Women in the Workforce Essay -- Economic Globalization Careers Essays

Women in the Workforce The integration of the world economy, or economic globalization, has been an operating force for centuries. However, in recent times the effects of this phenomenon have become a major cause for debate. Economic globalization is characterized and supported by free trade, the transcending of ideas and business infrastructures across national boundaries, increased capital flows, advanced communication systems, and an increased interdependence of national economies. It is a result of increased access to information, technology, knowledge and opportunities. The debate surrounding globalization however centers on how this increased access manifests itself in different countries, particularly underdeveloped and developing nations. Proponents of globalization argue that it creates expanded channels for employment, promotes broader and more substantial economic growth, allows for higher incomes, and improves quality of life. Critics say, among other things, that while this may be true for som e people, globalization is also functioning to marginalize underdeveloped countries and minority groups around the world. In the context of these two perspectives, I will examine a very important minority group who have, particularly over the past twenty years, become an increasingly important part of the labor force, women. In order to do this, I will first present some statistical data regarding women’s participation in the labor force. This data will show that women indeed have been affected significantly by globalization. In addition I will present a more qualitative look at how globalization has affected the lives of women by concentrating on several specific examples of women’s experiences in different countries. This is a statistical overview of women in the workforce. Female participation in the workforce ranges widely from 60% in some industrialized countries to about 10% in North Africa and Western Asia, averaging at about 43% as of 2000. This means that an average of 43% of women in the world work. This level of female participation is significantly higher than it was 20 years ago (Table 1), and is expected to reach an average of 48% by the year 2010. Table 1. Percentage of women that work Year Percent of women who work 1980 34 1985 36.5 1990 37.2 1995 39.5 2000 43.2 In the overall workforce, made up of approximate... ...tes and Projections of the Economically Active Population, 1950-2010. 5. Horton, Susan. Marginalization Revisited: Women’s Market Work and Pay, and Economic Development. 1999. 27 World Development: p571. Also see, Mehra, Rekha and Sarah Gammage. Trends, Countertrends, and Gaps in Women’s Employment Trends, Countertrends, and Gaps in Women’s Employment. 1999. World Development, 27: p533. 6. Aman, Alfred C. Introduction: Feminism and Globalization: The Impact of the Global Economy on Women and Feminist Theory, 1999. 4 Ind. J. Global Legal Stud. 1, 4. 7. Martha Chen et al. Counting the Invisible Workforce: The Case of Homebased Workers. 1999.World Development, 27: p603. 8. The World Bank Group. Data and Statistics – World Development Indicators. 2002. (See http://devdata.worldbank.org - Women in Development – About the Data). 9. Ministry of Labor. Data available at MOL's Website (See: http://www.mol.go.jp). 10. Rape for Profit: Trafficking of Nepali Girls and Women to India's Brothels. Human Rights Watch. October 2000, Vol. 12, No. 5 (A). 11. Over 60 million women fallen victim to sex discrimination. Indian Express Newspapers (Bombay, Ltd.) July 24, 1997.

Educational Services an Overview

Development of an Instrument to Assess Student Perceptions of the Quality of Tertiary Education in INDIAN Context Suparswa Chakraborty Educational services can be categorized into five parts: (a) primary education services; (b) secondary education services; (c) higher education services (i. e. , education beyond secondary education includes all tertiary education); (d)  adult education; and (e) other education services (e. g. , liberal arts, business, professional). Such education and training encompass degree courses taken for college or university credits or non-degree courses taken for personal edification or pleasure or to upgrade work-related skills. Such education and training services can be provided in traditional institutional settings, such as universities or schools and in specialized institutions. Higher (tertiary) education, adult education, and training services are expanding rapidly. These services include academic and training courses on information technology; languages; executive, management and leadership training and hotel and tourism education. They also include educational testing services and corporate training services. Many of these are practical courses for use on the job. Some can be used as credits toward degrees; and some are non-degree courses. Increasingly, educational institutions and publishers are teaming up with information technology companies and other experts to design courses of instruction on a variety of subjects. Large companies also are developing education and training courses to improve the skills of their employees and to keep them up to date on their latest products. Such services constitute a growing, international business, supplementing the public education system and contributing to global spread of the modern â€Å"knowledge† economy. Availability of these education and training services can help to develop a more efficient workforce, leading countries to an improved competitive position in the world economy. Education is at present one of the least committed of services sectors, due to recognition of its â€Å"public good† element and the high degree of government involvement in its provision. The benefits associated with liberalising education services and facilitating greater and stronger public and private education services can co-existing which would benefit students and education service providers would get improved in the following manner: Facilitating access to education and training courses that in qualitative and quantitative terms which are not otherwise available in the public sector; and †¢ Providing a competitive stimulus to institutions with flow-on benefits to all students. †¢ The education services negotiations should aim to give consumers (students) access to the best education services wherever they are provided and through whatever mode of supply they are provided. †¢ Ensuring measures that consumers (learners) are not damaged by services of low quality, and a safety-net in such areas. There are cases, for example, where the quality of a service supplied by a â€Å"university† in one state is not necessarily of the same level as that supplied by a university of another state, due to the difference in higher education system of the two states. It has also emerged that the quality of education services fails to be correctly judged, in cases where the service is supplied by a â€Å"degree mill† of one university by means of Distance-Learning. It is difficult to arrive at a universally acceptable articulation of what quality in education means. At the same time, such articulation is critical since it plays an important role in shaping the practice of education. It has often been possible to bring about such quality in education at a small scale with intensive utilization of recourses. However, the provision/distribution of quality education by a large-scale system is a daunting challenge. ’ Quality’ as a term refers to ’how well’ certain objects and processes achieve their given aims. It is validating as well as comparative. Its most immediate connotation is ’better’. ’ Better’ as ifferentiated from ’good’, and implying the existence of at least two objects or processes, between which a comparison across a decided set of parameters can be established. Understanding quality in education requires an appreciation of the aims of education; the social and philosophical roots of these aims as well as determining the nature of the organisation and system that is best oriented to achieve them. Educational quality concerns typically encompass topics such as teacher training, textbooks and materials, evaluation and physical infrastructure especially institution buildings. However the quality of these processes/topics can only be understood with reference to the objective of the education system of which they are but a part. Educational objectives in turn are influenced by societal notions of a child, human learning and schooling. The most common worldly application of the term and concept of quality is in the context of products and services. To define quality in the field of education, it may be instructive to examine the more widely practiced usage of quality, and explore its appropriateness or applicability for education. Quality: A Conceptual Exploration Owlia and Aspinwall (1996) interpreted the quality for higher education in terms of the quality dimension by using Garvin’s quality framework (Garvin, 1987), service quality dimension (Parasuraman, Zeithaml & Berry, 1985; 1988), and software quality dimension (Watts, 1987). However, the dimension identification frameworks focuses mainly on defining the quality aspect of the product features (Garvin, 1987) and service features (Parasuraman, Zeithaml & Berry, 1985; 1988). We adopted a more comprehensive approach to classify the quality attributes of education. The framework we proposed is derived from West, Noden and Gosling (2000)’s viewpoint of quality in higher education. We called it the Input–Process–Output (IPO) framework in which ‘Input’ refers to the entry requirements, ‘Process’ refers to the teaching and learning process, and ‘Output’ refers to the employability and academic standings (as shown in Figure 1 below). This classification of quality attributes is in accordance with the organization’s operation system of converting the inputs (e. g. raw materials) into outputs (e. g. products and services) via the process (e. g. procedures). In this way, one can associate the quality improvements with the operating system of any organization, including those from the education sector. Some of the quality dimensions identified in Owlia and Aspinwall’s (1996) study are partially covered in the IPO framework. Current understanding and interpretations of the word ’quality’ owe much to their roots in the evaluation of manufactured products. Pioneering management techniques and concepts related to quality and quality management have become common place, and many applications to the field of education can be sought while cautiously keeping in mind the large differences between the commercial world and education. In fact, quality in education has increasingly been understood through the framework of users and in terms of its value for money. To the extent that the service of education and the provision of commercial services are similar, that is both have ’end-users’ and an expectation of ’value-for-money’, parallels are feasible. However, such parallels often regard the provision of education as similar to a marketable service such as getting a haircut. In such cases, (as the market understands it), the individual seeking the service is generally aware of the outcome that the service will provide her with–a haircut usually results in kempt hair for instance. In other words, the user has the means to evaluate the quality of the service. In the case of education, except for very specific skill-oriented training that has readily identifiable outcomes in the short term, it is not very easy to determine what the rather long term process of ’being educated’ will lead to. This is largely because the ’aims’ of education that is the pressing reasons for educating members of a population in any society or country, emanate from the need to create a social and intellectual environment as members of which individuals will be capable of making and acting on rational decisions concerning themselves and their society rather than building people with a specific set of skills. Most users–parents or children–in the case of education, do not have the means in terms of either understanding and/or experience to evaluate quality–whether the child is receiving an education (given the stated aims or those which a parent understands), except in very rudimentary ways–and how it could be better (i. e. through comparing it to some sort of ideal). In other words, the information asymmetry between the service provider and the user, especially poor users, is an important characteristic of education that must be taken into explicit account. In addition to the lack of a shared understanding of quality between consumers and providers, the field of education is also characterized by the absence of a consensus on the notion of quality. For instance, most consumers and the providers of a service, for example telephones, not only agree on what is meant broadly by ’high quality’ in their domain, but, until new technological innovation comes about, this notion remains largely constant. On the other hand, education likes many other systems or endeavours (such as good health, reform or democracy) has a continuously evolving discourse as well as vibrant debates on what constitutes quality, how can it be achieved and provided in the most optimal way to a large number of children14, making it difficult for such a constant notion to exist. Additionally, inherent in the concept of a desirable social and intellectual environment (to be evolved through educating the population), are ideas concerning values which individuals should possess as this is in the interests of society, even though all individuals themselves may not want to imbibe these (take for example, religious or racist tolerance, or fairness in the face of ’self-interest’). Many such values would not be pertinent as an outcome, were the individual’s education being carried out from a purely market oriented (i. e. mployability) perspective, but they are the founding principles of systems of governance such as democracy. This further jeopardizes the application of market or management-derived concepts of quality to education, since the good/commodity being examined for quality, i. e. education, contains many features not demanded explicitly and in some cases actually even shunned by its customers. Therefore, ’quality’ as appl ied to the provision of commercial services or products cannot be directly applied to the provision of education due to the nature of education, and the inherent ’aims’ in its provision. A Framework for Quality in Education As discussed above, the notion of quality in education is not one, which can be simply transcribed from the predominant concept of quality that has evolved from the commercial world. It needs to be unique to the field of education and based on a deeply contextual, need-based view incorporating pedagogic principles and educational aims rather than a fixed prescription or set of guidelines. A viable framework for quality in education could be envisaged as consisting of the following main components: Aims of education, curriculum, pedagogy and material, school organization and relationships, evaluation and assessment, and the nature of provision. The relationship between the design and constitution of these various components would have to be carefully conceptualized to ensure coherence in the experience of education by children. For instance, design of a curricular document needs to be based on the aims of education and epistemological concerns. Similarly, assessment needs to be understood as a means to strengthen and constantly improve children’s education in the context of the stated curricular objectives through appropriate pedagogic practice, rather then as a tool for classifying children as ’failed’ or ’passed’ and thus deciding whether their education will continue. Each of these aspects of education and its quality are discussed in more detail in the following sections. Aims of Education The ’aims of education’ refer to a broad set of principles that provide direction to the practice of education. They play an important role in determining the institutions, curriculum, and pedagogy and assessment system for providing education. What aims are worth pursuing in education is therefore an important question and the answer is often complex, especially in the context of a diverse socio-cultural milieu. In general, the aim of education could be articulated as building capabilities and instilling values in individuals considered necessary for leading personally and socially fulfilling lives. The form and nature of education in any society is deeply influenced by the notion of a human being predominant in that society, and is closely linked to the understanding of what is ’good’ for people which in turn is based on views regarding human nature, needs and potential. It is therefore not surprising and somewhat inevitable that different societies, and even different groups of people in the same society, propound different notions of education making it a contested concept. Other concepts that influence the process of formulating the aims of education include the understanding of human learning and the notion of a child in society. In education, learning is understood as ’. . . having acquired ability to do something on the basis of experience and effecting a change in the learners’ understanding’ and while learning, thus defined, is an inevitable outcome of living for most, ensuring that the aims of education become part of learning requires active teaching. What these aims actually comprise of, and more importantly translate into through the working of a system of education depends on the nature of governance in a specific nation. For example, France and Prussia historically implemented education systems designed by the elite aimed at developing their respective countries into industrial powers. Given that India is a democracy, the educational aims in the country implicitly imbibe the special characteristics of such a governance system. These include equal participation of all members, an interest in social relations and their control, the potential to make amendments without disorder, and institutions that are flexible to readjustment. As Dewey explains, even a superficial examination of a democratic government’s (such as India’s) interest in the education of its citizens yields that since a democracy dismisses the idea of external authority, education is a must to ensure that popular suffrage leads to an appropriately chosen government. Further, the author suggests that since democracy represents almost a way of life (since it requires understanding the effect of one’s action on others and thereby communicating and accommodating continuously on an individual, societal or communal level) rather than just a governance system, it is only through education that these capacities can be built and such behavior brought about. Further, given that education has been discerned as a means towards progress for not only social and economic prosperity but also for facilitating equitable access to commonly provided, individually appropriated experience, it is important that the distribution of education should be characterized by the ideal of equality of educational opportunity. This is particularly in the case of India where the social order represents pervasive inequalities of wealth and opportunity, and can often lead to social position in terms of wealth and opportunity being correlated with future access to, and experience of, education. This is where the public system of education provided by the state assumes importance as the large majority of India’s poor can afford to access education only through the government system since it is free, and this is likely to remain the case for the foreseeable future. Therefore, it is important to realize that in the context of India, the state has an active interest in shaping each citizen–indeed, the idea or concept of ’state’ itself virtually depends for its existence on education, since it is only education that can effectively transmit the ideal of a democratic state to the next generation, thereby ensuring its perpetual continuity. Following the 86th Constitutional amendment, free and compulsory education in the age group of 6 to 14 is now a fundamental right in India under Article 21 (A). Thus, the aims of a system of education reflect the underlying values on which it is built, which in turn are contextual to human society, with individuals viewed both as atomistic constituents of that society as well as a collective. In practice, the aims of education are often stated in somewhat indeterminate terms. For instance, an oft-stated aim is ’the all round development of children’. This statement clearly requires clarification if it is to provide any direction for the content or the process of education. There is a need to specify what defines such all round development and once a list is drawn it has to be determined whether to include all or select on the basis of relative importance. On the other hand, examples of very specific aims include the focus on producing skilled labour for the economy. While such an aim certainly provides some direction to the educational context, it is too narrow and can impede excellence in other worthwhile aspects of life. Formulating aims that refer to general abilities such as rationality, critical thinking, creativity and others as an end, do avoid being too narrow on the one hand, but are also relatively more specifically definable on the other; and therefore, may work better for school systems. By virtue of being better-definable they help educators translate educational aims into classroom processes. For instance, teaching the concept of numbers and other mathematical operations maybe one of the accepted means of inducing rational thinking in a child, and therefore worthy of inclusion in the curriculum. Further, it is important to ensure that the content and process of teaching mathematics to children actually does translate into rational thinking and does not get restricted to the narrow objective of passing examinations Other common classroom processes prevalent in many schools include repetition of words and poems after the teacher without adequate comprehension and copying ? Sart S (such as a flower) drawn on the blackboard without error. It is questionable whether such practices provide meaningful stimulation for expression or creativity. Meaningful decisions about content and method in education require consciousness of the aims of education as articulated by an education system. The above illustrations are indicative of the absence of such an awareness governing the practice of teaching. In order to ensure that classroom strategies actually emerge from the professed aims of education it is important to include teachers in the discourse on the aims of education and not restrict this dialogue to a few educationists. The agreed-upon aims of education should broadly constitute a ’philosophically and historically informed set’ whose rationale is ’fully stated, public, and revisable’. Indian scenarios The professional education sector in INDIA comprises various types of providers. The largest group is made up of Universities and Affiliated colleges, which are large institutions offering a broad range of vocational and academic subjects at various levels, and are attended by both young people (17-28 year olds) and adults. Deemed Institutions and Autonomous colleges are another substantial group and have traditionally catered for 17-15 year olds taking Advanced level courses. More recently, however, they have broadened both their course offering and their student profile. Specialist Colleges concentrate on specific areas of the curriculum such as management , engineering and professional or land based subjects. They often have well developed links with employers and industry because of the specialist nature of the subjects taught. Finally, Specialist Designated institutions cater mainly for adults, as do External Institutions. The latter, however, also cater to the needs of educationally disadvantaged students through Distance Learning Mode. The purpose of this study is to explore the professional education classroom and its effects on student persistence and satisfaction. In order to face the challenges of student retention, the classroom must be explored to determine how these experiences affect the student attrition process. The classroom is a part of the curricular structure that links different disciplines around a common theme. Understanding the elements of the classroom experience will provide students, faculty, staff, and administrators with a vital sense of shared inquiry. The classroom experience must be designed to provide positive experiences through the adoption of various learning strategies. The article seeks to ascertain to what degree the classroom experience enhances student learning and persistence and, if so, how it does so. Beyond its obvious policy implications, the study purports to provide the context for a series of reflections on the ways in which current theories of student persistence might be modified to account more directly for the role of classroom experience in the process of both student learning and persistence. The study identifies variables associated with student integration or lack thereof, into the educational environment and whether or not these variables have an effect on student persistence. Lastly, the study purports to provide the aspects of student satisfaction and student perceptions of their learning experiences. The Problem As a result of low retention rates, administrators are seeking strategies to create a positive atmosphere that is supportive in meeting student needs in order to ensure student persistence. There is a critical linkage that exists between student involvement in classrooms, student learning, and student persistence. Research studies have identified factors that contribute to and influence student decisions to persist, or leave college before accomplishing their intended educational goals (Astin, 1987, 1993; Bean, 1983; Braxton, 1995, Bogdan & Biklen, 1992; Endo & Harpel, 1982; Tinto, 1975, 1987, 1993). In particular, Tinto’s attrition model (1975, 1987, & 1993) is among those strategies that have been used in an attempt to describe and categorize the student attrition process. Although persistence in college is important, students’ overall satisfaction with their educational experiences and their interactions on the college campus are the most important factors (Tinto, 1993). Collectively, the educational environment and organizational culture is important in determining student satisfaction and their motivation to persist. Statement of the Problem Research studies in the past have analyzed student retention, particularly among traditional university student populations (Anderson, 2001; Astin, 1993; Braxton, 2000; Cope & Hannah, 1975; NCES, 1997, 1998, 1999; Noel et. al. , 1985; Tinto, 1975, 1987, & 1993). As McLeod and Young (2005) have proposed, it is necessary to investigate the factors that influence a student’s decision to remain or not to remain enrolled at a minority institution. The most important factor in predicting a student’s eventual departure from college is absence of sufficient contact with others (Pascarella & Terenzini, 1979). Ostrow, Paul, Dark, and Berhman (1986) found that supportive relationships enable students to better cope with the demands of the college environment. Few studies exist which focus on the higher education classroom and the manner in which it can effects student persistence and satisfaction of students enrolled on traditional university campuses. Evident in previous studies is the recognition that institutional variables do influence a student’s decision to persist in attaining their educational goals. There is a critical linkage that exists between student involvement in classrooms, student learning, and student persistence. The classroom plays an important role in the student learning and persistence process. According to McKeachie (1970, 1994) and Smith (1980, 1983), it is evident that multiple relationships exist between teacher behaviors and student participation in classroom discussions and learning. Student participation in the higher education classroom is relatively passive (Smith, 1983; Karp & Yoels, 1976; Nunn, 1996), and lecturing is dominant (Fischer & Grant, 1983). The author Nunn (1996) found that classroom traits, specifically a supportive atmosphere, are as important to student participation as are student and faculty traits. The recognition of the importance of classroom environment is part of another area of inquiry, namely the role of classroom context, its educational activities and normative orientations, in student learning. Instead of focusing on the behaviors of faculty, a number of researchers have focused on the role of pedagogy (Karplus, 1974; Lawson & Snitgen, 1982; McMillan, 1987) and, in turn, curriculum (Dressel & Mayhew, 1954; Forrest, 1982) and classroom activities (Volkwein, King, & Terenzini, 1986) as predictors of student learning. Generally speaking, these have led to a growing recognition that student learning is enhanced when students are actively involved in learning and when they are placed in situations in which they have to share learning in some positive, connected manner (Astin, 1987). As numerous researchers have suggested (Astin, 1984; Mallette & Cabrera, 1991; Nora, 1987; Pascarella & Terenzini, 1980; Terenzini & Pascarella, 1977), the greater students are academically integrated in the life of the institution, the greater the likelihood that they will persist. Students who feel they do not fit academically in the environment of the institution possess lower levels of satisfaction than those who feel they belong (Bean & Bradley, 1986; Pervin & Rubin, 1967). Astin (1993), Friedlander (1980), Parker and Schmidt (1982), Ory and Braskamp (1988), and Pascarella and Terenzini (1991), all suggested that student involvement in the classroom influences learning. When students are actively involved in the life of the college, especially academically, they will possess greater acquisitions of knowledge and skill development. Juillerat (1995) determined students who participate actively in their learning experience possess higher satisfaction rates than less involved students. According to Endo and Harpel (1982) and Astin (1993) student and faculty engagement, both inside and outside the classroom, are important to the student development process. Endo and Harpel (1982) suggested further those students who persisted which were reported to have had higher levels of contact with peers and faculty and also demonstrated higher levels of learning gain over the course of their stay in college. High levels of involvement prove to be an independent predictor of learning. The more time students invest in their own learning, the higher their level of effort, the more students learn. Braxton, Milem, and Sullivan (2000) wrote that research studies left social integration unexplained. Institutional type (Chapman & Pascarella, 1983), organizational attributes ( Berger & Braxton, 1998; Braxton & Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, & Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, & Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem & Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts given to understand both academic and social integration and their effects on student departure decisions. Various constructs may also be derived from the role of the institutional classroom in the student departure process and the identification of forces that influence academic integration and social integration. Tinto (1997) suggested that if social integration was to occur, it must occur in the classroom, because the classroom functioned as a gateway for student involvement in the academic and social communities of a college. Thus, the college classroom constitutes one possible source of influence on academic nd social integration. Student Satisfaction and Perceptions of the Classroom Experience The authors, Bean and Bradley suggest student satisfaction is defined as â€Å"a pleasurable emotional state resulting from a person’s enactment of the role of being a student† (1986, p. 398). Overall life realization includes fulfillment with specific domains, such as student satisfaction (Coffman & Gilligan, 2000). Therefore, it is assumed that a students’ overall satisf action with the learning experience is an indicator of college persistence. In addition, Coffman and Gilligan (2000) further found that those students who withdraw from college prior to graduation are less likely to be able to identify someone on campus with whom they had developed a significant relationship. These students report low satisfaction with their personal interactions, social isolation, and absence of opportunities for academic contact. Most of these students report academic difficulties which occur in the classroom highly influenced their departure from college. According to Juillerat (1995), a student related variable that has been found to be connected to student satisfaction is institutional fit. The more acquainted a student is with the environment of the institution, the more he/she will fit into the culture of the institution. Students who feel as if they do not fit into the culture of the institution possess lower levels of satisfaction than those who feel that they belong. According to Juillerat (1995), student satisfaction is the extent to which a students’ perceived educational experience meets or exceeds his/her expectations. Student satisfaction can be defined by the positive and negative gaps in the expectation level and perceived reality. If a students’ expectation is matching or exceeds his/her evaluation of reality then seemingly the student is satisfied. On the other hand, if a students’ expectation is higher than his/her evaluation of reality then seemingly the student is dissatisfied. This approach to defining student satisfaction assists institutions in determining satisfaction levels and closes the gap between reality and expectations. Bean and Bradley (1986) determined that the number of friends a student has, along with his/her confidence in his/her social life, has a significant effect on satisfaction levels. Weir and Okun (1989) found similar results in the amount of contact a student has with peers, faculty, staff and administrators was positively correlated with academic satisfaction. The availability and formal and informal interaction with faculty, staff and administrators for interaction with students is related to student satisfaction and persistence. Endo and Harpel (1982) further suggest that a student expectation for peer involvement academically is a contributor to student satisfaction and persistence. Another important factor of a students’ overall satisfaction with the learning experience is their perceptions of their academic programs of study. The authors Bean and Bradley (1986) suggest if a student is academically integrated and interested in their course of study, motivated to study, and likes the faculty teaching the course will possess high satisfaction. Juillerat (1995) suggests, stimulating coursework and high teaching ability of professors is related to academic satisfaction. The purpose of this study is to explore the higher education classroom and its effects on student persistence and satisfaction. In order to face the challenges of student retention, the classroom must be explored to determine how these experiences affect the student attrition process and ultimately the BRANDING of the Institution by minimizing the GAPS in the service delivery. The classroom is a part of the curricular structure that links different disciplines around a common theme. Understanding the elements of the learning experience will provide students, faculty, staff, and administrators with a vital sense of shared inquiry. The classroom experience must be designed to provide positive experiences through the adoption of collaborative learning strategies. The article seeks to ascertain to what degree such strategies enhance student learning and persistence and, if so, how they do so. In conclusion, administrators in higher education should embrace an understanding of strategies for minority student retention. Administrators have continuously overlooked the essentially educational and developmental character of persistence as it occurs in most institutional settings. There is a rich line of inquiry of the linkage between learning and persistence that has yet to be pursued. Administrators must continue to fully explore the complex ways in which the experiences in the classroom shape both student learning and persistence. The author Braxton (1995) questioned the role of faculty teaching in student satisfaction and persistence. Administrators must be equipped to face the challenges of minority student retention and be proactive in their approaches retain minority students. A students’ ability to be connected to the institutional environment and their ability to adapt to the organizational culture are related to vocational and educational stability, student satisfaction, and student success. The institutional environment and the organizational culture mediate student academic and social experiences in college. Educational stability, student satisfaction, and student success are the building blocks of the retention process this service quality delivery only reinforces the EDUCATIONAL BRAND. [pic]

The Effect of Reality Television Shows - 2018 Words

Television has become a significant part of our daily lives.Despite vast internet network developments, many people in the world still spend significant timewatching television. According to the article â€Å"Television viewing at all-time high† from the Los Angeles Times, â€Å"†¦the average American now watches more than 151 hours of TV a month. That is about five hours a day†. (www.latimes.com). People still get important information from their TVs and are also entertained from this same source. Televisionshowsnowadays have more ways to reach their audience through computer monitors and cell phone screens. It has also become very convenient forpeople to watch these TV shows at anytime and at any place.Because of this newly increased accessibility,†¦show more content†¦Problems of â€Å"Jersey Shore† startfrom casting. There is not one single person outside this race, and the show represents the people living in New Jersey horribly. MTV’s o ther reality TV show â€Å"The Real World† also seems to have a prerequisite for casting too. Even†Survivor† seemed to be racist by dividing teams up according to race, naming a black team and white team. Sexuality in reality shows isone of the biggest problems. There are shows like â€Å"Rock of Love Bus† or â€Å"Jersey Shore† that are all about sex and the consumption of alcohol. Those kinds of shows tend to focus too much on sexual relationships with drinking involved. The entire story of Jersey Shore is about the craziness of those people in the show. If they actnormal, it is not going to be on the show because that is not entertaining. All we can see from Jersey Shore is thatpeople have parties and hookup with random people in the club. It does not give any good influence on people who watch that show. Young kids not mature enough for this kind of content only gain bad influence from watching these shows. 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The Practice Of Enforced Conformity English Literature Essay Free Essays

string(93) " terrific merchandise of the societal system he belonged to † \( Wharton, 1918:35 \) \." The end of this drawn-out essay is to oppugn the pattern of implemented conformance within the societies depicted by Edith Wharton ‘s The Age of Innocence and Mark Twain ‘s The Adventures of Huckleberry Finn. This paper encompasses the two plants which compare the differences between the social facets of conformance within Twain ‘s Southern provinces of pre-civil war America and Wharton ‘s post-civil war New York. Both writers use the position of their several supporters to reflect on and knock the biass and values of these societies. We will write a custom essay sample on The Practice Of Enforced Conformity English Literature Essay or any similar topic only for you Order Now In The Adventures of Huckleberry Finn, Mark Twain uses the cardinal character of Huck to foreground society ‘s lip service and the manner that faith and morality stifle individuality and free-spiritedness. Huck is invariably indicating out the manner that persons believe themselves to be devout and morally unsloped but, in fact, are by and large hypocritical and dishonest. One of Twain ‘s chief onslaughts is directed against the system of bondage in concurrence with the stereotyping of Negroes at this clip. Huck ‘s voice is used to foreground the unfairness of this system, although, being a merchandise of this society, he besides expresses some of the biass he has learnt. Other characters, such as Jim and Pap, are included to research this subject farther. Puting, imagination and a humourous tone aid to reenforce Twain ‘s review. Wharton uses similar devices to reprobate New York society in late 19th century. Unlike the boylike artlessness of Huck, Wharton ‘s supporter, Newland Archer, is misanthropic and can see rather clearly the mistakes in his community. It is suggested that he would wish to interrupt out of conventional behavior, but does non hold the bravery. Other characters, such as May and Ellen, are used to foreground the harm that the insisting on conformance causes to persons. Wharton besides draws to her readers ‘ attending, the patriarchal nature of this society, its focal point on philistinism, and refusal to alter. Like Twain, Wharton uses symbolism, particularly that of flowers and costume, every bit good as elusive sarcasm, to foreground her observations. Word Count: 330 words Introduction One major facet of human nature is the bias against those who reject social norms. It seems inevitable that the bulk is prejudiced against those who refuse to conform, in order to keep societal stableness and do certain everybody upholds the values that most people portion. There are many different sorts of bias but the chief focal point of two American novels, The Adventures of Huckleberry Finn ( 1884 ) , by Mark Twain, and Edith Wharton ‘s The Age of Innocence ( 1918 ) , trade with prejudice against non-conformists. These authors use a assortment of devices to place readers to be hostile towards such values and conventionality. Couple utilises the supporter, Huckleberry Finn, every bit good as a overplus of secondary characters, such as Pap and Jim, to foreground the unfairness of the bondage system which operated before the civil war. Furthermore, Twain besides critiques the lip service of most people, who claim to take the moral high land, but are, in fact, merely holier-th an-thou. In this text, imagination and sarcasm are used to convey the author ‘s strong message. Wharton employs similar techniques. The supporter, Newland Archer, is portrayed as a coward. He is to the full cognizant of the absurdnesss of his society ‘s insisting on conformance, but can non interrupt off, taking to the calamity of his by and large unrealized life. Minor characters, including Ellen and May, reinforce this major subject every bit good as Wharton ‘s onslaught on the patriarchal nature of her surroundings, and fright of alteration. Like Twain, Wharton weaves into her text, a strong sense of sarcasm and drawn-out imagination. Thus the two texts are really similar in manner and construction, although they deal with really different societies and conventions. The Age of Innocence is set in upper-class New York society in post-civil war America. In this surroundings, people are really proud of their community ‘s accomplishments and reject alteration, which they perceive will endanger the position quo, richness and civilization. Wharton suggests that persons are raised in a civilization that is already to the full established with complex sets of values and categorizations, regulations and prohibitions. The bulk accepts these codifications as normal and natural. Having mastered the complexnesss of the civilization, life is conducted in the channels provided by that civilization. Hence, when anyone attempts alteration or stairss out of these well-worn waies, he or she is rounded upon, condemned and finally rejected. New York in the late 19th century is besides stiffly patriarchal and adult females must be cosmetic, supportive and economically dependent on work forces. In contrast, The Adventure of Huckleberry Finn is set before the civ il war in America ‘s Deep South, specifically along the Mississippi River. Unlike New York, the chief bias here is racial. Most Whites support bondage and are dying to maintain Negroes in their topographic point, for fright that they will accomplish equality and hence overthrow the high quality of the Whites. This society besides prides itself on its moral virtuousnesss and is determined to coerce everyone to conform to the spiritual conventions. Edith Wharton uses a assortment of methods to reprobate New York ‘s society ‘s snobbism and fright of alteration. The supporter, Newland Archer, is Wharton ‘s chief device. In the first chapter, it is rapidly established that he conforms to societal norms, as readers learn that, â€Å" what was or what was non â€Å" the thing † played a portion as of import in Newland ‘s New York. † ( Wharton, 1918: 4 ) However, Newland likes to believe of himself as a non-conformist and feels that he is the â€Å" clearly the higher-up of these chosen specimens of old New York † . ( Wharton, 1918:7 ) Mutely, he mocks those whom he sees as slaves to conventionality. Assorted incidents are used to foreground Newland ‘s disdain. He is frustrated by May ‘s deficiency of independent action when she refuses to run off with him and comes to see her as â€Å" a terrific merchandise of the societal system he belonged to † ( Wharton, 1918:35 ) . You read "The Practice Of Enforced Conformity English Literature Essay" in category "Essay examples" He is unimpressed with May and fascinated by Ellen ‘s exoticness, symbolised by his reaction to her unconventional house, where he felt the lamps imposed a â€Å" bleached shadowy appeal of a room unlike any room he had known † . ( Wharton, 1918:57 ) Another symbol of Newland ‘s flirting with the out danger of the unconventional is the type of flowers he gives to the two adult females in his life, giving flowers was non merely a manner to show wealth, but besides a manner to pass on elusive messages. During his battle with May, Newland sends lilies-of-the-valley to her â€Å" every forenoon on the minute † ( Wharton, 1918:65 ) , while it is traditionally given as a marrying flower to stand for a â€Å" return of felicity † , it besides symbolises artlessness and celibacy ( Gwen ) . The supporter sees May as being naA?ve and guiltless as the white flo wers he gives her suggest. However, during Newland ‘s first visit to Ellen Olenska ‘s place, he gives her a corsage of yellow roses which the supporter ‘s thought â€Å" there was something excessively rich, excessively strong, in their ardent beauty. † ( Wharton, 1918:65 ) as â€Å" he had ne’er seen any as sun-golden before † ( Wharton, 1918:65 ) therefore Wharton, suggests that like flowers reflects on the receiving system ‘s personality and hence the xanthous flowers symbolise green-eyed monster, unfaithfulness and exoticness. Yet, faced with the chance to arise, he lacks the bravery. Rather than contending against society ‘s positions on divorce, he volitionally gives in and decides non to follow her, even though he feels â€Å" an ceaseless indefinable craving † ( Wharton, 1918:183 ) for Ellen. The writer farther high spots Newland ‘s cowardliness and apathy by saying that he â€Å" instinctively felt that in this regard it would be troublesomeaˆÂ ¦to stick out for himself. † ( Wharton 1918:7 ) Newland ‘s unwillingness non to conform is farther extrapolated when he pays lip service to democratic rules, but one time married, reassumes his earlier conventional, patronizing attitude to May ‘s â€Å" artlessness † ( Wharton 1918:119 ) , with the premise that it â€Å" seals the head against imaginativeness and the bosom against experience! â€Å" ( Wharton, 1918:119 ) . Even when he subsequently admits to Ellen that his matrimony is a â€Å" fake † ( Wharton, 1918:199 ) , he blames her for his quandary stating â€Å" You gave me my first glance of a existent lifeaˆÂ ¦ it ‘s beyond human digesting † ( Wharton, 1918: 199 ) . Wharton ‘s oppressing unfavorable judgment of Newland culminates in the concluding pages. The clip is now 30 old ages subsequently and society is radically different. Old snobbisms have been abandoned and he realises that May ever knew about his relationship with Ellen. Yet, now there is â€Å" no ground for his go oning in the same modus operandi † ( Wharton, 1918:289 ) and he has a opportunity of freedom, he is still â€Å" held fast by wont † ( Wharton 1918:290 ) and â€Å" saw into what a deep rut he had sunk. † ( Wharton, 1918:290 ) Indeed Newland has non changed at all ; he is still torn between the feeling that he should prosecute in â€Å" new things † . ( Wharton, 1918:290 ) He is good cognizant that now â€Å" Cipher was shockable adequate † ( Wharton, 1918:290 ) to worry about past injudiciousnesss. However, the supporter still lacks bravery to be true to himself. He seems frozen by inactiveness, highlighted by his failure to see Ellen ‘s flat, as he thinks â€Å" it ‘s more existent to me here if I went up † ( Wharton, 1918:298 ) . Wharton shows how Newland continues at war within himself as he â€Å" all of a sudden heard himself state † . ( Wharton, 1918:298 ) these words. Therefore as the terminal, when he â€Å" walked back entirely † ( Wharton, 1918:298 ) , readers understand the otiose chances of Newland ‘s life as he can ne’er interrupt out of societal norms. As Wharton demonstrates a usage of sarcasm as Ellen â€Å" closed the shutters † ( Wharton, 1918:298 ) , she is symbolically stoping any opportunity that Newland has of altering. Similarly, Mark Twain uses his chief characters to review his society, but is it non the snobbism and the conventions that are attacked, but the lip service. Huck is used as a device to dramatize the struggle between societal or received morality on the one manus, and a different sort of morality based on intuition and experience on the other. Like persons of his age, Huck is written through the position of a kid and although he is doubting of spiritual values, such an immatureness is demonstrated by the supporter ‘s superstitious positions as he heard â€Å" a shade † ( Twain, 1884:4 ) . Despite such beliefs, Huck reflects Twain ‘s agnosticism as he remains stainless by the regulations and premises of society in which he finds himself in. Even though Huck is speedy to knock the absurdness of the universe around him, he does non try to do discourtesy. He is every bit speedy to state us that though the â€Å" widow cried over me, and called me a hapless lost lamb. . . she ne’er meant no injury by it. † ( Twain, 1884:2 ) . Couple presents the supporter ‘s unwillingness to alter after Miss Watson ‘s efforts to â€Å" sivilize † ( Twain, 1884:1 ) him, but shortly reverts back to his old wonts after populating with his male parent. The struggle between the subjugation of civilization and â€Å" natural life † is introduced in the first chapter through the attempts of the Miss Watson, who tries to coerce Huck to have on new apparels, give up smoke, receive an instruction and larn the Bible. Couple nowadayss both Miss Watson and the Widow Douglas as being highly conservative, invariably seeking to learn Huck the ways of a spiritual society which he finds â€Å" boring and only † ( Twain, 1884:3 ) , whereas Huck is represented as being out traveling and free spirited. Twain uses an analogy to depict Huck ‘s antipathy for the inefficiency within supplication as Miss Watson tells Huck â€Å" to pray every twenty-four hours, and whatever I asked for I would acquire it. But it war n’t so. I tried it. Once I got a fish-line, but no hooksaˆÂ ¦ . I tried for the maulerss three or four times, but somehow I could n’t do it work. † ( Twain, 1884:4 ) Here, Twain suggests that Huck is unable to hold on the construct of formal faith. Furthermore, Huck ‘s refusal to remain at the Grangerfords reveals his inability to settle down as he says, â€Å" there war n’t no place like a raft † ( Twain, 1884:5 ) Therefore, Huck is used to show the writer ‘s chief message that the barbarian manner of life is more desirable and morally superior to the corruptness of purportedly civilized American society. Wharton besides subverts the mythology of America as a new, democratic society. America is supposed to be an uninhibited â€Å" heaven † as opposed to the stiff European â€Å" snake pit † experienced by Ellen. However, the writer suggests that people have in fact imported the â€Å" old † category differentiations and snobbism from Europe. â€Å" Old † New York society has an ambivalent attitude towards the â€Å" new † rich. Peoples admire Julius Beaufort because he is affluent but despise him because he is self-made, despite the fact that he has gained societal reputability by get marrieding into the celebrated Mingott household, he is ever at the outer peripheries of society and considered slightly disreputable. The possibility of a new beginning is symbolized by Newland and Ellen ‘s interlude in the Patroon ‘s house. The original Dutch governor ‘s bungalow embodies the possibility that the twosome can get away the yesteryear. In contrast, the new wave der Luydens are one of the most well-thought-of households because of their European lineage, epitomised by their â€Å" high-ceilinged white-walled Madison Avenue drawing-room, with the picket brocaded armchairs so evidently exposed for the juncture, and the gauze still veiling the ormolu mantle decorations † . ( Wharton, 1918:42 ) Their seal of blessing is needed to derive societal acceptableness, shown when their invitation to Ellen allows her to come in New York society as they delivered her an envelope that â€Å" contained a card ask foring the Countess Olenska to the dinner † ( Wharton, 1918:7 ) . However, she shortly discovers that this surroundings is merely as stiff and stratified as Europe, as Newland explains, â€Å" New York Society is†¦ ruled, in malice of visual aspects, by a really few people with- well- instead old- fashioned ideasaˆÂ ¦ † ( Wharton, 1918:89-90 ) Wharton shows that alteration is rejected as a d estabilising influence. In the first chapter, Ellen is seen have oning an unfamiliar European style-dress which attracts â€Å" undivided attending † ( Wharton, 1918:10 ) . The disapproval of such new manner is emphasised when Miss Jackson notes, â€Å" aˆÂ ¦In my youthaˆÂ ¦ it was considered vulgar to dress in the newest fashionsaˆÂ ¦ † ( Wharton, 1918:211 ) . Wharton points out the inevitable alteration of society by showing a contrast at the terminal of the book ; Dallas Archer has married Julius Beaufort ‘s bastard girl, Fanny which would hold one time been considered wholly unacceptable. The writer even points out the comparing between Fanny and Ellen as the former â€Å" had won [ New York ‘s ] bosom much as Madame Olenska had won it 30 old ages before † ( Wharton, 1918:260 ) . However, now â€Å" alternatively of being distrustful and afraid of her, society gleefully took her for granted. â€Å" ( Wharton, 1918:260 ) . As Newl and reflects, â€Å" Peoples presents were excessively busy with reforms and â€Å" motions, † aˆÂ ¦ to trouble oneself much about their neighbors. † ( Wharton, 1918:291 ) Therefore, the fact that such a respected and conventional household such as the Archers became connected to â€Å" Beaufort ‘s assholes † ( Wharton, 1918:291 ) is used to bespeak how stiff New York society one time was and how much it has changed. An built-in portion of Wharton ‘s review is the repression of adult females. Late 19th century New York society is steadfastly patriarchal. Womans are expected to be inanimate, cosmetic and pure. Wharton uses costumes to foreground these outlooks as May is instantly introduced as â€Å" a immature miss in white † . ( Wharton, 1918:5 ) This symbolism suggests her artlessness and fidelity towards her hereafter partner. In contrast, Ellen is subsequently introduced as have oning a â€Å" dark bluish velvet gown instead stagily caught up under her bosom by a girdle with a big antique clasp. † . ( Wharton, 1918:7-8 ) This description instantly highlights Ellen ‘s refusal to conform and so openly ask foring attending which is a complete contrast to May ‘s costume, proposing her deficiency of conformity of the gender stereotype. Furthermore, adult females are expected to get married and stay so, nevertheless severely they are treated. Wharton emphasises the m anner work forces patronise adult females through the relationship between Newland and May. He notices his married woman ‘s narrow involvement while in London with annoyance, where â€Å" nil interested her but the theaters and the stores. † ( Wharton, 1918:160 ) and patronizingly teaches her about art. Women within New York society besides have to be compliant and supportive of their hubbies, irrespective of their partners ‘ behavior as â€Å" May ‘s lone usage of the autonomy she supposed herself to possess would be to put it on the communion table of her wifelike worship. † ( Wharton, 1918:160 ) Wharton besides presents the meeting of individualities of adult females with their hubbies through the word picture of the new wave der Luydens who â€Å" were so precisely alike that Archer frequently wondered how, after 40 old ages of the closest conjugality, two such merged individualities of all time separated themselves plenty for anything every bit controversial as a talking-over.. † . ( Wharton, 1918:43 ) The rebellion against gendered stereotypes is by and large opposed, as shown when Ellen is condemned for take a firm standing on divorce. There are some exclusions, for illustration, Mrs. Manson Mingott, whose â€Å" influence is great throughout her household † ( Wharton, 1918:206 ) , because she is affluent and does non present a menace to societal convention yet even she refuses to assist her girl, Regina when Beaufort runs off with Fanny. Miss Manson Mingott abandons her girl, claiming that their household name was tarnished by such an incident as she says â€Å" It was Beaufort when he covered you with gems, and it ‘s got to remain Beaufort now that he ‘s covered you with shame. † ( Wharton, 1918:223 ) Furthermore, this intervention of adult females produces societal tensenesss. Newland desires Ellen, who is sexually experienced, and had a affair with Mrs. Rushworth who was his rational e qual. However, if he wants to keep male high quality, he has to accept May and the deficiency of fulfillment he knows he will see throughout his married life. It is through the creative activity of these characters that Wharton critiques her patriarchal society. Wharton ‘s society is brewing with lip service, as money buys non merely regard and human value but besides free scope to populate without effects. In the novel ‘s society, value and individuality are rooted in philistinism and lip service, bespeaking non merely a crisis of subjectiveness on the degree of the person but besides suggesting at a larger prostration of human relationships in general. Like Wharton, Twain besides condemns the lip service of the spiritual. However, the onslaught is much more biting, even though the tone, created through Huck ‘s voice, is humourous and purposes to satirically mock the values presented by the supporter. In the first chapter, Miss Watson introduces Huck to â€Å" the bad topographic point † ( Twain, 1884:3 ) , while the supporter, could non â€Å" see no advantage in traveling † ( Twain, 1884:3 ) to Heaven. Twain indicates that despite the caretakers ‘ purposes, Huck ne’er sees any existent weight in faith and treats the construct of Eden and snake pit as a myth. Subsequently, when the mountebanks, â€Å" Duke † and â€Å" King † , convert a spiritual community to give them money so they can â€Å" change over † their non-existent plagiarist friends, the God-fearing common people are easy fooled as King â€Å" went all through the crowd with his chapeau † ( Twain, 1884:171 ) roll uping money and is subsequently offered adjustment. Therefore, King and the Duke are used to stand for those con-men who use faith in a corrupt mode, for self-gain. The chapters where Huck meets the Grangerford and Sheperdson allows Twain to utilize sarcasm in order to reprobate certain facets of purportedly civilized America. Both households represent the wealthy and educated and uncover the senseless ferociousness and gratuitous slaughter involved in their arbitrary construct of honor. The dignified Colonel Grangerford, who is eager for the glorification to be gained from hiting â€Å" a few buck-shot â€Å" ( Twain, 1884:141 ) at a Shepherdson household member, unquestioningly believes in devaluating human life, emphasized by the Twain ‘s suggestion of the feud is so arbitrary that the households do non even know why they are contending ( Q ) . Both feuding households are church departers and in one discourse where both the households â€Å" took their guns along â €  ( Twain, 1884:142 ) , given by Mr. Grangerford he speaks of â€Å" brotherlike love † ( Twain, 1884:142 ) while, hypocritically, encourages the slaying of the opposing household. Twain satirise this by showing Huck ‘s oblivion to spiritual values, crying that â€Å" it seem aˆÂ ¦to be one of the roughest Sundays, I had run across yet † ( Twain, 1884:142 ) , when compared to the household ‘s positive remarks about the â€Å" good discourse † ( Twain, 1884:142 ) . Through this averment, it can be suggested that Twain is resentful towards the contradiction of spiritual values, which is reinforced by the in writing description of the confrontation as Buck recalls that â€Å" his male parent and his brother was killed, and two or three of the enemy. † ( Twain, 1884:148 ) intended to floor the readers and reinforce Twain ‘s point that God-fearing and self-proclaimed observant Americans feel justified in utilizing such ferociousness. This incident is besides in marked contrast to the breeding of Wharton, who ne’er references force. This comparing clearly indicates the different nature of these two respective societies – the abrasiveness of the South and the polish of New York – even though both claim to be, in comparing with aliens, civilised. Another major unfavorable judgment of Twain ‘s society is the unfairness of bondage. In The Adventures Huckleberry Finn, The writer uses sarcasm to show that bondage is supported by even the most â€Å" moral † of characters. Miss Watson, an educated and devout Christian adult female, is besides a slave proprietor, connoting that people who regard themselves as morally unsloped believe that bondage is justified inkinesss are purportedly racially inferior and is willing to sell Jim â€Å" down to Orleans † ( Q ) for eight-hundred dollars. Furthermore, the word picture of Pap reinforces the connexion between hapless moral character, racism, and the credence of bondage. He is portrayed as, non merely a racialist, but besides, a rude, self-involved rummy and kid maltreater. As he says â€Å" I was merely approximately to travel and vote myself if I war n’t excessively imbibe to acquire at that place ; but when they told me there was a State in this State where they ‘d allow a nigger ballot, I drawed out. † ( Twain, 1884:36 ) The writer presents how visual aspect and clamber coloring material are the lone standards considered by the societies of the South when finding who is afforded rights in comparing to the black â€Å" p’fessor † ( Twain, 1884:36 ) from the northern province of Ohio. It appears that regardless of how immoral and depraved a white adult male might be, he is still afforded more power than that of a moral black character wish Jim as he is immediately blamed for the â€Å" slaying † of Huck. Therefore exemplifying how society is speedy to fault persons who are socially underprivileged. Here, Twain ‘s really willingness to portray a morally unsloped character like Jim, whose predicament is intended to convey understanding, presents an attitude that is doubtless anti-slavery. In contrast to Pap ‘s changeless maltreatment of his boy, Jim is shown to lose his household as he â€Å" was frequently moaning and mourning that manner, darks, when he judged that [ Huck ] was asleep † ( Twain, 1884:201 ) as he realises that he â€Å" ai n’t of all time gwyne to see † ( Twain, 1884:201 ) them of all time once more. Twain emphasizes Jim ‘s superior moral facets to Huck ‘s male parent by showing the character ‘s compunction in penalizing his girl, ‘lizabeth, after gaining that she is deaf and was hence, unable to listen to his demands. True the supporter does express racist attitudes towards Jim when he says â€Å" I would n’t agitate my nigga, would I? – the lone†¦ nigga I had in the universe, and the lone belongings. † ( Twain, 1884:279 ) However, Twain indicates that Huck is merely a kid who has been influenced by societal bias as he is raised within a deeply bigoted society. While The Age of Innocence and The Adventures of Huckleberry Finn are really similar in manner and building, the chief difference occurs in the usage of imagination. Wharton uses the coloring material â€Å" white † to symbolize pureness and artlessness, as exemplified in May ‘s costumes as she dresses in â€Å" white and splinter † ( Wharton,1918:53 ) and the â€Å" corsage of lilies-of-the-valley † ( Wharton,1918:5 ) she receives from Newland. In contrast, Twain uses the thought of â€Å" white † to sabotage the racial bias practised by the white Southerners. Pap Finn represents the worst facets of white society as he is illiterate, nescient, violent, and deeply bigoted. As Huck remarks, his male parent is â€Å" white ; but non like another adult male ‘s white, but a white to do a organic structure ill † . ( Twain, 1884:25 ) Here, the sickening deathlike lividness of Finn ‘s tegument underscores Twain ‘s disapprobation of the Whites who feel that they are superior to inkinesss, merely because of the coloring material of their tegument. Conversely, the black professor from Ohio is described as have oning â€Å" all right apparels † , â€Å" a gold ticker and concatenation, and a silver-headed cane † and is able to â€Å" speak all sorts of linguistic communications, and knowed everything † ( Twain, 1884:36 ) . This clearly educated adult male is able to vote whereas Pap takes his privileges for granted, warranting his failure to vote by stating he was â€Å" excessively intoxicated † ( Twain, 1884:36 ) . In set uping the contrast between Pap and the Negro, Twain overturns the traditional positions of his clip which suggests that the color white, non black, is associated with immorality. Decision Clearly, The Adventure of Huckleberry Finn and The Age of Innocence are really similar in the manner they present vesicating reviews on their several societies. Both Wharton and Twain use a wide-ranging assortment of different schemes to convey their message. The word pictures of major and minor characters illustrate how persons react and are affected by biass. In Wharton ‘s instance, the memorable supporter, Newland Archer, is bogged down by society ‘s fright of alteration, whilst Twain ‘s Huckleberry Finn subtly remarks on the unfairnesss of his society through the infantile eyes of artlessness. Furthermore, linguistic communication, manner and symbolism reinforce the unfavorable judgments. Readers of both plants are invited to reason that conformance, bias and lip service are unacceptable values for any society to keep and tolerance and fairness are far more preferred. How to cite The Practice Of Enforced Conformity English Literature Essay, Essay examples

Google Glass Video Shoot and Camera Clicks

Question: Discuss about the Google Glassfor Video Shoot and Camera Clicks. Answer: Drawbacks Eminent in Google Glass Google glass is an optical device which has a head-mounted display brought in 2012. However the device was not accepted with complete appreciation as the device was not providing as much promised. It was again brought up in 2015 with some updated features. The devices provides many features like Google maps, video shoot, camera clicks, video calls, 2GB RAM, auto backup on online album and12 new apps to assist. The Google glass is not yet much popular among people. Nevertheless, the glass is being fairly used by many of the field workers and supervisors in their daily industrial work. There have been some questions raised on privacy issue as the device can capture instance without anyone hitting the idea of getting filmed (Hong, 2013). Research Questions What Potentials does the Google Glass have? The device is a complete package of potentials. Google glass can be very effective for blind people. The industry workers who have to be provided with tablets for training or other purpose could use it. People can go hands-free for skydiving and rides (Lv, 2014). What are the Possibilities for its failures? Its health issues, privacy problems and people not feeling comfortable in wearing it. Some other issues highlighted are cost in lined with the efficiencies provided, driving wearing it inadequate battery life, and head-tilt issues. How can malfunctions Addressed be Solved? The issues addressed could be worked out with some more effective technologies applied along with some regulation. The glasses can be worn occasionally to avoid health issue. The glass can show some sign while shooting avoiding privacy issues. Who all Can Gain maximum Output? With some more effective improvements the device could be useful for workers at industry, blind people, and most importantly the astronauts who indeed need such a device. Teachers and doctors can too use it in their respective fields (Glauser, 2013). References Glauser, W. (2013). Doctors among early adopters of Google Glass.Canadian Medical Association. Journal,185(16), 1385. Hong, J. (2013). Considering privacy issues in the context of Google glass.Commun. ACM,56(11), 10-11. Lv, Z., Feng, L., Li, H., Feng, S. (2014, November). Hand-free motion interaction on google glass. InSIGGRAPH Asia 2014 Mobile Graphics and Interactive Applications(p. 21). ACM.