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Failure of our education system
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Create a Monster
As a product of his own society, Stupi was raised to his horrible fate at Georgia. He one day snapped and went on a killing spree of all the non-management majors for he felt that they were smarter than he. Because of his inferior intellect he always felt below the engineers and this inferiority was the case of his psychological breakdown.
He grew up in the “rich” part of town so his parents had to send him to the best private school around. The only trouble was that he did not have the mind capacity that he needed to succeed at that school. He was always one level below everyone else. This always messed with his mind because his name was always on the bottom of the list and everyone teased him about this. Stupi never fit in with anybody. He parents kept pushing him and pushing him to succeed and he was always letting them down and this scarred his mind. Stupi just was not cut out for the work that the top private school in the state offered.
Stupi’s parents still thought that he should go to a good school and learn with the rest of the smart people. Well his parents chose Georgia, even though he wanted to go to UCF with the rest of his friends. While he visited he found some friends who he would hang out with. He didn’t even think it was that bad until he started to see how smart a lot of the people were. Stupi had to drop out of his industrial engineering major because it was too hard for him. When his friends were making good grades, he was always at the bottom just trying to look to the light for some help. It was never there. His friends started to realize his inferior intellect and casually stopped seeing him.
At this point Stupi realized that he just couldn’t take it anymore. He went to someone’s room and grabbed his club and went on a mass-murdering spree of all those who were smarter than he. He would pound people until they were dead and then move on to the next one in a massive fit of rage.
The novel, The Great Gatsby, by F. Scott Fitzgerald, provides the reader with a character that possesses qualities both challenging to understand and difficult to endorse. These characteristics show themselves through the character’s desire and passion to pursue his dream. Jay Gatsby, an elusive, persuasive, and sometimes deceptive man displays such contrast in his moral foundation that leaves the reader questioning his true motives at nearly every action. There is an argument to be made that Gatsby is both great and not so great, making him the epitome of moral ambiguity. For example, Nick, another major character, who happens to be the narrator of the story, first describes Gatsby in the opening chapter of the novel as someone who he both
The first chapter in this book explains a business’ mission and values. When discussing the mission, Welch states that in order to create an effective mission statement, one must explain how they intend to win in that particular business. The key is profitability, “Delineate their strengths and weaknesses in order to assess when they can profitably play in the competitive landscape,” (Welch, 15). This means to define the business’ strong and weak points to evaluate where they can efficiently and profitably fit within that specific business sector’s scheme. In order to come up with the mission, one can receive input from any source, but one should especially listen to the intelligent ones from all of the different sectors. Although, it is the responsibility of the top management or whoever is held responsible for it, to put it in place, it is their “defining moment,” (Welch, 17). The mission is what a business plans to do to win and values are ...
Kody Scott, also known as “Monster” for his viciousness in beating of a man and further crimes, forms a realistic and brutal picture of gang violence in America. Throughout his story, Scott views his gang participation as the only viable means of survival. Killing is done through the necessity to promote oneself in order to become an O.G., or Original Gangster, the pinnacle of gang member status and achievement. The urge to become an O.G. seems to be paramount in Scott's eyes, and he outlines his plan: first he must build his reputation, then his influence as part of his set, and finally as a “promoter” of the Crips (Shakur, 1993, pp. 14-15). By age eleven Scott's sole desire is to become a gang member of his local set, the Eight Trays. He disregards education, at one point stating how he paid no attention to his middle school teacher, focusing only on the streets and his “homeboys” as source of lifestyle and adventure (Shakur, 1993, pp. 3-4). He clearly reaches his goal, putting the entirety of his mental and physical being into being a gangster, even though it leads him to a life wreaked by violence and prison sentences.
"When we talk about communication, we are talking about peoples' lives, no less than that - so there really are no degrees of freedom. If we get it wrong, if we miss the boat - people drown" (Mirenda, 2008). I feel that it is our duty to provide not only meaningful education but a means in which the students are given the tools necessary to function and communicate to the best of their abilities and AAC can do this. The Assistive Technology tools can assist the students to improve their communication and have a bright future in which they are a productive, independent adults.
Graff begins by talking about the educational system, and why it flawed in many ways, but in particular, one: Todays schools overlook the intellectual potential of street smart students, and how shaping lessons to work more readily with how people actually learn, we could develop into something capable of competing with the world. In schools, students are forced to recite and remember dull and subject heavy works in order to prepare them for the future, and for higher education. “We associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider inherently weighty and academic. We assume that it’s possible to wax intellectual about Plato, Shakespeare, the French Revolution, and nuclear fission, but not about cars, dating, fashion, sports, TV, or video games.” (Graff, 198-199) In everyday life, students are able to learn and teach themselves something new everyday. It is those students, the “young person who is impressively “street smart” but does poorly in school” (Graff, 198), that we are sweeping away from education and forcing to seek life in places that are generally less successful than those who attend a college or university.
Peter Brooks' essay "What Is a Monster" tackles many complex ideas within Mary Shelley's Frankenstein, and the main concept that is the title of the essay itself. What is the definition of a monster, or to be monstrous? Is a monster the classic representation we know, green skin, neck bolts, grunting and groaning? A cartoon wishing to deliver sugary cereal? or someone we dislike so greatly their qualities invade our language and affect our interpretation of their image and physical being? Brooks' essay approaches this question by using Shelley's narrative structure to examine how language, not nature, is mainly accountable for creating the idea of the monstrous body.
She explains how her son was just pushed through school. “Our youngest, a world-class charmer, did litter to develop his intellectual talent but always got by” (559). He got through school by being a good kid, he was quiet and didn’t get in trouble. This was how he made it to his senior year until Mrs. Stifter’s English class. Her son sat in the back of the room talking to his friends; and when Mary told her to just move him “believing the embarrassment would get him to settle down” (559) Mrs. Stifter just told her “I don’t move seniors I flunk them” (559). This opened Mary’s eyes that her son would have to actually apply himself to pass. He wouldn’t be handed a passing grade. After the meeting with her son teacher, she told her son if you don’t try you will fail, making him actually apply himself. This made Mary understand that Failure is a form of positive teaching tool. Only because her son had to work for it and, now he actually came out of high school with a form of
The moral decay of society during the 1920’s was represented through the characters in Fitzgerald’s The Great Gatsby. People became selfish as their wealth increased, and they didn’t care at all what they did to other people, as long as they ended up okay in the end. Dishonesty became accepted, and that led to a downfall of society. Because of the character’s lack of morals and responsibility, Gatsby, an innocent man, died.
‘The Great Gatsby’ is social satire commentary of America which reveals its collapse from a nation of infinite hope and opportunity to a place of moral destitution and corruption during the Jazz Age. It concentrates on people of a certain class, time and place, the individual attitudes of those people and their inner desires which cause conflict to the conventional values, defined by the society they live in. Gatsby is unwilling to combine his desires with the moral values of society and instead made his money in underhanded schemes, illegal activities, and by hurting many people to achieve the illusion of his perfect dream.
Throughout Fitzgerald's The Great Gatsby, there is a broad spectrum of moral and social views demonstrated by various characters. At one end, is Tom, a man who attacks Gatsby's sense of propriety and legitimacy, while thinking nothing of running roughshod over the lives of those around him. A direct opposite of Tom's nature is Gatsby, who displays great generosity and caring, yet will stop at nothing to achieve his dream of running off with Daisy. The moral and emotional characteristics of Gastby and Tom are juxtaposed, Tom, the immoral character and Gastby, the moral character while the other characters' moral and emotional developments appear between these two.
Mary Shelley’s Frankenstein or; The Modern Prometheus, published in 1818, is a product of its time. Written in a world of social, political, scientific and economic upheaval it highlights human desire to uncover the scientific secrets of our universe, yet also confirms the importance of emotions and individual relationships that define us as human, in contrast to the monstrous. Here we question what is meant by the terms ‘human’ and ‘monstrous’ as defined by the novel. Yet to fully understand how Frankenstein defines these terms we must look to the etymology of them. The novel however, defines the terms through its main characters, through the themes of language, nature versus nurture, forbidden knowledge, and the doppelganger motif. Shelley also shows us, in Frankenstein, that although juxtaposing terms, the monstrous being everything human is not, they are also intertwined, in that you can not have one without the other. There is also an overwhelming desire to know the monstrous, if only temporarily and this calls into question the influence the monstrous has on the human definition.
“ The real world is where monsters are”, Rick Riordan states in the movie, Lightning Thief. Many people consider monsters as wicked malicious creature who haunt or torture others. Although this is true, monsters can also be found within the souls. Modern day monsters can be found within people, in stores, and in the real world.
In Frankenstein, Mary Shelley uses the motif of monstrosity to convey the theme that a person’s outward appearance is not what makes them a monster but rather their actions or inactions that classify true monstrosity. Despite the fact that the monster Victor Frankenstein creates is a literal example of monstrosity in the novel there are many parts that give meaning to monstrosity within character’s actions. Although Victor appears normal, since he is human his ambitions, secrets, selfishness, and inaction makes him a monster himself. Along with monstrous characters the pursuit of knowledge that is seen in Victor, his monster, and Walton in Frankenstein prove that knowledge can be a monstrosity. Mary Shelley’s Frankenstein is created using the life stories of different characters in the novel. The novel itself could be seen as a monster created similarly to Victor’s monster.
Due to this, he used drugs that dropped him out of the college totally. These students don’t want to seem irresponsible, so they make up an excuse, such as the bad friendship. Another reason we drop out of college is that we want to be independent. A lot of news has been saying that students are sensitive during the adolescence.
The shift to a free trade regime in the textile industry was good for Bangladesh. Bangladesh prospered when other economies were not t doing so well. The textile industry greatly increased causing it to become a major reason as to why the economic has continued to increase. Increasingly bring in billions and billions from exports between 2006 to 2012 like the book mentions.