Comparing Choice and Responsibility in Death of a Salesman, Young Goodm

Choice and Responsibility in Death of a Salesman, Young Goodman Brown, and   No Exit  Ã‚   Sartre and his existentialist philosophy have been subjects of curiosity for me for years. Only recently, after taking a philosophy class, have I begun to grasp some of the major principals of existentialism. Though I'm unsure about some of the peripheral arguments and implications of existentialism, the core of the system appeals strongly to me: Human beings are themselves the basis of values and meaning, and in this sense values are real--evolving, developing, and real. Existentialism places the individual at the center of things, gives him a sense of empowerment and responsibility, and erects a bridge on which Man can find his way out of many of the traps and snares he constructs for himself. Sartre's character in the play "No Exit," Orestes, finds such freedom and, in a humanist sense, is one of the most enviable characters I encountered in this course. How can this be? Orestes commits two murders and is exiled from his rightful kingdom, barely escaping with his life. What is enviabl... Comparing Choice and Responsibility in Death of a Salesman, Young Goodm Choice and Responsibility in Death of a Salesman, Young Goodman Brown, and   No Exit  Ã‚   Sartre and his existentialist philosophy have been subjects of curiosity for me for years. Only recently, after taking a philosophy class, have I begun to grasp some of the major principals of existentialism. Though I'm unsure about some of the peripheral arguments and implications of existentialism, the core of the system appeals strongly to me: Human beings are themselves the basis of values and meaning, and in this sense values are real--evolving, developing, and real. Existentialism places the individual at the center of things, gives him a sense of empowerment and responsibility, and erects a bridge on which Man can find his way out of many of the traps and snares he constructs for himself. Sartre's character in the play "No Exit," Orestes, finds such freedom and, in a humanist sense, is one of the most enviable characters I encountered in this course. How can this be? Orestes commits two murders and is exiled from his rightful kingdom, barely escaping with his life. What is enviabl...

Dance With Wolf

There is a saying that the history Is written by the winner. The second one was, somewhat more personal thought. I was relating myself to John Dunbar, and the Sioux. I was too, a foreigner In foreign country. Alien from their culture and customs, I too had to adjust into their society, and become one of them. And that was not easy. Still today, many people from different background live together, but at the same time form their own community. Difference In culture, language, and customs creates confusion In one's realization of identity.Before moving on to the first question, I would like to discuss about â€Å"White Man's Burden†. White men thought they had a mission to converge all the â€Å"savages† to Christian beliefs, and to â€Å"civilize† them. As mentioned In another film we watched during the class, Pocahontas, that movie raises question on â€Å"who is savage? â€Å". A point would like to focus on before I begin my thoughts on the movie, I would lik e to view different points of views. The question of â€Å"virtuous† comes from what point you look at. Looking at different side, my enemy can become an angel to another person.The first question, which side is virtuous? Once, a famous comedian, George Carline said in his stand-up comedy show, â€Å"we are praying to the god to defeat our enemies, and they are praying to the god to defeat their enemies, so somebody's goanna get bucked, mint it? â€Å". Most people when they see this movie will think how cruel white men are. They ravaged lands that Indians lived in, butchered their buffalos, and killed Indians without questioning their human nature, or what kind of person they are. In the other hand, Indians, to the white man, are Just obstacles In the way to their plan.People usually call people in their way to the goal, enemies. The question of â€Å"who is righteous? † can be vague according to which side of point of view you look from. What was impressive of the movie was the scene of the childhood of Rise with Fist. She was born white, and their parents Just wanted to protect her. However, the Native Americans killed their parents, without questioning, In a brutal manner. Who is evil then? Her parents who failed in the task of protecting her family by threatening 1 OFF perhaps what the director wanted to show was the brutality of human being itself.I see form of art as â€Å"expression of human being†. Human being itself is so complex, that there are so many different types of people, characteristics, culture, and modes of behavior. I think what the director wanted to show was, how people think other people are identical to them. If they do not find similarity between them, they turn into hostile behaviors. Sioux did, at the first time with John Dunbar. So as John Dunbar, did not trust in them when they kept on trying to steal his horse. To Sioux, both white man and Pawned tribe are the same.They are both hazardous people who want t hem dead. To white Americans at the end of the movie, both Pawned, Sioux, are all the same. They are Just an obstacle to their moving frontier. When taken into more personal name, it makes us realize, disregarding what tribe we are from, we are all same. We laugh when it's fun; we cry to the death of close one, we feel friendship and comradeship when fighting shoulder to shoulder against creeping death. However, we can never deny what we come from. Perhaps this is why the resonating echo of Wind in his Hair sounded so sad.Dances With Wolves, I am Wind in His Hair. Do you see that I am your friend? Can you see that you will always be my friend? † Without answering to his roar, Dance With Wolves, or John Dunbar rides away to the piled snowy mountain. What this implies, no matter where we come from, we can be friends, but at the same time, it is so hard to stray apart from what you really are. The second point which I found interesting relates more to my personal experiences. I m oved abroad when I was 10 years old. It is an age hard to tell who really I am.I was arced into different culture when I was at school, and I was forced to Korean culture when I came home, back from the school. It is hard to deny what we are used to. The concept is so different, starting from living, eating, greeting, to the way of funeral. John Dunbar, when he was caught by his fellow soldiers towards the end of the movie, denied himself of being John Dunbar, declaring himself as â€Å"l am Dance With Wolves†. He totally seemed to become part of Sioux tribe. However, what was ironic was that the reason he went back to the camp at the first place was to find his urinal.Was Journal so important? Especially thinking about Indian culture where they don't have the concept of individual ownership? Furthermore, if John Dunbar decided to live with their tribe for the rest of his life, what importance of meaning that Journal could possibly hold? I think this part of irony shows how h ard it is to forget your own culture. This also relates to the conclusion of the first point of this essay. I spent most of my adolescent overseas. When I had about 17 to 18 years, I too was confused who I was. Am I Korean? Or am I biologically Korean with American Houghton?I still today, don't think myself as I am one-hundred percent Korean. John Dunbar probably had the same kind of confusion. After his attempt of killing himself, decision of Journey to find himself. He thought he had become part of the Sioux. He learned their language, became friend with them. He hated how white people acted in the war, and he was tired of it. That's why he decided to head west. However, indeed, he never became a true Indian, and he did not wanted to be a regular white man neither; the clash of his two identities must have been very hard on him.It was very interesting in the film how his agony of two clashing identity had effect on John Dunbar. I looked at the film on two different but similar top ics: nature of human being and individual's thought of his identity. I think, every human is same, but different. We all dream, and we all have different identity. Identity can be a key factor what describes oneself. John Dunbar identity is John Dunbar, Lieutenant of The United States' Union Army. He is an officer and the officer in charge of Fort Sedgwick. His identity is Dance With Wolves.He is a husband of Rise With Fist, and a part of Sioux member. He fought against Pawned to defend his tribe. He is an excellent marksman. He used his gun to save a Sioux girl's life from buffalo. He has a Sioux wife. Her name is Rise With Fist, blessed with a name Christine on her birth. Despite the fact that they were brought up in different culture, and different background, they became friends, enemies, husbands and wives. However, they did not truly become one. Which is I thought of as ironic message of the film. The United States is known to be a culture of â€Å"Melting Pot†.However, Native Americans are not part of this melting pot. The United States is also sarcastically said to be a â€Å"salad bowl of different ethnicities†. In the melting pot, all ingredients melt into one singular identity. However in a salad bowl, even though they are mixed together, each ingredient remains their identity. This might be the message what the director of the film Dances With Wolves wanted to say. Not sad, not frightening, nor ugly, Just a self-portrait of the world we live in, a world where we are so close but so far away from each other.

Multiculturalism in Early Childhood Education Essay

Introduction In recent times, early childhood education is becoming more diverse. Early childhood providers are required to attempt many challenging tasks. One of the most difficult of these is providing our children with diverse, multicultural experiences. (Ogletree & Larke, 2010) Since the beginning of times, young children have been raised by their families, extended families, clans and communities. Even today, most childcare homes and many early childhood programs tend to be fairly consistent and quite similar to the child’s home background. Parents tend to choose childcare and early childhood programs based on whether the programs match their own views of education and discipline. (Tarman & Tarman, 2011) Programs nowadays are expected to provide the children with experiences outside of their groups, offering opportunities to teach them to be tolerant, respectful and accepting of differences. (Derman-Sparks, 1989) Bennet (1995) described multicultural education â€Å"as an approach to teaching and learning that is based upon democratic beliefs and seeks to foster cultural pluralism within culturally diverse societies and an interdependent world.† In Singapore, where we have a culturally diverse population, it is essential to be sensitive towards each other’s cultural practices, beliefs and views. Thus, the reason to include multicultural education into the early childhood education system deems as important. The logical reason being that brain research has proved that the â€Å"prime time† for emotional and social development in children is from birth to twelve years of age. (Abdullah, 2009) Issues in Including Multicultural Education in Early Childhood Education There are several issues that do not allow multicultural education to permeate the early childhood programs in Singapore. Curriculum The curriculum of a center shows the process in which learning outcomes will be achieved. Therefore, including the goals and objectives of multicultural education into the center’s curriculum is essential. It has to be infused throughout the curriculum. Good early childhood pedagogy reflects and empowers the diverse cultural backgrounds of the children and families with whom they work. (Robinson & Jones, 2006) Including children’s identity into the daily programming and planning of the early childhood curriculum is considered necessary for developing their self-esteem as well as cultivating  their appreciation for diversity that exists more widely in our society. (Abdullah, 2009) In Singapore, multicultural education is not a mainstream issue. With Singaporeans being more aware of issues and events through globalization and internet, it is truly essential that multicultural education is included in schools. Quah (as cited in Berthelsen & Karuppiah, 2011) has discussed the expanded ethnic and religious awareness strain among Singapore in recent years. Recent cases such as the wearing of the Muslim head-dress in government schools drummed up a buzz around the diverse ethnic groups in Singapore and resuscitated ethnic strains. These cases show that government policies need to be re-evaluated painstakingly so as to safeguard cultural harmony and maintain respect for cultural diversity. Thus, gaining support from the Government to deal with this issue indepth is significant. Language Development Usually the educational system in most countries applies the national language as the medium of instruction. However, multiculturalism and the distinguishment of the important role of language in studying makes it compulsory for differing qualities of dialect, abilities and correspondence styles to be recognized, esteemed and utilized within all early childhood services. The procurement for children to study the majority language whilst maintaining their first language ought to be underpinned and energized. This obviously is to propose bilingualism or in any event underpin for the home dialect as a strategy even at the unanticipated youth level. (Abdullah, 2009) Research has demonstrated that there can just be favourable circumstances to the child other than ensuring and regarding home dialect. (Hakuta, 1986) This primary issue and challenge for the procurement of bilingual training is one of human assets. Relatively few countries will have the personnel who themselves are bilingual or multilingual. Consequently, children with languages other than the national language to look, maintain and to develop  and broaden their language and concept development within early childhood services.(Vuckovic, 2008) All children have the chance to listen to, utilise and study the majority language in a steady environment where assets, materials and individuals are utilized to scaffold their learning in a majority language. Early Childhood Education Staff Staff working in childcare centers and early childhood education programs has the ability to create an impact on the children’s developing attitudes towards cultural diversity more than any other person in the child’s life. This is an undeniable fact. It is crucial that staff go through appropriate training or staff advancement programs, which include the essential knowledge, skills and attitudes for such an avocation. Teacher must take the steps necessary to better themselves as teachers in multicultural education settings. With the changing face of today’s classrooms, there is a growing need to address multiculturalism an diversity awareness. (Riskowski & Olbricht, 2010) Training courses for early childhood educators might as well have components in both content and conveyance that address diversity of cultures. (Verma, 2003) Pre-service preparation in the form of actual scenarios where teachers are set in multicultural or classrooms made up of cultures different from their own are particularly adequate in getting them to re-look at their existing convictions and biases.(Jacobson, 2003) This type of learning emphatically influences teachers’ manners towards teaching in diverse settings. Pre-service learning has the potential of enabling teacher candidates to stand up to challenging issues of social inequities and to start the deconstruction of lifelong attitudes and the development of socially just educators. (Baldwin, Buchanan & Rudisill, 2007) Issues Affecting Child as a Learner Children need an education, which allows them to take their place in this multicultural society. A child as young as two and three years are familiar with human distinctions and this mindfulness is connected with the improvement of specific disposition. An essential socialization as well as  preferences and habit pattern in the early years of life leaves a preserving impact on the individual. .(Jacobson, 2003) These findings feature the importance of bringing social values and attitudes to children’s attention during this critical developmental period. Using this evidence, it becomes clear that early childhood community needs to address the needs of multicultural children and their unique families. These children include biological, multiracial and multi-ethnic children in blended homes, foster homes, adoptive homes and a variety of biological homes. In the early years, the child’s family assumes the leading role in socialising the child to the conduct, beliefs, convictions and plans held inside their culture. (Garbarino, 1992) With the rise in the amount of working parents and children partaking in group programs from an early age, preschools have likewise turned into compelling socialisation force. (Berthelsen & Karuppiah, 2011) Young children who live in a multicultural community experience social differences firsthand; it is part of their world. Then again, other children who live in a monocultural group frequently have challenges comprehending and tolerating an environment that is not the same as theirs. Knowing increasingly about the noteworthiness of children’s voyages between home and school and the impacts of these adventures, teachers can help these children unite the universes of home and school and all different worlds that they might experience in theirdaily lives. (Vuckovic, 2008) Pressures from mass media likewise push an impact on children to fit in with a uniform set of necessitites, dialect, method of articulation inshort, a whole way of life. They are exposed to a ‘counter culture’, which declines and demoralizes articulation from expressing their culture of origin. Regularly, this brings about immense pressures for the children, with parents demanding adherence to the old customs, with traditions practised in the home and frequently in activities outside the home. The consequence is that by and large, parents get estranged from their children who are attempting to comprehend and adapt to their transitory sub-culture, yet endeavouring to make a successful modification into another society, which  secretively and frequently unintentionally denies them this right.( Lin & Bates, 2010) Misconceptions in Teachers The most common issue is misconceptions in multiculturalism. Educators are unsure of their own ability to define what their role is in teaching culture. Teachers need the knowledge, skills and positive attitudes to know what to teach and how to teach. (Berthelsen, & Karuppiah, 2011) Teachers need to teach in a way that will meet the needs of all of their students. It may not be easy and may require more attention, time and effort. An issue teachers face is that pre-service teachers are leaving their courses unassuming to educate in today’s diverse classrooms. The dominant parts of them are leaving courses after just having one or two essential modules on educating in a multicultural setting. They are not ready for interacting with different cultures than the shielded ones that a large portion of them live in. (Lin & Bates, 2010) They are not ready for the distinctive needs controlled by today’s multicultural student population. They end up being not as qualified in this area as they should be. One reason for this could be that teachers express that students oppose multicultural education. (Atwater, Freeman, Bulter & Morris, 2010) Why is this the case? Everyone holds his or her beliefs about things. The zone of multicultural instruction is no distinctive. One of the first things that a teacher must do is to analyse herself. She ought to perceive how the conclusions, convictions and viewpoints that she holds influence the curriculum that she is planning to teach. Whether purposeful or not, a teacher’s comtemplations, recognitions, inclinations and sentiments can likely be depicted to her students. (Nichols & Dong, 2011) A â€Å"tourist approch† towards multiculturalism where cultures are only taught through celebrations, food and traditional clothing is a very common sighting in Singapore. (Berthelsen & Karrupiah, 2011) It is both disparaging and trivializing and does not give a genuine comprehension of different societies.(Derman-Sparks, 1989) Teacher need to comprehend their own particular convictions about cultures and differing qualities so as to  execute multicultural education programs viably with young children. Teachers should take the steps important to better themselves as instructors in multicultural settings. This is no feat that can be accomplished overnight. Multicultural Education in Singapore Singapore is a multi-racial, multi-lingual and multi-religious society. Our population comprises mainly Chinese, Malays, Indians and others. Multicultural education is not a mainstream issue in Singapore. While the government has been capable to keep up peace and congruity through its political, social and financial strategies and unique days, it does not manage the issue in profundity. As Singaporeans are presently for the most part more mindful of issues and occasions around the world through globalization and the web, it has become progressively critical for Singapore to think about multicultural education in schools. In the meantime as empowering differences through conservation of the social personality of the racial and ethnic aggregations in the nation, the government has likewise attempted to work towards building social union around diverse assemblies, which offered ascent to the trademark ‘unity in diversity’. (Berthelsen & Karuppiah, 2011) For multicultural ed ucation to be viable, it must be taught in the early years of education and strengthened in the later stages. Since children’s attitudes to their and other social assemblies start to structure in the early years, early childhood educators can impact the improvement of uplifting demeanor towards others, as well as consolidating an educational program concentrate on tolerance wand cross-cultural understandings of others. Early childhood educators, however, cannot adopt a â€Å"tourist approach† to multiculturalism which generalizes other societies and transforms the multicultural educational module into a â€Å"tourist curriculum†. ‘Tourist curriculum† which educates about cultures through festivals and antiquities of society, for example, food and traditional clothing, is both disparaging and trivializing and does not give a genuine comprehension of other cultures. Teachers need to understand their own beliefs about culture and diversity in order to implement multicultural education programs effectively with young children. (Berthelsen & Karuupiah, 2011) A survey was done by Berthelsen & Karuppiah(2011) to find out their understandings of multicultural education and their perceptions of its  importance in early childhood education. This was conducted in Singapore among a variety of teachers workingin private and public kindergartens and childcare centers. The participants came from different ethnic groups in Singapore. Perceptions about multiculturalism and children’s learning In this case study, they found that most teachers had restricted comprehension of multiculturalism. They saw multiculturalism as just regarding race and in the connection of Singapore.  About 60% of the participants expressed that multicultural education implied having information of one;s culture and additionally other cultures. They believed that this learning is sufficient and would immediately carry individuals out of diverse societies together. Another 40% showed that children learn prejudices, dispositions, convictions and qualities from the adults around them, parents and teachers. They communicated convictions that schools assume a paramount part in educating children about diverse cultures. Beliefs about teaching for multiculturalism The same group of teachers were asked their beliefs about teaching for multiculturalism. Twenty of them thought directing a multicultural program implied examining distinctive cultures regarding their food, clothing, celebrations, traditions and so forth. This brings it back to the â€Å"tourist approach† that Derman-Sparks(1989) implied when educating about multiculturalism. They did not go past a tourist point of view in advancing an ‘anti-bias’ approach to educating and researching the distinctive cultures. Thirteen others said preschool centers should treat kids of diverse cultures similarly and decently. Sixteen teachers thought individuals might as well put stock in multicultural education and be supportive of it. The greater part of teachers who had constructive encounters in multicultural situations or with multicultural individuals were likewise more agreeable than others without such encounters in examining multicultural issues. A few teachers had reservations about talking over  Ã¢â‚¬Å"delicate† issues, for example race or religion. Professional learning needs about multiculturalism Based on the survey done by Berthelsen & Karuppiah(2011), the teachers comprehended that they needed to understand more about multicultural education. They agreed that teachers needed knowledge, skills and positive attitudes to know what to teach and how to teach. However, the teachers did not explicitly discuss the vitality of individual reflection to comprehend their own particular prejudices, demeanor, convictions and qualities, and how these could influence their educating and learning. There were no critical or elaborated ideas on the challenges and opportunities to implement multicultural education programs. Recommendations James A. Banks, a specialist in multicultural education, has developed the five dimensions of multicultural education. He realised that in his work, numerous teachers considered multicultural education as simply content integration, meaning utilizing samples, information and data from diverse cultures. (Ogltree & larke, 2010) The five dimensions are content integration, knowledge constructions, equity pedagogy, prejudice reduction and empowering school culture and social structure. He desired for teachers to have the skills and knowledge and racial attitudes needed to work with people from diverse groups and to use a wide variety of strategies that cater to a wider range of students. (Banks, 2002) Content Integration Teachers should use several different approaches to integrate content about racial, ethnic and cultural groups into the curriculum. One of the most popular is the Contributions Approach. When this approach is used, teachers insert isolated facts about ethnic and cultural group heroes and heroines into the curriculum without changing the structure of their lesson plans and units. Knowledge Construction It helps students to understand how knowledge is constructed and how it reflects the experiences, values, and perspectives of its creators. In this approach, the structure, assumptions, and perspectives of the curriculum are  changed so that the concepts, events, and issues taught are viewed from the perspectives and experiences of a range of racial, ethnic, and cultural groups. The center of the curriculum no longer focuses on mainstream and dominant groups, but on an event, issue, or concept that is viewed from many different perspectives and points of view. This is done while at the same time helping students to understand the nation’s common heritage and traditions. Teachers should help students to understand that while they live in a diverse nation, all citizens of a nation-state share many cultural traditions, values, and political ideals that cement the nation. Multicultural education seeks to actualize the idea of e pluribus unum, i.e. to create a society that recogn izes and respects the cultures of its diverse peoples united within a framework of democratic values that are shared by all. (Banks, 2002) Prejudice Reduction According to Banks, this dimension is important in creating a â€Å"more positive racial and ethnic attitudes.† Basically, this dimension is the aspect of education where the teacher helps to lessen the amount of prejudice within students. Equity Pedagogy Teachers change their methods to enable kids from diverse racial groups and both genders to achieve. Empowering School Culture and Social Structure James Banks talks about looking not just at individual classrooms, but at the total school culture to see how to make it more equitable and using the other four dimensions to create a safe and healthy educational environment for all. James Banks’ five dimensions support that a child’s racial attitudes can change but education must start early and that early childhood programs are the perfect place to start multicultural education. (Vuckovic, 2008) Teachers As such, how can we make this a better transition for both teachers and the children? Sheets(as cited in Nichols & Dong, 2011) said, â€Å"all teachers can begin and most evolve into culturally competent educators; however, it is  important to become conscious that the ardous journey from novice to expert requires hard work, relentless commitment, and a high investment of time and energy†. Two evident approaches for joining multicultural education with teacher education programs are infusion versus segregation, and culture-specific versus culture-general. (Melnick & Zeichner, 1997) Ladson-Billings (as cited in Berthelsen & Karuppiah,2011), proposed a basic structure for breaking down teacher preparation programs. She argued that, paying little mind to prospective teachers; race, ethnicity or backgrounds; the educational module should include a target on comprehending the way of pre-service teacher relationships and the cultural bases of the educational program, educating and society. The education of teachers should boost self-reflection on values and beliefs about cultural difference and advocate the studying approaches, which allow for teacher inclusion that is dymanic, significant and ethno-linguistically appropriate. The plans of Melnick and Zeichner (1997) and Ladson-Billings (as cited in Berthelsen & Karuppiah, 2011) could be connected to teacher education programs for early childhood education in Singapore. Such programs might investigate how preschool educators characterize and conceptualize multicultural education; fuse investigations of the history of race relationships; and use careful investigations and field encounters to provide teachers with chances to gain greater knowledge, skills and understandings of their own culture as well as of other cultural and language groups in their society. In particular, they should learn how to advance suitable programs for young children that consolidate encounters to permit children to comprehend cultural differences and encourage relationships between children of distinctive cultural backgrounds. Environment There is a need for physical environment where children are well versed to reflect the cultures represented by the children working within it. For example, pictures, books, art, music, activities, cooking and recognition of certain significant days important to each culture can reflect this orientation. (Jacobson, 2003) There is a need to advocate in children, knowledge of the similarities and contrasts in cultures, underscoring the  likeness while encouraging an inspirational demeanor towards and delight in the differences. This could be attained through celebrating various holidays, enjoying reading material, folklore, music, art, games and introducing foods of various cultures. There is a need for a social or racial match between some educating staff and children in schools to be accomplished. This shows how the administration and teachers work together to decrease racial stereotypes and prejudices in the school and increase democratic attitudes, values and behaviours. The support from management is definitely essential. (Banks, 2002) Conclusion Multiculturalism is worthwhile undertaking in early childhood education based on our country’s population. It prepares children for the challenges of the globalized world. To attain the above, early childhood settings need to plan an environment, which puts forth diversity positively through resources, and materials that do not sustain stereotypes. It is also essential that a multicultural education, from pre-school onwards permeates the whole curriculum. It is inadequate to commit a component regularly reputed to be ‘ethnic studies’ to a corner of the syllabus or to a half hour period for every week. Most desirable is that interpersonal relations ought to be passed on by long-term and rational modeling and that knowledge gained ought to be by first-hand experience. Important implications need to be addressed before infusing it into the early childhood curriculum and equal collaboration between children, teachers, parents, administrators, employers and the wider community is essential. (Vuckovic, 2008) References Abdullah, A. C. (2009) Multicultural education in early childhood: Issues and challenges. Journal of International Coopeation in Education, 12(1) Atwater, M., Freeman, T., Butler, M., Morris, J. (2010). A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of â€Å"other† students. International Journal of Environmental and Science Education. 5. 287-318. Baldwin. S. C., Buchanan, A. M., & Rudisill, M. e. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education, 58(4), 315-327. Bennett, C. (2003). Comprehensive multicultural education: Theory and practice. (5th ed.). Boston, MA: Allyn Bacon. Berthelsen, D., & Karuppiah, N. (2011). Multiculturaleducation: The understandings of preschool teachers in Singapore. Australian Journal of Early Childhood Education. 36(4). Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, D.C: National Association for the Education of Young Children. Garbarino, J. (1992). Children and families in the social environment (2nd ed.). New York: Aldine de Gruyter. Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books. Jacobson, T. (2003). Confronting our discomfort: Clearing the way for anti-bias in early childhood. Portsmouth, NH: Heinemann. Lin, M., & Bates, A. B. (2010). Home visits: How do they affect teachers’ beliefs about teaching and diversity? Early Childhood Education Journal, 38, 179-185. Melnick, S., & Zeichner, K. (1997). Teacher education for cultural diversity. Enhancing the capacity of teacher education for institutions to address diversity issues. In J. King, E. Hollins, & W. Hayman (Eds.), Meeting the challenge of diversity in teacher preparation (pp. 23-39). New York: Teachers College Press. Nichols, M. E., & Dong, E. (2011). Meeting the needs for today’s multicultural classroom: A review of literature. The Journal of Multiculturalism in Education, 7(1). Ogletree, Q., & Larke, P. J. (2010). Implementing multicultural practices in early childhood Education. National Forum of Multicultural Issues Journal, 7(1). Quah, J. S. T. (2000). Government policies and nation-building & searching for Singapore’s national values. Singapore: South East Printing. Riskowski, J. & Olbricht, G. (2010). Student views of diversity: A multicultural mathematics activity. Viewing transformation during the middle school years. Multicultural Education. 2-12. Sheets, R. (2009). What is diversity pedagogy?. Multicultural Education. 11-17. Tarman, I., & Tarman, B. (2011). Developing effective multicultural practices: A case study of exploring a teacher’s understanding and practices. The Journal of International Social Research, 4(17). Verma, G. K. (2003). Ethnic diversity and multicultural education: Cross-cutting issues and concepts. Proceedings of The International Conference on Globalization and Multicultural Perspectives in Education, Penang, Malaysia, 3-4 Dec. 2003. Vuckovic, A. (2008). Making the multicultural learning environment flourish: The importance of the child-teacher relationship in educating young children about diversity. Australian Journal of Early Childhood, 33(1).

Norman Mailer’s Stabbing of his Second Wife, Adele Morales

Mr. Mailer was an eminent individual of America, he was known as a writer, film producer and director. He completed his Bachelors of Science in aeronautics from Harvard University in 1939. He became a very famous personality after writing many prominent novels. He married six times throughout his life. He had nine children, out of which eight were biological, and one was adopted. Norman Mailer was considered   Ã‚  a very gifted and assiduous person. In the year 1960, at a party held at his home, Mailer got drunk and stabbed his second wife, Adele Morale, practically killing her. Adele Morale was hurt in the abdomen and back of the body. Most people believed that Mailer was observed as the victim. Mailer had been motivated to do this by compulsion and mental illness, as there was no other reason which could be concluded for this sinful act. While few people criticize him and believe that Mailer did not have any admiration for women, he affirmed on a converse demonstrate, â€Å"Women ought to be kept in confine.†   In a Harper's Magazine dissertation titled â€Å"The Prisoner of Sex†, he wrote, â€Å"The major accountability of a woman is to be on ground long enough to find the best mate for herself and envisage children who will perk up the species.† So in this research study we have covered all the facts which may be involved in Norman’s stabbing of his second wife, and have described the circumstances which provoked him to perform this violence. Life History ; Achievements of Norman Mailer Norman Mailer was an outstanding personality of the United States of America. He was an author, film producer and director. Normal Mailer was born in New Jersey in 1923. In 1939, Mailer completed his Bachelors of Science in aeronautics from the Harvard University. After completion of his edification, he initiated inscription of novels. In the year 1944, he was driven to the army, where he worked communally as a clerk and rifleman. In the year 1948, he started writing for the novel, â€Å"The Naked and The Death†. In this novel, he elucidated everything which he had perceived in World War II. This novel achieved more accomplishment than it was expected to. It was in 1960 when he wrote many dissertations and became a lead writer. In 1969, Mailer ran for mayor, this time on the â€Å"Secessionist† ticket, which included proposals that New York City become the fifty-first state and that disputes among young criminals be settled by jousting tournaments in Central Park. Mailer's theatrical journalistic approach is presumed to be of highest esteem in the outstanding Armies of the Night. Mailer triumphed six percent of the ballot in a five man competition to turn out to be the Mayor of New York. He recognized the 1968 Republican and Democratic conference in Miami and the Siege of Chicago, and became the first man to corridor the Moon. During his life time, Mailer married six dissimilar women and had nine children from them, eight of which were his biological children and one was adopted. After spending a troublesome life, Mr. Mailer died at the age of 84 in New York, at Mount Sinai Hospital, due to renal failure. [Norm, Rich]. Marriages of Norman Mailer Norman Mailer married six times, his first marriage took place in the year 1943, and last in 1980. His first wife was Beatrice Silverman, they got married in 1943, and he divorced her in the year 1952. Adele Morales was his second wife, they got married on April 19, 1954 at City Hall, but after a few years, he attempted to kill her with a pen knife, and they were divorced after this ghastly incident. Lady Jeanne Campbell was the third wife of Mailer. They married in the year 1962 and were divorced in 1963. He then decided to marry Beverly Bentley in the year 1963. His fifth wife was Carol Steven whom he married in the year 1980; they were separated after one day of their marriage. He committed himself to Norris Church in the year 1980. [Norm, Sherry, Strifto]. The stabbing incident At a revelry in which Mr. Mailer was to announce his Mayoral candidature on the Secessionist ticket, he was heavily drunk and he stabbed his second wife Adele Morale, practically killing her. She was hit in the abdomen and back of the body, and was taken to the hospital at 8 am sharp. She was admitted to the hospital with an abrasion in close proximity to her heart. Shortly after, detectives went to question her about the incident, but they were told that she was in a very critical situation, and she could not answer their questions. The following day, the police was allowed to visit her as she was feeling better than before. She then informed them that her husband stabbed her on Sunday morning at 5 a.m. without any reason. He unexpectedly walked towards her, looked at her and stabbed her with a penknife. Adele refused to press accusation, so Mailer escaped this indignation within a fortnight at a psychiatric unit of Bellevue. This incident became one of the most terrible events of Mailer’s life. It has been a focal point for feminist critics of Mailer, who point to the subject of sexual aggression in his work.   This confrontation made him separate with his beloved wife. Furthermore, they divorced in the year 1962. This incident also blemished his career and the image he had made among fans. He was no more considered as a celebrity after stabbing his wife. Mailer also felt guilty for his act while appearing in a T.V. documentary.   He himself said, â€Å"The stabbing changed everything in my life. It is the one act I can look back on and regret for the rest of my life.† On the other hand, Adele Morales tells news reporters that Norman Mailer was never guilty for his act because if he was, it would show, additionally; he can never accept that he has any weakness in his character. Carl Rollyson unwrapped the biography of Mailer with narrations of John Maloney, an acquaintance of Mailer. It was in 1954, when Maloney stabbed his mistress and escaped. After a few years he was sent to jail but was released when the convict was taken back from his wife. At that moment, Mailer alleged to him, â€Å"God, I wish I had the courage to stab a woman like that. That was a real gutsy act.† That tells one all one needs to know about Norman Mailer’s idea of â€Å"courage.† In some instances, it conveys very modest disapproval surrounded by upscale intellectuals [Norm & Kimball, 2007; Bart, 2007]. Circumstances and Causes of this Incident When the populace attempted to conclude on the subject of Mailer’s stabbing of his second wife, they were frequently bewildered. This was due to the fact that Mailer had a tremendous individuality and overwhelming intelligence, and had written many esteemed articles. While on other hand, he stabbed his wife so it is not very easy to conclude Mailer’s personality and circumstances which drove him to this act. However, we can have a spectacle on what a researcher considered about Norman Mailer, to make a conclusion about the cause of his violent act. Irving Howe believes that Mailer was observed as the victim. He also believes that Mailer had been motivated by compulsivity and mental illness as there was no other reason which can be concluded for this sin. Anyone who reads Mailer’s story would consider him as a victim and they would question themselves additionally, as to what the circumstances were, which forced him to do so. If Mailer’s attempt to assassinate his companion convened with little displeasure, the ‘American Dream’ would not run away so effortlessly. It had its admirer, and on the other hand critic Stanley Edgar Hyman, in an overwhelming review called Norman Mailer’s Luscious Rump, beam a lot, when it was called an appalling novel. Substantially added flamboyance than antagonism, it is a book whose dreadfulness is in actual fact begging description. It can be said that Mailer performed this violent act because he would be mentally depressed at times, as he had a troubling life. However, some people believe that Mailer was thought of as a celebrity who was a drinker and brawler, womanizer, biased campaigner, communal critic, talk-show guest, self-promoter, and symbol of male sexism. The stabbing incident became the evidence of Mailer’s reputation as a boisterous person too [Norm & Kimball]. The above discussion clearly concludes that the causes of this incident may be   some mental illness, or it was his cruel nature towards women which made him   perform this horrible act. References Bart Barnes, November 11, 2007, A blustery force in life and letter retrieved from http://www.washingtonpost.com/wp-dyn/content/story/2007/11/11/ST2007111101767.html. About.com, quotes about Norman Mailer previous marriages retrieved from http://marriage.about.com/od/thearts/a/normanmailer_3.htm Richard Avedo, Norman Mailer autobiography retrieved from   http://www.notablebiographies.com/Lo-Ma/Mailer-Norman.html. Mailer a dissenting view, Roger Kimball http://pajamasmedia.com/xpress/rogerkimball/2007/11/10/norman_mailer_a_dissenting_vie.php.                  

Media Diary Analysis Essay Example | Topics and Well Written Essays - 1000 words

Media Diary Analysis - Essay Example s, I also visit the i-tunes website/application where I listen to music as I dress and do a couple of my morning chores, which psyches me up for the good day ahead. During the day, I only get chances to blog or chat in between classes, during breaks and after the classes in the evening. However, this is not usually a fixed schedule as sometimes the classes might not take long, during breaks I’m sometimes caught up with other activities like finishing assignments (that’s when I get to do the research part) or discussing trending issues in the fashion and celebrity world. When am in school, I am mostly engaged in the media sections that I can access through my mobile phone hence programs and movies are sometimes rare for me to watch or even download; however, for music I listen to and download frequently. In the evenings, I get to watch and follow the popular programs and shows courtesy of the cable network; additionally, it’s the only time that most of my friends are free in between the week so am always active in almost all the social websites through the facilitation of the multiple applications. After all the shows that I follow are done sometimes I get to watch movies either online through Netflix or some that I may have bought; furthermore, at times I treat myself to some shopping online. During the weekend, most of my time is spent on the media since I do not get to go to school and most of my friends and relatives are also free or less busy; either from work or school also. The numbers of hours I spend on the media during the weekend are almost double those of the weekdays; my personal chores are the only things I partake in that do not involve the media. It is during this time that I get to catch up on the latest news that I missed during the week and engage in trends on the social sites, send pictures to family and friends, and do a little bit of shopping as I watch more programs and movies. In this situation they are a few comparisons in the way

The Implementation of Enterprise 2.0 in a Business Research Paper - 1

The Implementation of Enterprise 2.0 in a Business - Research Paper Example There are numerous examples of enterprise 2.0 tools in which Wikis and Blogs are well-known communication and collaboration portals. Moreover, social network tools are very helpful for the staff members in finding the target person or group of persons. Thus, enterprise 2.0 has the capability to offer content, data and information and knowledge in an amazingly low-priced and unproblematic way by means of web-based tools. Some people say that enterprise 2.0 is about carrying Web 2.0 into the business; however, it is not completely true. In some way, enterprise 2.0 refers to the process of bringing the collaborative and social applications and technologies of Web 2.0 into the business setting; however, enterprise 2.0 also shows a basic change in the way businesses carry out their operations. Additionally, it is a true fact that enterprise 2.0 is a simplified idea that is normally used for technological and business practice that releases the required workers from the limitations of inheriting communication tools and productivity tools as there is an example of the email. Moreover, it’s another major advantage is that it facilitates the business executives to access precise information when it is required by means of a web of interrelated applications, services, and strategies. In this way enterprise, 2.0 make easy to get to the combined intellect of many. Hence this aspect results in moving to a n enormous competitive gain in the form of improved innovation, efficiency and agility. The question is that what is enterprise 2.0 and how it is used in a business environment?  

Club IT Assignment Example | Topics and Well Written Essays - 1000 words

Club IT - Assignment Example For instance, organizations normally make use of a computer based information system known as Decision Support System (DSS) to make quick and valuable business decisions after analysis of data. It is noteworthy that information technology is highly significant for effective operation of every organization and as such, Lisa and Ruben should not relent in their effort to integrate information technology in the operations of Club IT. It is relevant to start by pointing out that despite all the efforts applied in extensive remodeling of the club, Club It will not be in a position to exploit its full potential without embracing information technology. Lisa and Ruben will start the journey towards employing IT in Club IT operations by installing appropriate information system (IS) infrastructure within the organization. The key information system infrastructures include hardware, software, databases, network, procedures, and computer proficient individuals (Rainer and Turban, 2009). Key ha rdware to be acquired by Club IT includes CPUs, monitors, and storage devices, while the software will include application programs that will support the club’s systems. ... By installing effective information system infrastructure, Club IT will stand a better chance of gathering and storing vital information about the clients, which may include favorite drinks, music, or services. Information systems will save Lisa and Ruben a great deal in the sense that they will no longer have to engage in paper work, which is too bulky and tedious. Processing of raw data into finished timely, efficient, and reliable information is supported through information system. For instance, Club IT will find it easy to track sale of drinks from the warehouse and consequently accessing the closing stock at the end of the day without physical count. Lisa and Ruben have several information systems at their disposal to improve the Club’s information technology, data management, and decision-making capabilities. They should start by adopting an integrated inventory system that seeks to harmonize all the operations in the supply chain. However, before adopting the inventory system it is important for Reuben and Lisa to consult inventory system vendors for an advice on various requirements that will adequately meet the needs of the Club. Other key stakeholders to be engaged in the system analysis include sales personnel, storekeepers and their respective executives. An inventory System as a computer system it is developed with a view of managing elementary day-to-day transactions of an organization relating to inventory management starting from the suppliers, warehousing and sales (Kelly, 2010). Club IT is engaged in a number of recurring activities, which include sale of particular type of drinks and movement of stock into and out of the warehouse. It is often very cumbersome to