Diversity and Background Experience Essay Example for Free

Diversity and Background Experience Essay Teaching is a profession that indeed gives me fulfillment and self-satisfaction. I have always wanted to teach to share my knowledge, learning, ideas and most of all, my imagination. I yearn to give the best in my students that is why I have always prepared my lessons and teach them from the very bottom of my heart. One of the most challenging experiences that I encounter in my teaching profession is to be involved and to be immersed in students of diverse populations. During the process, I encounter dilemmas that test my patience but I have done my best to retain in composure. I have a very long patience and that is a great help; however, due to the number of students who belong in diverse races, my patience has been almost brought on its limit. On the other hand, I have learned to manage my students which in turn allow me to handle them easily. The problems that have arisen on the process disintegrate in the long run. I need not to take those dilemmas seriously because it will only affect me when teaching. However, it is not only me that suffers from problems with diverse populations. Some of my students approach me due to the fact that they are being bullied because of their race, tradition and skin color. As their teacher, I know that I have to do something. I have given them advices during the consultation and promise them that I am going to make a move that will help eradicate the discrimination in class. Dealing with students of diverse population offers a myriad of challenges to a teacher. It is important for the teacher to cope and to struggle with those challenges. How did I cope and struggle on those challenges? Basically, the answer lies on the assets that I possess and the assets that I bring in the four-corner room. The subsequent assets are divided into two. First are the assets that I have. I am confident that as an individual and as a teacher, I have unique skills and abilities; some are innate, others are learned and acquired. Second are the assets that I bring in the classroomthe teaching strategies and techniques that I have presented and the vision to change what has been acquainted by my students regarding the treatment of their fellow students. As an individual, I possess a very long patience that help me deal with my deviant, lazy and naughty students. Being their teacher, I have to do something that will help them perform well in class. During my session, I use to share jokes and anecdotes in relation to our lessons so that I can capture their interest; and in order to avoid boredom. Of course, I know how it feels to listen to professors who teach their undying litany, while oozing with boredom. In my part, I do not want my students to experience that to me. I desire everyone to be awake while I am teaching. On the other hand, the teaching strategies that I have done and presented are anchored on my creativity and imagination. I want each meeting to be unique; in order to do that, I devise different kinds of teaching techniques that will enable my students to participate actively in class. I believe that education is not just confined in the four-corner room—formal setting. I believe that education can also be acquired in an informal setting thus my students and I go for fieldtrips and conduct lessons outside the classroom. I yearn for them to maintain and sustain their interest in my subject. I yearn for them to look forward every meeting and I know that I have achieved it. Furthermore, to satisfy my vision with regards to the treatment of their fellow students, I have taught them the concept of racism and discrimination. I have conducted an activity that will allow them to participate and to talk with their fellow students of different race and tradition. In the long run, the move is a triumph. Everyone in class has already respect each other; bullying a person has disintegrated. Being a teacher, my ultimate goal is to share my knowledge and learning and to transfer and to give to my students my excitement and passion. Teaching profession is indeed self-satisfying. It aids me nourish not just my physical self but also†¦ my soul.

National Association For The Advancement Of Colored People Essay

National Association for the Advancement of Colored People Born from the Niagara Movement, led by William E. B. DuBois, the NAACP has had a volatile birth and a lively history (Beifuss 17:E4). The impetus for the creation of the National Association for the Advancement of Colored People came in the summer of 1908. Severe race riots in Springfield, Illinois, prompted William English Walling to write articles questioning the treatment of the Negro. Reading the articles, Mary White Ovington and Dr. Henry Moskowitz were compelled to meet with Walling. Consequently, the three along with a group of black and white citizens had considered the present state of the Negro, disfranchised in the South and taxed while going unrepresented in the government, a national conference needed to be held to answer the "Negro Question" (Jenkins). It was then that the idea of NAACP was created. February 12, 1909, Lincoln's birthday, a conference to review the progress that the nation made since Emancipation Proclamation and to celebrate Lincoln's birthday took place; Thereupon, a statement, now known as "The Call", was released. This statement reiterated the treatment of the black race since 1865. Many notable figures in history signed "The Call" , e.g., Ida Wells Barnett, Jane Adams, W.E.B. DuBois and John Dewey. In a matter of two months, another conference was held. As a result of that conference, the NAA...

And the mountains echoed by khaled hossieni Essay

This line of the text conveys the central idea of the novel in which the idea of sacrifice has been beautifully portrayed. The author tries to draw our attention towards the agony and misery of the father and brother of Pari who send her away for her better future and also the better future of their family. The story that is told by Abdullah’s father holds a very big significance and is symbolic of the love and affection coupled with deep sense of separation and helplessness. Abdullah’s father makes him aware of the striking reality of their lives through the story and the central idea of the whole story finds its place here. Abdullah who shares a tight bond of love and affection with his sister sacrifices her belongingness for her better future and life of prosperity. Just like Baba Ayub in the story gets separated from his beloved son, Abdullah was also to part with his sister. The journey of Abdullah from Shadbagh to Kabul holds upon him a test; a test to make him strong enough to leave Pari at his Uncle’s place. The Div of the story signifies the difficulties that one has to face in one’s life and once these difficulties are surpassed, there exists satisfaction and peace in one’s mind believing that his loved ones are happy and enjoying their lives to the fullest. Parwana in the story once says â€Å"It had to be her. I am sorry, Abdullah. She had to be the one. † And soon after this the author doesn’t fails to mention â€Å"The finger cut, to save the hand. † Abdullah tries very hard to bring a smile on Pari’s face and feels pleased in even exchanging his shoes for the peacock feather for her sister’s collection. The story in the beginning of the chapter is symbolic of pain and suffering that one experiences, when he has to part with his beloved ones and also signifies that the need of basic amenities is fundamental to the existence of humans. If the much adored ones are to be separated from one self so as to ensure these fundamentals to them then the pain and suffering is nothing at their cost. Journeys depicted in the novel:- The novel involves a lot of journeys that are symbolic of time which passes on covering the darker and the lighter shades of one’s life. This is evident from a line of the story that Baba Ayub tells to both his children â€Å"He walked until the sun was a faint red glow in the distance. Nights he slept in caves as the winds whistled outside. Or else he slept beside rivers and beneath trees and among the cover of boulders. He ate his bread, and then he ate what he could find ¬- wild berries, mushrooms, fish that he caught with his bare hands from streams- and some days he didn’t eat at all. But still he walked† . This he says in context with the fact that one has to face a lot of hardships and difficulties to find his loved ones back and in the end everything is fine to Baba Ayub as he accomplishes his goals and finds his son safe and sound with the Div. Abdullah travels from Shadbagh to Kabul to drop his sister at his uncle’s place and this gives hint to the readers that someday, the time will bridge all the gaps between him and his sister and also the pain and misery will go away. Pari goes away with her ‘Mamman’ and travels a long distance to reach France but the memories of her father fade away gradually with time. Pari loves her brother very much and shares an inseparable bond with him but with the passage of time, she leaves him behind and feels it difficult to remember the lullaby that was sung by him. These journeys also signify the changes that take place in one’s life that makes the individual develop new relationships with people surrounding him and leaves the older ones. NILA: THE SYMBOL OF DYNAMISM Nila or Pari’s ‘Mamman’ is a symbol of dynamism. The author very clearly depicts a contrast between her and the other women of Afghanistan. On one hand he shows Parvana, who wore clothes that cover her body completely and then on the other hand he describes Nila who exposes her legs and hands. For the society Nila is not an ideal woman as her ways are carefree and she is confident and self centered. But the author never fails to point out that she was admired and loved by the Afghani people at the Wahadati’s house because of her poems that were about love, lust and passion. In Nabi’s words â€Å"Nila’s poems defied tradition. They followed no preset meter or rhythmic pattern. † Nabi used to be pleased to spend time with her and this, the author mentions in the line â€Å"I was happy enough to be the vessel into which she poured her stories. † Nila was such a charming lady that no one could remove their eyes from her and she was always talked about in public. This shows the development and change in the mindset of the people in Afghanistan. Desires Couples with Suffering: The story of Roshi depicts a clear example of desired coupled with suffering. At one point the character of Chacha Idris is brought about as a savior but the author never drifts away from the realities of life and explicitly explains how desires of Roshi later turn into suffering. The bond of love between them though is never shaken. The promise that he makes to her is out of the bond of love but when he moves to his own life, he couldn’t keep his promise as the situations of his personal life coil up around him. THE MOUNTAINS ECHOED:- They are symbolic of the give and take relationships prevalent in the present world. The echoing in the mountains signifies that whatever may any individual does or receives is an outcome of his deeds that he has already done in the past. The echoing mountains also signify the nature of love and hatred that is; the more you give the exponential you receive. The echo from the mountains also signifies the memories of man that are lost in the conditions of life and as the time passes they become fainter and fainter. THE MUD HOUSES:- These are symbolic of the hard work and toil of people in Afghanistan, who in order to earn their daily ‘Naan’ have to do a lot of work. In winters the mud houses are the only shelter to poor and in the summers they are the only medium of defense from the scorching sunrays. People at Shadbagh were very laborious and so was Abdullah’s father who once said to Mullah Shekib â€Å"If I had been born an animal, Mullah Sahib, I swear I would have come out a mule† . Abdullah’s father had taught him how to make bricks and they had made bricks for a mosque in other town. The author has very well brought the idea of presence of a web of right and wrong in which every individual is coiled. He has very aptly explained the fact that mere existence of humans is based on the society and this society is the one which recognizes the powerful people as their leaders and the poor as the ones who strive for their livelihood. The helpless have to do away with their loved ones and ensure their safety and this is the fault of the society that it overlooks such sufferings of the people. Why a father had to leave her daughter at her uncle’s house? This was because he knew that his daughter would be safe with those rich people who were respected by the society and had a position. But the author is concerned about the emotions of the children who are parted at a very young age, also he is concerned about the inner voice of the father who wants to find his child, also the affection of Roshi with Chacha Idris and Pari with her father and mother; and so the author gives a small Rumi poem at the starting of the novel: â€Å"Out beyond ideas of wrongdoing and rightdoing, there is a field. I’ll meet you there. † With this poem the author conveys the emotions of every individual of the society who sometime or the other wants to leave all the complexities of his life and reach the level where no situations of helplessness and sorrow would bind him and he would not have to make any sacrifices to live his life. The author through the stories of Parwana and Masooma brings about the idea of complexity and jealousy that come in the lives of two twin sisters who were treated differently by the society due to their behavior that the society has divided into good or bad. Parwana also wanted to share the pure feeling of love with her sister but could not do so because the society had created a rift between the two. Gholam and Adel who belonged to strikingly different backgrounds used to meet secretly because the friendship between the rich and poor or high status people with low status people was not recognized as good by the society and this poem by Rumi fits in here as well.

The True Language Of Love - 1782 Words

The True Language of Love When reading early British texts, readers often notice that two main themes are recurring within the stories and poems of the time. These themes are love and religion; both of these were important within the culture. However, the readers may not realize that the language used in describing the two different themes is not different at all. In fact, the language of love and the language of religion are very similar, especially in medieval texts. Two texts that provide an excellent example of this type of language are Marie de France’s Lanval and Margery Kempe’s The Book of Margery Kempe. Comparing the language used in these works with the biblical book Song of Songs, it is clear that the language used in the texts of the medieval period doubles as both religious and romantic. Song of Songs, or Song of Solomon, is a book of the bible that focuses on Christ’s love for his people. Within the book, Christ is portrayed as the bridegroom and Christians as his bride. According to Vivian de Sola Pinto, the book is the nuptial song of King Solomon and his Egyptian Bride, but is also an allusion to â€Å"the Love Union and Communion between Christ and the church†, and even further, â€Å"Christ and every believing soul (Pinto).† Using this explanation, not only is the language in this biblical book different from the other books of the Bible, but also it blends the language of love and the language of religion. Using this philosophy about the sensuality of theShow MoreRelatedWhat I Have Learned About Hypothetical Syllogism Essay807 Words   |  4 PagesIn dealing with Hypothetical Syllogism all must be true. They will always contain two premises and a conclusion. It will state if one thing will happens, another one will following. Therefore the third one is expected as well. The premises as well the conclusion have to be all in a logical form to be true. For example: This is a valid argument, and can be affirmed. 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