Bachelors Degree How Many Years Does It Take

Bachelor's Degree How Many Years Does It Take SAT / ACT Prep Online Guides and Tips Wait- a bachelor’s degree is how many years? Most Americans wouldn’t hesitate to say, "Four." But as it turns out, this isn’t always the case- and certainly doesn’t have to be for you if you’d rather graduate early! In this guide, we addressone of students' biggest questionsabout college: how many years is a bachelor’s degree, and how can you shorten this time frame? Read on to learn what a typical bachelor's degree entails in terms of credits and classes, how long bachelor's programs generally are, and how you can reduce the time it will take you to earn a bachelor's degree. We'll also cover the biggest drawbacks of getting your degree in less than four years. What Is a Bachelor’s Degree? Overview A bachelor’s degree- also known as a baccalaureate- is an undergraduate degree bestowed by colleges and universities onpeople who have completed an academic program, typically lasting around four years. A bachelor’s degree designates achievement of an education level higher than that of a high school diploma/GED and associate degree (i.e., a two-year undergraduate degree) but lower than that of a graduate degree (master's or doctoral). One of the most common types of degrees for college-bound students, bachelor's degrees are available in a vast array of disciplines, from math and science to the arts and humanities. They also come in several varieties depending on the discipline/field, program, and institution. Here are some of the most common types of bachelor's degrees you’ll see: Bachelor of Arts (BA) Bachelor of Science (BS) Bachelor of Fine Arts (BFA) Bachelor of Business Administration (BBA) Bachelor of Music (BM) Bachelor of Architecture (BArch) Bachelor of Engineering (BE, BEng) There are many benefits to getting a bachelor's degree. Besides expanding your knowledge of a particular field, bachelor's degrees aregreatfor finding well-paying jobs and establishing a career that interests you. According to findings by the US Bureau of Labor Statistics, the median weekly earnings for people with a bachelor's degree is $1,173 per week. That's $337 more than what those with associate degrees make in a week,and $461 more than what those with only high school diplomas make. In short, education pays off! Now that we’ve looked at what a bachelor's degree is and how it can be useful for you, it’s time to get to the meat of the article: how many years is a bachelor's degree? Getting a Bachelor's Degree: How Many Years Does It Take? How long does it take to get a bachelor’s degree? The answer to this question depends on several factors, but in the US, most students earn their bachelor's degreesin four to six years of full-time study (not including summers). According to a 2016 report by the National Student Clearinghouse Research Center, 37.5% of students in bachelor's degree programs at four-year public institutions earned their degrees in four years. In addition,75.4% of students earned their bachelor's degrees in six or fewer years. Of course, some students earn their bachelor's degrees in less time- as little as three years- whereas others earn theirs in more time- up to eight or more years. Here are some key factors that determine how much time your bachelor's degree takes: Whether you have any credits from AP/IB exams or community college classes How many classes you take per semester Whether you take classes over the summer What your major requires in terms of credits and classes Whether you’re double majoring Whether you’re taking classes full- or part-time The total number of credits youmust accumulate to get your bachelor’s degree can vary slightly depending on the school and whether it uses a semester or quarter system. Generally speaking, most bachelor's degree programs require a minimum of 120-130 semester credits, or 180-190 quarter credits. This is roughly equivalent to 40 classes. The classes you must take will vary widely depending on both your major and school. Typically, though, you’ll need to take the following types of classes to get a bachelor's degree: General Education classes:Normally, all bachelor's degree candidates must take these core classes, regardless of their majors. Classes span a variety of subjects, including math, science, writing, and social studies/history. Exact requirements vary depending on the school. Major classes: These are the classes you must take to fulfill the requirements for your major and minor. Usually, these may not overlap with the Gen Ed classes you're required to take. College, school, or departmental classes: These classes are required by the college, school, and/or department that houses your major. At the University of Michigan, for instance, those in the College of Literature, Science, and the Arts must earn at least 100 credits in the College but may earn the remaining 20 credits through a different college or department, such as the College of Engineering. When it comes to taking electives- even if the credits count toward your degree's total number of required credits- if they do not fulfill any of the three criteria above, they might prolong the time it takes for you to earn your bachelor's degree. Lastly, many colleges these days offer online bachelor's degree programs,through which you can earn a bachelor’s degree entirely online. Because these programs offer more flexibility than a traditional program, you could earn your degree in even less time (more on this later). Ready to speed through your degree? How to Get a Bachelor’s Degree in Less Time: 6 Tips How many years is a bachelor’s degree? Typically four, but it’s certainly possible to get yours in less time, if you so choose. In this section, we go over six key ways you can reduce the time it’ll take to get your bachelor’s degree. Tip 1: Start Earning College Credit in High School One of the easiest ways to reduce the time it takes to get a bachelor's degree is to start in high school by taking AP tests, IB tests, and community college classes. First, let's look at AP tests. Byearning high scores on AP exams (typically a score of 3+), you'll getcollege credits that can be applied toward your bachelor’s degree. For example, at the University of Michigan you can earn anywhere from 2 to 5 credit hours for high scores on AP tests (what you earn will vary depending on what exam you take and what score you get on it), whereas at Stanford you can earn up to 10 quarter units for scores of 4 or 5 on AP tests. AP scores can also allow you towaive certain General Education or major requirements at colleges, thereby saving you time you would've spent actually taking those classes in college. Nevertheless, not all collegespermit this. Some will only accept AP credits as elective credits that count toward the total credits required for your degree but not for specific major/minor or departmental credits. For example, on its website,UCLAmakes it clear that "AP credit does not satisfy General Education requirements." In addition to AP scores, high scores from IB exams can count as credits toward your bachelor’s degree. You’lltypicallyneed a score in the range of 5-7 on an IB exam in order to earn college credit for it. Be aware that colleges are more likely to award credit for higher-level IB exams than they are standard-level IB exams. So if you’ve finished a standard-level IB course, just know that you might not actually get any college credit for it! In addition, becauseAP classes and tests are more popular, colleges might be less likely to accept IB exam credits. I strongly advise you to check the official credit policies for each college you're consideringso you'll know what kinds of tests they accept for credit and how much credit you’ll get (some schools offer more credit for AP tests over IB tests, or vice versa). Finally, and only if a collegeallows this,you might be able toearn credits for college while in high school by taking some community college courses.It's not particularly common for four-year colleges to accept community college credits from high school students, so be sure to check first with the colleges you’reconsidering to see whether they'll actually accept these credits. Tip 2: Choose a Major Early and Stick With It Knowing for sure what you want to major in will help streamline your bachelor's programand could even cut down the time it takes you to get your degree. If you end up changing your major a couple of years in or wait to declare one until late into your program, you’ll most likely be in college for at least four years- possibly longer! Moreover,choosing just one major can reduce the time it takes to get your degree.Though there’s nothing wrong with double majoring(I did it), doing so means you’ll likely be in school for four years, maybe longer. Ultimately, you have to decide what’s important for you.Would you rather get your bachelor’s degree in less time but only be able to have just one major? Or, would you rather spend more time in college- four or more years- and be able to study everything you want? I suggest meeting with your college academic advisor as soon as you can to explain your plans and see what your options are for courses and schedules. Talk to your advisor aboutadjusting your schedule so you can graduate sooner. Tip 3: Take More Classes Each Semester/Quarter One way students can try to reduce the time to their degrees is to take more classes during the semester/quarter. Essentially, instead of taking the normal course load of, say, four classes per semester (whichwe'll sayis equal to 16 credits), you'd be taking five classes (20 credits). By taking just one or two extra classes a semester, you could cut down your program by as much as a whole semester or year, allowing you to graduate early. As a reminder, the "normal" number of credits you take per semester/quarter will vary depending on the institution. Check with your college (or any colleges you’re considering) to see how many credits students typically take and whether there is a maximum number of credits or courses you can take per semester/quarter. Tip 4: Enroll in Summer Classes Manystudents earn their bachelor's degrees in four years of continuous full-time study, but this time frame doesn’t include summer courses, which offer you an extra quarter or semester of credits.Just makesure that the courses you take are ones you need to graduate, such as major courses or General Education courses, and you're ready to go. Though most students who take summer classes do so at their home institutions, another option is to take college classes at a local community college during the summer. Doing this can be more convenient if yourschool is far away and you want to stay close to home in the summer. Check that your school will accept these summer credits before you decide to enroll in any community college classes. Also, be aware that you most likely won’t be able to transfer grades to your home institution- just the credits you earn. Summer school students need cool backpacks, too. (CollegeDegrees360/Flickr) Tip 5: Look Specifically for Shorter Bachelor’s Programs Many schools offer bachelor’s degree programs that are specifically designed to let you getyour degree in a shorter time frame, usually three years. These programs can vary significantly in how they’re structured, butnormally you'll be given a strict schedule to follow as well as special academic advising. If you’re dead-set on getting your degree in less time, it's worthit to see what colleges offer these programs and whether they have the program available in your intended major. The following chartshowspopular schools withthree-year bachelor’s degree programs.The schools have been arranged in alphabetical order, with each including its location and programs offered. You can find more three-year’s bachelor's degree programs bysearching on Google for"three-year bachelor’s degree programs site:.edu." School Location 3-Year Programs Offered Ball State University Muncie, IN Nursing Central State University Wilberforce, OH Accounting, Business Administration, Political Science Grace College Winona Lake, IN Most majors Hartwick College Oneonta, NY Most majors Newbury College Brookline, MA All majors except Computer Science, Graphic Design, Interior Design, Culinary Management Regis College Weston, MA Biology, Global Business Management, Interdisciplinary Studies in the Humanities, Psychology, Social Work Southern New Hampshire University Manchester, NH Accounting, Accounting and Finance, Business Administration, Business Analytics, Computer Information Systems, Economics and Finance, Fashion Merchandising and Management, Hospitality Business, Marketing, Operations and Project Management, Sport Management Southern Utah University Cedar City, UT About half of all majors SUNY Potsdam Potsdam, NY Biology, Chemistry, Communication, Computer Science, Creative Writing, Geology, Literature, Literature and Writing, Physics, Politics, Studio Art, Theatre, Writing Thomas College Waterville, ME Accounting, Business and Management, Communications, Computer and Technology, Criminal Justice, English, Finance, Marketing, Political Science, Psychology, Sports Management Trinity International University Deerfield, IL Most majors University of San Francisco San Francisco, CA Most majors University of Toledo Toledo, OH Most majors Western Michigan University Kalamazoo, MI Most majors Tip 6: Consider Getting a Bachelor’s Degree Entirely or Partly Online Many colleges offer online and hybrid bachelor’s degree programs, both of which usually take less time than a typical four-year undergraduate degree. An online programis where you take all your classes and turn in all assignments online. A hybrid program, on the other hand, is where you take both in-person and online classes- in short, it's a mix between a traditional program and an online one. If you don’t mind the idea of not going to an actual campus and not meeting with classmates and professors, an online or hybrid bachelor’s degree program could be for you. Just know that there can be some big disadvantages to doing one, including fewer (if any) networking opportunities and a lack of prestige (online and hybrid programs are still sometimes viewed as less "legitimate" than traditional ones). These programs can save you both time and money becauseof their flexibility. For example, at Purdue, "most [online] bachelor’s degree programs can typically be completed in 2 to 4 years." This short time frame is made possible due to the great flexibility students have regarding when they choose totake classes and access assignments. Here's a list of the top 15 universities offering online bachelor’s degree programs. (Note that the US News rankings are specifically for the online programs and not for each school as a whole.) School US News Ranking Embry-Riddle Aeronautical University 1 Arizona State University 2 Ohio State University- Columbus 3 (tie) Oregon State University 3 (tie) Penn State 5 (tie) University of Florida 5 (tie) University of Illinois- Chicago 5 (tie) Colorado State University 8 (tie) University at Buffalo- SUNY 8 (tie) UNC - Wilmington 8 (tie) University of Oklahoma 8 (tie) Loyola University Chicago 12 (tie) University of Alabama- Birmingham 12 (tie) University of Central Florida 14 CUNY School of Professional Studies 15 (tie) Utah State University 15 (tie) Western Kentucky University 15 (tie) Getting a Bachelor’s Degree Faster: 4 Disadvantages How many years is a bachelor’s degree? Perhaps you’re hoping it’s less than four for you- and while there’s nothing wrong withearning your degree faster, there are some drawbacks you should be aware of. #1: Your Workload Will Be Heavier Finishing a bachelor’s degree in fewer than four years most likely means you’ll be working harder than other students by taking more classes during the school year and/or over the summer. With such a heavy workload, you’ll more than likely havefar less time to interact socially, go on vacations, and participate in extracurricular activities,such as clubs and sports. This could all negatively impact your personal satisfaction with your college experience, depending on what you hoped to get out of it. For some students, these drawbacks might not bea big deal.But if they will be for you, you might want to reconsider what you’re willing to give up in order to get your degree faster. #2: You’ll Have Fewer Chances to Take Classes Just for Fun Getting a bachelor’s degree in less time means not only following a strict schedule but also taking only the classes you need to take to get your degree. Consequently, you’ll very likely have fewer opportunities to take electives, that is, classes that are just for fun. Electives can enrich your college experience by allowing you to explore subjects you’re interested in but have never had the chance to study in-depth. Without the time in your schedule to take any classes for fun, you might feel as though you've missed the chance to explore other intellectual interests you have outside your major. #3: You Won’t Have Time for Summer Jobs and Internships Similar to the disadvantage above, if you’re taking classes over the summer to get your bachelor’s degree in less time, you won’t have any time during the summer to focus on other things, such as internships and jobs. This can be a big drawback if you’re hoping to get some work experience in your field before you graduate college. The trade-off here is whether you would rather graduate early with little to no work or internship experienceor graduate at a normal (or slightly slower) pace with more professional experience. #4: You’ll Have to Pay More Upfront Taking extra classes- whether it’s during the school year, the summer, or both periods- usually means you’ll need to pay more upfront for these classes. Although finishing your bachelor’s degree in less time can save you a ton of money in the long run (you won’t have to pay for any more tuition, class fees, housing, or meal plans) you still need to be prepared to pay more upfront for the extra classes you'll be taking and any housing and/or meal plans you’ll need(if taking summer classes). Recap: So A Bachelor’s Degree Is How Many Years? Most students in the US earn their bachelor’s degrees in about four years of continuous full-time study (excluding summers). That being said, many people are able to shorten this time frame to as few as three or even two years by planning ahead and taking advantage of certain opportunities. Although you’ll still need the minimum number of credits required to get your bachelor’s degree (usually 120-130 semester credits or 180-190 quarter credits), it ispossible toaccumulate this number of credits in a shorter amount of time. Here are six possible ways you could do this: Start earning college credit in high school through AP exams, IB exams, and (if a college will accept it) community college courses Choose a major early on and stick with it- this will help you plan out your future better and keep you on track with one main academic focus Take more classes each semester/quarter so you can earn the credits you need faster Enroll in summer classesto earn credits ahead of schedule Look specifically for shorter bachelor’s programs if you prefer a program that offers a built-in structure for studentswho want to finish in a shorter time frame Consider getting a bachelor’s degree online- bothonline and hybrid programs will give you the flexibilityyou need toeasily earn a degree in less time Before you get to work figuring out how you can shorten the time it’ll take to get your bachelor’s degree, takea moment toconsider some of the drawbacks tofollowing such a strict schedule. Here are the four biggest disadvantages you’ll want to think about before making any decisions: Your workload will be heavier, making it hard to find time for socializing with classmates and friends, participating in extracurricular activities, relaxing, andgoing on vacations You’ll have fewer chances to take classes just for fun, which can be frustrating if there are fields outside your major you’re interested in learning about You won’t have time for summer jobs or internships,meaning you’ll be graduating with less professional experience than you might want to have You’ll have to pay more upfront for extra classes, summer housing, and meal plans- though you'll most likelysave money in the long run! Ultimately, whether or not you want to try to get a bachelor's degree in less time is completely up to you. Just make sure that you know what you're getting yourself into! What’s Next? Not sure what you want to study in college?Get tips on how you can choose the best major for you, and learn about the benefits of double majoring if you're interested in more than one field. How much does college cost these days?Our expert guide goes over how much you can expect to pay for your undergraduate educationand offers tips on how you can fork out less money. You can also check out our guide to the cheapest out-of-state colleges. Have friends who also need help with test prep? Share this article! Tweet Hannah Muniz About the Author Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Combustion Definition in Chemistry

Combustion Definition in Chemistry Combustion is a chemical reaction that occurs between a fuel and an oxidizing agent that produces energy, usually in the form of heat and light. Combustion is considered an exergonic or exothermic chemical reaction. It is also known as burning. Combustion is considered to be one of the first chemical reactions intentionally controlled by humans. The reason combustion releases heat is because the double bond between oxygen atoms in O2 are weaker than the single bonds or other double bonds. So, although energy is absorbed in the reaction, it is released when the stronger bonds are formed to make carbon dioxide (CO2) and water (H2O). While the fuel plays a role in the energy of the reaction, its minor in comparison because the chemical bonds in the fuel are comparable to the energy of the bonds in the products. Mechanics Combustion occurs when a fuel and an oxidant react to form oxidized products. Typically, energy must be supplied to initiate the reaction. Once combustion starts, the released heat can make combustion self-sustaining. For example, consider a wood fire. Wood in the presence of oxygen in air does not undergo spontaneous combustion. Energy must be supplied, as from a lit match or exposure to heat. When the activation energy for the reaction is available, the cellulose (a carbohydrate) in wood reacts with oxygen in air to produce heat, light, smoke, ash, carbon dioxide, water, and other gases. The heat from the fire allows the reaction to proceed until the fire becomes too cool or the fuel or oxygen is exhausted. Example Reactions A simple example of a combustion reaction is the reaction between hydrogen gas and oxygen gas to produce water vapor: 2H2(g) O2(g) → 2H2O(g) A more familiar type of combustion reaction is the combustion of methane (a hydrocarbon) to produce carbon dioxide and water: CH4 2O2 → CO2 2H2O which leads to one general form of a combustion reaction: hydrocarbon oxygen → carbon dioxide and water Oxidants The oxidation reaction may be thought of in terms of electron transfer rather than the element oxygen. Chemists recognize several fuels capable of acting as oxidants for combustion. These include pure oxygen and also chlorine, fluorine, nitrous oxide, nitric acid, and chlorine trifluoride. For example, hydrogen gas burns, releasing heat and light, when reacted with chlorine to produce hydrogen chloride. Catalysis Combustion isnt usually a catalyzed reaction, but platinum or vanadium may act as catalysts. Complete Versus Incomplete Combustion Combustion is said to be complete when the reaction produces a minimal number of products. For example, if methane reacts with oxygen and only produces carbon dioxide and water, the process is complete combustion. Incomplete combustion occurs when there is insufficient oxygen for the fuel to convert completely to carbon dioxide and water. Incomplete oxidation of a fuel may also occur. It also results when pyrolysis occurs prior to combustion, as is the case with most fuels. In pyrolysis, organic matter undergoes thermal decomposition at high temperature without reacting with oxygen. Incomplete combustion may yield many additional products, including char, carbon monoxide, and acetaldehyde.

Battle of Waterloo Research Paper Example | Topics and Well Written Essays - 3500 words

Battle of Waterloo - Research Paper Example Since the achievement of such an objective is rarely feasible in practicality, although theoretically plausible, the theory of warfare attempts to teach and calculate the moral factors such as the mistakes which the enemy is likely to make; or the impression which can be created to intimidate the enemy forces. Written almost two centuries ago, by a renowned Prussian thinker and theorist, Carl von Cluausewitz, these highly controversial yet oft cited set of principles commonly referred to as the "Principles of War" present a comprehensive summary of the tactics and strategies that can be used during war. These principles have proved to be highly effective over the years, and are adopted by nations worldwide, owing to fact that they encompass all the moral as well as psychological aspects of warfare (Clausewitz, Graham, 2008). This paper on Principles of War: Battle of Waterloo discusses and analyzes the nine principles of war with regard to and as applied in the Battle of Waterloo. Th e Battle of Waterloo: Brief Overview The Battle of Waterloo was fought between the Imperial French army commanded by Emperor Napoleon and the Seventh Coalition - which comprised of an Anglo-allied army commanded by the Duke of Wellington; and the Prussian army commanded by Gebhard von Blucher. It was fought on June 18, 1815 near Waterloo which is in present-day Belgium. Napoleon’s army was defeated by the combined forces i.e. the Seventh Coalition and the Anglo-Allied army, and is considered to be historical since it marked the end of Napoleon’s tyrant rule, and his hundred days of return from exile (BBC History, 2011). The battle was historical since the mighty French emperor and military leader Napoleon’s rule came to an abrupt end after his defeat at the hands of the combined armies led by the British, German, Belgian, Dutch and the Prussians. The principles of war discussed in the following section, aims to discuss, examine, and analyze the various strategie s used by the combined forces against Napoleon’s army, that eventually led to his fall. The nine principles of war: 1. The Principle of Objective: â€Å"No one starts a war—or rather, no one in his senses ought to do so—without first being clear in his mind what he intends to achieve by that war and how he intends to conduct it†. Karl Von Clausewitz (in Mahnken & Maiolo, 2008, pp. 2) The principle of objective refers to the fundamental purpose of the war / military operation, which must be clearly identified, defined and attained in an effective manner. The two parties involved in the battle included Napoleon’s army on one hand, and the allied forces comprising of the British, the Belgians, the Germans, and the Prussians on the other. The basic objective of Napoleon was to continue his accession and dominance, and restore his power after his exile, in the year 1815 and to defeat the allied European forces which had begun to reassemble their armies in a bid to overthrow Napoleon’s rule. Napoleon’s objective was to destroy the efforts of the allied forces, prevent them from gaining more support and expanding their existing coalition, and destroy the British, Prussian, Dutch, and Belgian armies before they could gather more support and assistance from other powers. On the other hand, the basic objective of the allied forces was to stop the emperor’s (Napoleon’s) accession, and overthrow him and thus bring a halt to his reign by defeating him and to end his tyrant rule as the emperor of France. 2. The principle of Offensive: This principle entails the retention, seizing of and exploiting the initiatives of the enemy by launching an offensive

Police administration Essay Example | Topics and Well Written Essays - 1500 words

Police administration - Essay Example This role involves issues such as rules, employees, jobs, tasks, supervision, budget, efficiency, and workload. This role ensures that the police executive see to it that the functions of the police organizations are executed correctly. This is because the police executive is at the tiller of the police system and therefore must ensure that processes, inputs, outputs and feedback are dealt with properly in order to allow the police system accomplish its goals. This role is important to the police department because it sees the management of police inputs, processes and outcome. Without this role, the goals of the police administration may just be a mirage (Cordner & Scarborough, 2007). The second basic police executive role deals with external matters of the police organization. Because police organizations are open systems, the organization interacts with other organizations in its environs. These environments of the police organization are associated with a number of variable deman ds such as unusual and routine requests for services of the police organization; directives originating from the judiciary; inquiries of police management of specific crimes and incidents; and the minimum requirements for police training mandated by the state. Many of these demands are particularly received by the police executive personally as well as the requests from the environment. The police executive due to this is responsible for the response of the entire police organization. In general, the police executive is held accountable for managing the interaction between the environment and the police organization in order to enable the police organization system achieves its goals. Again this is important in police departments as failure to manage effectively the police organization environment, the attainment of the organizational goals will be impeded (Cordner & Scarborough, 2007). Both the internal and external basic roles of the police executive are important to the departmen t and the community. It is essential obviously that the chief of police pays attention to the internal police operations of the police organization. The internal basic role therefore fits the concept of responsibilities and duties of management. The external basic role of the police executive may be less obvious compared to the internal basic role. Because the police organization is an open system and is therefore impacted by its environs, the criminal law, job applicants, requests for police assistance, and money to pay to employees of the police organization all come from the environment to the police department. The central government system, the community, the system of criminal justice, and the media also make primary aspects of the environment of the police organization. In order to assure success of the police department, police executives must give attention and focus on relations with all the mentioned environmental elements because they affect the police organization signi ficantly and directly (Reiss, 2004). Failure to perform any of the roles sufficiently can possibly ruin the entire police department and the police chief. Issues of internal role may lead to poor morale, low productivity, negligent work, substandard equipment and personnel, and abuses such as corruption and brutality. The system of police department can easily fail to achieve its goals as a result of poor internal management. On the other hand, not executing external basic role of the police executive will result into declined goal achievement. For example, if the police executive estrange city hall, it is most probable that requests of the budgets of the police will be put at risk and funding will be less sufficient for optimal performance of the police

Statistics Lab Report 2611 Essay Example for Free

Statistics Lab Report 2611 Essay

Comparitive Analyis: Jefferson versus Hamilton Essay -- Politics Alexa

Though both Alexander Hamilton and Thomas Jefferson served as members of President Washington’s cabinet, the two held very different views on the newly founded U.S. government, interpretation of its constitution, and the role of the â€Å"masses† in that government. These conflicting views would develop in two political parties, the Federalists led by Hamilton and the Democratic-Republicans led by Jefferson. Although both political parties presented enticing aspects, Hamilton’s views were much more reasonable and fruitful when compared Jefferson’s views; idealistic and too strict in reference to the constitution. Republicans, led by Thomas Jefferson and James Madison, strongly opposed America becoming a land of cities, mines, mills, factories, and other industrial plantations. To support their ideas for a country of farmers, they adopted the theory of strict constructionism. This theory put forth the thought that the government did not have the power to do anything, unless it was expressly given the consent by the Constitution. Federalists, on the other hand, promoted the growth of industry in America. This party, lead by Alexander Hamilton, used the idea of broad constructionism. It said that unless the Constitution said it could not be done, it was fine to go ahead and do it. They often referred to the Necessary and Proper Clause, also known as the Elastic Clause; this stated that the government had the power to pass any law deemed â€Å"necessary and proper.† These two ideas...

Adult Education Philosophy

One of the philosophies that is important to adult education is the liberal philosophy.     The liberal philosophy, which Socrates is known for, aims to develop intellectual powers of the mind.   Having a strong intellectual ability was vitally important to the Greeks.   Socrates was a classical Greek philosopher who helped found Western Philosophy.He was very much interested in ethics and logic.   Interestingly, Socrates himself did not write any philosophical texts.   All the current knowledge of Socrates’ life and study comes from the writings of others, such as Plato.   Socrates was very much in favor of oral arguments, and loved debate.   He felt that much insight was to be gained from hearing others giving their views on a topic.  Socrates spent much of his life trying to prove that he was not the smartest person.   He would debate people over and over again, but he always seemed to have the best and most original ideas.   To him, intellectual capac ity and prowess was the most valuable quality a person could possess.Socrates made a huge contribution to the field of education.   The Socratic Method, named for Socrates, is a style of debate that is used often in classrooms today.   Everyone gathers together and a question and answer type discussion takes place.As Seiferth (1997) states, the teacher does not give answers, but asks questions.   The teacher directs the session of debate by giving each student time to give opinions.   As each person puts forth an opinion, it is debated and critiqued by others.   This way, everyone can learn from everyone else.Therefore, it is the students’ own brain power that is shaping the lesson.   This is a good philosophy for adult students, because they have formed solid opinions and positions on issues.   The students’ life experiences can greatly influence their ideas.   The debate among adult students is often very thorough and can also contain a number of diff ering opinions based on what the students have gone through in their lives.Another scholar who was important in education was Skinner.   Skinner was a psychologist who made a huge impact on the psychological world with his idea of operant conditioning.   He also influenced the educational world because he thought teachers could be taught how to manipulate and motivate students to produce better results.   Skinner’s behaviorism is still utilized today.While a graduate student at Harvard, Skinner invented the operant conditioning chamber which studied the rate of response given when reinforcers were present.   His findings led to experimental, data-driven research.   The associations between an environmental stimulus, and a natural, recurring response, were found to be predictable.According to Boeree (1997) Skinner found that behavior could be shaped.   By giving positive reinforcers every time a desired behavior was exhibited, the behavior could become consistent.à ‚   A desired behavior became shaped when the behavior began to happen on its own without the needed reinforcer.Skinner’s behaviorism affected not only the field of psychology, but also education.   Skinner believed that every student could be motivated, and that behavior follows a predictable pattern.   If a teacher gave students a positive result for a particular behavior, they would repeat that behavior.   This is great for teachers because they can use a number of things to motivate students to do their work.This philosophy works well with adult students because they understand their own motivators.   Many adults are back in school to better themselves in their careers, so they are intrinsically motivated to do well.   The teachers need only to reinforce those pre-existing ideas that education will lead to a better job, and the students will respond accordingly.   The teacher directs and manipulates the outcomes desired by motivating the students with positive reinforcement.The progressive philosophy aims to promote social change through practical knowledge and problem-solving skills.   Active participation by all members of a class is key for the progressive philosophy to work.   Class members use their own experiences to learn and draw insight from, as well as a coming up with and testing hypotheses.   The teacher acts as a facilitator, guiding them through their experiences and evaluating their learning outcomes.A key scholar of the progressive philosophy is Dewey.   His model of learning included five stages: first, the student had to become aware of the problem; next they had to be able to define the problem; then they needed to propose a hypothesis to try to solve the problem; next they had to evaluate the consequences of the hypothesis based on their own experience; and finally they had to test the most likely solution.According to Zilversmit (2005) Dewey thought the classroom should be a model for the democratic society a t large.   He felt that teachers should use the classroom to show students how real-world issues happened, and let them work them out as a true society would.Dewey believed that real-life experiences were the best experiences for learning.   Setting up real-work simulations, actually going out into the world to test a hypothesis and learn about an idea, were the best ways to get a solid foundation of knowledge about a subject.   The environment is also very important to the progressive philosophy, because the environment shapes behavior, just as behaviors also creates a particular environment.Progressive philosophy works well with adult students because most often they are already working and living independently in the world.   Learning theory from books is useful, but they also need the real-world component to understand the concepts.   They need practical applications for the learning they are doing in the classroom that can translate into work experience.The humanistic philosophy takes the real-world experience of progressive philosophy one step further.   In humanistic philosophy, personal growth and development are the most important factors to consider.   The students are self-motivated, and the teachers act as guides and aides.   They do not facilitate learning; rather, they are a sounding board or advice givers.   Humanistic theory focuses on the person more than the subject.One scholar of humanistic philosophy was Maslow.   Maslow’s Hierarchy of Needs were very significant in the psychological world, and also have implications in the educational world. Maslow found that each person had a number of different types of needs.   If a person’s most basic needs were not met, he would have trouble being well-rounded and meeting other needs.The needs in Maslow’s hierarchy are as follows: basic needs for survival, such as food, shelter, clothing; safety needs, which include the ideas that one’s home and family are safe, and that she has enough resources to live comfortably on.   The next level is the need for love and a sense of belonging.   After love comes self-esteem, which includes confidence and respect for oneself and others.   Finally, the last stage is the self-actualization stage.   This includes morality, creativity, and problem-solving.As stated by Simons, Irwin, and Drinnian, (1987), Maslow argued that if the basic lower levels of need are not met, a person cannot begin to complete the higher levels, and that educators should help students move from one level to the next. Following his theory, someone who is constantly hungry will not be very confident.   This is important for adult learners because there may be some students whose basic needs have never been met. These needs should be dealt with before venturing into the higher levels.   Conversely, many adult students will already have their basic levels of needs met, so the class time can be spent on working to ward the higher levels and reaching the self-actualization stage.A final philosophy of education is the radical philosophy.   This philosophy puts forth the idea that change is desirable and necessary.   The learner and teacher are considered equals as they discuss their own actions and reflect on the consequences of those actions.   Much time is spent in discussions when teachers are employing this philosophy.   Students’ own ideas and thoughts on how to promote change are highly valued, and the group tries to come up with some ways of affecting change on their environment.A scholar who has been instrumental to this philosophy is Freire.   His emphasis on dialog and praxis were very significant to the radical movement.   Many scholars have felt that education needs to be the basis on which change is made.   Students have always had ideas that would help them, school, or community.   The best way to bring about change is to talk about it.   He also felt dial og was just words without action, so he believed in praxis, which is putting ideas into action.Freire believed that the key to change was dialog.   According to Smith (2002), Freire felt that through dialog, ideas could be expressed and evaluated in order to deem their possibility.   Since dialog is a cooperative activity that involves some basic level of respect, it can be used to great effect.   When dialog produces useful ideas that lead to specific plans, great and significant changes can be made.   Once dialog has is done and action begins, change takes place.The radical movement would appeal to adult learners because as adults, they probably view themselves more as equals with the instructors than younger students.   Adult students also feel that they have the life experiences to know that some changes would make a great difference in their environment.Talking about issues that they themselves have had problems with in their lives would lead to great dialog about wha t could be done to make things better.   Adults are also often quite practical; they would be able to come up with plans for action that would be effective and efficient as well.The liberal philosophy works well in a workplace environment where there is a need to promote higher level thinking.   Colleges often use the Socratic Method to get students to think deeply about and debate and issue.   In a business, the managers might get together and debate the merits of shorter work weeks.It is not often used on a daily basis in many workplaces.   It can be used in certain situations, but since this philosophy can take time to employ, it is not practical in many areas of work.   It is not used much in the military, where ideas are given down from the chain of command, and no debate is allowed.The behaviorist philosophy can work well in certain aspects of many types of environment.   The basic stimulus-response behavior associated with this philosophy can be used to promote go od work output.   A factory with assembly lines would be a good place for the behaviorist philosophy because workers work as quickly as possible doing repeated behaviors.This philosophy would also be useful in other organizations where certain behaviors need to be repeated.   Employers could use basic conditioning to ensure that all hospital workers washed their hands after entering each patient’s room.   An appropriate practice and reinforcement would be well-served in this environment.   The military is also a great place to see the behaviorist philosophy at work.Soldiers constantly perform certain behaviors because of the known responses and consequences associated with those behaviors.   Behaviorist philosophy does not work well when ideas need to flow freely.   An advertising company thrives on new and unique ideas, so the behaviorist philosophy of producing repeated behaviors would not work well there.The progressive philosophy works well when there are envi ronmental aspects to the workplace.   When workers need to find specific ways of solving problems, or developing step by step procedures for operations, this philosophy is often utilized.The scientific and project nature Thinking outside the box instead of just taking in information is an important aspect of this philosophy, so creative workplaces will get a lot of use out of it.   Hospitals can utilize this philosophy because there are always unique real-life situations taking place in the emergency room.   This philosophy promotes that kind of thinking.The military does not use this philosophy.   There is no need for creative thinking is when learning how to walk in formation or assemble a weapon.   Workplaces where specific results are needed do not use this philosophy.Humanistic philosophy is best employed where individual ideas and creativity are valued.   Medical research is one area where this philosophy is used to great effect.   Group discussion and discovery are highly valued, and that is key to coming up with new ideas to try for new medicines.Almost every department of a college has a research department, and the people who work there are self-directed, motivated workers whose main objective is discovery.   Human Resources departments often use this philosophy as it takes into account feelings and emotional responses.   This philosophy would not work well when direct results are needed.A factory that produces cars does not need to use group discussions very much, as radiators need to be assembled in a certain way to work properly.   The military does not use this philosophy very much; the need for personal growth and independence is not as important as the unit.The radical philosophy would be best used in workplaces where the status quo is not what they are looking for.   Government agencies designed to improve or change relations between citizens and police could utilize the dialog and action of this philosophy to great effec t.   A lot of talking goes into party planning as well.A party planner would never be able to pull off a successful event without a productive dialog to find out what the client wants, combined with action that produces those desired results.   This philosophy does not work well in workplaces where the desired results are already being produced.   The military and assembly lines are already producing their desired results, so they have little need for dialog about change.It has been very difficult to pinpoint my own philosophy of adult education.   Each philosophy has pros and cons, and I can see how each would be beneficial in the workplace. However, my own experience has led me more toward the humanistic philosophy.   I feel most productive in a group environment where ideas are being shared, and I feel I have skills that would make me a good facilitator of other groups.I like to listen to other ideas and evaluate their merits.   I like to hear what others have to say on a topic that I am passionate about.   Therefore, I think the humanistic philosophy fits my personality the best.   I am also self-motivated, and could work well on a project on my own.   I have a hard time separating my experiences and feelings from my work, and this philosophy allows me to combine them both to produce good results.I also see value in the behaviorist philosophy, because I believe that all people have internal motivators, and if I could understand what those are, I could encourage a lot of productivity in the people who worked for me.I love incentive based projects and reward systems, and think everyone should be rewarded for a job well done.   I work well when given a task that I know has a reward at the end, and I think I could also plan appropriate rewards for people who worked for me.   Therefore, I think my own philosophy is a combination of the humanistic and behaviorist philosophies.All five of these philosophies have great value when it comes to adult learners.   It is important to understand the scholars who promoted these philosophies, as well as what the philosophies themselves are about.   Knowing what practices are employed in each of the philosophies would help any educator understand which one would be best suited to a lesson, as well as the unique group that is adult learners.ReferencesBoeree, C. (1998). B.F. Skinner 1904-1990. Personality theories. Retrieved May 28, 2009 fromhttp://webspace.ship.edu/cgboer/skinner.htmlSeiferth, M. (1997). Socratic teaching. Palo Alto College critical thinking resource page.Retrieved May 28, 2009 from http://lonestar.texas.net/~mseifert/crit3.htmlSimons, J. Irwin, D. Drinian, B. (1987). Maslow’s hierarchy of needs. from Psychology, TheSearch for Understanding. New York: West Publishing Company. Retrieved May 29,2009 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/Teachtip/maslow.htmSmith, M. (2002). Paulo Freire and informal education. The encyclopae dia of informaleducation.   Retrieved May 29,2009 from www.infed.org/thinkers/et-freir.htmZilversmit, A. (2005). Progressive education. Retrieved may 29, 2009 fromhttp://www.encyclopedia.chicagohistory.org/pages/1012.html

Nigerian Women in Nation Building Essay

Most times, the Nigerian woman is denied her right to womanhood and her dignity but nature made it that a woman holds the highest office in the nature and nurture of man though this is often negated by those men who think women are subservience to them. Women, just like men are created by God in His own image and likeness. That is to say, that they too are endowed with wisdom and knowledge, which men claim to be exclusively theirs. It is for this reason that men, have dominated the world at times, by force thereby, excluding women from nation building and development. Can these men really be afraid? And out of fear cling to power as if it is their prerogative and women have no say or place in it. Well, once a women is sold out in an early marriage, hers is ended as she is left with no other option but to bear children and take care of the home which most times is left ungovernable for her by her fellow women in the likes of her mother in-law and sisters in-law more so, if she fails to bear the desired children. That notwithstanding, when a woman has the opportunity to perform other tasks, she performs them excellently. Existing literatures suggest that even the less educated African woman is more pushy than her more educated counterpart who clings to her husband when it comes to taking charge of situations. WOMEN AS SEEN BY OTHERS: It is rather unfortunate that in spite of the tremendous roles played by women in the development of the nation, some people still believe that they are better seen than heard. However, the popular saying that â€Å"what a man can do a woman can do better† remains a reality and for this singular fact, the male faction are afraid of defeat hence their struggle for dominance. The little chances given to women so far, has proven them to be made of sterner stuff than their male counterparts. Women have always been able to manage their families at times, without the help of their husbands who still see them as weaker sex but the fact still remains that if you train a woman, you train a nation and this saying goes a long way to show the importance and relevance of women in the society. Because the woman is regarded the home maker, whenever the home is stable the credit goes to the woman who supervises the day to day running of the home by taking care of the children  from birth to adulthood while still doing other house chores. It becomes imperative therefore, that the woman helps mould the character of the children as they grow. The husband is not left out of this as the good and cheerful disposition of the man in public or office is attributed to the peace and tranquility he enjoys at home as a result of the woman’s care and love. Sometimes, when the home front is not so rosy, the woman is also, blamed since it is believed that the place of the woman is in the home as a facilitator of domestic activities or as an agent of procreation and for this, it was equally believed that the woman cannot make any meaningful contribution to the growth or development of the community and as such, the development of the country will be much too big for her. Nigeria like in most other African nations, culture and tradition relegated the woman to the background, only recognizing her as a second class citizen who can neither positively impact nor contribute to the growth of the nation and as such, the women is usually not recognize as a member of a family because from her father’s house, she goes to her husband ’s where she is equally not seen as a member of either. Most times in this case, the woman is disinherited as a daughter and as a wife. She has no legal claim to her father’s or husband’s property; at times, she’s deprived her right to vote and be voted for hence the limited number of women in elective positions. The woman bears the brunt when her husband dies especially if he is wealthy, she definitely killed to take possession of his money therefore, must be made to drink the water used in washing the corpse to prove her innocence. If the man dies, the woman is made to shave her hair and wear sack cloth for a designated number of months while the man does whatever it is he wants when the woman dies. The list of oppression faced by the womenfolk is unending but the fact remains that though the woman is always seen as the weaker sex, they are in actual fact, the stronger of the two genders but dominated by culture and tradition. In fact scholars are of the opinion that women share, by virtue of being women, a set of common experiences. These experiences though not derived from biological facts are their common experiences of oppression which come in different forms. In most communities in Nigeria, it is an abomination for a woman to want to take part in discussions on policies about community development. Her place is usually the kitchen so can only be seen and never heard. Most times, she is given limited opportunity  educationally and otherwise and usually sold out in marriage at early age, though this is no longer the case as most of them nowadays are given equal educational opportunity as their male siblings. WOMEN AS DEVELOPMENT AGENTS: Culture and Tradition may be seen as the major causes of the injustices meted out to women but we seem to forget that we are the medium and outcome of what we call tradition. This is because of the fact that though tradition shapes us, we are actually the ones who make tradition. Women though treated roughly by this so called culture and tradition, still remain the light of any nation as those that have not given women their rightful positions in politics and otherwise, still have a long way to go as they have not attained their desired heights. While those nations that have recognized the importance of women and given them the opportunity to function, have attained their full potentials. Countries such as USA and Britain are good examples of this. Women with their doggedness and desire for perfection, will always work to achieve their set goals if given the opportunity, not minding whose ox is gored while their male counterpart will work to gratify self and whoever assisted in putting in the office at the detriment of the masses. Women at the detriment of themselves and their families will work to ensure the safety of the nation she is given the opportunity to serve. Dora Akunyili is a good example, when she was the DG NAFDAC who even at the expense of her own life, was still fighting sub standard drugs unlike her successor (male) who backed down after a few threats to his life. The scriptures say, when the righteous are in power the people rejoice this is the case with women for whenever a woman is in power, there are great positive changes which in turn, makes the people better for it. NIGERIAN WOMEN WHO CONTRIBUTED TO NATION BUILDING: With the 1995 World Women Congress in Beijing, China, a new story began for women as opportunity was given to women especially in the area of education, and today in Nigeria, thirty five percent is claimed to be allotted to women in political and public offices though this is yet to be confirmed. However, the relevance and necessity of the active participation of women in nation building have always been proven as those who had the opportunity of proving themselves did so gallantly. The contributions of women such as Prof (Mrs.)  Grace Alele Williams, former Vice Chancellor of the University of Benin (UNIBEN); Prof (Mrs.) Bolanle Awe of the University of Ibadan (UI); the late Mrs. Jadesola Akande, former Vice Chancellor of Lagos State University (LASU) and those of our own Prof Chinyere Okunna and Prof Azuka Omenugha, of the Nnamdi Azikiwe University Awka (UNIZIK) have turned the wheel of education in Nigeria. Their contributions have to a large extent, proved the capability, relia bility, integrity and dignity of women in nation building. Women, such as Chief (Mrs.) Folake Sholanke, the first woman Senior Advocate of Nigeria (SAN); Chief (Mrs.) Mariam Aloma Mukhtar the first female Chief Justice of Nigeria have shown themselves worthy of the title and a host of other Nigerian women legal luminaries who have contributed immensely to the protection of human and women rights and these contributions have assisted in ensuring justice for the common man. On the political scene, a lot of women such as the late Chief (Mrs.) Margret Ekpo, the late Adama Nwapa, Alhaja Sawaba Gambo, Leila Dongoyaro, Serah Jubril, Titi Ajanaku, Remi Adikwu-Bakere and a whole lot of others effectively challenged their male counterparts in politics and achieved a lot because it is based on their efforts that the new crop of women politicians presently in the National and State Houses of Assembly came into being. Most of the women who got appointed into political offices also proved their mettle and have continued to be sought after irrespective of the party in power. Women such as Chief (Mrs.) Ngozi Okonjo-Iweala, Obiageli Ezekwesili, Nenadi Usman, Arunma Otteh, Prof Dora Akunyili. These women, though in a male dominated regime, showcased their expertise as managers and were able to distinguish themselves thereby, contributing to the growth of the economy as their contributions were able to bring financial prudence, accountability and due process to public service; no wonder these women were respected and revered outside the shores of the nation and sometimes, regarded as ambassadors of the country. Some Nigerian women also contributed in showcasing the country to the outside world through their different works of art. The women include: Chief (Mrs.) Kuforiji Olubi, Chief (Mrs.) Olakurin, Christy Essien Igbokwe, Onyeka Onwenu, Mabel Segun and Chimamanda Adichie among others who in their various capacities assisted in the development of the country. There are lots and lots of Nigerian women who in one way or the other contributed to the growth of the country in many ways; showing that women  are neither lacking in vision nor leadership qualities but only have not been given the opportunity to showcase their capabilities in taking the country to greater heights. Changes can still happen in the political terrain of the nation, if our women are given equal opportunities as their male counterparts. If women are given more responsibilities in governance and other areas, changes can be achieved in all aspects of the Nigerian economy. If the thirty five percent female representation is religiously upheld, many women of integrity who will transform the country politically, economically and socially will be discovered to help fine tune the wheel of governance in Nigeria. The country may have remained in the doldrums of underdevelopment for the mere fact that our women have not been given the opportunity to help mould the fate of the na tion. CONCLUSION From the foregoing, it will be deduced that Nigerian women have proved their ability to take the country to the next level in both political and economic spheres. We are yet to be there since we still have so much to do before we can beat our chests with pride. The Nigerian woman is yet to be encouraged to participate more in the affairs of the nation. This should be done to enable her contribute her quota to the development of the country at all levels. She should be encouraged to show concern and commitment to the development the nation, as well as, offer themselves for service to their fatherland. The issue of gender equality should be regarded as the priority of the country so as to give Nigerian women equal opportunities to compete with their male counterparts in a more conducive environment. Our women should come together and fight as one for their rights so as to occupy positions of authority in the affairs of the country. They must continue to struggle to achieve their aim and not succumb to the weaker sex syndrome. Women leaders must be focused and they must be women of impeccable character who will be able to lead and perform creditably when given the opportunity. NGOs should be better organized to be able to mobilize for positive actions in every aspect of nation building. Government at all levels should be more disposed to assisting the women of the country in their struggle for emancipation and equality if their activities are in consonance with the norms and policies of the country. These and lots more will assist in  ensuring that the set goals of our great nation be achieved if unity of purpose, determination, solidarity and patriotism become our watchwords.

Free Essays on Jasmine

Jasmine: Survivor or Victim? At times in life satisfaction is hard to achieve. A person may not ever be satisfied with the way things may be working out. People tend to live according to what they see others doing. If you see a person’s life and you think it’s better than yours you may strive to make you life ditto another person’s life. In Bharati Mukherjee novel â€Å" Jasmine†, the main character Jasmine seems as if she is lost in life and always thinks that someone around her has a better life than hers. Jasmine struggles with never being satisfied with her life so she moves every time she feels that thinks should be changed. Often times if a person cant accept problems they run from them, and that exactly what Jasmine does. Jasmine began her life in India where there is a huge amount of domestic violence going on partially dowry murders, Could this be what jasmine is running from all along? Jasmine was a widow in India at the age of seventeen and became very isolated and depress , this is what cause her to move to America. Jasmine didn’t really know that the same thing that goes on in India also existed in America, so no matter where she ran she had to face something. The main thing Jasmine will face will be learnt assumptions that people may have about her and how she is living. Sometimes in America people rarely realize the types of violence that goes on the serious extent that it happens in. There are many learnt assumptions in other countries about America because in other countries it’s being taught that America is home of the free. In â€Å" Ways of Seeing† John Berger states, â€Å" The way we see things is affected by what we know or what we believe†(106). This shows how a person can view something and first look at what they know about that image and then view it according to what is already know. Rarely do people look at others and judge them by what they see in front of them, they first search for things they... Free Essays on Jasmine Free Essays on Jasmine Jasmine: Survivor or Victim? At times in life satisfaction is hard to achieve. A person may not ever be satisfied with the way things may be working out. People tend to live according to what they see others doing. If you see a person’s life and you think it’s better than yours you may strive to make you life ditto another person’s life. In Bharati Mukherjee novel â€Å" Jasmine†, the main character Jasmine seems as if she is lost in life and always thinks that someone around her has a better life than hers. Jasmine struggles with never being satisfied with her life so she moves every time she feels that thinks should be changed. Often times if a person cant accept problems they run from them, and that exactly what Jasmine does. Jasmine began her life in India where there is a huge amount of domestic violence going on partially dowry murders, Could this be what jasmine is running from all along? Jasmine was a widow in India at the age of seventeen and became very isolated and depress , this is what cause her to move to America. Jasmine didn’t really know that the same thing that goes on in India also existed in America, so no matter where she ran she had to face something. The main thing Jasmine will face will be learnt assumptions that people may have about her and how she is living. Sometimes in America people rarely realize the types of violence that goes on the serious extent that it happens in. There are many learnt assumptions in other countries about America because in other countries it’s being taught that America is home of the free. In â€Å" Ways of Seeing† John Berger states, â€Å" The way we see things is affected by what we know or what we believe†(106). This shows how a person can view something and first look at what they know about that image and then view it according to what is already know. Rarely do people look at others and judge them by what they see in front of them, they first search for things they...

Emilia in Shakespeares Othello

Emilia in Shakespeare's 'Othello' From her first introduction, Emilia in Shakespeares Othello is ridiculed and chided by her husband Iago: â€Å"Sir, would she give you so much of her lips/As of her tongue she oft bestows on me,/You would have enough† (Iago, Act 2, Scene 1). This particular line is prophetic in that Emilia’s testimony at the end of the play, relating to how Cassio came by the handkerchief, leads directly to Iago’s downfall. Emilia Analysis Emilia is perceptive and cynical, maybe as a result of her relationship with Iago. She is the first to suggest that somebody is telling Othello untruths about Desdemona; â€Å"The Moor’s abused by some most villainous knave./Some base, notorious knave† (Act 4 Scene 2, Line 143-5).​ Unfortunately, she does not identify her own husband as the perpetrator until it is too late: â€Å"You told a lie, an odious, damned lie† (Act 5 Scene 2, Line 187). In order to please him, Emilia gives Iago Desdemona’s handkerchief, which leads to her best friend’s condemnation, but this is not done out of spite but to garner a little praise or love from her husband Iago, who rewards her with the line; â€Å"O good wench give it to me† (Act 3 Scene 3, Line 319). In a conversation with Desdemona, Emilia does not condemn a woman for having an affair: But I do think it is their husbands faultsIf wives do fall: say that they slack their duties,And pour our treasures into foreign laps,Or else break out in peevish jealousies,Throwing restraint upon us; or say they strike us,Or scant our former having in despite;Why, we have galls, and though we have some grace,Yet have we some revenge. Let husbands knowTheir wives have sense like them: they see and smellAnd have their palates both for sweet and sour,As husbands have. What is it that they doWhen they change us for others? Is it sport?I think it is: and doth affection breed it?I think it doth: ist frailty that thus errs?It is so too: and have not we affections,Desires for sport, and frailty, as men have?Then let them use us well: else let them know,The ills we do, their ills instruct us so (Act 5 Scene 1). Emilia blames the man in the relationship for driving her to it. â€Å"But I do think it is their husband’s faults If wives do fall.† This speaks volumes for her relationship with Iago and does insinuate that she would not be averse to the idea of an affair; which corroborates the rumors about her and Othello, although she denies them. Also, her loyalty to Desdemona may belie this rumor too. An audience would not judge Emilia too harshly for her views, knowing Iago’s true nature. Emilia and Othello Emilia judges jealous Othello’s behavior harshly and warns Desdemona off him; â€Å"I would you had never seen him† (Act 4 Scene 2, Line 17). This demonstrates her loyalty and that she judges men based on her own experience. Having said this, it may well have been better if Desdemona had never set eyes on Othello, given the outcome. Emilia even bravely challenges Othello when she discovers he has murdered Desdemona: â€Å"O the more angel she, and you the blacker devil!† (Act 5 Scene 2, Line 140). Emilia’s role in Othello is key, her part in taking the handkerchief leads to Othello falling for Iago’s lies more fully. She discovers Othello as Desdemona’s murderer and uncovers her husband’s plot which she exposes; â€Å"I will not charm my tongue. I am bound to speak† (Act 5 Scene 2, Line 191). This leads to Iago’s eventual downfall and sadly her own murder as her husband kills her. She demonstrates her strength and honesty by exposing her husband and challenging Othello for his behavior. She remains loyal to her mistress throughout and even asks to join her on her deathbed as she herself dies. Unfortunately, these two strong, perceptive, loyal women are killed off but, at the same time, they could be considered the heroes of the piece.

One Flew Over the Cuckoos Nest Essay Example | Topics and Well Written Essays - 1000 words

One Flew Over the Cuckoos Nest - Essay Example He manages to convince some patients, however, in the end, McMurphy’s attempts prove futile. Despite the unsuccessful attempt to escape, McMurphy’s actions produce alternate favorable outcomes. Therefore, discussed below, are the reasons why McMurphy chose not to escape, his gift to fellow patients, and, the influence both parties had on each other. Despite having a flawless escape plan, McMurphy chose not to go through with it for the following reasons. Firstly, McMurphy realized that he would leave some of his helpless friends behind if he followed through on the escape plan, for example, Billy who did not consider himself as being ready to leave the hospital. McMurphy, therefore, feared that the progress made during his stay inside the mental institution would be destroyed by his departure. As a result, none of the patients would have the courage to take charge of their lives leading to self-recovery. Secondly, the drugs prescribed to the patients when mixed with alc ohol made it physically impossible for patients to follow through with their escape plans. Therefore, McMurphy could not leave some of his new friends behind especially because of the incapacitated state in which they were in. Thirdly, McMurphy understood that Nurse Ratched would inflict further harm on the patients left behind if his plans to escape materialized. He came to this conclusion, after thinking about Ratched’s behavior towards those who displeased or disagreed with her. He did not want to leave his friends vulnerable when questioned about his whereabouts. McMurphy symbolizes hope for the patients locked away under the harsh, inhumane treatment within the mental institution. Therefore, he bestows hope on his fellow patients who are in a state of hopelessness because of the inhumane treatment they undergo under the directives of Ratched. Before McMurphy’s arrival, nobody dared to question Ratched because of the repercussions that would ensue. Therefore, McMur phy’s courage to challenge Ratched worked to strengthen other patients resolve. The patients realized Nurse Ratched’s ploys held no power over their ability to recover and return to the outside world. The fact that McMurphy did not abandon his fellow patients by following through on his escape plans reflected McMurphy’s genuine concern for his friends. This helped to reassure other patients that they are worthy of love and genuine affection and that people still care for them despite their mental afflictions. The fact that, Nurse Ratched and her colleagues, including Chief Bromden, result to performing a lobotomy on McMurphy shows that they felt threatened by the impact he had on his fellow patients. McMurphy changed his fellow patients by making them realize that they had it in them to get better and return to normal. This occurred by taking up the role of the leader amongst his counterparts and rebelled against Nurse Ratched’s harsh treatment. This made other patients realize that they could take control over their lives. In addition, this allowed the patients to understand that they all individually possessed the capacity to influence the direction of their recovery process. For example, Billy managed to speak without a stutter after a successful sexual encounter with Candy during the execution phase of the escape plan. Despite Billy’s achievement abruptly coming to an end after Nurse Ratched threatened to expose him to his