Tuesday, January 28, 2020

Search for My Tongue and Presents form My Aunts in Pakistan Essay Example for Free

Search for My Tongue and Presents form My Aunts in Pakistan Essay In this essay I shall compare the ways in which each poem describes being part of two different cultures. The word culture is a religion or a belief you belong to or something shared by people. A culture can be a Somalian culture in which we like to eat rice however I am also a part of British culture which I like to eat fish and chips. In my opinion I think it is important to belong to a culture because it represents you and what you do in your life. If you are part of more than one culture you will have a clash. The moral of a Muslim culture says dont steal furthermore the school culture, kids may tell you to steal. We have been looking at these two poems exploring these themes. The first poem is Presents from My Aunts in Pakistan. This tells the story of a teenage girl who does not feel comfortable in the Pakistani clothes sent to her by her relatives but prefers wearing denim and corduroy, which are her everyday clothes in England. The second poem we have been investigating is Search for My Tongue. It examines about a young adult that forgot about her two tongues which means her two languages. The poet testify that she forgot her native tongue which is Guajarati and knows her foreign tongue on the other hand she feels uncomfortable talking at the same time using both languages. Although the poem is using the same metaphor, one talks about a young teenager who is confused in her own thoughts. The young teenager cannot decide whether she is more British or Pakistani. The other poem called Search debates about mother tongue and foreign tongue. A mother tongue is the language that you were born with alternatively a foreign tongue is a language that you learn by yourself. Even though the poems have many differences, theyre also equivalent because they both use a metaphor, which means when something is represents things we cannot see, hear, touch, taste and smell because they are abstract. An example would be a fire which symbolizes anger or exasperation. However, the metaphors are conflicting in each poem. In Presents from My Aunts in Pakistan it is clothes that show her identity and her culture; whilst in Search for My Tongue it is tongue which represents her language. I will introduce the poem by demonstrating how Moniza Alvi develops that idea that the young teenager is torn apart being half British and half Pakistani through her feelings about clothes. At first, the clothes from her aunts are brilliant; she describes the salwar kameez an exotic peacock blue. An example would be they sent me a salwar kameez peacock blue. In this quotation she is suggesting the peacock an exotic bird that has beauty and confidence which contrasts with her feelings. Blue suggests peace, which contrasts her inner conflict and her low self esteem. An example would be a fractured land. In this extract she is feeling another side of her identity she tries to imagine how it might have been if shed lived in Lahore instead, and wonders would she have been more or less at home or still feeling torn apart from two cultures which are the Pakistani culture and the British culture. However, the clothes can also hurt her, for example, candy stripped bangles snapped drew blood. In this quotation she is sensitive and fragile because it indicates her. The word blood suggests her cultural identity which is Pakistani culture. The word snapped specifies that she has been torn apart from two different cultures. The clothes make her feel awkward for example satin silken top was alien. In this extract the girl in Present feels that she is alien and alien implies she does not belong in this world. The word alienated is a use of oxymoron because alien and sitting room does not go together. The poet us oxymoron because you should feel at home when you are sitting in the sitting room however the girl in Presents she feels uncomfortable sitting in her living room wearing her Pakistani clothes. The clothes remind her that she is half-English, which makes her feel uncomfortable and at the same time, she says the clothes are radiant in the wardrobe. Even though she isnt wearing them, they seem full of light and beauty compared with her other things. She is drawn to the flourishing colours. The girl in Presents form My Aunts in Pakistan feels that she would be more relaxed in her everyday English clothes. An example would be I longed for denim and corduroy. In this quotation she is showing that she really likes the British clothes. Denim and corduroy symbolizes British clothes. They are dull and normal unlike beautiful satin silken clothes. This tells us that her Pakistani clothes which are stunning contrast with her lifeless British clothes which were bought from MS. As her English friend dont like her Pakistani clothes, for example, did not impress her school friend. In this extract the English people are shown not value Indian culture. The girl internalises this idea. Her English friend does not like the bright colours of Indian clothes she likes the dull English clothes. However, the girl in Presents admires the delicate way the clothes have been made. An example would be I admire the mirror work. In this extract she tries to see her identity in the Asian clothes drown to her beauty. It also shows her mixed feelings about her heritage; she loves it and hates it at the same time. The opening part of Search for My Tongue is that the girl feels like she is making you imagine having a voice. An example of this would be I have lost my tongue. In this extract the tongue represents her language she has lost part of herself. Tongue sounds more physical and more painful. This is similar to Presents because it connects to the candy stripped bangles she is sensitive and fragile which connects to Searchso both of the poems we can see that they are in pain. In Search for My tongue a powerful image shows the awkwardness of having two languages. An example would be two tongues in your mouth. In this quotation she feels awkward in her mouth. As two tongues are in her mouth she feels muddle up and confused as she cant talk English and Guajarati at the same time. This is similar to Presents because the girl feels that her clothes have clung to her. It connects with Search as both show awkwardness. Also, they both suggest that the main characters have to make a choice between two cultures. You cant have both. As the poet feels it is impossible to combine both languages. For example, you could not use them both together. In this extract she suggests having two tongues puzzle you. This is similar to Presents for the reason that the girl does not feel right with Pakistani clothes she likes wearing her dull every day clothes which are denim and corduroy. The poet sometimes feels she is losing her native language. An example would be I thought I spit it out. In this quotation she feels that she is rejecting her native language and she is feeling that she is losing it. In contrasts with Presents she does not feel comfortable wearing her Pakistani clothes. Both of the poems have similarities which they are both lost and dont know what culture they are from. The two poems are also different in their use of structure which means when something is laid out or it makes something clear. Sometimes, structure is hidden. It is important to understand the structure because the poet lays out the poem so it emphasis the poem. An example would be when the poet uses rhythm and rhyme. We notice that then the other normal rules. In Presents Form My Aunts in Pakistan, she uses symmetrical structure she does not follow a path she follows her thoughts and memories as the girl is confused. The poet shows the flow of her thoughts as how one memory triggers another. First of all the poet starts of talking about her salwar kameez. Then she goes of and talks about her mothers jewellery then she goes back to her birth place which triggers her thoughts about her real culture which is Pakistani culture.

Monday, January 20, 2020

Inclusion of Children with Disabilities Essay -- Education School Spec

Inclusion of Children with Disabilities Along with many other topics of special education, the topic of inclusion has been surrounded by uncertainty and controversy for as long as the concept has been around. This controversy may stem from the fact that inclusion is expensive and experts disagree about how much time disabled students should spend in regular classrooms (Cambanis, 2001). Although this topic is controversial, it cannot be ignored. Inclusion will, at some point, affect 1% of all children born each year, who will have disabilities and the families and educators they will come in contact with (Stainback, 1985). There are two major federal laws that deal with the education of children with special needs. One of these laws is, The Individuals with Disabilities Education Act, also known as IDEA (W.E.A.C, 2001). This law passed in 1975, was the first act to guarantee all students with disabilities a public education (Kluth, Villa & Thousand, 2001). This law requires that the school district supply an IEP, individualized education program (Merritt, 2001), for every child with disabilities. This law also requires that the IEP team consider placing each child in the least restrictive environment possible (W.E.A.C, 2001). The least restrictive environment possible refers to the environment that would benefit the handicapped student the most, both academically and socially. The IEP team usually considers three possibilities for the student. One possibility is that of a self-contained classroom, where the student would be in a class with all disabled students and be taught by special education teachers. A second possibility is that the student be placed in a general education classroom for half of the... .... Learning Disability Quarterly, 24(4), pp.265-74. Retrieved March 11, 2002 from WilsonSelect Database. Palmer, David S., Fuller, Kathy., Arora, Tina. (2001). Taking Sides: Parent View on Inclusion for Their Children with Severe Disabilities. Exceptional Children, 67(4), pp.467-484. Retrieved March, 11, 2002 from WilsonSelect Database. Choate, Joyce S. (1997). Successful Inclusive Teaching- Proven Ways to Detect and Correct Special Needs. Massachusetts: Allyn& Bacon. Stainback, Susan & William. (1985). Integration of Students with Severe Handicaps into Regular Schools. Virginia: The Council for Exceptional Children. Special Education Inclusion. (2001). Retrieved February 25, 2002 from http://www.weac.org.htm Active Inclusion-Facilitating Active Inclusion in Secondary Education. (2000). Retrieved February 25, 2002 from http://www.faise.com

Sunday, January 12, 2020

Discuss and critically appraise how personal experience informed the political thought of Mary Wollstonecraft

Mary Wollstonecraft has been seen to be the founder of feminism, with radical ideas in terms of education, marriage and female emancipation. However it is necessary to consider what shaped those ideas, which lead to the emergence of feminism. It is necessary to consider what circumstances events and ideas circulating at the time influenced the politic thoughts of Mary Wollstonecraft. In order to understand what formed the basis of Mary's thoughts we will need to identify their thoughts in the context of a number of factors. Mary's ideas could be regarded as liberal feminism. Her ideas focused mainly around the individual woman and her rights. Her proposals were mainly for women's equality with men. Mary believed women should be treated like men and placed a lot of focus around women's education as being inferior to men's when in fact women were as intellectual as men and therefore should have a more equal education. Her reasoning for this was based around the idea that women need to be well educated to be successful mothers. Mary also emphasized in her writing the need for sexual freedom and argued how marriage could be dangerous to women as it leads to further oppression. Equality was needed in domestic relationships. However all though initially her focus was on equality for women it eventually shifted to equality of humanity. It needs to be contemplated that there are a number of influences in the ideas outlined above these include Mary's own personal experiences, social change and other events occurring at that time. Many people suggest that Mary's political views are ‘grounded in experience'; her personal life explains much about her proposals for women's equality, education, marriage and humanity. 1 Mary had a very varied background, she moved house six times in total with each time representing a downward social and economic mobility. This gave her insight into in to regional, class and gender divisions of eighteenth century Britain, enabling Mary to perceive class inequalities in society, and campaign for equality of every class rather than just women. In addition to this it could also be argued that another way in which her personal experience shaped her views on class inequalities was working for the kingsborough's, which allowed her to observe the lives of an affluent aristocratic family compared to the lower classes. This shaped her political thought in terms of her â€Å"resentment of the power and emptiness of privileged lives†2 and the injustice faced by the working classes. However It could be argued that Mary Wollstonecraft ideas were centred round achieving equality for middleclass women as much of her work is focused on how disadvantaged so called ladies of leisure are in having mere existences rather than equality faced by working class men and women. Mary still regarded women's domestic role as acceptable she believed women should still have the role of caring for children, family and other domestic duties; â€Å"mothers should stay at home and care for their children†. 3 It could be argued that this was because of the role she had to play in regards to her position in the family. For example, Mary had to leave her job as a lady's companion in 1781 to go back home to nurse her mother, which was considered as a female's role in her family. It is evident that her ideas of equal education were actually to enable women to become better mothers (she still saw women in a domesticated role), which could have stemmed from experience in her family of having such roles. Conversely it could be considered that her ideas for women still looking after children could be due to the values of society at the present time. A great deal of Mary's political thought was based around the education of girls. In her book entitled â€Å"Thoughts on the education of daughters† she reflects concern on adequacy of female education. She believed that women were constrained in their education compared with boys and it should therefore be more rational. It could be said that these ideas about the inadequacy of girl's education were based around her experiences of education. Mary attended a local day school for girls. Her school discouraged ‘to high notions' and attended to housewifery and morals to make girls such as Mary marriageable. It could be assumed Mary was an intelligent girl and she found her education â€Å"short and inadequate†3 this may have influenced her view about how inadequate women's education was and pushed her to campaign for reforming women's education. Mary gained knowledge in male dominated areas such as arithmetic, which showed to her that women could be just as capable as having the same knowledge as men. However it could be contended that rather than personal experience influencing her ideas on education her class ideology directed her ideas on reforming education. This could be shown in Mary's belief of selected education where the mechanically minded children should be placed in separate schools to those of superior abilities5, which was a typical attitude of the middle/upper classes. In her book ‘A vindication of the rights of women' Mary highlights her views on the subordination of women in society. Mary argues against the social forces that keep women ignorant and the superficiality they are encouraged to engage in6this enables men to remain dominant over women as women become physically and economically dependant on men. Mary believed that women needed freedom as they were being dominated by male patriarchy and in this sense were open to abuse by males. It seems apparent that the above ideas and assertions on male abuse and dominance of women stemmed from her own life experiences and those of her female relations as she witnessed male abuse to family around her; As a young girl Mary used to be subjected to witnessing her fathers drunken violence against her mother. By viewing her mothers abuse and helplessness Mary came to realise the lack of protection available to women. Her past experiences of her and her family may have also influenced her views on relations with males including marriage. In a letter to George Blood in 1789 Mary describes marriage as â€Å"legal prostitution†6. Mary had witnessed cruelty of men to her mother, sister and friend fanny in their marriages. She believed that her sister condition of ill health was due to the mistreatment of her husband; she took steps to help Eliza arrange legal separation. â€Å"On three different occasions Mary did see the lives of women ruined by cruel dissipated, husbands† (Bouten 1922:131). Witnessing the abuse faced by three people close to her in their marriages may have guided her ideas on marriage which she regarded as slavery and influenced her decision not to marry through most of her life. Alternatively it could be said that her ideas arose from the laws of society at the time, as there was little recourse from the victims of abuse. The laws also gave rights to the husband and took them away from women at the same time in the procedure of marriage. The norms of society may have therefore informed Mary's political thought as it made obvious inequalities in marriage and the dominance of women. There were some aspects of feminism that Wollstonecraft didn't consider such as legal property rights of women and voting rights. This may be due to her not experiencing these issues in her life, which further confirms her ideas were based around her personal experiences. However it has to be considered that her personal experience was not the only factor contributing to her political thought. In the 18th Century Mary was subjected to experiencing and participating in a series of social revolutions both in Britain and in France. One was enlightenment, which put reason as the focus of human identity and as the main justification of rights. 7 This may have influenced Mary's political ideas as she based her argument for equal rights on the fact that both men and women had the same human identity, which echoes the ideas of enlightenment. Britain was also experiencing rapid change with the industrial revolution. These rapid periods of change may have influenced Mary to challenge the existing social order regarding the position of women as traditional institutions and conceptions were being outgrown; â€Å"The time was ripe for an intellectual questioning of society†8. Although Wollstonecraft's feminist thought went against the traditional ideas of sexual opinion reflected in 18th century Britain, it could be argued that her political ideas actually reflected the spirit of innovation around at the time; â€Å"the century prior to the rights of women had seen a steady flow of writings by enlightened literati of both sexes arguing for higher valuation of woman's characters and an enhancement of female intellect and status†. In which case it could be said that Mary's political thought was informed by changes in society. It also has to be considered that the late eighteenth century there was an expansion in literature as a profession for women. 9 This may have encouraged the thoughts of Mary's, which may have developed due to her writing. It is possible that the French Revolution that begun in 1789 with its struggle for social justice also influenced her political ideas especially in terms of her ideas on the rights of humanity. Prior to the French revolution Mary concentrated on the rights and freedom of women, but later on changed her focus towards the rights of humanity as a whole including men, This lead to her considering the rights of women in terms of the rights of men. â€Å"Her vindication was that of men but in relation to men, the human race, and the entire human experience† 10. Therefore it could be argued that the revolution influenced the change of Mary's political ideals from concentrating on women to human kind. On the other hand it could be argued that the French Revolution did not influence Mary's ideas, which were primarily based on equality for women, as the new constitution of France did nothing to remove the inequalities between men and women. Many supporters of social justice in the French revolution were the most active opponents of women's rights. 11 Religion is another possible factor outside Wollstonecraft's personal experience that may have influenced her political thought. Wollstonecraft believed that education would make women more virtuous. This could be regarded as one of the reasons for her views on education of girls. Mary believed education would give women the chance to prove in the reality of good and evil and she put her faith in to the goodness of god. 12 Alternatively there is also reason to suggest that Mary Wollstonecraft wasn't religious as she rejected many religious doctrines such as pacifism of Christ. An alternative argument regarding the reasons behind Wollstonecraft's feminist thought is put forward by Freudian Psychiatrists. They argue the basis of her political thought was due to her hatred of men. â€Å"Hers was hatred of creatures that seemed capable of doing everything while women seemed to her capable to her of doing nothing†13 They therefore argue her feminist thoughts arose out of her illness of being neurotic and compulsive. 7 However it could be argued that Freudian analysis is subjective and therefore has no objective basis for explaining reasoning for Wollstonecraft's political ideas. Overall it is clear Mary had many painful experiences and experiences of social changes in her life, which helped shape her political views. Therefore it can be attained that personal factors influenced political thought, although it also has to be taken into account that her political thought was also influenced by outside factors such as social change and institutions such as religion. This coincides with concept of the â€Å"personal is political† where the experience of our personal lives are defined by broader political settings. To feminism personal experience such as that encountered by Mary can be seen as a valid way of knowing the social world and deriving political thought. However it could be argued that the experiences of Mary didn't provide a sufficient claim of truth, as it doesn't necessarily mean that Mary has political insight. Therefore it could be said that this isn't the most objective way to gain an insight into the political sphere of society.

Saturday, January 4, 2020

Standard Molar Entropy Definition in Chemistry

Youll encounter standard molar entropy in general chemistry, physical chemistry, and thermodynamics courses, so its important to understand what entropy is and what it means. Here are the basics regarding standard molar entropy and how to use it to make predictions about a chemical reaction. Key Takeaways: Standard Molar Entropy Standard molar entropy is defined as the entropy or degree of randomness of one mole of a sample under standard state conditions.Usual units of standard molar entropy are joules per mole Kelvin (J/mol ·K).A positive value indicates an increase in entropy, while a negative value denotes a decrease in the entropy of a system. What Is Standard Molar Entropy? Entropy is a measure of the randomness, chaos, or freedom of movement of particles. The capital letter S is used to denote entropy. However, you wont see calculations for simple entropy because the concept is fairly useless until you put it in a form that can be used to make comparisons to calculate a change of entropy or ΔS. Entropy values are given as standard molar entropy, which is the entropy of one mole of a substance at standard state conditions. Standard molar entropy is denoted by the symbol S ° and usually has the units  joules per mole Kelvin (J/mol ·K). Positive and Negative Entropy The Second Law of Thermodynamics states the entropy of isolated system increases, so you might think entropy would always increase and that change in entropy over time would always be a positive value. As it turns out, sometimes entropy of a system decreases. Is this a violation of the Second Law? No, because the law refers to an isolated system. When you calculate an entropy change in a lab setting, you decide on a system, but the environment outside your system is ready to compensate for any changes in entropy you might see. While the universe as a whole (if you consider it a type of isolated system), might experience an overall increase in entropy over time, small pockets of the system can and do experience negative entropy. For example, you can clean your desk, moving from disorder to order. Chemical reactions, too, can move from randomness to order. In general: Sgas   Ssoln   Sliq   Ssolid So a change in state of matter can result in either a positive or negative entropy change. Predicting Entropy In chemistry and physics, youll often be asked to predict whether an action or reaction will result in a positive or negative change in entropy. The change in entropy is the difference between final entropy and initial entropy: ΔS Sf - Si You can expect a positive ΔS  or increase in entropy when: solid reactants form a liquid or gaseous productsliquid reactants form gasesmany smaller particles coalesce into larger particles (typically indicated by fewer product moles than reactant moles) A negative ΔS  or decrease in entropy often occurs when: gaseous or liquid reactants form solid productsgaseous reactants form liquid productslarge molecules dissociate into smaller onesthere are more moles of gas in the products than there are in the reactants Applying Information About Entropy Using the guidelines, sometimes its easy to predict whether the change in entropy for a chemical reaction will be positive or negative. For example, when table salt (sodium chloride) forms from its ions: Na(aq) Cl-(aq) → NaCl(s) The entropy of the solid salt is lower than the entropy of the aqueous ions, so the reaction results in a negative  ÃŽâ€S. Sometimes you can predict whether the change in entropy will be positive or negative by inspection of the chemical equation. For example, in the reaction between carbon monoxide and water to produce carbon dioxide and hydrogen: CO(g) H2O(g) → CO2(g) H2(g) The number of reactant moles is the same as the number of product moles, all of the chemical species are gases, and the molecules appear to be of comparable complexity. In this case, youd need to look up the standard molar entropy values of each of the chemical species and calculate the change in entropy. Sources Chang, Raymond; Brandon Cruickshank (2005). Entropy, Free Energy and Equilibrium. Chemistry. McGraw-Hill Higher Education. p. 765. ISBN 0-07-251264-4.Kosanke, K. (2004). Chemical Thermodynamics. Pyrotechnic Chemistry. Journal of Pyrotechnics. ISBN 1-889526-15-0.