Enron Corporation Movie Review Example | Topics and Well Written Essays - 500 words

Enron Corporation - Movie Review Example Enron had implemented fraud transactions and accounting deceit. It had filed in erroneous details and accounting figures, keeping the whole world in the dark. Financial corruption has been personified by Enron, which had finally filed for bankruptcy. As shown in the movie, the traders of Enron manipulated the whole setup of transactions. This they did, by reducing power supply and by effecting and increment in the prices for power. They targeted poorer consumers and indulged in such activities, at their expense. The need to beget more money, the greed to possess was the recognized motive behind such activity of the traders. Enron Corporation had employed the 'mark-to-market' type of accounting procedure, wherein they had reported the entire financial year's estimated value, as the profit rather than making periodical assessments of the profit margin, as cash came in. Therefore, the high level of profits reported were untrue and misleading, which can be considered frauds. 4.

Assessment and Feedback Essay Example for Free

Assessment and Feedback Essay Assessment drives the choices students make about their learning. It is widely recognised that assessment and feedback contain the strongest potential to change how, and what, students do to succeed in their learning (Ramsden, 2003). This Effective Teaching Guide on Assessment provides practical suggestions on assessment and feedback. Assessment of Learning and Assessment for Learning David Boud, a recognised researcher and scholar of assessment in higher education, suggests that assessment has many purposes, but particularly to help students to improve their learning and certify students’ learning. These two purposes lead to different ways of thinking about what, how, and when to assess students: |Assessment OF Learning |Assessment FOR Learning | |Focused on learning that has already happened; |Focused on learning for the future; | |Making a judgement about final performance; |Goal is to provide useful information to students about how to learn | |Designed to discriminate between students’ achievement and performance; |more effectively; | | Focused on grades, precision and measurement; |Helps students to identify what they do and don’t know – focus is on | |Concerned that tasks are reliable and valid; |improvement; and, | |Testing usually takes place under ‘standardised’ conditions; and, |Develops students’ judgements about the quality of their work – and how | |Grade contributes to final certification. |to improve. | According to Boud and Associate’s Seven Propositions for Assessment Reform in Higher Education (2010), assessment has most effect when: 1. Assessment is used to engage students in learning that is productive (including the need for assessment to be designed to focus students on learning); 2. Feedback is used to actively improve student learning; 3. Students and teachers become responsible partners in learning and assessment; 4. Students are inducted into the assessment practices and cultures of higher education; 5. Assessment for learning is placed at the centre of subject and project design; 6. Assessment for learning is a focus for staff and institutional development; and, 7. Assessment provides inclusive and trustworthy representation of student achievement. The power of feedback Feedback plays an important role in improving students’ learning. A useful summary is that provided by Gibbs and Simpson’s (2004). In their meta-study of the research about how assessment and feedback support student learning, 7 of their 10 identified conditions relate to feedback, and students’ understanding of feedback. These are:  Ã¢â‚¬ ¢ Sufficient feedback is provided, both often enough and in enough detail; †¢ Feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics; †¢ Feedback is timely in that it is received by students while it still matters to them, and in time for them to pay attention to further learning or receive further assistance; †¢ Feedback is appropriate to the purpose of the assignment and to its criteria for success; †¢ Feedback is appropriate, in relation to students’ understanding of what they are supposed to be doing; †¢ Feedback is received and attended to; and, †¢ Feedback is acted on by the student. Hounsell (2004) also makes the following points about feedback: †¢ It can be extrinsic (assessment-focused) or intrinsic (activity and practice-based); †¢ It can be immediate and verbal (in order to address the potential lack of engagement when it arrives after an assessment); †¢ It can be provided to be a whole class; †¢ It can be many to many where students are involved in identifying the strengths and weaknesses (peer feedback); and, †¢ Feedback can be a loop – it can be offered on unfinished work. Another useful idea is feed-forward. Feed-forward encourages students to use something like a marking rubric (also captured by the idea of criteria and standards) to help plan their approach to an assessment. While a marking rubric is routinely used by university teachers to mark/grade students’ work (as an expression of what a student needs to demonstrate (and the level they need to achieve) to receive a particular grade), the idea of feed-forward is about encouraging students to use that same information in the rubric to plan their work, and perhaps even, to self-assess it before submitting it for formal feedback. In summary: Feedback example: Develop a marking rubric as a cover sheet. The rubric identifies the elements of the assignment, together with a breakdown of marks for each element or a description of the standard for an A, B, C, D, P etc. Feed-forward example: Provide the marking rubric to students before the assignment is due so that they clearly understand what’s expected, the levels of achievement, and can plan their approach accordingly. In marking student work, you’ll need a suite of feedback techniques. Remember, if you’re going to be spending a lot of time providing feedback, you want to make sure that students read, use and engage with your feedback to improve their next assignment. The best way to do that is to have a range of techniques that you can draw on, when you need to. The table below describes some feedback techniques. |Technique |Why use this technique? |How would I use this technique? | |Use a marking rubric that contains information |To encourage students to engage, wrestle |Set aside time to discuss the rubric with students| |about criteria and standards. Offer it to |with and develop an understanding of the |in class. Provide examples of what an A, B, C, D | |students so that they can use it to plan high |criteria and standards related to an |and P level answer /assignment looks like. Explain| |achieving work. |assessment task before embarking on their|the differences to students and engage them in a | | |work. |dialogue. Get them to mark assignments samples so | | | |that they have to engage with the criteria and | | | |standards before embarking on their own | | | |assignment. | |Provide verbal ‘global’ feedback to the whole |To emphasise the common achievements and |As you mark assignments, make a list of 3 things | |class. |errors made across all assignments within|done well, and 3 things in need of improvement | | |a student cohort. |across the whole cohort. Use the next available | | | |class to provide feedback to the whole cohort. Be | | | |specific and provide an example. Post a summary on| | | |Moodle. | |Provide written feedback only. The mark/grade |To focus students’ improvement efforts on| | |is released only after students demonstrate a |the written comment rather than the | | |plan for improvement. |number/grade. The technique assumes that | | | |the learning for students is located in | | | |the staff comments. | | |Invite students to tell you 2-3 specific |To develop students’ capacity to |Ask students to write these 2-3 elements somewhere| |elements of the assignment they would like you |self-assess the quality of their |on the assignment cover sheet before submitting | |to focus your feedback on. |submitted work. |it. Your feedback on these elements does not need | | | |to be extensive but they warrant comment. | |Ask students to indicate the grade (ie, A, B, |To encourage students to engage with the |Invite students to write a 100 word justification | |C, D) they think their assignment should |criteria and standards for the assignment|about the grade they’ve nominated. Your final | |receive. |as part of their planning. |feedback and grade does not need to align with the| | | |students but you may wish to note any differences | | | |in each of your perceptions about the quality of | | | |the work. | |Encourage students to demonstrate/write how |For students to demonstrate how they have|Make this aspect a ‘hurdle’ requirement – to be | |they’ve used your feedback as part of the next |used feedback to improve future learning. |submitted with the next immediate assignment. | |assignment. | | | One observation you might make about each of these techniques is that they are focused on: (i) engaging students with the criteria and standards, and (ii) with what the student does with the feedback they receive. If you’d like to read more about these two ideas (and others like them), two articles may be especially useful to you: Rust, Price O’Donovan (2003) and Price, O’Donovan Rust (2004). Consistency and fairness in marking and feedback Consistency in marking, or moderation, is aimed at ensuring fairness in marking, and requires finding or establishing agreement between markers. Making sure that assignments contain criteria and standards is a good start because the expectations involved are clear to the student and clear to the marker. Although this does not absolve the marker from interpreting students’ work, without criteria or standards, the job of marking ends up being much harder. The procedures for marking are set out in the University’s Assessment Procedures (an excerpt of the principles is below): Where there is more than one marker, selected pieces of work from each assessment task should be reviewed by the subject coordinator to verify the level and consistency of the marks allocated by the marker. This process, called moderation, increases the reliability of the assessment process and application of standards, promotes consistency, supports objectivity and establishes a shared understanding of standards and fairness in assessment. The university also has a grading schema with a range of Pass grades. |80-100% |A | |70-79% |B | |60-69% |C | |50-59% |D | |Ungraded |P (may also denote satisfactory completion of a Masters Prelim course of | | |postgraduate thesis) | Graduate capabilities Alongside the conventional grading schema, from 2012, all commencing first year students will receive a result on the achievement of the university’s six graduate capabilities at the end of the year: †¢ Writing †¢ Speaking †¢ Inquiry/Research †¢ Critical thinking †¢ Creative Problem-solving †¢ Teamwork There are some subjects which have been designated cornerstone, mid-point and capstone status. This means that their curriculum has been designed to teach, assess, provide feedback and report specifically on these graduate capabilities. For each graduate capability, students will receive one of three results: exceeded expectations, met expectations or did not meet expectations. Each faculty has carefully crafted a description of what these standards look like. It may be the case that you will be asked to provide feedback to students about their graduate capability achievement as well. Because faculties will have already done substantial work outlining those standards, it is likely you will be asked to offer students that feedback. Summary When considered together, assessment and feedback are incredibly powerful levers for influencing the direction of students’ efforts, and their learning. For many students, the assessment in the subject is the actual curriculum. It is largely students’ reading and perception of what the assessment demands of them which is a key determinant in how they spend their time in a subject. Therefore, the messages that students take away about assessment from the documents; the Subject Guide; from interaction with other students, are important considerations. In the second week, you will discover just how crucial feedback is to this process and how the adoption of standards and criteria will help you mark and grade more efficiently and effectively. References Gibbs, G. and Simpson, C. (2004). Conditions Under Which Assessment Supports Student Learning. Learning and Teaching, Issue 1, pp: 3-31. Hattie, J. Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. Hounsell, D. (2004). Reinventing Feedback in the Contemporary Scottish University. Scottish Quality Enhancement Workshop on Assessment, University of Glasgow [available online at: www. enhancementthemes. ac. uk/documents/events/20040604/Hounsellpaper. pdf]. O’Donovan, B. , Price, M. , Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Orrell, J. (2006). Assessment beyond intuition. Central Queensland University [available online at: http://www. learning. cq. edu. au/FCWViewer/view. do? page=8896, accessed Feb 2011]. Price, M. , O’Donovan, B. , Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Ramsden, P. (2003). Learning to teach in higher education. (2nd edition). Routledge, NY London. Rust, C. , Price, M. , O’Donovan, B. (2003). Improving Students’ Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment Evaluation in Higher Education, 28(2), 147-164. Taylor, J. (2008). Assessment in First Year University: A model to manage transition. Journal of University Teaching and Learning Practice, 5(1).

James Baldwin versus Malcolm X Essay -- Race African American

Gentle Yet Strong: Leading the Oppressed Malcolm X and James Baldwin were two men that played a large role in defining a people and a cause during the 1950s and 1960s. Both of these men were dynamic African-Americans who lived primarily to help their people, who were terribly persecuted in the United States for many years. The interesting thing about these two men is that they strove towards the same goal—to unify African-Americans and give them strength and confidence—but they accomplished this goal in very different ways. Malcolm X, a leader in the Nation of Islam movement, believed that African-Americans needed to acquire strength and confidence so that they could separate from the White man and live together in peace, harmony, and production. On the other hand, James Baldwin, renowned writer, believed it necessary for African-Americans to have strength and confidence so that they might coexist on the same level as whites and accomplish what whites were accomplishing. The methodology and teachings of J ames Baldwin and Malcolm X differed greatly, but their general belief, that African-Americans were just as good as everybody else prevailed over all else, and made these men two of the very important faces of a generation. More often than not, the quality of leadership lies deep within certain people. It is not a quality that people build or develop easily. The basis of good leadership is personality. Those who have dynamic and charismatic personalities can lead, if they choose to do so. Malcolm X possessed these types of qualities. Throughout his life, Malcolm—born Malcolm Little—always showed a proficiency for leadership, as evidenced by his roles as seventh-grade class president, as leading hustler ... ...li, Noaman. Malcolm-X.org. 2000. 28 Apr. 2004. . Baldwin, James. â€Å"Down at the Cross.† 1963. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998: 296-347. ---. â€Å"Take Me to the Water.† 1972. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998: 353-403. ---. â€Å"To Be Baptized.† 1972. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998: 404-474. Harper, Frederick D. â€Å"The Influence of Malcolm X on Black Militancy.† Journal of Black Studies 1 (June 1971): 387-402. Hoyt, Charles Alva. â€Å"The Five Faces of Malcolm X.† Negro American Literature Forum 4 (1970): 107-112. Shabazz, Ilyasah. â€Å"Malcolm X.† Ebony July 2002: 122-124. X, Malcolm. â€Å"God’s Judgement of White America.† 4 Dec. 1963. Ali. 28 Apr. 2004.

King of Country Music Essay

When Strait was a teenager, he began his music by joining a rock and roll garage band. After he graduated high school, he enrolled in college, but soon dropped out and married his high school sweetheart, Norma Voss, in 1971. He later enlisted in the Army. He was stationed in Hawaii and began to play in an army-sponsored band called Rambling Country. On October 6, 1972, while still in Hawaii, George and Norma welcomed their first child, Jenifer. In 1975, Strait was discharged from the Army and soon after returned to Texas. Strait returned to college in San Marcos, where he graduated in 1979 with a degree in agriculture. During college, he joined the country band â€Å"Stoney Ridge†, answering a flyer the band posted around campus looking for a new vocalist. Strait renamed the group the â€Å"Ace in the Hole† and quickly became the lead, they began to perform at different honky tonks and bars around south and central Texas, traveling as far east as Huntsville and Houston. They gained a regional following and opened for national acts such as The Texas Playboys. Soon, his band was given the opportunity to record several Strait-penned singles including â€Å"That Don’t Change The Way I Feel About You†, for the Houston-based â€Å"D† label. However, the songs never achieved wide recognition, and Strait continued to manage his family cattle ranch during the day in order to make some extra cash. Strait attempted tried to become famous in Nashville but failed because he lacked any strong business connections. In 1979, he became friends with Erv Woolsey, a Texas club owner who once worked for MCA Records. Woolsey invited several MCA executives to Texas to hear Strait. He did so well on his performance they signed him in 1980. Straits first single was â€Å"Unwound’ in 1981. It made it into the Top 10. Next he released two more songs â€Å"Down and Out† and â€Å"If You’re Thinking You Want a Stranger (There’s One Coming Home)†. Both these songs did great on the charts, but it wasn’t until 1982 when Straits second album Strait from the heart was released. Then George Strait had his first number one hit â€Å"Fool Hearted Memory. In the 1980s alone, he reached the top of the chart 18 times with songs such as â€Å"The Chair,† â€Å"All My Exes Live in Texas,† â€Å"Famous Last Words of a Fool† and â€Å"Baby Blue. † In 1985, he won CMA awards for album of the year and male vocalist. In 1986, he repeated his win as male vocalist, but his year was marked by tragedy when his daughter was killed in a car wreck. â€Å"B aby Blue† is said to have been written for his daughter. Strait won CMA entertainer of the year award in 1989 and 1990. In the 1990’s, George Strait continued to dominate country music. He released his tenth album, Livin’ It Up, which featured two number one hits including â€Å"Love Without End, Amen† and â€Å"I’ve Come to Expect It From You†. He later released the singles â€Å"If I Know Me† and â€Å"You Know Me Better Than That†which both were number one hits. In 1992, Strait starred in the movie Pure Country and recorded â€Å"I Cross My Heart† which is still one of his biggest hits today. His song once again reached number one. In 1995, He released a four-CD boxed set, Strait Out of the Box. It had become one of the five biggest-selling boxed sets in music history.

The concepts of motivation and learning become a crucial part

Through the study of Psychology we find that the concepts of motivation and learning become a crucial part of our development and growth.   A continual cycle of need and fulfillment, it is that which compels us, as individuals, to seek out goals and the means by which we achieve those goals.   Motivation and learning does not end in the abstract but accompanies us throughout the complexities of real life experiences.   In settings like that of the classroom or workplace we may be exposed to an array of new opportunities.To further our need for growth we may explore the resources of undertaking a second language or learn the latest product information in order to market a new wireless communication service plan.   Does this mean we will automatically accept such ventures merely because they exist or do we remain solely within the boundaries of satisfying our needs?   Throughout the following we will examine those experiences and discuss various theories as they relate to the concepts of motivation, learning and the connection thereof.Motivation is by all means an awakening of our individual needs and desires.   Though its concept may be construed as vague, it is our needs that drive us to act and react through both internal and external stimuli.   Food, money, status and love can be determining factors in human motivation.   As such, ones motivation is relatively a manifestation of our experience and environment. (â€Å"Managerial Psychology†, 1989, pp. 22-35)Clinician A.H. Maslow (1954) believed such needs should be classified in terms of a hierarchy system defining different levels of needs.   As each need evolves and satisfaction is obtained a higher need will inevitably develop. Suffice to say, the concept of motivation must first occur before action or direction can be achieved.   By applying theory to real world instances, we can more readily understand the guiding forces that stir our motivations.We begin by examining the need a nd drives of individuals within a classroom setting.   What as students incites us to seek higher learning of that which was previously unknown?   Take for example, a student who undertakes second language learning.   Though at times such coursework may be required, more often than none it is the student who initiates the process and at the very least retains control over which language they choose to learn.The need can be induced by nothing more than the need to fulfill ones own goals and potential.   Maslow’s (1954) Self-Actualization Theory details how an individuals unique potential entices them to further develop their own capabilities.   (Buck, 1988, pp. 32-34)   A student may seek the knowledge gained by second language learning simply because the mastery of their primary language has been so great that they are confident in their abilities to achieve a far more superior challenge.The need for belonging may also play a key role in our motivations to set goa ls of second language learning.   Maslow (1954) concluded the absence of friends or family can guide how strongly our need for group placement overtakes our actions.   This type of motivation can become the single most important part of our life. (â€Å"Managerial Psychology†, 1989, p. 27)Individuals who find themselves, for whatever reason, residing in foreign locations may often incur problems with communication and development of new friendships because they are unfamiliar with the existing language.   For this reason, many who immigrate, work diligently to comprehend the language as determined by the inhabitants of their new geographic location and the need to fit within that group.Just as we find within the classroom, the workplace can also delegate various stimuli that prod our motivations.   Let us say that our employer offers us the opportunity to learn essential features of a new wireless communication service plan.   What influences our decision to accept the offer?   One theory states that motivation may arise out of the need for fulfillment of self-esteem issues.In other words, we desire attributes that lead to self-respect, respect of others, status, achievement, reputation and appreciation.   Discouraging this type of need, could lead an individual to experience feelings of inferiority and weakness. (â€Å"Managerial Psychology†, 1989, p. 27)   We may accept the opportunity set forth mainly as a means to gain recognition from our employer and co-workers.   In turn, such recognition may increase our chances at a higher status as viewed within the company.On the other hand, achievement alone can serve to propel us towards new endeavors.   According to McClelland’s (1988) Theory of Achievement Motivation, individuals with this type of need often overload themselves with difficult challenges yet their goals are obtainable.   These challenges are usually underscored by the need for feedback and assessment of their performance.   A prime example may be those individuals we stereotype as a â€Å"workaholics.†Ã‚   These individuals may be seen as the â€Å"movers and shakers† within their respective fields.   They are by all means, the employees who are known and relied upon to complete the tasks at hand and who are driven solely by their need for accomplishment.Once we have been stimulated by motivations the need must then be fulfilled.   The act of learning is inherent to us from the moment of birth provoking change that can be temporary or long term.   Through learning we seek to absorb the necessary knowledge that allows us to reach the desired result.   Learning may take on a wide range of forms and can be influenced by several factors including, but not limited to, social class, environment and of course motivation. (Howe, 1984, pp. 7-10)While the process of learning may differ between classroom and workplace, the act itself remains constant.   If we examine are previous examples of second language learning and the sale of wireless communication service plans, we can theorize as to which process may be best suited to each venture.Second language learning as with the majority of school learning requires the systematic approach of beginning first with basic comprehension and gradually increasing each subsequent level until the final objective is achieved.   As with motivation, we may associate a hierarchical process of learning with that of a classroom setting.The hierarchical aspects of learning set forth by Gagne (1970) are based on the idea that previous knowledge and experience influences future learning.   Thus, the learner must first acquire lesser skills before developing advanced capabilities.   (Howe, 1984, p. 11)   To simplify this theory, we can say a student though unfamiliar with the language at hand has already achieved the ability to understand concepts of phonetics, grammatical rule and sentence structure. By furt hering those concepts and advancing skill, the motivated student will eventually achieve fluency.Another theory suggests that there are three separate modes of learning known as Accretion, Structuring and Tuning. (Rumelhart & Norman, 1978)   Similar to aspects of hierarchy, Accretion combines new knowledge with previous experience.   Structuring allows new concepts to formulate, while Tuning thrives within a practical setting.   It is also noteworthy to mention that of all three modes, Tuning has the slowest turn around.   This most certainly is due generous amount of time needed to practice and hone learned skills.In more basic terms these modes can be viewed in the context of a generated mental cycle of acquisition, formulation and application.   As students we are taught from an early age that it is only by study and rote application of the knowledge that we will ultimately achieve success.  Ã‚   This is especially true in the sense of academics and the concept of sec ond language learning.In the workplace, the process of learning may vary somewhat from that of the classroom.   However different, the processes are undoubtedly relative to one another.   One theory we may equate with the workplace is the Experiential Learning Theory formulated by Rogers. (1996) Rogers theorized that through this classification of learning, the needs are addressed by gaining applied knowledge as opposed to academic knowledge and that such learning was synonymous with change and growth.This process of learning would include such qualities as personal involvement, self-initiation and pervasive effects to the learner.  Ã‚   We may choose to learn the product detail and how to sell a new wireless communication service plan simply because it is an area of great personal interest.   We may engage employment prospects solely for the benefit of fulfilling the need and yet we are further rewarding by putting into action all that we have learned.   Through employmen t not only do we obtain the skills necessary to achieve this goal, we are then able to put those skills into action.   Growth in this situation could be immense.A second theory that lends itself to the workplace is the Functional Context approach to learning.   (Sticht, 1988)   This theory bases itself primarily on the idea that previous knowledge facilitates new knowledge through association while emphasizing real life problem-solving and learning strategies.   Content of the instruction is delivered in such a way that it will be meaningful to the learner.Additionally, educational materials for this type of learning are generally designed for the learners’ reference once training has been completed.   Employment training classes are a good example of this theory.   Much like in Experiential Learning, we are given both the knowledge to succeed and the avenue in which to apply that knowledge.If we take for instance, an individual who has been employed by the same w ireless communications company for some time and that individual suddenly decides to change his/her position from administration to sales, it is safe to say they will in be required to attend additional training sessions.   Since the individual in all likelihood has already gained a considerable amount of knowledge pertaining to new company products and wireless communication plans, they will be able to associate their previous experience with the new concepts being instilled.In conclusion, while we may regard motivation and learning as two separate entities, their effects when combined cannot be diminished. As humans we are bombarded by stimuli that urge us to seek fulfillment of our awakened needs. Such needs make it possible us to determine our future goals and avoid stagnation.   Motivation and learning, for all intent and purpose, allows us to achieve those goals and to further our growth in both personal and professional terms.Reference ListBoje, D.M. & Leavitt, H.J. & Pon dy, L.R. (Eds.). (1989).   Motivation:   The Driving Force.   In Readings in Managerial Psychology (4th Ed.) (pp. 20-35).   Chicago:   Chicago Press, LTD.Buck, R. (1988).   Maslows Hierarchy of Motives. In Human Motivation and Emotion (2nd Ed.) (pp. 32-34).   New York:   John Wiley & SonsHowe, M.J.A. (1984).   Learning Takes Many Forms.   In A Teachers Guide to the Psychology of Learning (pp. 7-10).   Oxford:   Basil Blackwell, Inc.McClelland, D. (1988)   Human Relations Contributors.   Retrieved on November 17, 2006, fromhttp://www.accel-team.com/human_relations/hrels_06_mcclelland.html

Childhood Wounds in Cats Eye essays

Childhood Wounds in Cat's Eye essays Elaine Risely is an artist who returns to her childhood home of Toronto for an art exhibition, and confronts her deeply buried feelings of inadequacy and pain from her childhood while she is there. Elaine is a happy young girl at first, but as she makes friends with other girls, she finds they are always watching her, waiting for her to do something wrong, whether it is in Sunday school, or in her house, which does not "measure up" to theirs. Carol sees her unfinished house with "incredulous glee, . . . as if she's reporting on the antics of some primitive tribe" (Atwood 49). In fact, the girls games and taunting become even more grisly as they bury Elaine alive, in a "pretend" game. "They pick me up by the underarms and lower me into the hole. Then they arrange the boards over the top. The daylight air disappears, and there is the sound of dirt hitting the boards, shovelful after shovelful. Inside the hole it's cold and dim and damp and smells like toad burrows" (Atwood 112-113). It is after this incident that Elaine realizes she has lost control of herself, and she begins to live two different and separate lives, one, where she appears happy and content, and one where she is caught up in the pain of her past that she cannot forget. She notes early in the novel, "If you can bend space you can bend time also, and if you knew enough and could move faster than light you could travel backwards in time and exist in two places at once" (Atwood 3). In fact, she does exist in two places at once, and it is tearing her life apart at the seams. She says later, At these times I feel blurred, as if there are two of me, one superimposed on the other, but imperfectly. There's an edge of transparency, and beside it a rim of solid flesh that's without feeling, like a scar. I can see what's happening, I can hear what's being said to me, but I don't hav...

interracial children essays

interracial children essays Proposal: Would there be a benefit for interracial children having a multiracial box on any application as means of identifying interracial children. Despite growing numbers, public images of interracial people - who have been part of the American landscape since the first Africans reached America's shores. Confusion surrounding race stems from the illogic used to define it. Slavery laws and social practices set a precedent - which survives to this day. Traditionally, "White America" as a whole has disenfranchised a people who appears or by definition has physical characteristics that challenge their hue as "White", today, this challenge is more evident than ever as marriages of different races has climbed in the United States. According to the United States Census data, there are over one million interracial marriages. Marriages between white men and Asian women are highest, supporting almost 25 percent of all interracial covenants. It is estimated that one out of every four marriages is between blacks and whites. This research proposal will designate its focus and energy toward the offspring of interracial couples. Until recently, conventional wisdom typically classified an interracial child as being of the same race as the minority parent. It is this limited and compartmentalized approach that has warranted a push for reclassification of interracial children. A child of an interracial partnership should have the right to choose which race identifies them. This analysis will examine the need for affirming the uniqueness of the child and why a full racial heritage will conceal a more settled, secure child. Once a child has cultural security, this research will prove that interracial children will dissipate the belief of inferiority among the minority parent. The basis of this analysis will contrast the studies that interracial children are inferior, abn...