The Other South Southern Dissenters in the 19th century :: Essays Papers

The Other South Southern Dissenters in the 19th century Degler, Carl N. The Other South: Southern Dissenters in the 19th century. Harper &Row. 1974 Carl Degler brings out an different side of the southern part of the United States in his book "The Other South". Degler argues that if one is to understand the south as it really was it is important to dis regard the terribly common misconception that all southerners supported slavery or were indifferent to the suffering induced upon the blacks by slavery. Where common American history eludes to the fact that there were only a handful of southerners who openly opposed slavery, Degler's book shows that southern dissenters were, of course always the minority but were certainly greater in numbers than a mere handful. Also, the sheer complexity of a seemingly simple southern society has played a huge role in the historical path the south has followed in American history. Within the complex southern society socioeconomic and of course racial classes solely dictated most all southern views on the slavery issue. Degler also touches on the ever present black influence on society in th e south during this time period that was produced simply by their presence. In the middle of this moral conflict and fueling much of the conflict were groups of southern dissenters who risked much of their livelihood to fight against slavery. It is said that southerners have a "double history "1 a history as southerners and a history as Americans. One of the main points that reinforces this idea of double history is that of all Americans, the white upper class in the south are the only ones who have been defeated in war and occupied by the enemy2 . This is what gives southerners their double history, no other part of the country has had such conflict between their local and national loyalties3. The southern dissenters however, had what could be called a triple history. It is this idea of a triple history that Degler places at the heart of his sympathetic stand on the position of the southern dissenter. The southern dissenters were also in the middle of a serious identity conflict. From the perspective of a northerner they were southerners, from a majority southern perspective they were defiantly not southern at least as far as values and ideals were concerned. The Other South Southern Dissenters in the 19th century :: Essays Papers The Other South Southern Dissenters in the 19th century Degler, Carl N. The Other South: Southern Dissenters in the 19th century. Harper &Row. 1974 Carl Degler brings out an different side of the southern part of the United States in his book "The Other South". Degler argues that if one is to understand the south as it really was it is important to dis regard the terribly common misconception that all southerners supported slavery or were indifferent to the suffering induced upon the blacks by slavery. Where common American history eludes to the fact that there were only a handful of southerners who openly opposed slavery, Degler's book shows that southern dissenters were, of course always the minority but were certainly greater in numbers than a mere handful. Also, the sheer complexity of a seemingly simple southern society has played a huge role in the historical path the south has followed in American history. Within the complex southern society socioeconomic and of course racial classes solely dictated most all southern views on the slavery issue. Degler also touches on the ever present black influence on society in th e south during this time period that was produced simply by their presence. In the middle of this moral conflict and fueling much of the conflict were groups of southern dissenters who risked much of their livelihood to fight against slavery. It is said that southerners have a "double history "1 a history as southerners and a history as Americans. One of the main points that reinforces this idea of double history is that of all Americans, the white upper class in the south are the only ones who have been defeated in war and occupied by the enemy2 . This is what gives southerners their double history, no other part of the country has had such conflict between their local and national loyalties3. The southern dissenters however, had what could be called a triple history. It is this idea of a triple history that Degler places at the heart of his sympathetic stand on the position of the southern dissenter. The southern dissenters were also in the middle of a serious identity conflict. From the perspective of a northerner they were southerners, from a majority southern perspective they were defiantly not southern at least as far as values and ideals were concerned.

Education Opens Doors

â€Å"Education opens doors†. Do you agree? I strongly agree that education opens doors. Education provides us with the opportunity to learn new skills and to meet new people in order to share ideas and discover and develop new concepts. For people, it opens up a world of opportunities, reduces the burden of disease and poverty, and gives greater voice in society. For nations, it opens doors to economic and social prosperity, spurred by a dynamic workforce and well –informed citizenry able to compete and cooperate in the global arena.Education can be the difference between a life of grinding poverty and the potential for a full and secure one; between a child dying from preventable disease, and families raised in healthy environments; between orphans growing up in isolation, and the community having the means to protect them; between countries ripped apart by poverty and conflict, and access to secure and sustainable development. The education and skills we acquire affe ct all aspects of our lives.They have a decisive influence on our ability to find and keep a job, our capacity to take part in society, our social status and self-esteem, our family relationships and our ability to help our children through school. Better educated and more skilled people are more likely to be in work, earn more and contribute more productively to the local economy and community. Knowledge and skills provide individuals with their surest route into work and prosperity, helping to eradicate the causes of poverty and division in society.Education must also recognise that for particular minority groups other factors including discrimination, contribute to underachievement and compound its effects. Today, the value of education, in general, is highly underestimated. Education has minor as well as major purposes. However, the importance of education is quite clear. Education is the knowledge of putting one’s potentials to maximum use. A human being is not in the pr oper sense until he is educated. The importance of education is basically for two reasons. The first is that the training of a human mind is not complete without education.Education makes man ideas have background and supporting facts to whatever theories he has. We are capable of making sound decisions when we have resourceful information. When you are exposed to different ways of thinking and other perspectives, you are more likely to make a decision based on some forethought. And the second is that only through the attainment of education, are we enabled to receive information from the external world; to acquaint us with past history and receive all necessary information regarding the present.Without education, it is as though we are in a closed room with just one window to look out of and one door. Education is a great tool for our self enhancement. It gives us a sneak peek at the cultures and values of the world. Subjects like history, politics, religion and humanities can make s us much more accommodating, sympathetic to other cultures, race and religion resulting in a better bond among international communities.By learning about others values make us able to perform at our best latter in our life contributing to sound political, business related or economic decisions; it also gives us the readiness to work internationally or even locally in a diverse work force. Math and science classes give us the more than just a few basic skills to run the accounting of our life. Math and its deeper studies can help us to becoming good engineers, architects or accountants. Science and its deeper studies can lead us to contribute to the advancement of technology in the new millennium.In conclusion, education fills up the empty ignorant minds to bring about positive changes, which affect individuals, society, nations and then the world as a whole. Until we learn we don't know the benefit of learning; until we achieve knowledge we don't realize how ignorant we were. The world without education would be a world full of disorder. Therefore, to be successful in this life we must carry on the pursuit of enhancing our skills and knowledge through the virtue of education. That is why I want to study medicine in order for me to have a better future and more opened doors.

Literacy demands in the contemporary English classroom - Free Essay Example

Sample details Pages: 5 Words: 1362 Downloads: 3 Date added: 2019/10/10 Did you like this example? Personal Statement As an educator, I am constantly concerned about improving the effectiveness of education sessions. Why, because I believe that without an effective mode of delivery and learning the curriculum may be of no use. One of the literacy demands that I believe to be effective for the Austrian Curriculum is collaborative learning, the method allows for synchronization of interpretation of a literal work. Don’t waste time! Our writers will create an original "Literacy demands in the contemporary English classroom" essay for you Create order Another literacy demand is technology; some of the educative technology prove to be more effective literacy in delivery than the traditional approaches. I will use the Four Resources Model to evaluate, an effective application of the model help in delivery approach. Collaborative Learning Collaborative learning is an approach to learning and teaching that allows students to explore the literal content together. They explore the material to create a meaningful content. A group of student exploring the content in face-to-face learning or with the aid of internet is an example of collaborative learning. In order for a collaborative learning to be an effective means of passing knowledge, the Four Resource Model must be in play. The learners must exhibit the four roles of an effective learning; these are code breaking, text participation, text user and textual analysis. Taking for instance when learning from a chart on the rate of global warming, the learners must be in a position to decode the symbols used to present the information. Whether chart uses letters or graphics, the learners must understand what each symbol means independently (ACARA, 2017a). The same applies when learning from illustrations such as signboards and contexts presented in the form of an image. The figure below shows how the role of a code breaker when deciphering information from a chart applies. For instance, the students need to understand what these images mean; the symbols and the textual content, in a collaborative learning, student decode the codes as a group and come up with a uniform understanding. The student employs their backgrounds and experiences to understand the content of a literal work. As learners interact with the texts, they might arrive at areas that require input from the teacher. In collaborative learning, a student from two different backgrounds may have a completely different interpretation of the same content. Some of the challenges encountered in such instance include new vocabulary, new symbols, and slang; Students are able to reach a unifying point in a collaborative learning with much ease, this help in the unification of knowledge contained in the Curriculum. Being aware of text content and the author intended to use the symbol to pass information is critical to the understanding of the literal work. Knowing that people can read the recipe in different ways compels the author or the teacher to take into consideration. The Australian Curriculum favors the unification of content; it is possible to create a uniform understanding of content through collaborative learning since each student makes an input to the interpretation (ACARA, 2017a). For instance, when reading a recipe book, some readers may only be interested in the ingredients and leave out the procedure, whichever approach use makes learning incomplete. However, collaborative learning provides multiple views of the same thing thus complementing each other to achieve complete learning. At the use stage, the reader may ask a question such as what is the purpose of the texts and symbol, how is the presentation, what I should use it for and the many interpretations. The three facts of learning English in Australian curriculum include language, literacy, and literature (ACARA, 2017a). Students in the lower grades must learn certain skills that aid the application of the three literacy areas. In the processes of learning language, students must go through the process of reading and viewing of literal work, writing and speaking and listening. Under reading and viewing, the learners must acquire skills related to how different author use language or graphics to make meaning, they also identify a feature of all language platforms that enhance their readability. The curriculum focus on making sure that students understand the use of language. The literacy requirement at reading and viewing stage is the identification and explanation of how the literal work makes meaning, its characteristics and consideration that the author employ (Ludwig, 2003). Finally, they must understand how language becomes cohesive, meanings, application of language tools. The result is the development of a comprehensive understanding of English. With the aid of collaborative learning, primary students can take advantage of the diversity manifested by each of them to come assist in the learning of language, the reading and viewing stage will often feature students ascribing to a different meaning of the same elements of language, this diversity impedes communication. The Australian curriculum focuses on the unification of literal work and the generation of a communion meaning to literal work regardless of the author (ACARA, 2017b). Technology Technology is becoming a fundamental part of Australian curriculum, its application in learning traverse all the areas. One of the features that make technology and important literacy demand is its diversity, ease of access and nitrous application (Seely et al, 2014). With technological improvements in all sectors, learning of language must respond. At early stages of education, focus in on helping the students to acquire knowledge that facilitates learning at higher levels, introduction to technology is therefore important. In most cases, the language used over forms of technology is neither universal nor hold regular meaning, but conveys information that only those with knowledge of such technology can understand. At the core of content description of Australian curriculum under viewing and reading is that the students must be able to understand the online text, navigation, links and graphics, all these are new dimensions brought into education with global advancements that tend to bring all cultures together. Technology as a literacy demand agrees with the Four Resource Model in learning and teaching. According to the four-resource model, learning of language, whether reading and viewing, writing or speaking and listening, it begins with the ability of the learner to decode the meaning of the symbols (ACARA, 2017a). Whether texts, graphics or symbols on an online page, it is critical that students can identify each code, this is the code breaker stage of learning the language. Symbols or text carry different meaning depending on how the author uses such them. The curriculum requires developing the ability to go beyond just the ability to classify the content of an online page, but also go deeper into understanding the context of its application. Technological devices offer an easy way to teach different application of symbols, graphics, text, and the corresponding meaning than the traditional approaches to learning the language. After breaking the code, the learners can go into the second stage of the four resource model, they can place the information into context depending on th eir life experience, while the interpretation may be diverse, it is essential that students are in a position to give meaning to the literal work, this satisfies the literature part of language. Understanding of literacy also improves at the text user role, being is text used is the condition of awareness on the how the author used the text and possible meaning that the audience can derive from the literal work (Ludwig, 2003). Knowing that a symbol can carry different meaning under varied context allows the author of the text to create an environment that assists the audience to pick the right meaning. Students ask questions such as what is the purpose of the text, graphic or symbol and how does it apply to the context of its creation. When students can develop their own literal work and convey meaning, then they satisfy the writing goal outlined in the curriculum. Such abilities also mean that learner’s literacy skills are satisfactory and can proceed to higher levels of lea rning. The final stage according to the Four-Resource Model is the text analysis role. At this stage, learners can employ their knowledge to analyze a literal work by identifying bias or asking questions about its authenticity. Good performance at the fourth resource is a manifestation of literacy (Ludwig, 2003). At the completion of all stages, the learners are ready to learn complex content.