its not just a crime, or an underground phenomenon, but it could fashion economic possibilities. There is now an intrinsic connection to political structures, emerging Governments. High-profile trafficking organizations now have a heavy influence and conquer over governments.The dependency on illicit trade has pervaded into the basic exchange of commodities, thus the interaction of people, thus it is now well stitched into the cloth of existence, it has constituted cultures. The entire disarraying manifestations of illicit trade has now coalesced, it is now a part of history, it has become facet of life. 2. ) The manufacture, distribution, and sale of trumperyamphetamine rose by and large out of the recent developments of Globalization and free trade, long term trends in agricultural and pharmaceutical companies, and the action of government lobbyists.These basic components make up for what Reding describes in Methland, as the meth epidemic of today. Redings best instance is his microcosmic case example of Lori Kaye Arnold, starting from the origins of her entrepreneurial endeavors to he r quick date of wealth and monopoly control over meth. Loris decision to drop out of high school and house herself through her meth delivery good exemplifies the opportunities of income that are available to weakened inelegant communities subjugated to lack of employment. due(p) to this facet, production of meth transferred to underground population sites of small town meth addicts (like Lori) and outlaw chemists. Rural economies of small towns like Oelwein were gradually taken over by profiteering industries. The turning over of Iowa Ham to Gillette to Iowa Beef Products (IBP) to Tyson, resulted in a shrinkage of worker demand and stationary wages. In January 2006, Tyson officially closed the plant , the initial workforce had been reduced from nearly two pace people to ninety-nine, a remarkable, devastating loss of revenue in a town of only six thousand (Reding 2009, 53).Ottumwa, a town in southeast Iowa endured the same hardship that crept into Oelwein. The town was eventual ly also wolfish of tax revenue and disposable income from the shut-down of the towns railroad, air force base, and the sale of its meat-processing plant to Cargill. And like Oelwein, Methamphetamine moved into the new economic gap, and helped to sustain not just the market in Oelwein, but also in towns all over Iowa, Missouri, Nebraska, Kansas, and the Dakotas (Reding 2009, 60). It was Loris success in Ottumwa that made her decide to expand her horizons in meth distribution.Lori went straight to her middleman in Des Moines, and continued in her ambitions to her supplier in Long Beach, California. Meanwhile, Loris own enterprise fueled the franchises of people like Jeffrey William Hayes and Steve Jelinek, such(prenominal) is the lucrative nature of the meth business. Loris eventual partnership with the Mexican Mafia, the Ameczua brothers ushers in healthy forces that make up a web of interdependence, all revealing the scale of hold meth has on not just small towners like Lori, but also our local and global economy. The U. S. mmigration constitution could not prevent the influx of Mexican immigrants that came, who were now seen as nice transportation devices for large quantities of the meth throughout California and the west. Midwestern residents who just lost their jobs were now headed for booming labor-markets in Los Angeles and San Diego, becoming ideal societal and business connections for do drugs cartels like the Amezcua brothers. These factors enabled drug cartels to expand their business prospects, but also provided a source of income for those involved, a major motivator.Additionally there was the appeal of the drug itself. Meth was powerful a vocational drug rather than a recreational one, it was perfect for labor-intensive occupations, thus effectively converting mere middlemen or workers into consumers. The cost-effective narcotic had been around since industrialization, and its cheap gad snuff it was made all the more apparent when rural eco nomies collapsed and people matte like they needed the drug in order to survive. For all these reasons, meth was a sustainable business in its inception that allowed it to go unnoticed.The forerunner to meth production (ephedrine, and soon, pseudoephedrine) was made readily available by pharmaceutical companies and engineers in legal, enormous, and unmonitored supplies. The high-demand for these precursors provided a huge incentive for pharmaceutical companies to prevent buying restrictions that the Drug Enforcement Administration (DEA) was trying to enforce. When the DEA discovered bulk shipments of ephedrine being redirected to the Amezcua brothers, there was also a realization of a narrow processing window of ephedrine that was perfect for the meth trade.Cooperation from the nine processing factories in India, China, Germany, Czech democracy and pharmaceutical companies was the only thing needed. Despite DEA efforts, pharmaceutical industry lobbyists impede every single ant i-meth bill with help of key senators and members of congress. The relentless interlocking of ephedrine and pseudoephedrine prohibition was most often times won by powerful companies and corporations, thus the manufacture, distribution, and sale of meth proceeded.Through the lens of Dependency theory, rural economies like the town of Oelwein would be encouraged to discontinue the market of meth because it has become a dependant source of revenue that creates unequal relationships between powerful entities (such as drug cartels, pharmaceutical companies, agricultural based corporations) and small town communities, poor job-seeking immigrants and aspiring meth cooks. The manufacturing of meth is not sustainable and does not result in equal or greater proportions of benefit for those dependant on the business, rather, it enslaves them.Thus, dependency theory is good in its avocation of meth abolishment, but it does not provide other revenue generating substitutes or a way into economi c stability. Dependency theory stresses independence while keeping up with developed nations, but in the case of Oelwein, their economy was crippled by external forces and now has to be rebuilt, and thus, their regeneration would require an initial dependence on outside sources. 3. ) In 1940, Vice-President elect enthalpy Wallace, who formerly served as Franklin D.Roosevelts activist agriculture secretary desire to visit Latin America before starting his official duties. He was dispatched to Mexico as a representative, where he applied his unique perspective to the Mexicos destitute situation. Most Mexicans depended on land. The Mexican revolution ousted a tyranny and then seized land from a wealthy few and redistributed it among the poor. The new government had distributed out land to 1. 7 million landless peasants so that they could grow their own fodder, however this land form was not enough.Mexico did not have the necessary support systems for agricultural scientists, the ru ral population was illiterate, soils were humble of nutrients and heavily eroded, basic tools were lacking tractors were rare- this in turn limited production growth. In addition, diseases often times wiped out the wheat crop, forcing Mexico to import half(a) of its needs. Wallaces evaluative approach was to raise crop yields combined with Mexican farmers disciplined work ethic. Wallace connected to the resources at the Rockefeller knowledgeability asking to the President Raymond B.Fosdick to conduct a study on how to increase Mexican harvests, Fosdick himself dispatched a trio of experts to scour the countryside. Soon enough, Harvard plant breeder Paul Mangelsdorf, Cornell agronomist Richard Bradfield, and University of Minnesota plant pathologist E. C. Stakman commenced on their query, convincing the buns to set up a joint research program with the Mexican government in 1943, called the Office of Special Studies. The programs burster was to train Mexican scientist on how to breed higher-yielding varieties of corn, wheat, and beans.Initial successes of the program included the newfound knowledge of how to plant a few verities of inbred seed- the precursor to hybrid seed- allowing them to cross-pollinate naturally (Thurow and Kilman 2009, 8). Stakman was interested in Mexicos second-biggest crop, wheat. stalk was a crop often subjugated to the fugal epidemics that turned handle into tangles of dead plants, booster cable to the discontinued production of wheat by Mexican farmers which were an unfortunate lost opportunity for protein.Stakman called upon two proteges from the University of Minnesota to aid him in his mission to end this plight, one would be the founder of the light-green Revolution- Norman Borlaug. Borlaug, impatient by the time sucking process of cross-pollinating different varieties of wheat in rust-infested areas to find a natural immunity among them, fixed on an unconventional method of breeding that including shuttling newly harve sted seed between the Yaqui Valley and his experimental plots near Mexico City (Thurow and Kilman 2009, ). In four divisions, Borlaug generated his first rust-resistant plants, setting in motion a series of events that would lead to the jet Revolution. The main achievements of the Food Revolution were the high-yielding wheat crops that occurred with every Mexican farmer, leading to the successive spread of the seed throughout Mexico, and therefore the end of Mexicos wheat shortage by the mid 1950s.And unlike hybrid corn, farmers could unbosom seeds from the best of their wheat harvest and plant them the next year to get the same results (Thurow and Kilman 2009, 11). Borlaugs wheat permeated to Asia, in India and Pakistan, which spurred Governments, private philanthropies and humanitarian organizations to stemma and implement the construction of fertilizer factories, irrigation networks, infrastructure, and an introduction to new modern farming techniques.Similar effects took pla ce in Pakistan, Turkey, Afghanistan, Tunisia, Morocco, Lebanon, Iraq, China and elsewhere throughout Asia. Additionally, the Green Revolution encouraged foundations and organizations from around the world to establish research centers, projects, and laboratories specializing in number of agricultural-based crops (agroforestry to fish). The shortcomings were evident in its early beginning the yields were ample but sucked so much out of the soil that water and synthetical fertilizer replenishment was necessary.And because farmers could afford fertilizer, this boosted their harvests even further, reinforcing dependency on foreign supplied fertilizers, and therefore diverting funds from the local economy to an outside economy. add fertilizer use also introduced pesticides and nitrates that were poisoning to millions and millions of acres of land and some drinking water. This chemical pollution led to a general hunch of the Green Revolution by environmental groups and negative press. Geopolitical considerations would drown altruistic intentions of the Green Revolution.The idea to create an international agency that would control vast tittle reserves for the purpose of responding to emergencies and feeding hungry children was lance down because it would reduce opportunities for the worlds agricultural powers to use their homegrown food aid as a tool for furthering their own diplomatic aims (Thurow and Kilman 2009, 23). Ironically, the food revolution had empowered nations enough to the extent of elevating countries abilities for political and economic agendas.Another disappointment of the Green Revolution was the failed momentum. Public consciousness no longer had a strong grip the Malthusian Optimism had befallen upon developed countries. The new crop surpluses and thus, low grain prices created a false sense of consummation and security in the rich world (Thurow and Kilman 2009, 24). Financial institutions, religious assort and nonreligious charity organ izations slowly turned away, and aid agencies shifted attention to other social programs.Trends and use of agricultural subsidies have affected food security in developed and developing states more generally. The Green Revolution indirectly started kindle Government subsidies for exports, thereby instigating competition between developing countries. Between 1975 and 1985, the Green Revolution helped old U. S. customers such as Mexico and India to become less dependent on the west for grain. In order to keep domestic prices from depressing U. S. government subsidized exports of surplus wheat overseas.The European Community followed on the same strategy, subsidizing exports of wheat, beef, butter, milk and so on- all in efforts to protect farmers. crowing multinational commodities firms took advantage of the subsidies race, playing the U. S. and Europe against each other for the cheapest grain, resulting in a distorted world market. The two arising developments, rich-world subsidi es and cheaper commodities harshly impacted farmers in the developing countries who were not aided by their impoverished governments and therefore could not compete with similar levels of subsidies.Sasakawa Africa (Norman Borlaug and his team) and the Ethiopian government pushed for heavy production of crops resulting in surplus harvest through the late 1990s, and then a bumper year of 2001-2001, when fields burst with about 13 million tons of grains and cereals (Thurow and Kilman 2009, 72). merely this positive outcome was not cultivated or optimized due to a number of factors unpredicted by Government and foreign aid shortsightedness. The government policy of structural adjustment failed the agricultural market in Ethiopia and Africa. to a lower place this new policy, government ended responsibility for market functions (such as buying, transporting, storing, marketing of crops, fertilizer) and left them to a private sector, in expectation that the sectors would pick up these ta sks. But rarely did these sectors have the capital and infrastructure to complete such tasks. Roads to ports were appalling, let alone the practically nonexistent ties to foreign buyers- export options were dismal. The countrys transportation network still relied on futile methods (donkeys), and local markets were undercapitalized to buy and store harvest.This, along with the absence of storage facilities that forced crops to come into the market at the same time caused a across the country glut of corn and wheat, triggering a free fall in grain prices. Ethiopian farmers suffered as what was reaped was far below what it had cost to sow. Another main effort to mitigate food famines in Ethiopia was a considerable gist of American food aid, but this was also not enough. After the 1894 famine, Ethiopia routinely had been the largest annual recipient of emergency food aid. U. S. ood aid was runway at more than $250 million a year leading up to 2003 (Thurow and Kilman 2009, 88). The negative reaction to this, however, was the contraction of longer-term aid and projects to develop agriculture. In 2003, U. S. aid was $500 million and $5 million in development projects. It was illogical, food aid partly helped in aiding against the hunger, but never entirely, rather it seemed to be perpetuating it. Ethiopia became a global welfare state, its farmers and people at first scent shameful and resentful to having willful acceptance that border on obligation to aid.

Olaudah Equiano: a Man of Many Customs

James Pajich Prof. Carla Lovett Hist. 105 18 October 2012 Olaudah Equiano A while of Many Customs The Interesting Narrative of the Life of Olaudah Equiano describes the spiritedness of a native African who was kidnapped from his homeland in the Eboe Province (which is now the Nigerian town of Isseke) at age eleven and thrown into the horrors of the African knuckle down trade. Unlike most victims of the hard worker trade, Equiano regained his freedom and experienced multiple facets of life that no one could have expected.Equiano became a man of diverse springer and values. However, due to the absence of writ tenner records it is often a matter of deliberate as to what his true origin really was. Throughout his autobiography, Olaudah Equiano defined himself as a native African. He used vivid illustrations of his homeland and experiences on the Middle Passage, and was even willing to back the publics hatful of him as a man of Africa. I personally define Equiano as a European cit izen according to his customs, personal desires, and behavior.Equianos narrative compete a key use of goods and services in a variety of cultural, historical, and literary issues, thitherfore, the identification and ultimately the validity of its author take on exceptional importance. While reading The Interesting Narrative of the Life of Olaudah Equiano I free-base it very apparent that Equiano reckoned himself as an African born individual. He illustrated his subtlety and customs as an Igbo African in vivid details of culture, religion, law, and agriculture. (43-56) He also described the atrocities of the Atlantic slave trade as if he had recently experienced them stating the smell, appearance, and reply of his fellow slaves. 64-68) Although culturally Equiano became almost and Englishman, embrace handst Christianity and British customs, the experiences Equiano shared with slaves and free people of color, and living in a world that did non differentiate between members of separate African communities, direct him to consider himself also a son of Africa. (21) Equiano embraced his African heritage throughout his life and even fought to uphold his reputation as such. There was an typeface where two anonymous nones appeared in London papers charging that he was not from Africa at all, but was actually born on he danish island of St. Croix in the Caribbean. Equiano realized that this claim falsified the validity of his Narrative and immediately confronted and peril those responsible for the papers with legal action, providing actual witnesses of the fact that upon his arrival in England he was only able to speak an African language (24-25). This reaction shows that Equiano held much pride in his African identity and was willing defend it against those who claimed otherwisewise. However, there is evidence of fundamental authority that claims Equiano may have make the origins of his identity.There are two certain documents, discovered by literary historian Vincent Carretta, that pinpoint the birthplace of Equiano in South Carolina that keep modern solar day scholars and historians from absolute certainty of his actual birthplace. One of these documents was written on February 9, 1759 in the baptismal registry of St. Margarets Church in Westminster, England. It read, Gustavus Vassa (Olaudah Equiano) a dense born in Carolina 12 long time old. (26) The second document was from Equianos Arctic expedition in 1773. It claims that he was currently 28 years old and born in South Carolina.Neither of these findings is conclusive as to whether Equiano was African or American-born, but they certainly leave plenty of room for uncertainty. (26-27) I personally define Equiano as European, quiticularly an Englishman. Notions of English nationality are engraft in great abundance throughout the text. Equianos narrative repeatedly expresses his desire for a male English identity. He doesnt view Englishness as a racially exclusive national ity, but one that evokes an ethnic identity that Equiano defines through Christianity, and citizenship.Two to trinity years after arriving in England Equiano claimed I no longer looked at them as spirits, but as men superior to us and therefore I had a stronger desire to jibe them to imbibe their spirit, and imitate their manners I therefore embraced every antecedent of improvement and every new thing that I observed I treasured up in my memory. (83) Here we see Equianos invidia for his new superiors and his wish to possess their culture and belongings. This desire strongly advance my opinion of Equianos identity as European.My opinion was also influenced by Equianos acculturation into English society and customs during his early immature years. I could now speak English tolerably well, and I suddenly understood everything that was said. I now not only felt myself instead easy with these new countrymen, but relished their society and manners. (83) It is clear that Equiano identified his shipmates as his countrymen and personally enjoyed the interactions he had with each one of them. It was now between three and four years since I first came to England, a great part of which I had spent at sea so that I became tempered to that service, and began to consider myself as happily situated for my master treated me endlessly extremely well and my attachment and gratitude to him were very great. From the various scenes I had beheld on ship-board, I soon grew a stranger to terror of every kind, and was, in that respect at least, almost an Englishman. (83) This passage shows that Equiano developed an affectionate relationship with his master and also that their bond strengthened Equianos identity as an large man.Even more important, the identity Equiano is trying to proclaim for himself as an adult man, a stranger to terror of every kind, is as a European. There are also certain actions and beliefs that Equiano maintained that provoked the memorial tablet of his European desires. For instance, he believed the only manner towards proper adulthood is as an Englishman. Equiano doesnt come right out and say this but there is a point in the text where he noted that he considers himself very fortunate that he didnt receive his family members tribal soft touch on his face, as is would have represented his entrance into mature Ibo manhood. As I was now amongst a people who had not their faces scarred, like nigh of the African nations where I had been, I was very glad that I did not let them ornament me in that manner (69). Also, during Equianos voyage to Jamaica and the Mosquito beach he went to see a Guineaman doctor to purchase slaves to cultivate a plantation. He even chose them according to their native land in hopes that it is uprise his own. (189) The identification of Olaudah Equiano is of the utmost importance because of the critical role he vie in the antislavery movement. Even the timing f a personable vocalization speaking o ut against slavery was important because it was a time when confrontation to slavery was scattered throughout Britain and America and Equianos narrative, along with other factors, helped assemble the movement into one of the greatest in British history. It was Equianos personal accounts and experiences that validated his narrative. He possessed the intelligence and capability to pass around his ideas to men and women on all levels of British society. He also had the members of significant political authority to support his narrative to yet further its validity.Unfortunately, Equiano neer had the opportunity to bare witness to what he worked so hardly toward because the slave trade ended in both England and the United State ten years after his death (1807). Conclusively, it is very apparent that Olaudah Equiano distinguished himself as an African-born man, even though I personally identify him as a man of European customs based on his desires, influences, and his acculturation int o European society. Most importantly, Equianos narrative played a key role as an abolitionist tool in the fight against slavery and the identity of its author deems it valid as a historical document.

Classification of Epithelial Tissue

Classification of Epithelial Tissue Location of Epithelium The 4 basic tissue types in the system ar the epithelial, connective, muscular, and nervous tissue. These tissues constitute and function in close association with one another. The epithelial tissue, or epithelium, consists of sheets of cells that cover the external surfaces of the body, line the internal cavities, form various variety meat and glands, and line their ducts. Epithelial cells be in contact with each other, both in a single layer or multiple layers. The social structure of lining epithelium, however, differs from organ to organ, depending on its location and function.For example, epithelium that covers the outer surfaces of the body and serves as a protective layer differs from the epithelium that lines the internal variety meat. The overview fiction shows different types of epithelia in selected organs. Classification of Epithelium Epithelium is classified check to the number of cell layers and the m orphology or structure of the surface cells. A basement membrane is a thin, noncellular region that separates the epithelium from the primal connective tissue. This membrane is easily seen with a light microscope.An epithelium with a single layer of cells is simple, and that with numerous cell layers is stratified. A pseudostratified epithelium consists of a single layer of cells that attach to a basement membrane, but not all cells reach the surface. An epithelium with flat surface cells is called squamous. When the surface cells are round, or as tall as they are wide, the epithelium is cuboidal. When the cells are taller than they are wide, the epithelium is called columnar. Epithelium is nonvascular, that is, it does not have blood vessels.Oxygen, nutrients, and metabolites rotate from the blood vessels located in the underlying connective tissue to the epithelium. fussy Surface Modifications on Epithelial Cells Epithelial cells in different organs exhibit special cell membra ne modifications on their apical orupper surfaces. These modifications are cilia, stereocilia, or microvilli. Cilia are motile structures found on certain cells in the uterine tubes, uterus, and conducting tubes of the respiratory system. Microvilli are small, nonmotile projections that cover ll absorptive cells in the small intestine and proximal convoluted tubules in the kidney. Stereocilia are long, nonmotile, biramous microvilli that cover the cells in the epididymis and vas deferens. The function of microvilli and stereocilia is absorption. Types of Epithelia guileless Epithelium Simple squamous epithelium that covers the external surfaces of the digestive organs, lungs, and midriff is called mesothelium. Simple squamous epithelium that covers the lumina of the heart chambers, blood vessles, and lymphatic vessels is called endothelium.

Personal and Professional Development Essay

I. IntroductionSelf-managed encyclopedism is an individual mortal or to break different guidances of learnedness, which may be in the society they live or pass water in an environment that is diverse. Self-managed schooling is in any case just nearly(predicate) setting name and addresss for acquisition by assessing the larn goals and how to get that goal. People learn new things much(prenominal) different cultures of hatful, behavior, privateity, cognitive, etc. Individuals set up learn things not only in the classroom scarce in any case through friends, newspapers etc. Self-managed teaching opportunity for tidy sum to come up with their own strategies for encyclopaedism, although cardinaltime(prenominal)s it fathers a short time to learn any(prenominal)thing that major power be possible for them to piss can pass the exam, or finish a project, it is classic for raft to acquire noesis as keen-sighted as the current environment facing the ch onlyenge s posed by scientific exploitation who submit knowledge they can commit them in your psychealized demeanor and your c arr.Lifelong education is all about continuous learn individuals can contribute to the professional context. Individuals may have individual(prenominal)ized sagacity as a means of lifelong larn by assessing strengths, weaknesses, opportunities and threats to their (SWOT analysis). (James, 2014) both 2 Long life and self- managed learning be important to each individual. Self-study, access is really the foundation for acquiring knowledge. Choose a turn equal to(p) learning can maximize capacity and gather knowledge faster. main course to and interpreting of knowledge is a huge advantage for personal growth, personal excellence productivity forget lead to broad c beer. Appropriate designings designate in place by making a plan of action, monitor it, set the date, review it regularly will sponsor students achieve their goals.Although, they use up service of processer from colleagues by accepting the opinions and judgments that will help them to learn, individuals shoot to understand the stagecoachs of the c atomic number 18er development plan for the purpose of having a exposed goal of what they wishing to achieve from learning self- focussing. It is a self- managed development can arouse long life. Today, when the world is integration, how to understand and take aim a trump counselling to learning to maximize the learning capacity is very important in the competition to get better positions to benefit themselves and their organizations, even is a field interest. present Ill write down clearly about my learning abilities, strengths and weaknesses of my learning ability to apply to your organization.II. caper 1 Evaluate approaches to self-managed learning1. Kolbs Experiential Learning CycleFigure 1. Kolb ELC ModelHaving essential the pose over some(prenominal) an(prenominal) years prior, David Kolb published his model about learning carriages model in 1984. This led to the associate conditions such as experiential learning theory of Kolb (ELT), and learning way of lifes of Kolb inventory (LSI). In his publications especially his 1984 book learning generate Experience as the first of Learning and Development Kolb acknowledges the early learning knuckle under familys of others in the 1900s, including Rogers, Jung, and Piaget. In turn, the learning style model Kolb and experiential learning theory is now know by scholars, instructors, managers and trainers lops as really profound concepts fundamental to our ground and explaining the behavior of human learning, and towards helping others to learn. (businessballs, 2014) Kolbs learning theory dictated out tetrad different learning styles (or preferences), which is based on a learning troll of four stages.Kolb holds this cycle of learning as a central theoretical principles of their learning experience, usually calculated a ccording to the four-stage cycle of learning, which experienced immediate or concrete offer a rump for observations and reflections. These observations and reflections are absorption and di unperturbeded into abstract concepts producing new implications for action which can be actively screening times in turn creating new experiences. Here we are going to learn specialally about Kolbs ELC modelConcrete Experience Concrete experience is the first stage in 4 stages of Kolbs ELC. Its about when we done any activities, later that we have experiences. Experience will create based on done-activities. In this stage, individual or organization will be implemented or do activities. Base on activities and implementation, the experiences will be created. For example, Organizations free-spoken many true(a) work experiences or work rotation will help their employees be more realistic experiences. Also, for those who are in this stage, they are not primarily interested in theory instead t hey want to act each case as unique and learn best from specific examples. Reflexive Observation When the learner consciously reflects back on thatexperience (Many, 2014, p. 15). That means when the experience from stage 1 came, we have to review again, add up all the task of per clayance and make sure its true. The ruminative observation factors derived from the analysis and judgment of events and discussions about learning and teaching that you take with your mentors and colleagues.People naturally think about their experiences in teaching, especially when they are new to it and less confident in their abilities or when an already racking experience. All of us went out to tell his lesson went well or severe, in a visual sense. This could be called general sense reflection . provided how do we know it is good or bad and what is good or bad about it? We need to speak our thoughts in a overbearing way for us to remember what we think and build on the experience for the next ti me. This example may be through the self-reflection or paygrade of your next event by keeping a log or journal. It can also include feedback from students, peer observation of teaching (e.g., advice or opinions of your peers), moderation of assessment, examiners commented on the outside. All of these can be aggregated to give an overall reflection of your practice. Reflected in itself, though, is not enough to promote the learning and career development.Twenty years of experience may include twenty dollar bill years of teaching the same content in the same way Unless we act according to our reflections about themselves and about the opinions of others, there is no development took place. Abstract Conceptualization Is where the learner attempts to conceptualize a theory or model of what is observed (Many, 2014, p. 15). In this stage, the definition start to forming, the place that all the concepts have to be specification. To plan what we would do different next time, we need to do ? In addition to our reflection on our experience to be informed of educational theory for example, through the reading of relevant literary productions on teaching and learning or by at charge mental faculty development members or other activities. Therefore reflect a pump ground, aggregate and analyze the theory of action in the past. It allows us to abstain about our practice. Active tryation Is the learner trying to plan how to test a model or theory or plan for a forthcoming experience (Many, 2014, p. 16). When all the concepts, definitions are formed and specific, the learning activity will be active.The conclusions we form from the stage summary overview our whence form the basis by which we can deepen the plan Operation experiments. ExperimentActivity then starts the cycle again when we make changes in the veridical teaching us to create a specific experience is then followed by reflection and impinge ons review to draw conclusions about the effectiveness of the changes later on activities are active, we have experience again and go back to the stage 1 of Kolbs ELC, continue and expand the cycle. Thats how Kolbs ELC work. For example, A singer forthright training, when done the first song, he looked back and do not feel good because it is not appreciated when the song be uploaded online in the internet. Singer began thinking about the theory learned vocal and start over, with the stylized rhythms. Finally, the singer then develops a plan and has successfully recorded a next song. In addition, Kolb believes that we cannot do both variations on a single axis at a time (such as thinking and feeling). Learning styles of our products is a choice of two decisions.It is a good deal easier to see the construction of Kolb learning styles in a two-by-two matrix. distributively learning style represents a combination of two favorite styles. The chart also highlights Kolb call for the four learning styles diverging, assimilating, and converging, ingestingDoing ( Active Experimentation)Watching (Reflexive Observation)Feeling (Concrete Experience)Accommodating divergeThinking (Abstract Conceptualization)ConvergingAssimilatingAccommodating The Accommodating learning style is hands-on, and relies on intuition rather than logic that mean masses who use other persons analysis and want to go in in an approach of unimaginative experience. They are attracted to the challenges and new experiences, and plan implementation. They oftentimes act on instinct rather than rational analysis.People with a learning style will tend to rely on others to contain more randomness than carry out their analysis. This learning style is common in the general population. Diverging These people can look at things from different perspectives. They are very sensitive. They prefer to watch rather than do, tending to gather cultivation and use imagination to solve problems. They are best viewed in the specific situation of different perspectives. Kolb called this style divergence because people perform better in situations requiring topic generation, for example, brainstorming.Those with a diverging learning style have broad cultural interests and like to collect information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. Those with divergent styles like squadwork, listening with an open principal and get a personal response. Converging Those with a converging learning style can solve problems and will use their learning to find solutions to practical problems. They prefer technical tasks, and less concerned with others and personal aspects. Those with a converging learning style are best to use the actual search for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. Those with a converging learning style attracted many technical tasks and problems rather than neighborly issues or individuals.A converging learn ing style allows the expertise and engine room. Those with a style convergence want to experiment with new ideas, to simulate, and to work with practical natural coverings. Assimilating The assimilating learning preferences is a reasonable approach brief. The idea and concept is more important than people. These people require good clear explanation rather than practical opportunity. Predominates in-depth understanding of information and organize it in a clear logical format.People with learning style assimilation is less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to the more theoretically sound approaches based on practical value. This learning style is important for efficient information and science careers. In formal learning situations, people with this style prefer to read, lectures, exploring analytical models, and have time to think things through.2. 7 Approaches to LearningTherere 7 ways to approach knowl edge belowLearning through Research Is a person who is able to use internet to read any things available that relevant with their demand. In addition, learning through research also is a person that probably to read books or enrolments to approach to knowledge. The advantages of this kind of learning is not go off time to learn how because everything already available on the internet and books. Their disadvantages are some time they will get too much information and waste time to classify. Learning from others Coaches and mentors both work one-on-one. Person whos tend to learn from precursors experience but in better way. With this style of learning, they will get the low rate of adventure and comfortable to work. Besides, the disadvantages of learning from other are They are always depending on mentors ideas, their creativity is not been developed. Some mentors come from the other environmental with different lever of knowledge and people who are learning from other wont unders tand, and apply the wrong way.Secondments Is a person who approaches knowledge from traveling, changes in the work environment, work rotation Because of the continuity change of environment, their advantages are received more experiences, knowledge and adaptment. However, the disadvantages are lack of team work because they couldnt belong with a group or a team or maybe they get sick because not suitable with the environment. Interview Its conducted in order to achieve a specific purpose for at least one of the practices involved, such as information gathering, problem solving or behavior change. Interview provides a visual sensation about ourselves to know who we are. What our position? Interview helps them to know clearly about them self, know clearly about self-awareness. Obliviously, Not only advantages but also the disadvantages, the disadvantages is the information from interview can be inaccurate.Seminars and Conferences Is the form that learning with instructor or professor . It usually held for groups of 10-50 individuals (a kind of meeting). Seminars and conferences help them to improve their working in group skill, communication skill, presentation skill because many home work for their team. The disadvantages are conflict of knowledge among teacher/professor and students, sometime is waste of time. Internet, Intranet, Extranet Distance learning, learning through networking. Students can study online courses to fix more knowledge outside of school. Because of the internet, extranet, intranet so the works/ knowledge are very convenient and cheaperthan learning in class with direct teacher but much if unverified information, out dated, irrelevant information are the disadvantages of this way to approach knowledge. New groups and forum Is the kind of learning that we open a thread then discuss online a problem or situation with direct post and direct reply of members in group.When people talking, the brain start to storming and many ideas have given out, we can choose one of them. Sometime the ideas getting conflict and bias There are 7 approaches to learning and knowledge mentioned above, depends on each person, task, re blood line, and environmental organizations. Each environment, different jobs have different ways of learning to adapt to the situation. In Vietnam with amore harsh environmental conditions more than the other country. The existence of inferior technology and very difficult to identify the sources of open knowledge. In the US and some European countries, students are funded 100% of tuition, even health insurance from birth to 18 year-old.Also, they are equipped with a lot of open source knowledge and especially completely free. They also promote the academic life of students by offering an innovative fund, all creativity and invention will be using public money of government. However in Vietnam, many knowledge donors but not really common, most students are still very difficult to study and develop themselves. Excelled students tend to learn in a better environment to develop them their dedication to foreigners led to Vietnam has been hard brain run. Source (See survey table in appendix).To against the brain drain and improve our own self-study, the following is suggested models that may help students develop Vietnams own self-study With the popularity of social networking, the groups and the forums, you should use them as a learning musical instrument instead of gaming.Figure 3. Self-Constructed study model 2In Vietnam, by and large self-taught students through the internet so this model will maximize the learning ability and can reach to the most students in Vietnam Based on hcmuaf.edu site, the percentage of students use the internet in Viet Nam up to 99% (Tran Minh Tri, Do Minh Hoang, 2013). We will share key, close documents (the documents must pay to be read) on a group or forum. On piracy, the State of Vietnam doesnt have enough ability to find ahidden group or a hidden topic t o share information, discuss and exchange.You make a great ideas, questions, and people will talk, share relevant documents and receive the request. alone it will take time to select a members idea, but the idea of the document will be firmer. You buy one document but can get back 10 documents related to the work you want to learn, study. Creating a community with the persons that have the same heat for learning and personal development will help you learn in effect in the environment of Vietnam. Source (See survey table in appendix).III. Task 2 Propose ways in which lifelong learning in personal and professional contexts should be encouraged.1. Continue Professional Development (CPD)Whats CPD Means?CPD stands for Continuing Professional Development. It refers to the process of tracking and recording the skills, knowledge and experience you can be both formal and informal as you work, beyond any initial training. It is a record of what you experience, learn and apply. This term is often used to mean a physical directory development portfolio of your document as a professional. Some organizations use it to mean a plan for training and development, which I would argue is not exactly true. This article is about the CPD is a process of recording and reflecting on learning and development. (Allen, 2014)What its functions?CPD process is to help you manage your own development on an ongoing basis. Its function is to help you record, review and reflect on what you learned. It is not a tick misfortune document recording the training you have completed. It is wider than that.What are the difference between training and developing?These terms are often used interchangeably, although there are differences. As a rule of thumb, the training is formal and linear. Its to do with learning how to do something specific, related to skills and competence. Training can be as simple as using a computer application and as complex as learning how to become a pilot. Developers often do not have a formal and widely applicable, big you the tools to perform a variety of things andis related to the ability and capacity. It is related to the growing from basic tips to understanding how higher, adult or complex. Also it can be expanded your range of transferable skills such as leadership, project management or organizational information.2. Honey and Mumford learning styleLearning styles include a variety of theories for the differences in modeling natural systems or personal habits of collecting and processing information in the learning situation. A shopping mall concept is that individuals differ in the way we learn. The idea of individual learning style originated in the 1970s, and has great influence education. Proponents of the use of learning styles in education recommend that teachers assess learning styles of students and adapt their classroom methods to suit the learning styles of each best student.Although there is ample reason that individuals extrac t preferences for how they want to receive information, some studies have found value in the use of learning styles in education. Critics say there is no evidence that the identified learning styles of each student. To understand the learning styles, we have four learning styles based on Honey and Mumford theory as follows (Mobbs, 2013) activisticDefinition Activist involving themselves fully and without bias in new experiences. They screw the here and now, and Im happy to be dominated by immediate experiences. They are open-minded, not skeptical, and this tends to make them enthusiastic about anything new. Their philosophy is Ill try anything once. The activists are learning by doing. Activists need to get their hands dirty, to jump in with both feet first. There is an open-minded approach to learning, involving them fully and without bias in new experiences.Career Because of their characteristics is favourite(a) adventurous, not afraid of risk and dare to accept the challenge t o succeed, they work with the high-risk nature, requires brainstorming and experience, based on the characteristic of desolation in big 5 traits model3 , for example as systemDirector.Why is outline Director?Strategy Director is a job that requires creativity and pioneering. Strategy Director huge impact to the reputation of a company or a corporation. Similar with openness in big 5 traits, openness very excited to be experienced with whatever news they want to be a pioneer. When creating a new strategy, the risk of failure is big, but if successful, it will bring the not-small benefits when our company/ group is a pioneer company/group, a leader company/group in a picky field.Way to enhance From above, to manage risks and develop good career, Activist should use the interview-learning to know their exact location and their own ability clearly, from that then personal development and minimize risk.

Learning and Memory Worksheet Essay

1. Write a 450- to 700-word essay to describe the relationship amongst classical and operant conditioning. develop their elements and how they differ from one another. Additionally, provide an showcase for how education drive out occur through each mode of conditioning. Explain how Ivan Pavlov and B.F. Skinner contributed to the study of learning and conditioning.Ivan Pavlov contributions were the start and the rise of behaviorism in psychology. His experimental methods influence the growth of behaviorism, and helped move psychology away from self-examination and subjective or the objective measurement of behavior in which vie a great part in our study. Hey study the behavior of Dogs in which in term he develops a new level of learning .This new form of learning is called classical conditioning a form of learning in which reflex responses are associated with new stimuli. Ivan Pavlov as well apply a bell in which as a neutral stimulus, he would ring the bell when the dogs we re given an un erudite stimulus, meat powder. The result is that the dogs than result respond salivate when the unconditioned stimulus is given to the dogs.This stimulus is called the conditioned stimulus it changes from an unconditioned response to a conditioned respond. The dog apace learned the difference from the bell and receiving an unconditioned stimulus. As for B.F skinner who also staunch behaviorism became a force in psychology and the therapy techniques in fact that we still used extensively today. He also do the Skinner box which is also called operant conditioning chamber in which had like a metal lever and a tray in which nutrition can be drop for the rats are in a tray.These ii played an important role in our psychologys score gave us an important contributions to our understanding of human behavior in which we can use to go by.2. Match the correct type of memory with its several(prenominal) function.

A Study On Dialogue And Learning Education Essay

Dialogue has been re be intimated as the almost noteworthy illustration of Western literature by Plato since 428/427 BC 348/347 BC . In Grecian and Indian literature, fantasticly the ancient art of rhetoric, it is historic tout ensembley beginnings as narrative, philosophical or educational device. The dialog has been used to record a scope of topics, including doctrine, logic, rhetoric, and mathematics. Dialogue ( the Greek DIA for by means of and logos for explicate ) cornerstone be defined to include legion communicative Acts of the Apostless includes dialogue, talk, communicating, interchange, discourse, statement, chat, chitchat, colloquy, all bit life-threatening as treatment, argument, exchange of positions, tete-a-tete, audience, conference, meeting, interview, inquiry and reply session, and dialogues ( impudent Oxford Thesaurus of English 2000 ) .Dialogic encyclopedism can happen in eery educational state of affairs and contains an of import potency for soci al transmutation. 2 As screened separates to Dialogic science has been developed on many positions and subjects much(prenominal) as, P. Freire, 1970 on the theory of Dialogic exercise, G. Wells, 1999 looking for the Dialogic head dishonor, J. Habermas, 1984 with the theory of communicative action, M. Bakhtin, 1981, the impression of Dialogic imaginativeness, and Soler, 2004, the dialogical ego. Among those, on that menstruum ar many more modern-day writers on Dialogic stimulates, J. Mezirow, 1990, 1991, 2000 transformative larning theory, M. Fielding 2001, pupils as extremist agents of alteration, T. Koschmann, 1999 emphasizes the possible advantages of following dialogicality as the footing of instruction, Anne C. Hargrave, 2000 shows that kids in Dialogic- visiting in vocabulary. Specifically, the stimulate of Dialogic science ( Flecha, 2000 ) 3 evolved from the probe and reflection of how people learn both asideside and interior of schools, when moving and larning freely is allowed.The theoryThe construct of Dialogic attainment is non tonic. In the book Mind and Society, 1962, Vygotsky argued that kids larn how to utilize be aftering single-valued component part of their lingual parley efficaciously and their psychological field alterations basically. He argued that a kid begins to give way the hang his milieus with the aid of address prior to get the hanging his ain behaviour. He carryed that the creative activity of these solely great(p) male signifiers of behaviour which finally produced the rational productive work with the usage of tools. This was describe in his observations of kids in an experimental state of affairs showed that kids non merely execute in trying to accomplish a end solely withal speak. This address arose spontaneously and continued near without break throughout the experiment. He cl inventioned that it seems that both natural and necessary for kids to talk while they act. Respectively, Vygotsky drew the sa me(p) sort of polariation between the spontaneous construct of mundane achievement and the scientific construct of the schoolroom. 4 Vygotsky, 1962 argues that the origin of a self-generated construct can normally be traced to a face-to-face meeting with a cover state of affairs, while a scientific construct involves from the first base a mediated lieu towards it object.Paulo Reglus Neves Freire ( 1921-1997 ) , 1970 theory of Dialogic action 1921 -1997 was a Brazilian pedagogue and influential theoretician of critical teaching method. 5 He was an educationist k at a timen for developing popular instruction he vomits dialogue as a type of teaching method. 6 Freire argued that dialogue as a agency of democratising instruction ( Freire 1972, 1999 ) . Dialogue communicating allowed pupils and teachers to larn from one another(prenominal) in an environment characterized by regard and comparison. He advocates himself to back up suppressed people with their public presentatio n or application of accomplishments that is conscious and linked to their values, by executing and using their accomplishments in golf-club to do teaching method for a more thickening apprehension and doing peremptory alterations to them. He states that human constitution is Dialogic, and he believes that communicating has a stellar(prenominal) function in people s life. Dialogue is a claim in favour of the democratic pick of pedagogues and scholars. The end of the Dialogic action is ever to uncover the truth interacting with others and the universe. He claimed that we be continually in negotiation with others and it is in that procedure that we create and recreate ourselves. at any rate, in order to allege free and critical acquisition, he insists that we should make the conditions for talks that encourages the epistemological wonderment of the scholar.The Russian philosopher, literary critic, semiotician and bookman who worked on literary theory, moralss, and the doctrin e of linguistic communication, Mikhail M. Bakhtin, 1981, distinguishes the impression of Dialogic imaginativeness. He has theorized duologue in stressing the power of discourse to join on apprehension of multiple positions and make countless possibili draw ins. 7 Bakhtin argued that duologue creates a newly apprehension of a state of affairs that needs alteration as coitusships and connexions exist among all living existences. 8 His construct of dialogism states a relation between linguistic communication, interaction, and social transmutation. Holquist, 1990 described Bakhtin s Hagiographas on dialogicality atomic number 18 profound and stand for a substantial displacement from predominating positions on the nature of linguistic communication and intelligence 9 . Bakhtin established that there is a demand of making significances in a Dialogic manner with other people. 10 He believed that soulfulness does non be outside duologue. The construct of duologue itself establishes the being of the other individual. It is through duologue that the other can non be silenced or excluded. Bakhtin claimed that significances ar created in the procedures of contemplation between people. He describes, we use the same significances afterwards in conversations with others, where those significances get emend and even change as we withstand new significances. Therefore, when we talk, we learn something. In this sense, every clip that we talk about something that we run through read about, seen or felt we are really reflecting the duologues we have had with others, demoing the significances that we have created in the old duologues with others. That said, duologue can non be apart(p) from the positions of others larning derives from here with the single address and the corporate 1 is profoundly relate to one s life. Bakhtin asserts that negotiations is a concatenation of duologues, he points that every duologue consequences from a old one and, at the same cli p, every new duologue are traveling to be presented in future 1s.Fitz Simons, G. ( 1994 ) 11 the learning communities , an educational undertaking which seeks societal and cultural transmutation of educational centres and their milieus through Dialogic acquisition, stressing classless duologue among all companionship members, including learning staff, pupils, house give ways, entities, and voluntaries. Fitz Simons points out The demand to set up an ambiance of common regard and a feeling of community in which grownup scholars are encouraged to be in parasitic scholars and to portion their expertness ( p. 24-25, 1994 )Dialogic cultureFletcher, 2000 looks at the construct of Dialogic larning evolved from the probe and observation of how people learn both outside and interior of schools, when larning and moving freely is allowed. She describes unfastened duologue which derived from the position of Freire, 1997 engagement of all members of the community the acquisition communities a s research shows that larning procedure take topographic point in different infinites of the scholars life regardless of the scholars age, and including the instruction staff, depend more on the coordination among all the interactions and activities. The acknowledgment and regard of different types of cognition raise the spirit that each individual has something to portion, something different and every bit of import. Therefore, the wider the diverseness of voices diligent in unfastened duologue, the better the cognition that can be dialogically constructed. Fletcha puts as Dialogic larning lead to the transmutation of instruction centres into larning communities where all the people and groups involved encipher into relationships with each other. In this manner, the environment is transformed, making new cognitive developing and greater societal and educational equality. ( p. 24 )Edward and Mercer, 1987 emphasize that the dialogue construct is ground regulations of conver sation because it operates as inexplicit sets of regulations for acting in peculiar sorts of state of affairs which participants normally take for granted 12 . ( Edward and Mercer, 1987 ) In 2007, Mercer and Littleton s argues that talk is non merely the mediating means for back uping single development, still or else that ways of image are embedded in ways of utilizing linguistic communication. This talk is more emphatic on as a valuable, societal manner of thought, non merely larning. They argue that scholars engage and interact with others may hold a profound and digesting impact on their accomplishment and rational development. 13 They further argue that learning and development are 2 footings that link up and have both been used in a great trade. larn is frequently in the company of teaching . These two words are required to name upon the sorts of cognitive and rational alterations in kids s acquisition. He asserts that learning is usually associated with the gaini ng of cognition and the acquisition of some fact or accomplishment. It invokes thoughts of some kind of growing, the outgrowth of a new entity and the reaching of a new province of personal businesss. A subscriber to Mercer and Littleton, Chris Watkins, 2003 ( A bookman in instruction and acquisition ) has distinguished three influential constructs of acquisition Learning is being taught, larning is the single sense devising, acquisition is constructing cognition with others. 14 harry Daniel 2001 claims that schoolroom talk or duologue mediates non merely learning and larning save besides the wider civilization. 15 He claims that worlds are seen as animals who have a alone capacity for communicating and whose lives are usually led within groups, communities and societies found on shared ways of utilizing linguistic communication, ways of thought, societal patterns and tools for getting things done. Daniels emphasizes that much(prenominal) talk, mustinessiness non be regarded as simple interaction , scarcely narrowly regarded and bounded by the immediateness of the larning undertaking in manus.Similarly, the Dialogic interrogatory attack by Gordon Wells, 1999 16 , Wells argues that schoolroom duologue has been proposed as a method of presenting critical instruction ( Wells 1999, Alro & A Skovsmose 2002 ) Dialogic dubiousness is an educational attack that acknowledges the dialectic relationship between the person and the society, and an attitude for geting cognition through communicative interactions. Wells points out that the sensitivity for Dialogic enquiry depends on the features of the acquisition environments, and that is why it is of import to reorganise them into contexts for collaborative action and interaction. Wells defines enquiry non as a method but as a sensitivity for oppugning, seeking to understand state of affairss join forcesing with others with the aim of happening replies. Wells further argues that Dialogic enquiry non mere ly enriches persons cognition but besides transforms it, guaranting the selection of different civilizations and their capacity to transform themselves harmonizing to the demands of every societal minute. Wells claims that Dialogic enquiry non merely enriches persons cognition but besides transforms it, guaranting the endurance of different civilizations and their capacity to transform themselves harmonizing to the demands of every societal minute.Education is seen as a Dialogic procedure, with pupils and instructors working together within scenes that reflect the values and societal patterns of schools as cultural establishments. Alro & A Skovsmose, 2002 relate duologue to the larning procedure by property three indispensable belongingss to the impression of duologue doing an enquiry, running a hazard and keeping equality. 17 These indispensable belongingss must be characteristic of the scene of interaction in order for a acquisition duologue to happen. Making an enquiry mea ns learner researching what he does non yet cognize and sharing the desire to derive new experiences. For an enquiry to be Dialogic it must be unfastened to participants conveying their ain positions rooted in their backgrounds into the enquiry. Learners must besides be bequeathing to suspend their ain positions in order to see the positions of others and in jointing these positions new and more insightful positions might contend into position. For that ground, Dialogic is running a hazard in the ambiguity and uncertainness of the duologue procedure. Learners to a duologue propose other people s positions, moreover voyaging in a landscape of probe means that there are no pre-established replies to energetic inquiries. Therefore duologue includes risk-taking both in an epistemic and an emotional sense . In other words scholars to a duologue will be challenged on their cognition every bit good as their emotions. In order for participants to stay in the Dialogic procedure it must be ensured that the uncertainness neer appears excessively uncomfortable. They claim that duologue could so keep equality by proposing that scholars are engaged at a dot of para. Parity in this sense does non equal sameness but instead equity. Learners may come in the duologue in different capacities and being equal therefore comes to depend on the ability of scholars to spread over and accept diverseness ( Alro & A Skovsmose, 2002 ) .After old ages of research conducted in several states India, USA, France, Italy and England with a squad of research workers, Robin Alexander 2004 18 has put talk as the outstanding component for effectual thought and learning demand for kids. He has distinguished talk for a typic pedagogical attack called Dialogic learning . He argues that linguistic communication and view are closely related, and the extent and mode of kids s cognitive development depend to a considerable grade on the signifiers and contexts of linguistic communication which t hey have encountered and used. This new attack demands both pupil battle and instructor intercession by which students actively prosecute and instructors constructively intervene is through talk.Dialogue and Higher degree of EducationFor higher educational degree, Diana Laurillard, 2002 puts a Dialogic acquisition computer simulation as conversational Framework . This model supports assort media signifiers such as narrative, synergistic, adaptative, communicative and productive. The thought of a colloquial model, is used to specify the acquisition procedure for higher instruction and so to construe the extent to which new engineering can back up and heighten high degree conceptual acquisition. She describes that larning must be dianoetic and the instructor should be tie ining learning and larning procedure with the universe. Laurillard asserts that larning engineerings must accomplish their full potency for transforming larning experience. Laurillard argues that the force membe rs Universities, Institutions, colleges, schools etc. Should get down with an apprehension of how pupils learn, and they should plan and utilize the Conversational Framework and the acquisition engineerings from this point of view to familiarise a better acquisition scheme for university instruction. Laurillard s thought is barely new as she quoted Paul Ramsden s statement that instruction is a kind of conversation. Respectively, Kolb s learning rhythm ( Kolb, 1984 ) states that larning occurs through an iterative rhythm of experience followed by feedback, so reflected on to be used as revised action 19 . Gordon Pask, 1976 formalized the thought of larning as a conversation in conversation theory. This theory lays out the separation of description and model-building behaviours, and the definition of understanding as determined by two degrees of understanding ( Ibid. 22 ) 20 . This describes the feature of the learning acquisition procedure is iterative conversation .Besides sc hoolroom instruction, dialogue instruction is described as an attack to adult instruction by pedagogue, Jane Vella in the 1980 s. This attack to education draws on assorted grownup larning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom ( Global Learning Partners, 2006b Vella, 2004 ) . It is a subtraction of these abstract theories into rules and patterns that can be applied in a concrete manner to larning design and facilitation. Dialogue instruction is a signifier of Constructivism and can be a agency for Transformative acquisition, ( Vella, 2004 ) . Dialogue instruction shifts the focal point of instruction from what the instructor says to what the scholar does, from learner passiveness to scholars as active participants in the duologue that leads to larning ( Global Learning Partners, 2006c ) . A duologue attack to education positions scholars as topics in their ain acquisition and awards cardinal rules such as common regard and unfast ened communicating ( Vella, 2002 ) . Learners are invited to actively prosecute with the content being learned instead than being dependent on the pedagogue for larning. Ideas are presented to scholars as unfastened inquiries to be reflected on and integrated into the scholar s ain context ( Vella, 2004 ) . The purpose is that this will ensue in more meaningful acquisition.DecisionSignificantly duologue and larning are two footings that ca nt stand by its ain without the other s presence. It is now that the duty of this contemplate to analyze duologue and acquisition to a farther class of current new media planetary engineering. How does kids doing usage of nomadic devices in the universe of nomadic engineering in this transmutation age of environment? How does larning so develop from these engineerings? Why does a kid today surpass so much with engineering? That said my hypothesis that the new media nomadic engineering has potential in easing the procedure of kids s acquisition development. Do these engineerings provide acquisition tools which are able to supply all important(predicate) cognition development? Besides, Vygotsky and Vygotskian theory claimed that the acquisition tools are some sort of kids s higher psychological maps of doing his or her interactions to their societal and moral development. As we all knew, these duologues are being created, learned and used by our kids tremendously without our consciousness twenty-four hours to twenty-four hours in their universe of communications in synergistic nomadic engineerings. These duologues and larning are integrated with their hand-held appliances, computing machines and package, larning stuffs, playing the games in the practical universe. With the being of other characteristics design, sound and picture, picture taking, colourss, founts, information, and computer programing linguistic communication voyaging them throughout the lessons and plans. Our kids or scholars and members jointly produce Dialogic cognition and take part in the definition of actions that lead to societal and educational alteration. Therefore, this research sees duologue and larning associates to the impression of Bakhtin dialogicality as duologue represents this senses where it mediates the new media that our kids to harken and watch.These duologues can take legion other signifiers such as lupus erythematosus structured, more informal and more participatory than interviews or treatment groups, e.g. By promoting participants to put the docket for treatment and for the research worker to take an active function in the treatment instead than merely the function as a hearer. This attack will allow participants to the duologue a sense of equality and the freedom to convey into the duologue whichever subject they deem relevant. Inviting research participants in the reading procedure at the same time embrace a Dialogic epistemology acknowledging the value of negociating, reflecting and construing with the end of common apprehension and relationship edifice. Therefore, in this survey we need to contract our apprehension of duologue and turn to the inquiry of the part of duologue in the synergistic Mobile engineerings in the kids s psychological acquisition development. In the acquisition communities, it is basically the engagement of all members of the community because, as research shows, larning procedures, irrespective of the scholars age, and including the instruction staff, depend more on the coordination among all the interactions and activities that take topographic point in different infinites of the scholars life, uniform school, place, and workplace, so merely on interactions and activities developed in infinites of formal acquisition, such as schoolrooms. Along these lines, the learning communities undertaking aims at multiplying larning contexts and interactions with the aim of all participants making higher degrees of development ( Vygotsky, 1978 ) 21 .

My family’s relationship to nature and the environment

The history of my family demonstrates the drastic change in the kinship with purlieu that has occurred over the past few extensions. Seeing the change in attitudes and lifestyles between my grandparents, parents, and my own generation is very educational, Examining the ever-changing relationship with environs across this timeframe, one can make conclusions about the relative importance of natural surroundings in the life of people as changing over time. My family history natur solelyy reflects the situation in Thai cut back, as I come from this nation, yet I believe that it to a great level parallels the events in other parts of the globe.My grandparents lived in a country sphere of influence in Thailand and do their living by farming. This is still a plebeian situation in Thailand where 65% of the land is engaged in horticulture (Assumption University, n.d.). Their occupation make them strongly apprised of their natural environment as they depended upon it for their liv elihood. However, this relationship was not one of adoration or concern land, water, plants were to them nearthing matter-of-fact, something they comprehend as their daily routine.Besides, their attitude was one of consumption. They saw the resources of the land as something they were entitled to merely because of being born in this land, since soil, skies and water were solely vehicles for growing food, not much else. There was little concern as to what will happen in the next generations, and little awareness of the bring to implement new agricultural techniques in order to extend the lands capability to generate harvests over generation. At that time, Thailands existence was not so large, and it was at many times simpler to incite to a new plot of land than to tend to the old one, trying to mitigate its productivity.With all this said, I would like to note that my grandparents were successful as farmers and real some new crops that allowed them to outstrip the rest of the farmers in terms of pecuniary gain. In the next generation, the income received by my grandparents enabled my father to receive a college education and obtain a white-collar job. Thus, genius offered them this opportunity to change their lifestyle and life standards. As a result, my father who grew up on a farm, found himself working in an righteousness in Bangkok, scarcely occasionally visiting his elderly parents in their place.The same is true for my get down who also changed her rural motherland for an urban life. This made reputation appear something of a holiday setting to them, rather than an everyday reality. In their office jobs, they did not need to care whether land preserved its fertility and whether the mood remained mild enough for the crops to grow. Although Bangkok and other cities in Thailand are made up of landscapes skillfully integrating trees, lawns and buildings to create a coherent image, this record is very cultured and very far removed from the rou ghness of the liquidation landscapes. Thus, in my parents urban life, temperament was very much a upstage reality, something they saw on TV and enjoyed in our little Sunday outings.However, they identify with Thai nature as associated with their place of birth and motherland. Given their rural background, they remembered toiling in the fields and gardens, trying to turn the gifts of nature into visible benefits. Somewhere deep inside their souls, they looked upon this connection, although on a subconscious level. iodine change that occurred in the relationship to nature in my parents generation was the revolt awareness of nature as a global phenomenon. Thanks to books, periodicals, TV, and at a time Internet, their generation was able to realize that the boundaries of nature transgressed those of nations, and that nature was facing a threat from too much human interference.Seeing pictures of nature all around the origination, they began to see in color how different various p laces on earth were, and realize how unique their own natural surroundings were. This global realization, I believe, happened more or less in the time my parents generation was active, as millions of people through and throughout the world realized that the rest of the world has become closer, and reality is such that we live in a small, interdependable world.With the move to the US that happened when I was only 17, the connection with nature as some place in Thailand where my parents were born and grew up, has become even weaker. Here, we were surrounded by a rich and diverse natural setting, even if it seemed alien to us at first. However, the beauty of American nature took our hearts, and as a family we made quite a few nature- concentrate outings, such as, for instance, a trip to the kilobyte Canyon or the Yellowstone park.More important is, however, the revolution in thinking that occurred in my generation. With globalization trotting over the planet at a dramatically increa sed speed, environmental plight is no longer something distant and incomprehensible, but instead has become something that threatens us already in out lifetime. With tell of the global climate change and warming happening on a large scale, no one can ignore the significance of what is happening.Basing my fantasy not only on my personal experience, but also on that of my colleagues and fellow students, I can claim that we are much more likely to make environmentally conscious choices. Personally, I agree with the linguistic process of James Gustave Speth, dean of the Yale School of Forestry and Environmental Studies, that environmental issues today fork out turned into chronic problems, that emerge and have a long-term nature (Laverdiere, 2000).The fact that todays ecological issues such as glasshouse effect, ozone depletion and loss of biodiversity cannot be solved by the efforts of one nation or dealt with effectively on a local level. Their solution requires the coordination of effort on an international level, translating into significant changes in our mentality. My generation is much more aware of the existence of other nations, better informed of their struggle for a immaculate environment and has better opportunities to join with representatives of other countries in the struggle for a safer and cleaner environment.Personally, I have participated in a few demonstrations focused on environmental issues and at one point attended the ecologic Club in my high school. I also know a lot of peers who take this action seriously. This is something my parents and grandparents would not think of doing since they had a all told different perception of their relationship to nature and environment.Thus, over three generations, my family went through a revolution in our relationship to environmental cause. To my grandparents, land and nature was commodity, something they consumed in order to receive material benefits for themselves and their kids. My parents w ere to a great stratum alienated from nature that remained to them very much a childhood store that bound them to their birthplace at the same time, their understanding of nature and environment was considerably broadened to include places far away from their motherland. Finally, in my present generation, nature became a source of concern, something that requires distinct political action to protect and fork over it for future generations.ReferencesAssumption University, Bangkok. (n.d.). Agriculture. Retrieved January 27, 2006, from http//sunsite.au.ac.th/thailand/agriculture/AgriRes.htmlLaverdiere, M. (2000, January 27). Forestry dean discusses hidden environmental problems. Yale day-by-day News. Retrieved January 27, 2006

Roll of thunder hear my cry

Tailors novel ushers how racism and wrong continues even afterwards when stern slavery was ended as it is an besides bad part of Americas history. cassia experiences racism and seediness in the store at Strawberry since she was hard-boiled unfairly since she had to give priority to sporty raft in the aline Just because of the color of her skin. In this essay, it will integrate how racism and iniquity Is shown when Cassia was at the store, how It affects the ref and the Intentions of the author In this passage.Racial discrimination Is when you argon showing abusive behavior towards members of a nonher race, In this case It Is Mr.. Barnett discriminating Cassia. prejudice Is shown throughout the passage as gabardine hatful were superior to dense mountain as they were segregated by the Jim Crow Laws which gave tweed concourse more(prenominal) power over disconsolate nation. In the passage, Mildred D Taylor shows that racial discrimination still existed during t he Great low as Cassia was racially abused. For example, Whose little Ruggeri Is this This reveals that Mr.. Barnett Is a racist mortal as he Is purposely ringing classes a Ruggeri which Is offensive to subdued people. The writers intention to use the word Niger was to show that it was an alternative word to call a stark person and how it was used frequently during the Great mental picture and the slavery times towards dimmed people. This makes the lecturer understand the word roughly was a word used every day and offensively towards opaque people during the Great Depression.It was also so common that white people felt it was alright to say inning towards a barrenen person since there was no consequences for saying a racist word as mordant people were lacking(p). However, even Hough the word Niger make Cassia fantastic since she doesnt understand that white people were superior during the Great Depression hardly Stacey seems to understand and had to accept this as h e is older than Cassia so therefore, he has experienced more things such as this event that inside him, he retains his anger as he knows the consequences.This creates an effect on the endorser as he/she would think this is vile and disgusting so therefore, since Cassia loves making revenge plans, the reader would be eager substance that he/she will continue reading to find out more. This backslide the reader to understand that even after when black slavery was ended, black people were still continuously discriminated with the word Niger as the Jim Crow Laws unplowed white people superior to black people. Mildred D Taylor also shows that Injustice still existed during the Great Depression as black people were not allowed to question/ blab up for themselves.For example This gal your, Hazel? No sun, answered the women meekly, stepping hastily away to show she had nothing to do with me. This shows that black people wasnt allowed to speak up for themselves because of the UK Klux Kl an as they threatened black people. The Jim Crow Laws allowed white people to gain superiority over black people so therefore If a white person killing a black person, the white person will not be charged signification that Injustice existed even when slavery was finished so black people lived In fear as Hazel was stepping hastily away to show she had nothing to do with Classes.The writers Intention was to show that black people wasnt allowed to speak up for themselves so therefore, they still didnt founder freedom even after slavery was ended people. This helps the reader to understand that during the Great Depression, black people were muzzled by white people because there was a lot of injustice and racism towards black people which made black people inferior. In the passage, black people were not allowed to touch white people which made black people inferior. For example, and tugged on his shirt sleeve to farm his attention.He recoiled as if I struck him. This shows that some white people akin Mr.. Barnett didnt interchangeable to be moved(p) by black people because he thinks that they ar dirty and disgusting as he recoiled when Cassia tried to get his attention. From this, the writers intention is to show that white people didnt like being in contact with black people as they think they are too superior to them during the Great Depression. The writer also showed that black people was viewed as dirty people so therefore, white people didnt allow black people to touch them.This helps the reader to understand that not only black people was discriminated simply they wasnt allowed to touch white people which means they didnt have freedom as they couldnt touch white people and they were treated like filth. The writer also intended too recoiled as if I struck him. This creates an effect n the reader as it gives a better imaginativeness of how Mr.. Barnett reacted when Cassia tried to get his attention. If a black person touched a white person then the bl ack person would be punished and would probably be lynched Just because he touched a white person.This is similar to Emmett Tills case but instead he state Bye, baby to a white female as he was leaving a store but then he was tortured and murdered because of what he said. This shows that black people had no freedom as they could only do certain things towards a white person but instead white people would be able to do anything to them. In the passage, Mildred D Taylor shows that racial discrimination and injustice continued during the Great Depression as black people were treated unfairly. In this case, Mr.. Barnett treated Cassia as an inferior person so he told Cassia to get her little black self back over there and wait some more.This reveals that black people had to be served last in a queue which shows that black people were treated unfairly during the Great Depression as Cassia was forced to wait longer even though she waited for a while. Mr.. Barnett also shows no respect tow ards black people as he said little black self. The writers intention is to show that black people was racially discriminated in a shop as they were treated unfairly and had to wait until all the white people was served during the Great Depression.This helps the reader to understand that even black children was racially discriminated during the Great Depression as Cassia had to wait longer until all white people was served but Cassia understands that adults ruled things and there was nothing that could be dont about them. This reveals that Cassia understands things about adults but doesnt understand why white people are superior to white people and also made Cassia discommode as she was being so kind to Mr.. Barnett but Mr.. Barnett responded rudely.In conclusion, this passage helps the reader in many ways to understand the theme of racism and injustice such as understanding how life was like being a black person during the Great Depression, how unfair it was and how they lived in fear such as when Cassia was racially abused by Mr.. Barnett. Injustice and racism is shown throughout the passage as Mr.. Barnett racially discriminates Cassia. The passage also helps the reader to understand the theme of racism and as when Hazel was scared and had to be silenced by Mr.. Barnett.