My Cultural Identity Essay Example | Topics and Well Written Essays - 1000 words

My Cultural Identity - Essay Example Culture on the other hand refers to the beliefs, language, norms, values, customs, diet, roles, dress, knowledge, and skills and other things that individuals learn that forms the way of life of any given community or society (Browne 31).The objective of this paper is to explore my personal cultural identity. Below is a diagram representing the elements of my cultural identity. I am a Caucasian Jews, who hails from the Jews community on the shores of Deal, New Jersey. All my family members are all Jews, and as such practice Judaism as a religion. What makes me a Jews is the fact that I was born to a Jewish family that is very religious and believe in the existence of one God. My family at all times has kept teaching me to emulate and practice Judaism as a religion. As a Jewish, I believe in Torah, a text which was given to the Israelites though Prophet Moses. At our place of worship, which is the known as the synagogue, one thing that one can never miss to find is the Hebrew Bible an d the Talmud. These are the two types of bibles that leaders (rabbis) read to the people. In fact, I have both the Talmud and a Hebrew Bible that was given to me by my parents to assist me follow the way of God. In terms of language, I am bilingual and as such speak both Hebrew and English. Hebrew in this case is the language usually spoken by my parents and grandparents who speak it very fluently. This is because this is the distinct dialects that a majority of us, as Jews speak, which we borrowed from our ancestors in Israel. Nevertheless, I have learnt how to speak English from my friends and at school where English is the dominant language used in teaching and social interaction based on the fact that US is a diverse country. In fact, at one time, I was at the verge of forgetting the Hebrew language but any time I come home or go for Sabbath, it is the Hebrew language that is mainly used something that has made me continue to learn of the language. For example, at Sabbath, all t he bibles used are written in Hebrew as our religion dictates. This implies that failure to understand the language is seen as a disobedience to our ancestors and cultural heritage. Nevertheless, some of my colleagues, who are also Jews, speak Russian fluently, probably because they originated from Russia. The fact that I speak Hebrew indeed distinguishes me from other Americans who speak a different language from Hebrew. My family is also very rich, something th at I see has made me whom I am today. Using the vast resources and wealth they posses, they were able to take me to a Jewish private school. At school, only the Hebrews that formed a majority of the students. Also, it was clear to me that almost every one of us came from a wealthy family something which is common among the Jewish people. In fact, after that, my parents decided to register me for a degree course, which I am currently pursuing. It is not only me who has attained this level of education but many people from th e Jewish community implying how much Jewish people value education. I believe that the first appearance that one sees of me are the cloths I wear on daily basis. As a Jews, my tradition spells out the kind of clothing that we are supposed to be wearing depending on different occasions such as Shabbat,

A Letter to The Angel of Death Assignment Example | Topics and Well Written Essays - 500 words

A Letter to The Angel of Death - Assignment Example ever, although the above rational thinking gives me the courage to look at death in a constructive manner, I am an emotional human being who gets upset whenever you take away someone loved by me. Accordingly, I disclose below my encounters with death, which has always shaken me. He was in the hospital struggling to come out of the terminal illness that gave him lot of pain and anguish. Finally the end came. The doctor attending him asked each one of my family members to bid farewell to my grandpa. My dear angel of death, you were there ambushed in my thoughts, as I prayed to you for not snatching away my beloved grand father. However, he had to go and so he did. This emotional scene has lingered on to my memory, ever since. Many thinkers and philosophers have discussed the mystery involving process of soul leaving the body. However, this mystery could not be solved until today. I am satisfied to believe that God commands you, the Angel of Death, to take away our souls. At the same time, I wish to pray you for the following. I have witnessed people who believe that they are avoiding death by running away from you, as you keep on following them. However, I firmly believe that your appointment with them cannot be delayed even for a single second. It is all fixed, before you arrive. In the process, these people are fooling themselves by thinking they are hoodwinking you. The constant fear of death nearly kills them every moment. I have also witnessed people coming back to life after having a close encounter with death. However, I wonder if you are helping them to escape death at that precise moment. Knowing from the experience of many such people, I conclude that you did help them through such

English Technology Essay Essay Example for Free

English Technology Essay Essay The amazing thing about cell phones is that they are no longer just used for calling or texting. They have become an indispensable multi-tool wonder. Today’s cell phone is cutting-edge technology at your fingertips. With this in mind, should students be permitted to use cell phones in school? I believe they should not just be permitted to use cell phones; they should be required to use them. Cell phones don’t just allow students to stay connected with family and friends, they are also an excellent learning resource, and they encourage the responsible use of technology. To begin with, cell phones make it possible for students to stay in touch with family and friends. A student can call home and ask a family member to bring them a forgotten assignment or lunch money or to come pick them up if they are sick. Also, cell phones allow parents to keep track of their children’s whereabouts before, during, and after school. And, of course, there’s always the possibility of a student needing to contact a parent because of a dangerous situation. Thus, having a cell phone is like having a guardian angel. Students can also connect with friends, but not just because it’s a fun thing to do; A teacher can ask to text or email friends when they are absent to let them know what’s going on in class and to inform them of any homework. When used responsibly, a cell phone can be an excellent communication tool. Also, cell phones – especially smart phones are a great learning resource. Students can use tools such as the calculator, a map finder, and the calendar. You can use cell phones for all classes to keep track of homework. Instead of having to go to the computer lab teachers can let students use their smart phones to do research when doing group work, or working on a project. For example, if you have to study for ecology you can research on local jobs having to do with protecting the environment right from your classroom seat. Plus there are lots of great learning websites – including essay-writing websites – we can use to supplement the learning in classes like English. Cell phones are a quick and easy way to incorporate technology in the classroom. Finally, cell phones encourage the responsible use of technology. Students can learn when and how to use their cell phones to enhance their learning. They will become more independent in their work and more motivated to learn. Students like being allowed to make choices, and they understand consequences. If a student is texting when he/she should be paying attention to the teacher, the teacher should take the cell phone temporarily away. No big deal. Before a test, all cell phones should be placed on the teacher’s desk with no problems. By allowing the uses of cell phones, students will feel like they are being treated like responsible young adults, and they will appreciate that. If teachers are patient, understanding, and consistent, students will surely become responsible users of technology in schools. In conclusion, people who oppose the use of cell phones in school do it because of the disruptions and distractions cell phones can cause. But we must accept that we live in a world of technology and that cell phones are an important and very useful part of that world. We miss out if we fail to take advantage of the educational power of the cell phone. All in all, cell phones improve communication, provide learning resources, and encourage appropriate use of technology. Teachers and administrators must find ways to incorporate this excellent multi-tool in our schools. As you’ve learned from this essay, it’s really not that difficult. Let’s make the most of the day and age we are living in.

Childcare Act 2006 in a Childcare Setting

Childcare Act 2006 in a Childcare Setting Childcare Act 2006 Introducing provision relating to the authorities of duties/action of the well-being and improvement care of young children. The Act Introduced by parliament was passed to define/introduce leadership authority for the intentions of evolving; Every Child Matters programme (launched 2003 via Victoria Climbie story) Improving childcare/safety. Available Childminding facilities. Child providers Training and advice service. Parental upbringing information service. The act is structured with four sections of order; Sections One; Authorities located in England Two; Authorities located in Wales Three; Acquirements inspections made for childcare providers in England. Four; General provisions. The Early years foundation stage (EYFS) lies within section 39-48. This section act authorises high quality education/childcare for children aged 0-5 years including minimising equalities within children via the existing assistance of job centre plus/NHS. http://en.wikipedia.org/wiki/Childcare_Act_2006 Poverty The Act introduced is to enforce the protection of children. Every Child Matters Foundation provides protection of Safety, Promotion of Health, economic well-being, achieving standards, Positive attitude, Including promotion of equality amongst others. Childcare Act 2006 aims to reduce poverty supporting parents to work increases the childs environments and living reducing inequalities among children most at risk of poverty via deprivation/disadvantages promoting social mobility. Every child matters foundation set standards for the well-being of young children ensuring safety/health/economic/well-being/Achievements and Positive self steam. Legal Requirements for childcare providers are published via Ofsted under Statutory Framework for the Early years foundation stage EYFS. The Statutory framework stage within the EYFS has a number of requirements sectored. Involving; School leaders/staff Childcare providers/childminders Nurseries Pre-schools/playgroups childminding settings Maintained/non-maintained and private schools Developments Learning/development Welfare Additional legal information Regulation information assessment scales legal information in relation for adult to children ratio. The Framework provides direction/order to ensure all early year providers are meeting expectations for growth intellectual/physical developments required for when they enrol for mainstream school. Including the health/safety of the children. https://www.gov.uk/government/publications/early-years-foundation-stage-framework Learning/development requirements The authorised requirements MUST be met by the provider. The type of childcare setting/children all need to be put into considered while requirements are being pursued. Resources to ensure this are accessed via internet access: (http:/www.gov.uk/government/uploads/system/uploads/attachment_data/file) Development requirements childcare Act 2006 Early learning expectations. The child should hit the target of development/achieve; Knowledge/skills/comprehension of the standards that a child should reach by the age of five. Education Programmes skills/processes lectured by the provider. Assessment arrangements structured for the continuation of achievements. Learning standards/expectation Supporting Personal, Social and Emotional Development is a standard set to support development of skills; Self Confidence/learning/communication/sociability skills for future friendships and confidence. Comprehension of their environment is a development educed to expand fact/theory of their surroundings, also influencing the learning of technology/individuals and other areas. Physical Development; This is an imperative stage of development as children should always be subjected to activities influencing/permitting physical activity. Improving their co-ordination/physical strength. Also providing an education on the benefits to themselves via participation leading to a healthy lifestyle and a variety of good food options/benefits. Mathematics; This is a standard targeted to introduce numbers to the child for prior knowledge for enrolment of when mainstream school commences. Involving; Configuring shapes/measurements. Numeracy via Counting objects/addition and subtraction problem solving. Literacy: This standard can be influenced through using Books/reading magazines/Television subtitles. Poems should be introduced as the sounds of rhyming words, a terrific influence to remembering words/sounds. Introducing writing skills; letters to the sound can be a great start to early writing skills. Expressive Arts and design: Creative play is a form of educational play for children to produce Self confidence, Understanding of the role/express feeling. This can involve role play/Dance/Art work/performance or music. Assessments This is a requirement made to observe any target standards made by Statutory Framework for early years have been met or made progress. During the assessment observations are documented evidence which is recorded via the childcare provider. There also needs to parental contribution made for communication between provider/parent. The Legal requirements are established by the Statutory Framework for early years foundation stage. To ensure the well-being of safe guarding children. The requirements focus on the promotion of the childs welfare within the setting; The childcare providers are all CRB checked and suitable. Environment, Equipment and Premises are to standard. Documentation is clearly constructed. Organised forms of education for learning, emotional, social, physical and interlectual development are in operation. Legal requirements for safe guarding children involves met/passed standards; Information of complaints documented Premises and security Outings Equality of opportunities Medication Illness/injury Food/Drink Smoking Behaviour management Safe recruitment (CRB checked) Correct Number of staff for children Risk assessments Premises. Respecting/valuing individuality The understanding of each individuals personality can be taught from a early stage. It is important from a young age for each child to realise and understand that each person is different and may have a respectful difference of opinion. The influence of their elders impact a child perspective greatly as of which it is of vast importance to set good values for the child to develop good characteristics becoming a decent member of society. Children are influenced how to behave via their elders, as a child learns via observational skills. Setting a good example of how to behave is important as it can greatly affect the upbringing of the childs behaviour/personality. The childcare setting surroundings should advertise images of positive perception of the world including all cultures as a human race and mother nature. To promote individuality there should also be access to role play, toys, and electronics. Their maybe a Varity of practiced cultures within the childcare setting. Therefore its a good idea to introduce a monthly cultural lesson on any cultures present within the group so children can understand the differences between cultures, using the foods, animals, preparations, weather, clothing is used and why!. The cultural lessons can educate the child to enhance their intellectual/emotional and social development as it influences children to talk about the way they live inviting a group discussion. Achievement days/awards are extremely effective upon the childs self confidence as the award presents the childs achievement/s. An award/award chart leading to an award day may influence the child to work towards the award for self satisfaction of learning or behaviour. The awards day can also be via the involvement of outside activity hobbies, Swimming/dance/football clubs, which can be discussed within the setting, promoting information on possible outside activities permitting children to express their excitement of their achievements. Group work is essential to child social development as it concentrates on communication/structuring ideas/problem solving and compromising with others. Role play is a great way to promote group communication as there has to be discussion/agreement in who plays which role, confidence with discussions, understanding the roll and discussing it and respecting all thoughts/theories. Personal values can be influenced via good routines, interaction within a good/comfortable setting, such as story time, understanding when to listen and the appropriate time to proclaim their thoughts via showing understanding of the concept. Positive/Negative Behaviour From day one a child is effected by his/her environment. As the child develops there are boundaries needed to be put into place to ensure positive behaviour development, as the child understands right from wrong therefore grasps an understanding of the correct responses/actions. without the examples the child can develop negative behaviour and become confused. Boundaries permit the childs understanding of how to behave therefore understand that if rules are not practiced there will be consequences. The child need to understand whats right or wrong as negative action can put others at risk such as pushing another child or smacking/biting. without consequences a child will not comprehend the action is wrong or will take liberties. Rewarding a positive action/praise is a well achieved award or emotion for reaching/gaining credibility at any stage of development/age i.e. If a child is successful with potty training/behaviour or socialising. Awards/praise influence children to achieve/progress goals. The outcome to the award method is so the child eventually doesnt rely on a form of award and continues to proceed with positive actions, this is where a disciplinary act should be put into motion if any negative behaviour become apparent, if the child out steps their boundaries then a cause of action should be solicited; The naughty step (minutes time out for the duration of the childs age) or no favourite food/book to read. If no action is taken the child could proceed with negative behaviour/anger problems. A group discussion of behaviour expectations should be an active source of communication between peers/providers to ensure a friendly/happy/safe environment. Negative behaviour: create a adverse impact on the childcare environment for everyone present. The victim of the situation can become very distressed/upset effecting child/provider. The incident should be addressed (by the provider) as soon as possible as the child/children of cause will be able to comprehend where they have stepped out of line. The provider will have to explain where the child went wrong, as just saying NO will not deliver the insight of what they did wrong. The provider needs to introduce boundaries within the childcare setting to enforces the correct expectation of behaviour. Awarding the child for good behaviour needs to be introduced and is just as important as discipline. Even though negative behaviour is more apparent to good behaviour, applauded good behaviour can encourage children to want recognition/positive response from his/her providers/parents and peers, even though discipline needs to be an active consequence, sometimes on minor instances if the child gains no response then the child will learn he/she wont gain the required attention. Otherwise if little/no good behaviour is acknowledged the child will always feel like they are naughty and lack enthusiasm for improvement. If good behaviour is applauded then this will encourage future good behaviour eventually become a positive impact improving the childs actions. It is imperative to be consistent with the message being preached to the child involving positive/negative behaviour, even a simple mistake can influence the wrong message so clarity/consistency is highly important. A positive attitude from the provider can determine the atmospheres positive or negative vibe, this can create a happy/safe positive environment for the children/providers or a negative/unhappy one. Its of great importance the child feels safe/inspired/happy within their childcare setting. Conflict management between children/adults Unfortunately conflict occurs within every childcare setting, It is the way it is addressed which leads to a positive/negative standard of care. A conflict can be present between children or a child struggling to except the providers authority. John Broadus Watson An American psychologist whom established the psychological school of behaviourism. Watson was the author of Psychological Care of Infant and Child in 1928. Watson believed children should be treated as a young adult. He proclaimed that the inevitable dangers of a mother providing too much love and affection can provide a negative impact upon the childs future, He proclaimed that the love affection response was conditioned love. Impacting the future generations by mentioning Invalidism proclaiming that society doesnt show high affection to the developing older children/young adulthood within the real world, therefore parents/careers should not deliver high expectations of reality. Watsons views of Nature and nurture was that nurture was the corrected theory. Hes theories were that nobody is born with natural instinct and supporting this theory he believed that all knowledge is gained via interaction with his/her environment and parents should take sole priority for the responsibility they relinquish upon their children. Conditioning; http://www.simplypsychology.org/classical-conditioning.html) There are debates on how conflict impacts a childs upbringing. Positive views of conflict include it to be a natural emotion of life and should be expressed, supporting Watsons theory in nature and expectations of life. Negative views introduce beliefs that conflict can inflict anger therefore effecting ones social abilities via lack of suitable role model. Critics of Watsons views; Needs which are unmet; due to lack of physical/mental emotion leading to Cravings for attention. Selfishness; Leading from lack of emotion, the child can become an adult with difficulties to understand others needs of love and attention/affection. social skills; As the child finds it difficult to understand other childrens different thoughts and views. http://en.wikipedia.org/wiki/Childcare_Act_2006 https://www.gov.uk/government/publications/early-years-foundation-stage-framework (http:/www.gov.uk/government/uploads/system/uploads/attachment_data/file) Conditioning; http://www.simplypsychology.org/classical-conditioning.html)

Mis Education of the Negro :: essays research papers

Long before the Civil War the mis-education of Negroes began. Missionaries were sent south to teach freed slaves and schools began to form. Rather than help the Negroes develop they instead set out to transform them into what they wanted them to be, allowing them to learn what they wanted them to learn. Freed men who considered themselves well educated taught other freed men, but had no curriculum other than that made by whites for whites educating Negroes away from there history. Negroes were left out of all educational curriculum except to condemn them or portray them as savages. Whites were tough to hate Negroes and Negroes were taught to feel inferior to whites. Negroes were not allowed there rightful place in Science not telling students that ancient Africans knew sufficient science. Not telling them about how they made poisons for there arrow heads and mixed colors to create paint. They left out Negro inventors altogether often claming there inventions as there own. Negroes were never taught about what they brought over from Africa, there ideas or there influences. Nothing was taught about African language and in literature the Africans were never mentioned. Negro doctors were taught that they were carriers of germs such as syphilis and tuberculosis which began as a white man diseases, but because they had not developed a immunity to theses diseases yet in became wide spread among the Negro community . Negro lawyers were taught that they belonged to the most criminal element in the country. The Supreme Court permitted the judicial nullification of the 14th and 15th amendment. In history the Negro was portrayed as having no thought and nothing to contribute. Mis Education of the Negro :: essays research papers Long before the Civil War the mis-education of Negroes began. Missionaries were sent south to teach freed slaves and schools began to form. Rather than help the Negroes develop they instead set out to transform them into what they wanted them to be, allowing them to learn what they wanted them to learn. Freed men who considered themselves well educated taught other freed men, but had no curriculum other than that made by whites for whites educating Negroes away from there history. Negroes were left out of all educational curriculum except to condemn them or portray them as savages. Whites were tough to hate Negroes and Negroes were taught to feel inferior to whites. Negroes were not allowed there rightful place in Science not telling students that ancient Africans knew sufficient science. Not telling them about how they made poisons for there arrow heads and mixed colors to create paint. They left out Negro inventors altogether often claming there inventions as there own. Negroes were never taught about what they brought over from Africa, there ideas or there influences. Nothing was taught about African language and in literature the Africans were never mentioned. Negro doctors were taught that they were carriers of germs such as syphilis and tuberculosis which began as a white man diseases, but because they had not developed a immunity to theses diseases yet in became wide spread among the Negro community . Negro lawyers were taught that they belonged to the most criminal element in the country. The Supreme Court permitted the judicial nullification of the 14th and 15th amendment. In history the Negro was portrayed as having no thought and nothing to contribute.

Linux Versus Windows NT :: essays research papers

Linux versus Windows NT Forget the browser wars. This year's big nerd battle is the server shootout between Linux and Windows NT - and it's not just a bunch of geeks nit-picking. While both offer more affordable platforms for Web service than in the past, Linux and NT are polar opposites on almost every other level. They look different, run differently, support different software, and cost money in different places. So far though, most press coverage of the Linux-NT debate has focused on the competing business models, and there's been little helpful information for deciding which OS to use. At the other end of the coverage spectrum, technical comparisons usually stick to performance tests, churning out reams of numbers from the lab and missing the big picture of owning and operating a Web site. The most obvious difference between NT and Linux is that NT attempts to bring the familiar Windows graphical user interface to a server environment. Ideally, a Webmaster could maintain NT (and its bundled Web server, Microsoft Internet Information Server, aka IIS) primarily by pointing and clicking. NT also comes bundled with a singular set of Microsoft site development tools. Linux, on the other hand, builds from the long, varied tradition of Unix command-line culture. It can be harder (or at least more daunting) to learn Unix from scratch than it is to learn a Windows system, but Unix users who get over the hump of the initial learning curve rarely express happiness over trying to do the same work in a Windows environment. That's the "Windows rage" you observe whenever your local sysadmin (System Administrator) has to get up from his Linux workstation to fix your PC. If there's one area where NT stands out over Linux, it's the willingness of third-party software vendors to develop versions of their software for it. Ad-serving software, search engines, databases, application servers, and e-commerce shopping carts are almost certain to come in NT versions, whereas big-name vendors such as Oracle, Sun, and IBM have just begun to commit to Linux. A Windows NT license costs about $300. A Linux license costs nothing. Not much overhead, but the real costs come later: lost income from downtime or unfixed bugs, high prices for technical employees who make things go, and extra machines and software as the site grows. There's a notable lack of consensus as to whether Linux or NT delivers a lower total cost of ownership.

A rhetorical analysis of against school by John Taylor Gatto Essay

Attempting to persuade his audience reading from this Article,John Taylor Gatto’s displays his points of view that he does not belive in our school system. He believes that the staying in the American schooling system for so long has supplied him with every reason to refer to it as a childish program. According to him, people may see the key problem of schooling as boredom. To clarify his point, Gatto asserts having education is not equal to taking schooling which is instead considered as â€Å"a daily routine in a factory of childishness in order to make sure children do not really grow up.† Gatto supports his views by enumerating a significant number of successful Americans who did not go through the schooling system but turned out to be productive, such as Abraham Lincoln. In this short story, â€Å"Against School†, Gatto tells his experiences with students that complained they were bored in school. Gatto said these students were not interested in what was bei ng taught because they often said the work was stupid and that they already knew it. According to Gatto, these students were interested only in grades rather than learning the subject. In â€Å"Against school† Gatto begins his article discussing his thoughts on whether the term â€Å"boredom† could be used to define the experience of a student. He explains that every time he used to ask students in class why they were bored in school, the students felt that their teachers â€Å"did not seem to know much about their subject and clearly weren’t interested in learning more† (Gatto 300). With teachers being bored as well and blaming their students he brings up the question of who really is to blame. Gatto feels a change of not to provide the student with â€Å"schooling’ but with an education can be done by simply being more involved with the student. He believes that by introducing students to â€Å"competent† adults or in other words teachers who know their subjects the students will gain inspiration and interest. He then goes on to ask if schooling is even necessary, questioning if the 12 years of mandatory schooling are beneficial or not. Gatto proceeds to talk about the origins of our educational system and what he knows is the real purpose of our educational system based on the evidence he presents. He explains that the United States educational system comes from a military state named Prussia. An â€Å"educational system deliberately designed to produce mediocre intellects; to hamstring the inner life, to deny students appropriate leader skills. (Gatto 303). Claiming that we are bred to never grow up and remain children,  in his last paragraph he states one last time his thoughts on the purpose of mandatory education â€Å"Mandatory education serves students only incidentally; its real purpose is to turn them into servants† (Gatto 307). Gatto states that in this country people sees â€Å"success† as synonymous with â€Å"schooling†. He articulates that important people like George Washington, and Abraham Lincoln never went through the twelve-year schooling system we have now and they still succeeded. Gatto said that according to our cultural traditions schools were made to make good people, good citizens, and each person their personal best. Since his goal was to persuade his audience in this article I would consider the writing primarily appealing to logos and ethos with pathos used throughout the article. On page 300 his first sentence â€Å"I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom† is used to show the reader that he is an experienced veteran of our educational system. He places this at the very start of the article to try and gain immediate credibility so that he may potentially obtain the trust of the audience. This is all done to display his social standing which makes it ethos. On that same page he brings up the question â€Å"Who is to blame?† and he includes the reasoning for both the student’s and the teacher’s points of view on who they feel is accountable for school boredom. â€Å"They said teacher’s didn’t seem to know much about their subjects and clearly weren’t interested in learning more† claims Gatto his student’s would say to him, and when asking the teacher’s they stated â€Å"Who wouldn’t get bored teaching students who are rude and interested only in grades†. He places their opinions first to set himself up for introducing his own point of view in the following paragraph on page 301, â€Å"We all are. My grandfather taught me that† and goes on to say that it’s your own responsibility to entertain yourself and the teachers job is to provide you with an education. Because of the placement in points of view the reader is first brought to choose between teacher and student and who is really at fault but is then introduced to Gatto’s point of view where he blames both the teachers and students. This tactic was used because by stating his opinion after that of the students and the teachers his audience may perceive him to have the more balanced or in other words, most informed  point of view between the three. By him saying that the students are saying one thing and that the teachers are saying another and then saying what he thinks and why they are wrong he is appealing to a logos way of persuading his audience. When explaining his grandfather’s lesson the word â€Å"childish† is used to describe those who don’t agree with what his grandfather is preaching, â€Å"the obligation to amuse and instruct myself was entirely my own, and people who didn’t know that were childish people, to be avoided if possible† (Gatto 301). This choice of wording also appeals to logos because by saying that the people who â€Å"didn’t know that† or in other words weren’t aware of the belief that it is your own job to entertain yourself, a re â€Å"childish† he does this so that he can try and persuade the reader by explaining to them that because the students or teachers aren’t mature enough to already know that it is up to them to stay entertained, and they expect someone to entertain them they are still childish people. This also appeals to ethos because by saying something negative about the opposition specifically that they are childish the author can lead the readers to believe that he is the wiser or more mature one of the three viewpoints. When providing evidence to support his claims Gatto once again appeals to his audience through ethos by stating the person he is quoting and some background on said person before writing about what it is they actually said that relates to the article. By adding positive words or background information about the author he attempts to gain credibility for his evidence by letting the audience know that the information is coming from someone who knows what they are talking about and he does it various times throughout the essay for example on page 302, â€Å"we have for example the great H.L. Mencken, who wrote in the American mercury† Notice the usage of the word great, and how the context its being used in could lead the reader to be more fond of the evi dence. A more obvious use of this tactic can be found on page 303 where he says â€Å"It was from James Bryant Conant-president of Harvard for twenty years, WWI poison gas specialist, WWII executive on the atomic-bomb project, high commissioner†¦and truly one of the most influential figures of the 20th century† He probably could’ve just said one or two things but he throws a whole list at the readers so they could potentially feel this is accurate information from someone with high standing. Instead of just throwing his evidence and support out there Gatto attempts to set  them up again to seem more credible because of his certain choice of wording and how he places it in his writing. He decides to end his article by trying to persuade the audience through the use of emotional appeal, or pathos. After urging the audience to â€Å"wake up† and see the points he is trying to make he decides to use the line â€Å"there’s no telling what your own kids could do† he says this to hook any leftover skeptics by bringing up the point that maybe it won’t help them but instead their children. This is effective because the reader may have a different point of view on this whole article when thinking about how it relates to their loved ones, their children. When asked if I agree with Gatto and his views I would say that I partially agree with him. I do agree when he says that modern day education is boring because of both the teachers and students, it really is up to both sides to find a way to entertain each other to get the most amount of work done and find inspiration in what they are doing. When saying that â€Å"Mandatory education serves children only incidentally; its real purpose is to turn them into servants (Gatto 307) I also agree with him. The idea that you should be forced to go and do something you don’t always want to for the sake of â€Å"learning† when you don’t really care about the topic to begin with has always been something I’ve questioned. Sure you can get the work done but if you don’t care it won’t stick so what’s the point? It really does seem to me that schools are used for income, to keep the population busy and to keep us out of â€Å"trouble†. Education system teaches us to appease, its gets us tired and it makes many of us lose hope in what we want to do. I don’t agree with him however when he talks about how school keeps us from growing up. We still get older and mature and many people actually find what they feel is their calling through our educational system so that can’t be the case, I don’t think it keeps us from ever being useful. I think we are already useful; we are just too caught up in school and all the work there to go out and do things. Throughout his article Gatto does a great job as far as being persuasive with his audience through the use of ethos logos and pathos. With Harper’s magazine being released and purchased by people who are interested in controversial views like this, Gatto gives the readers what they paid for by  effectively questioning our educational system and making his point that education is turning our society into slaves or as he likes to put it â€Å"servants† (Gatto 307). What I do feel he lacks on though is providing more views of the opposition, on page 302 he writes about all the people who didn’t go to school and are successful in the world, but he fails to mention anyone who has gone to school and has ended up just as successful as those people. I find it hard to believe that out of anyone going to school in the United States since 1915, not one person has been successful because of it. Though he is persuasive and successful in putting out his points of view this aspect of his article is very unbalanced. Ultimately, the article does get the job done and does a good job informing the readers of his views on our educational system and why he is against school. Starting off his writing by stating â€Å"I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom† (Gatto 300) proves to be effective because logically it makes sense that he learns about boredom after thirty years, and being a teacher for thirty years gives him credibility in the topic at hand. Gatto argues that schools are cell-block style, forced confinement of both students and teachers (Par. 4). According to Gatto, James Conant changed the style of standardized testing, nor the gargantuan high school that warehouse 2,000 to 4,000 students at a time (Par. 12). Gatto states the best one to become your full potential is to manage yourself (Par. 27).