Peggy Sturmfels s Birth Parents - 1806 Words

Peggy Sturmfels was adopted in the early 1990’s when she was two weeks old. Her birth parents were just teenagers and couldn’t even take care of themselves therefore they felt it would be in Peggi’s best interest if they allow her to get the best life possible with someone who could provide for her. They opted for a closed adoption because at the time no one knew she was even pregnant. Her adoptive parents John and Gabrielle Sturmfels agreed with Peggy’s birth parents and vowed not to tell her about the adoption. To her birth parent’s wishes John and Gabrielle gave Peggy the best life a child could imagine, she was their little princess and they treated her like royalty. Peggy was sent to the best schools and graduated high school as valedictorian. After graduation John and Gabrielle had a huge surprise for Peggy; they were going to allow her to attend the college of her dreams: UCLA. Peggi had dreamed to go there but her parents did not feel comfor table with her being so far away from home. Three months later Peggi had packed up and had started her first semester of college. She was doing very well and passing all her classes so she felt it was time for her to have a night to just relax and have some fun. Her friend Abby suggested that they go to one of the Frat parties close to their dorm. Peggy agreed and they went. At the party there was drugs and alcohol everywhere and Peggi didn t feel comfortable but Abby insisted she stayed and referred to her as a â€Å"party pooper†.

Propaganda in George Orwells 1984 Essay example - 653 Words

Take a second to think about the word propaganda. What comes to mind? Do events such as World War II or The Cold War? According to The American Heritage Dictionary of the English Language, propaganda is a noun which means â€Å"the systematic propagation of a doctrine or cause or of information reflecting the views and interests of those advocating such a doctrine or cause.† In other words, propaganda, in this particular definition, is viewed as the deliberate transmission of an idea or document that a group of people believe in. This definition suits the description of propaganda in the novel 1984 by George Orwell. The Inner Party is pushing the concept of â€Å"Big Brother,† the ultimate leader. But words can have multiple meanings and can†¦show more content†¦The latter definition is more accurate. If every act of influence in another’s decisions is considered to be propaganda, then it has more of a hold on society then one can believe. This c oncept can be applied to the previously mentioned novel, 1984. If each act was a variety of this mind control device, then every moment of a human’s life is controlled and influenced by it. A specific example of this is the transition to Newspeak, the new language of Oceania. If the government were able to manipulate a language, the minds of hundreds of thousands of humans could be easily controlled. By limiting the vocabulary one has to think and to speak with, it is hard to explain complex emotions, therefore erasing those complex emotions from the minds of many. Technology can also be placed in the propaganda column. The telescreen, for example, can see the person watching it just as the person watching can see it. With telescreens almost everywhere, it would be difficult, if not impossible to perform any act without a constant surveillance. The idea and concept of revisionism can also be classified as a type of propaganda. Revisionism, according to The American H eritage Dictionary of the English Language, is defined as â€Å"the act of revising an accepted, usually long-standing view, theory, or doctrine, especially a revision of historical events and movements.† In 1984, the characterShow MoreRelatedAnalysis Of George Orwell s The Great Gatsby 1285 Words   |  6 PagesMack Allen Mr.Booth Period 6 English 12/3/14 Author Study of George Orwell George Orwell was a literary tactician who won two major awards because of hia advanced and intriguing use of propaganda. At first glance, his books appear to be stories about animals, however, they contain much deeper and influential meanings. Orwell is most recognized for his portrayal of dystopian societies and how they parallel present society. Through intense allegories, Orwell unintentionally crafted novels that areRead More1984 By George Orwell1038 Words   |  5 Pages 1984 by George Orwell Brittany Beard Creative Writing 12/14/17 Abstract In this essay, I will use three sources to develop an answer to the question: â€Å"What relevance does Orwell’s text, 1984, written in 1948, have on today’s society?†. I will discuss today’s society’s use of words used in, 1984. The sources given are all relatable, but i have chosen these three, because I can give a better reasoning to how they are relatable. I must include Citations for all informationRead MoreEssay about Propaganda in 1984682 Words   |  3 Pagesinformation controls the minds of the citizens. The Party uses propaganda as a powerful weapon against the citizens. There are many types of propaganda used. Propaganda is brainwash. The citizens of Oceania are brainwashed to think that the Party is really there to help them, to make them happy. â€Å"WAR IS PEACE. FREEDOM IS SLAVERY. IGNORANCE IS STRENGTH.† and â€Å"Big Brother is Watching You† are examples of doublethink. These uses of propaganda prevent rebellion of t he citizens of Oceania because they believeRead MoreOppression and Dehumanization in George Orwells 1984 Essay1621 Words   |  7 Pages12 April 2012 Oppression and Dehumanization of Society in George Orwell’s 1984: The Manipulation of Technology, Language, Media and History George Orwell uses his novel 1984 to convey that human beings, as a species, are extremely susceptible to dehumanization and oppression in society. Orwell demonstrates how a government’s manipulation of technology, language, media, and history can oppress and degrade its citizens. In 1984 the political manipulation of technology oppresses the peopleRead More1984 and Nazism1401 Words   |  6 PagesNobody can disagree with the fact that George Orwell’s vision, in his book 1984, didn’t come true. Though many people worried that the world might actually come to what Orwell thought, the year 1984 came and went and the world that Orwell created was something people did not have to worry about anymore. Many people have wondered what was happening in Orwell’s life and in his time that would inspire him to create this politically motivated book. A totalitarian world where one person rules and declaresRead MoreAdolf Hitler And The Nazi Germany1133 Words   |  5 PagesIn the book 1984, George Orwell describes a world similar to that of the Nazi Germany. An assortment of parallels can be drawn between the totalitarian governments of Adolf Hitler and Orwell’s fictional â€Å"Big Brother.† Complete power, propaganda, and dehuman ization are three main topics related to both Orwell’s novel and Nazi Germany. Complete power is achieved by the dictatorship and totalitarianism. Brainwashing in both cases uses tactics of propaganda and invasion of privacy. Dehumanization isRead MoreThe Dystopian Novel, By George Orwell, And Andrew Niccol s `` Harrison Bergeron ``1222 Words   |  5 PagesWar is peace, freedom is slavery, Ignorance is strength (Orwell 7) this is one of the very many slogans that were used to control society in George Orwell s piece 1984. Dystopian literature is a futuristic universe that is oppressive and uses bureaucratic, totalitarian, and/or technological control to control society. In Orwell s Dystopian book 1984, Kurt Vonnegut, Jr s short story Harrison Bergeron, and Andrew Niccol s film In time, there are many examples of a Dystopia is that containRead MoreIn George Orwell’S Famous Book 1984, The Party Runs The1536 Words   |  7 PagesIn George Orwell’s famous book 1984, the Party runs the slogan â€Å"Who controls the past controls the future: who controls the present controls the past† (Orwell 74). This slogan is a common idea when it comes to The Ministry of Truth. The Ministry of Truth is Orwell’s way of predicting both modern day media manipulation and propaganda because it shows how the media can and does change the past, present, and future. In 1984 propaganda is used to manipulate the population by turning them against oneRead MoreA Literary Analysis Of 1984 By George Orwell721 Words   |  3 Pagesbook â€Å"1984 by George Orwell† it was written in 1948 as a thriller. Winston Smith is the main character of this story followed by two characters â€Å"Julia and O’Brien.† The book starts off with main character Winston being very frustrated with what is called the â€Å"Party† lead by a man named â€Å"Big Brother† hints the saying â€Å"big brother is watching you† from â€Å"Geo rge Orwells worst fear† stated by express.co.uk. the book takes you for a ride through what the author believes will happen by the year 1984 he statsRead MoreAnalysis Of 1984 By George Orwell1022 Words   |  5 PagesPeople of Oceania 1984 was written by a British writer and journalist, George Orwell. Orwell created the novel, based off of the main protagonist, Winston, who tries to overcome the malicious obstacles of the politcal regime, is faced with judgements and mistreatments from the Party. One need only to apply the epithet of Big Brother to a government or organization in order to conjure up the nightmarish oppression so vividly portrayed in Orwells most famous novel. 1984 depicts a fictional society

Culture of Jamaica Free Essays

The first settlers of Jamaica called the land â€Å"Xaymaca† which means â€Å"Land of springs† (Pillai, 2013). It is said that this is where the name of the country came from. Jamaica is known for many things like its beaches, wildlife, and reggae music. We will write a custom essay sample on Culture of Jamaica or any similar topic only for you Order Now Jamaica has a mix of people from different races, religions, and countries so its culture is varied. Christopher Columbus discovered Jamaica in 1494, but people have in habited the island for thousands of years before. The Arawaks and Tainos are said to be the first ribes to settle on the island, between 4000 B. C. AND 1000 B. C. (Pillai, 2013). From 1494 to 1655, Jamaica was a Spanish colony. It was a British colony from 1655 to 1962. Jamaica was granted a new constitution in 1944 and gained universal suffrage. The country gained independence August 6, 1962 (Purcell, 2013). The population of Jamaica is 2,909,714 (FindTheData, 2013). 16. 5% of the population lives below the poverty line. Africans make up most of the Jamaican population. After Africans, many of the Jamaicans are multiracial and from Indian or Chinese decent (Pillai, 2013). English is the official language of Jamaica (Purcell, 2013). Jamaican Patois is the de facto national language of Jamaica, which is a Creole language (Pillai, 2013). It is the most commonly spoken language in the country. Many religions are practiced in Jamaica. Tainos, the first settlers, worshipped forces of nature like plants and animals. They believed in the God Yucahu and Goddess Atabey. They also worshipped good and evil spirits to prevent natural disasters (Pillai, 2013). Christianity made its way to the island with the colonizers. About 80% of Jamaicans are Christians. Rastafari developed in the 1920s in Jamaica. It is a â€Å"blend of Old Testament Christian faith, mystic beliefs, and African fundamentalist ideology. † The Rastas keep their hair long in dreadlocks, reject western society, and use marijuana spiritually (Pillai, 2013). Jamaicans have certain traditions and beliefs. A common birth rite is to bury the umbilical cord of a newborn baby, and usually a tree is planted over it, signifying that they are always connected to their birth place. Funerals are an important ritual to the Jamaicans. A big funeral is a sign ofa good life (Purcell, 2013). Nine Night is a Jamaican ceremony or funeral where friends and family sing, dance, and drink for eight nights then sing farewell songs on the ninth night. They rearrange the room of the deceased so their spirit will not recognize it and return. A last meal is set out under the silk-cotton tree, a hiding place for the spirits, for the diseased spirit (Pillai, 2013). Jamaican weddings are big, lavish, and family-oriented. Both families of the bride and groom meet before the wedding and friends start sending gifts like eggs for the cake (Pillai, 2013). Jamaican foods are usually hot and spicy. Their strong spices and herbs make heir dishes popular around the world. The national dish is the Ackee and Saltflsh. Spicy Jerk pork and Jerk chicken are very popular Jamaican cuisines. The national drink is Jamaican rum (Pillai, 2013). Rice is a ceremonial food. Curried goat meat is the main meal at parties, weddings, and tunerals (Purcell, 2 Jamaican attire is a combination of European and African style. Jamaican women wear brightly colored outfits of a skirt, top, and headscarf. Men wear brightly colored western-style clothes with short sleeves. Due to the humid weather, Jamaicans don’t wear heavy clothing; they prefer cotton clothing. Rastafarians wear clothes made of natural fibers. These clothes are always in their sacred colors of red, yellow, and green. â€Å"According to the Rastafarians, Red signifies the blood of the black people, Yellow stands for the gold that was stolen from Africa, and Green symbolizes the lost African lands† (Pillai, 2013). The also wear a tam or hat to go over their dreadlocks. The official currency of Jamaica is the Jamaican dollar (FindTheData, 2013). Manufacturing and services are the main sources of economy. Service includes tourism, which is a great contributor to the economy. Jamaica’s main trade allies are the United States, the United Kingdom, Canada, and the Caribbean Economic Community. Major imports are consumer goods, construction hardware, electrical and telecommunication equipment, food, fuel, machinery, and transportation equipment. Jamaica’s major exports are bauxite and alumina, apparel, sugar, bananas, coffee, citrus and citrus products, rum, cocoa, and labor (Purcell, 2013). Jamaica’s gross domestic product (GDP) is $25,620,000,000. Their GDP per capita is $8,900, which is also the world average. Jamaica has a high inflation rate of 6. 9%. They also have a high unemployment rate of 14% (FindTheData, 2013). The country is in a bad economic situation. Jamaica has a bicameral parliamentary legislative system. They are a member of the British Commonwealth. The British monarch, the governor general, the prime minister and deputy prime minister, and the cabinet make up the executive branch. The Senate and the sixty members elected to the House of Representatives make up the legislative branch. The Judicial branch is the Supreme Court and lower courts. The main political parties are the People’s National Party and the Jamaica Labor Party Purcell, 2013). Sociologists would need to know about Jamaican custom to know what not to say or do around Jamaicans to not offend them. They would need to know some of Jamaican history which would let them know that there was much slavery and oppression during the colonial period. Jamaicans might get offended if this subject is brought up in the wrong manner. It would be wise for sociologists to know that the Jamaican Patois language is a symbol of defiance from European cultural authority (Purcell, 2013). Their Jamaican identity is very important to them. Their identity ncludes many things like their religion traditions and customs. How to cite Culture of Jamaica, Papers

Teaching for Diversity

Question: Discuss about theTeaching for Diversity. Answer: Introduction: Education for diversity and social justice is an important value that should be included in the vision of every school of the world. The current century is a witness to a rising trend of terrorism, social injustice and disharmony, racial discrimination and a glaring disparity between the haves and the have-nots (Keddie 2012). Developing nations like Australia have seen an increase in the amount of immigrants of various ethnic, linguistic, socio-cultural groups approaching and settling in their countries (Ferfolja and Vickers 2010). The number of immigrants has increased over the years (Taylor and Sidhu 2012). They face the problems of isolation and marginalization in the society (Benjamin and Emejulu 2012). Hence every school should attempt to do away with the instances of inequality. It becomes the moral and social responsibility of the school to develop strategies to resist this kind of discrimination. Social equality would bring harmony and peace in the society. This would remove the general feelings of fear and xenophobia (Keddie 2012). However, various forces have become obstacles to the development of such strategies such as economic globalization. The government has curtailed its funding for educational systems. Instead, it has focused on the academic performance on literacy and numeric standards. This shift has changed the priority of the schools from learning to management and necessary skills. Such a move proves to be detrimental to the teaching of the disadvantaged and marginalized students of the society (Webster and Ryan 2014). The present education system is inadequate to address their problems. In a country like Australia, where there is a rising diversity in the classrooms, the teachers are not yet qualified enough to deal this diversity. Consequently, the students are not giving their best performance in the classroom. They need emotional, social and cultural support which the present education system cannot provide. However, there is a problem atic situation with regards to the minority class. If their concerns are not addressed, then they will be marginalized, and their group will not be given their due status. On the other hand, when the particular group is identified and supported, it will generate the hierarchical notion of difference and create injustice for the group in question (Keddie 2012). Dissertation: A school needs to follow some processes to achieve equity in the education of the diverse groups. The educator needs to go rationally through the processes to validate its usefulness in the education process. As discussed in "Educating for Diversity and Social Justice," in the case of Peppermint Grave High School, the school first prepares the students so that they can participate in the mainstream Australian education system. It is of utmost importance that they are gradually introduced to the mainstream education system. This determines their period of stay in the school. The students will be inclined to remain in the system once their self-confidence rises (Keddie 2012). Here the concept of inclusive education comes to the forefront. Earlier inclusive education referred to the inclusion of students with disabilities into the mainstream education. Now it has a broader implication. It takes into account the culturally and linguistically diverse minority groups. Most of the Australian state governments have devised policies to address this diversity in their education systems (humanrights.gov.au 2016). Every school will have its way to induct the students into their education system or the environment. Keddie discussed the equity-based approach that is followed in the Peppermint Grove High School. The approach implies that the linguistic and cultural backgrounds of the students determine the allocation of the resources of the school. The aim of the approach is maximum involvement of the students which would help them perform well in the class. To address the disparity among the students, the school also offers services which assist them in settling in the relatively foreign society. One problematic situation that may arise in the case of the diverse groups is that it's not stationary. It always changes bringing with fresh bouts of issues. Therefore, the teaching staff needs to be on its guard to deal with such matters deftly and like an expert. The problematic situations need to be discussed, and strategies need to be formulated to solve them (Keddie 2012). Another way of dealing with the problem of the marginalized group is adequate representations of such minority groups in the teaching staff. In this away, the approaches like the equity-based approach can be fully applied. Students feel that they can express themselves well in front of someone with whom they can relate themselves (Keddie 2012). The understanding of the educators regarding the concept of equity is also of immense importance. The students belong to different strata of society and are eligible for differential treatment. This implies that certain students will require support from educators more than other students. Equity is in a distributive sense of justice. In this case, the minority group needs extra emotional and socio-cultural support from teachers and society in general (Ferfolja and Vickers 2010). The students' needs should be consulted, and accordingly, they need to be fulfilled. Equity does not mean that all the students should be treated equally. The background, cultural differences and the past life of the refugees are taken into account before deciding which students are entitled to equitable treatment. This is crucial for the conception of justice in a satisfactory manner in the education system (Keddie 2012). This brings one to the concept of social justice. The aim of the social justice is to enable participation of different social groups in a diverse society. Toleration of the other minority groups is an essential part of that aim. Social justice enables the various members of the society to be self-reliant as well as dependent on each other. Diversity and social justice are the two sides of the same coin. Diversity implies the differences present in the society regarding race, culture, ethnicity and language. Social justice refers to the intermingling of the diversifying factors regarding equity and social inclusion (Adams and Bell 2016). Cultural valuation of the minority students plays a major role in the equitable treatment of the minority groups. In an attempt to emphasize on the vulnerability of the students in question, there is a danger of over marginalizing the minority group. Therefore certain social and cultural constraints need to be kept in mind while interacting with such students. The cultural valuation of the group should not be such that it will lead to the "belittling" of the group. Hence the cultural support to be provided to the students has to follow the social protocol and conventions (Keddie 2012). The regional differences in the group itself might pose a problem in creating an equitable approach to education. In the example provided by Keddie, there was a group of African students who were asked to participate in a dance activity where they could showcase their African dancing. However, regional differences in their kind of dancing showed up which led to immense rivalry among the participants. Therefore, this indicates that the educators believe in the homogeneity of the minority group which may not be the case as shown in the example given by Keddie. This cultural difference poses a difficult obstacle which needs to be overcome to achieve equity (Keddie 2012). The problem with the current academic system is that the educators are mostly monolingual and monocultural. Therefore, they face immense problem while handling the diverse students of the class. However, suitable programs can be devised to address such problems. In a modern classroom, the programs will prepare the educators on how to handle such diversity efficiently (Major 2012). The problems noted above show that the educators should always be on the guard while dealing with the minority students. They should be continuously aware of the cultural and social differences that set them apart from the mainstream students in the first place. In that way, the educators can understand their issues in a better way and find out ways of addressing them effectively. There is no room for assumption or preconceived ideas regarding the culture of the students since the background of the educators will be different from that of the student (Hinchey 2004). Each individual is unique in its own environment (Thompson 2016). If the instructor wants to get the perspective of the students the teachers need to understand his or her students in a comprehensive manner (Keddie 2012). Therefore, the educators need to be culturally responsive. Structural frameworks are accordingly devised which allow educators to be more inclusive of the minority groups in their classroom teaching. Connections should be maintained between the learning materials and the culture of the minority groups (Gay 2013). Not just students, but the guardians need to be taken into the educations system as well. They need to be communicating with the school authority so that they can voice their opinion and problems to the educators properly. The guardians may suffer from a sense of prohibition which has to be removed. There is a power imbalance between the students who are in a socially superior position than those who belong to the marginalized group. The school must take steps to remove this inequality (Keddie 2012). The productivity of the equitable approach to the education system is dependent on a lot of variables. There can be no definite rule of approach which every school can follow blindly (Tichnor-Wagner et al. 2016). The social groups are heterogeneous with issues of their own. The educator and the school authority, in general, need to be aware of the conflicting problems of the marginalized students. The authoritarian character of the educator should be destroyed, and a congenial environment should be established. The students should feel confident enough to approach the teacher with confidence and participate in the education system. One more barrier that the students face is that they cannot always connect the culture where they grew up and the culture to which they are subjected now. There are some limitations in their society which they would not face in the current one. In this way, their education seems to suffer a setback. Their parents are not always easy with the activities which are common in the school, but they could not perform back in their home environment. The school should introduce activities which would help in bridging this gap between cultures. The students will feel more connected to the new environment (Banks 2014). For instance, the Muslim girls have to wear veils back at home. They are used to that kind of practice, and they are comfortable with it. The teacher asked them about what they felt about those students who did not wear veils. They replied that there should be freedom of choice with regards to their dress. In their case, they wore a veil generally to protect themselves from "male gaze". Some wore veils to show their preference for religious commitment. Conclusion: From the above discussion, one can safely say that diversity in education is an inevitable outcome of globalization. This difference holds true for countries like Australia and UK. However, the multicultural policy of Australia ensures the smooth movement of immigrants into the country. Education is one such medium which helps in assimilating the so called marginalized sections into mainstream life. The current education policy also provides the inclusive education of the minority students into the mainstream school system. Problems arise to achieve equity and distributive sense of justice. But these issues can be solved with the help of constructive policies and a sympathetic understanding for the immigrants. The equity is dependent on the role played by the educators towards their pupils. The educators should focus on anti discriminatory policies and enable greater engagement of the students in the class. Material goods should be allocated following the diversity of the students in the school. However, the immaterial resources like encouragement and support also play a significant role. They must be distributed in a way that would enable the marginalized students to participate and engage themselves more in the current educational system. The support system should also be dependent on certain social protocols. Over emphasis and evaluation of the groups may make the students feel inferior though that may not be the intention of the educators. The students themselves contribute to the approach of comprehensive education. They can speak of their cultural differences and how they perceive their current environment. This frank discussion would help the educators determine the paths they can take to assimilate them into mainstream education (Keddie 2012). References: Adams, M. and Bell, L.A. eds. 2016.Teaching for diversity and social justice. Routledge. Banks, J.A. 2015.Cultural diversity and education. Routledge. Benjamin, S and Emejulu, A 2012, Learning about concepts, terminology and theories: from ambiguity to clarity in R Arshad, T Wrigley L Pratt (eds) Social justice reexamined:dilemmas and solutions for the classroom teacher, Trentham, Stoke-on-Trent, pp. 33-47. Ferfolja, T. and Vickers, M. 2010. Supporting refugee students in school education in Greater Western Sydney, Critical Studies in Education Gay, G. 2013. Cultural Diversity and Multicultural Education.Curriculum Inquiry,43(1), pp.48-70. Hinchey, P. H. 2004 Becoming a Critical Educator : Defining a Classroom Indentity, Designing a Critical Pedagogy. New York, US: Peter Lang Publishing, 2004. ProQuest ebrary. Web. 16 August 2016. Humanrights.gov.au, 2016. Face the facts: Cultural Diversity | Australian Human Rights Commission. [online] Available at: https://www.humanrights.gov.au/face-facts-cultural-diversity [Accessed 17 Aug. 2016]. Keddie, A. 2012. Educating for Diversity and Social Justice,Taylor and Francis, Florence. Major, J. 2012. Teacher education for cultural diversity: Online and at a distance.Journal of Open Flexible and Distance Learning,9(1), pp.15-26. Taylor, S. and Sidhu, R.K. 2012. Supporting refugee students in schools: what constitutes inclusive education?, International Journal of Inclusive Education Thompson, N. 2016.Anti-discriminatory practice: Equality, diversity and social justice. Palgrave Macmillan. Tichnor-Wagner, A., Parkhouse, H., Glazier, J. Cain, J.M. 2016, "Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas",education policy analysis archives,vol. 24, pp. 59. Webster, S and Ryan, A 2014, Equity and (critical) diversity, Understanding curriculum: the Australian context, Cambridge University Press, Port Melbourne, Vic., pp.98-115.