?Dead Poets society? :: essays research papers

â€Å"Dead Poets society† In the film â€Å"Dead Poets Society†, dir. Peter Weir, we can see vivid pictures from the life at Welton, a very old and traditional boys school. The action is taking place in 1950s. It is predominantly viewed by the eyes of Todd Anderson (Ethan Hawk), newcomer, who is very shy and timid and is under the pressure because of his elder brother, who was successful and popular student of Welton. He and his classmates Knox, Max, Neil Perry and the others, came here to get a classical education and they were expected so. But everything had changed when a new literature teacher, Mr. John Keating (Robin Williams), came. He graduated here and came to teach here. But he taught another way, his methods absolutely differed from those of other teachers and from the spirit of the school in a whole. He was trying to teach them out of the textbooks. He loved poetry very much and wanted his students to love it too and he believed that it would help them in their future life. And Todd, Neil an d the whole class loved him very much. They discover that while studying there, Mr. Keating organized the â€Å"Dead poets society† and decide to continue this â€Å"society†. In the secret from the whole school they get together in a cave at nights, smoked, read poetry and spoke About everything: poetry, girls, philosophy, about the life in a whole. But the principal doesn’t share the student’s admiration of their teacher. Especially after the fact that Neil Perry killed himself because he wanted to be an actor but his father didn’t allow him. He wanted his son to be a doctor. And the administration saw (or wanted to see) here the influence of Mr. Keating and his lessons. All the members of the â€Å"society† were punished and Mr. Keating – dismissed. But in the final scene, when he come to take his belongings, some his students stand up at the desks to show their protest and solidarity with their favorite teacher. In this film Peter Weir in a masterly way showed the conflict between hypocrisy spirit of Welton and fresh jet of Keating’s philosophy. In a broad meaning it can be considered as a conflict between romantism and realism, between the way we would like to live and the way we live, the real life and how should we do with this problem.

Industrial Production and Capitalism Drivers of Social Change

Industrial Production and Capitalism: Drivers of social change in history Ho Xin Qian Louise In this essay, I will illustrate why industrial production and capitalism were major causes of social change in history by stating three main arguments. Firstly, I put forth the case that industrial production and capitalism have changed the role and nature of markets in history. In doing this, I trace how the market has become the central system of social coordination via market instruments, encompassing even the elements of industry like land, labor and money.In exemplification, I explain how industrial capitalism has brought about the rise of mass production and mass markets, enabling the market system to expand its influence. Secondly, I will illustrate how industrial capitalism has changed the social relations of production, as well as the social organization of work, resulting in class struggle and socio-economic stratification in history. Lastly, I touch on the changes in norms and cul ture within institutions due to industrial production and capitalism.For the purpose of this paper, I define industrial production as production brought about by mechanized technology and industrious labor in centralized locations. Capitalism is defined as a system of profit making commerce made possible by the usage of money, decentralized circulation of capital and the market exchange of commodities. I use the term industrial capitalism to denote the amalgamation of both forces. The Role and Nature of Markets in History It is my contention that industrial production has changed the role and nature of markets in history, placing it in the centre of society and economy.It is true that industrial capitalism presupposes the existence of a market system. However, the market system was never the dominant system of social control until the development of isolated markets by mercantilist means, and subsequently the transnational interaction and proliferation of markets into a market econo my, brought about by industrialization in the 18thC. It is due to this transcendence of boundaries and displacement of market activity that gives rise to the â€Å"market† as an abstract mechanism.According to Polyani, before the rise of markets, the society organizes itself via systems of redistribution, house-holding and reciprocity, of which operates on non-economic motives like social prestige and kinship (Polyani 1944: 46-58). After the rise of markets with long distance and local trade, markets have started to take on a more important role in providing necessities; however, they did not function for a majority of the population, who were still dependent upon common exchange and subsistence systems.Thereafter, mercantilism created isolated national markets which consolidated local economic activity and increased trade. However, it was not until the Industrial Revolution in the mid 18thC that the market system became the main driver of social change across different count ries through the creation of mass markets. The industrial revolution has brought about new forms of technology and power, transformed modes of production and created factories as centralized locations for mechanized production to take place.Mass production techniques like specialization, standardization, time-discipline, rational capital accounting and centralization allow for production costs to decrease with volume, thus generating a high amount of output, providing goods more cheaply than one could have done outside of the factory. As a result, people buy their essentials from these mass markets rather than produce by themselves. Also, they produce solely for the market, deriving income to purchase other goods in the circulation of commodities.Moreover, with industrial capitalism, the market mechanism has also come to allocate factors of production such as land, labor and money, which according to Polyani were not real commodities, but merely have exchange value because they beco me privately owned by use of legal contracts and sales (Polyani 1944: 68-76). Since then, mass markets have come to synchronize most economic activities like consumption, production, distribution and even finance in the most efficient fashion (Swedberg 2005:238-240).These markets become far reaching and displaced in light of industrial capitalism because of communicative and transport technology, the mobility of money and relations of free trade, which re-defined the notion of markets from a place to an abstract network of actors across national boundaries. Also, the nature of markets has changed from being state-controlled to being self-regulating. The market system becomes the center of economic and social life as it coordinates most economic activities not by state regulation but by economic instruments like the price mechanism, supply and demand aggregates.Social Relations of Production and Organization of Work Industrial capitalism has, with the change in material means of prod uction, brought about a change in the social relations of production and organization of work. In capitalistic societies, instead of directly interacting with nature in production, human beings depend on each other by exchanging their assets in place of producing for subsistence. Hence, they inevitably enter into social relations of production between those who own the means of production (capitalist) and those who do not but are economically compelled to sell their labor power (worker) for wages.In the circulation of capital, surplus value can be derived from the difference between capital invested and capital retrieved because capital (such as land, factory and machinery), only when combined with labor, transforms products to sell for higher exchange values, thereby generating surplus value and profit. This circulation of capital is durable because capitalists aim to invest their capital to make even more profits while workers can only increase their wages by working harder or by investing in their skills.Since then, the relationship between capitalists have become increasingly competitive due to the drive for profits while the worker-capitalist relation has replaced family (sexual division of labor) as the primary relation of production. According to Marx, as the ownership of means of production is exclusive and alienable, the society becomes separated into two distinct classes – the bourgeoisie (capitalist) and the proletarian (or worker), where between them is a relationship of domination and exploitation.Marx observed that the capitalists tend to exploit the workers by privately appropriating the surplus value produced by the workers, giving them much less than the use value of their time and effort invested in production (Marx 1848: 23). Also, the exploitation goes further by manifesting itself in the working conditions of factories, where workers were forced to work for long hours and children were also engaged as child labor. The exploitation a nd domination over workers exists because of the profit motive of decreasing costs and increasing revenue, as well as the fact that workers have less argaining power over their jobs than their employers. Capitalism has also re-defined the social organization of work by the formation of labor markets and complex division of labor. Prior to the onset of industrial capitalism, work was just defined as any effortful activity which attributes use value to commodities. However, with industrial capitalism, the formation of labor markets constituting workers, employers, jobs and networks is possible, and they function to allocate labor resources and allow capitalists to negotiate labor price and working conditions.Here, there is a clear demarcation of what is considered paid â€Å"work† and what lies outside of the labor market in the informal economy. Within the labor market, the exchange value of labor depends on the quantity and quality of labor, which denotes different labor proc esses and skills. The differentiation in wages is due to the complex division of labor brought about by industrial capitalism.Unlike the simple division of labor, where society is categorized into different occupations as in craftmanship, the capitalistic industry has a tendency to control and divide the mass production process into many simple tasks which all unskilled workers are capable of accomplishing. Workers are subdivided into different capabilities and made to specialize in simple tasks to be able to perform quickly and productively. This organization of work greatly improves the efficiency of the system, bringing costs down with more units of production.As seen in the Fordist model of mass production, workers as such are being â€Å"deskilled† and made interchangeable to the extent that they can be fired or hired according to production requirements (Womack 1990: 19-46). Thus, the market value of such menial labor is very low as opposed to professions (doctors) and skilled labor (technicians). The way work is being socially organized into skilled and unskilled labor has thus brought about socio-economic stratification in production relations. Marx has criticized this form of organization as being â€Å"alienating†, especially for the menial workers.As workers are being made interchangeable by the subdivided nature of production process, their labor is being looked upon only as a commodity, at their employer’s disposal. The worker loses control over his produce, the work process and his ability to creatively express himself. Moreover, their menial labor becomes cheapened in the process of unemployment and labor surplus. On the other hand, professionals are able to safeguard their interests by exclusive job administration channels, keeping their wages high due to marketable specialized knowledge.As a result, socio-economic stratification has also become defined by consumption relations such as occupational prestige and status group s. Norms and Culture Lastly, it is clear that industrial capitalism has brought about important changes in norms and culture. Most explicitly, industrial capitalism has changed the culture of work in the society. Prior to this time, work was characterized by disparate tasks that one is required to do in the day, and is oriented to what is necessary to be attended to. There is little divide between work and life.In industrial-capitalistic societies, work is characterized by a series of jobs which need to be synchronized in terms of sequence and speed. Time-discipline is important for work in the capitalist economies because productivity and time are highly correlated (Thompson 1967, 60:61). People are expected to use time allocated for work efficiently and solely for work. As the stimulus for work has changed from subsistence to wage incentives, there is potential of increasing wages by putting in more effort put into work.Thus, as competition for jobs and within jobs increase, peopl e are pushed to work harder and longer in their jobs. Also, in the 18thC, industrial capitalism has led to the trend of rapid urbanization due to rural urban migration and international migration in seek of factory jobs. This has led to a major restructuration of society within countries like England, where the working class poor tend to congregate near the city centre for employment and the more affluent middle class tend to decentralize away from these city centers, where living conditions are bad.The result is a case of socio-economic polarization within cities, where differences in standards of living are stark between gated communities and urban slums. In all, industrial capitalism tend to generate disparate levels of wealth and poverty amongst the working and capitalist classes. Lastly, industrial capitalism is likely to produce changes in habits and lifestyle which are oriented towards the market. The culture of consumerism is prevalent in many industrial and post-industrial societies, brought about by both producers and consumers.Producers aim to increase the capital return from their investment by either catering to existing needs or by creating new needs and wants. With the use of marketing strategies and production technology, they are able to sell their products at a high profit margin. Consumers, on the other hand, are faced with the proliferation of goods and services available at competitive prices. With the wages they have earned, they are able to afford more goods at a lower price. In all, this paper contends that industrial production and capitalism are major drivers of social change in three ways.Firstly, industrial capitalism has changed the role and nature of markets in history, from an auxiliary mechanism to the main instrument of social coordination. Secondly, industrial capitalism has revolutionized the social relations of production, from humanity’s struggle with nature to dependency on each other. It has also changed the social organization of work, by re-defining what is work and by organizing work into skilled and non-skilled categories with varying consequences. Thirdly, industrial capitalism has influenced the norms and culture of society through â€Å"industriousness†, urbanization and consumerism. (1991 Words)

Mystuf

INTERNATIONAL BACCALAUREATE STUDENT INFORMATION MEETING JANUARY 18, 2010, 6:45 P. M. THEATRE I. What is the International Baccalaureate (IB and Pre-IB) II. What is the Nature of the IB Programme? III. The Six Major Areas of Study in the IB and Pre-IB Programmes: Courses Offered at Richmond High IV. Details of the Curriculum V. Choosing and Selecting a Diploma VI. Possible Diploma Options: Examples VII. Why do IB? VIII. What do Students Learn, and What Leads to Success? IX. How do Colleges and Universities Recognize IB Courses and the IB Diploma X. Some Facts and Common Sense Ideas About the IB ProgrammeIBO mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigoro us assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. RHS mission statementWe strive to do our best by creating an inclusive learning community through supporting and caring for one another. IB LEARNER PROFILE The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: INQUIRERS: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.KNOWLEDGEABLE:They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding acro ss a broad and balanced range of disciplines. THINKERS:They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. COMMUNICATORS:They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with thers. PRINCIPLED:They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. OPEN-MINDED:They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.CARING:Th ey show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. RISK-TAKERS:They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. BALANCED:They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.REFLECTIVE:They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. I. What is the International Baccalaureate (IB)? †¢ The International Baccalaureate Diploma Programme (IB) is a rigorous preuniversity programme leading to assessment in six subject areas. †¢ Established in 1968, the IB offers a challenging curriculum noted for its depth and international perspective. †¢ The two-year IB Diploma provides a coherent and demanding educational experience across the full curriculum. Beyond completing college-level courses and examinations, IB students are also required to engage in community service (CAS), individual research (EE), and inquiry into the nature of knowledge (TOK). †¢ The IB Diploma is accepted as an admission credential at universities in 106 countries. †¢ In addition, high scores on IB exams often entitle students to credit or placement at university. In some cases students will get first year credit. †¢ The International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools.There are more than 758,000 IB students at 2,750 schools in 138 countries. II. What is the nature of the IB programme? a. Has the strengths of a traditional and broad c urriculum. b. Three important additional features: 1. Theory of Knowledge (TOK): is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence that is expressed in rational argument.TOK  is a key element in encouraging students to appreciate other cultural perspectives. 2. Creativity, action, service (CAS): The IBO’s goal is to educate the whole person and foster responsible, compassionate citizens. The CAS programme encourages students to share their energy and special talents with others. Students may, for example, participate in theatre or musical productions, sports and community service activities. 3. An extended essay of 4,000 words: Each student has the opportunity to investigate a topic of special interest.The essay re quirement acquaints diploma candidates with the kind of independent research and writing skills expected by universities. The IB Programme leads (to): †¢ interdisciplinary learning †¢ critical reflection †¢ questioning the bases of knowledge †¢ students to an appreciation of other cultural perspectives †¢ an education of the whole person (CAS) †¢ sharing energy and special talents with others †¢ independent research †¢ the demanding writing skills expected by universities III. SIX MAJOR AREAS OF STUDY IN THE IB PROGRAMME: COURSES OFFERED AT RICHMOND HIGH Group 1: Language A1 English A1 (HL) and English A1 (SL) †¢ Several Self-Taught (ST) Languages: Spanish, Yoruba, Chinese, Russian, etc. If a student is fluent (speaking and writing) in a language other than English, she may take a self-taught language. Group 2: Language B †¢ French B (SL) and French B (HL) †¢ Japanese B (SL) and Japanese B (HL) †¢ Mandarin B (SL) and Mandar in B (HL) †¢ Spanish B (SL) and Spanish B (HL) Group 3: Individuals and Societies †¢ Geography (HL) and Geography (SL) †¢ History (of the Americas) (HL) †¢Business and Management (HL and SL) †¢ ITGS (HL, SL) (Pre-requisite: IT 10)Group 4: Experimental Sciences †¢ Biology (HL) and Biology (SL) †¢ Chemistry (HL) and Chemistry (SL) †¢ Physics (SL) Group 5: Mathematics †¢ Mathematical Studies (SL) †¢ Mathematics (SL) †¢ Mathematics (HL) Group 6: The Arts and Electives †¢ Music (SL) and (HL) †¢ Theatre Arts (HL) and Theatre Arts (SL) †¢ Visual Arts (HL) and Visual Arts (SL) IV. DETAILS OF THE CURRICULUM The International Baccalaureate programme consists of courses in six major areas of study. Each course may be offered at the I. Standard level (SL), which involves approximately 200 hours of instruction, r at the II. Higher level (HL), which involves approximately 300 hours of instruction. Universities give credit and/o r placement for HL courses. An HL course is the equivalent of a first year university course. Many of our students get credit/placement for 3 HL courses. Each course credit is worth approximately $700-$800. Upon completion of any individual course the student receives a certificate from IBO and the course is recorded on the provincial graduation certificate with the special designation â€Å"IB†. V. CHOOSING/SELECTING A DIPLOMA In selecting a diploma a student must select a course from each of the six course groups. †¢ The only exception to this is that Group 6 may be skipped, and a second course from any of the other Groups may be chosen instead. †¢ A student may take as many as 4 HL courses, but no fewer than 3. †¢ A student may take as many as 3 SL courses, but no fewer than 2. VI. Programme Options: a. ONE DIPLOMA OPTION English A1 (HL) History (HL) Chemistry (HL) Math Methods (SL) French B (SL) Physics (SL) Extra: Biology (SL) b. ANOTHER DIPLOMA OPTION Man darin B (HL) History (HL) Chemistry (HL)English A1 (SL) Physics (SL) Math Methods (SL) c. ANOTHER DIPLOMA OPTION English A1 (HL) French B(HL) History (HL) Theatre (HL) Biology (SL) Math Studies (SL) d. ANOTHER DIPLOMA OPTION Geography (HL) Biology (HL) Visual Arts (HL) Spanish B (SL) Math Methods (SL) English A1 (SL) e. ANOTHER DIPLOMA OPTION English A1 (HL) Visual Arts (HL) Geography (HL) Spanish ST (SL) Math Studies (SL) Biology (SL) f. ANOTHER DIPLOMA OPTION Mandarin B (HL) Mathematics (HL) English A1 (HL) Geography (HL) Physics (SL) Biology (SL) Extra:ITGS (SL) VII. Why Do IB? A. A High Level of RecognitionUniversities in 102 countries welcome IB Diplomas as well as individual courses for admission, placement, and credit purposes. Individual IB courses are recognized as signifying a student’s rigorous preparation in an academic discipline; the IB Diploma signifies such preparation in all six academic disciplines, service to community, and development of an international p erspective. B. Fair and balance Assessment Using International Standards IB assessment is of many types, occurs several times over the usual two-year duration of IB courses, and includes the classroom teacher as a partner.IB students’ work is assessed by several examiners whose assessments are carefully moderated by an international examining board. IB teachers receive detailed formal feedback on every aspect of their students’ IB assessment each year. C. A Remarkable Degree of Flexibility IB curricula and examinations are available in IBO’s three official languages of English, Spanish, and French. The IB Diploma offers schools a wide variety of courses, teachers a wide choice of topics, and students a wide variety of assessments and areas of specialization. D. Commitment to Authorized SchoolsSchools must undergo an exhaustive application process for authorization to offer courses. Once authorized, schools are required to participate in IB professional developme nt on a regular basis and to be reviewed every five years by the appropriate regional IBO office. VIII. What do students learn, and what leads to success? †¢ self-awareness †¢ self-understanding †¢ self-regulation †¢ personal decision making †¢ managing feelings †¢ handling stress †¢ empathy †¢ communication/participation †¢ personal and social responsibility †¢ group dynamics †¢ conflict resolution individual growth †¢ world citizenship †¢ self-esteem †¢ moral responsibility †¢ self-reflection †¢ personal self-evaluation WHICH LEADS TO †¢ focus/concentration †¢ resourcefulness †¢ flexibility †¢ interest in process and results †¢ pace/steadiness †¢ responsibility/hard work AND †¢ writing skills †¢ thinking skills †¢ oral skills †¢ time-management skills AND †¢ marks IX. How do Colleges and Universities Recognize International Baccalaureate Courses an d the IB Diploma? †¢ IB has largely succeeded in its goal to be a universally recognized admissions credential. Specific agreements are in place with ministries of education and universities in 104 countries that recognize the IB Diploma as a valid means of earning entry to postsecondary study. †¢ The IB Diploma is increasingly being viewed as a strong indicator of academic promise and achievement. †¢ IB students often have an advantage in the admissions process at selective universities. †¢ In addition, IB courses and exams are recognized for the purpose of advanced credit and/or placement at over 900 North American colleges and universities. In fact, over a 100 postsecondary institutions now grant a full year of credit to students who have earned an IB Diploma. For a directory university recognition and policies, please use the following link: http://www. ibo. org/diploma/recognition/directory/index. cfm X. SOME FACTS/COMMON SENSE IDEAS ABOUT THE IB PROGRAMME à ¢â‚¬ ¢ There are three programmes, which are structured as follows: 1. Primary Years Programme:K-Grade 5 2. Middle Years Programme:Grade 6-Grade 10 3. Diploma Programme:Grade 11-Grade 12 †¢ Each of these programmes is an integrated programme. Thus the IB Diploma Programme is an integrated two year programme. A student taking the IB must complete the two years in it, if the student is to get IB credit for a course or for the complete programme. †¢ The IB programme is recognized by the vast majority of North American/world universities. †¢ The IB Diploma score is recognized for admission and entrance to all B. C. universities/most Canadian universities/most American universities. †¢ IB courses are evaluated on a 1-7 scale. Thus, a 7 represents the equivalent of a middle to a high A (90%-100%). †¢ A top score on a Diploma is 45 points.Last year, worldwide, there were well over 20000 diplomas. Approximately 50 of these achieved a perfect 45 points. †¢ A stu dent must achieve a minimum of 24 points to get a diploma. Also, a student must average a score of 4 in his HL courses. THE INTERNATIONAL BACCALAUREATE AND UBC International Baccalaureate Diploma Students For students who complete the IB Diploma, admission to the university will require a minimum of 24 points, including bonus points. Students who are on a full Diploma programme will get early admission to UBC on the basis of predicted IB scores.IB Diploma students, and IB Certificate students will qualify for Government scholarships on the basis of IB Diploma/Certificate scores. UBC uses an equivalency scale to award a percentage grade based on IB scores. The following grid establishes the equivalency scale: IB Diploma Admission Average Scale Points% 2467 2570 2673 2776 2880 2984 3088 3190 3292 3393 3494 3595 3695 3796 3897 3998 4098 4199 4299. 9 4399. 9 4499. 9 4599. 9 A Diploma student with a predicted score of 30 points will get early admission to SFU. 32 points will provide earl y admission to UBC. International Baccalaureate Certificate StudentsFor students who present results for one or more Higher Level International Baccalaureate certificate courses, admission will be based on the higher of either the school grade or the IB score on equivalent courses. The grade conversion scale that will be used to determine admission is as follows: IBHL Grade% Equivalent 796 690 586 476 370 Credit for equivalent first-year UBC courses will be awarded to students who achieve a grade of at least 5 in Higher Level IB Arts courses, and 6 in Higher Level Science courses. UBC also grants credit for Physics SL. Details are provided in the Undergraduate Information Guide.EARLY ACCEPTANCE SFU, UBC, and UVic give early acceptance, to Diploma holders, on the following basis: 32 point Diploma:$3500 (SFU) 34 point Diploma: $5000 (SFU) UBC will be granting scholarships in 2010 when students get a letter of acceptance to the university. Scholarship money will begin to be offered (mo st likely) at the 33 point level. IBO mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. RHS mission statement We strive to do our best by creating an inclusive learning community through supporting and caring for one another. RHS CORE VALUES These core values were developed through student and staff focus groups.At Richmond High, we endeavour to live by these values. Value 1We value the traditions that recognize, promote, and encourage all members of the RSS co mmunity to feel pride in what they do (e. g. ) academic excellence, artistic expression, technical excellence, athletic achievement, multiculturalism, community involvement, staff cohesiveness, school spirit, school logo and colours. Value 2We value communication among all members of the RSS community that is based on honesty, equality, integrity and mutual respect.Value 3We value an environment where all members of the RSS community feel safe physically, emotionally, intellectually and socially. Value 4We celebrate the differences among people and promote harmony and equality among members of the RSS community. Value 5We value opportunities for all students to be challenged, to excel and succeed at RSS. Value 6We value the diversity of student learning styles, and recognize that a positive environment enhances learning, and that course content must be made relevant to our students. SCHOOL GOALS These school goals were developed by our School Planning Council.Goal 1Social Responsibi lity To continue and further develop a school community where students are involved as leaders, motivators, and mentors and where they are openly looking after, being responsible for, and making positive connections with one another. Goal 2Literacy To improve and emphasize reading skills which are grade specific and applicable in all subjects. WHAT ARE THE BENEFITS OF DOING AN IB DIPLOMA? †¢ IB diploma students qualify for early admission on the basis of IB Diploma points at both UBC (32 points) and SFU (30 points).They also qualify for early admission to other provincial, national, and international universities. †¢ IB Diploma students are in a strong position to get scholarships. A student with 36 points (actual points as confirmed by the exams) is guaranteed to get a scholarship at UBC ($4,000); 32 points gives the students $2000, and 30 points $500. At SFU, 34 points will ensure a $5000 scholarship. †¢ IB Diploma students can get B C Government scholarships on the basis of IB Diploma scores. †¢ IB Diploma applicants have their applications reviewed several times. Less tuition needs to be paid (as long as students meet faculty requirements). †¢ IB Diploma students are treated like scholarship students: they are fast tracked. †¢ Conversion/equivalency has not changed, eg. 32 points is the equivalent of 92% average. †¢ It is easier for a student to achieve 32 points than it is for her to achieve a 92% average. †¢ â€Å"I just hope that when people ask an IB student to explain the differences between the regular provincial program and the IB program, he/she can name the most important aspects: time management skills, analytical skills† (Ricky Pak). In addition to what Ricky says, all representatives mentioned the fact that IB Diploma students have superior research and writing skills, and oral skills. †¢ IB Diploma students have the highest retention rates (in other words, fewer students quit during first yea r) at university(in both the US and Canada). †¢ â€Å"IB students who registered directly into 2nd year courses scored an average of 7% to 12% higher than their classmates. † (From UBC brochure about the IB Diploma) †¢ IB Diploma students may qualify for Broadbased Admission (UBC)/Diverse Qualifications (SFU). GPA based on an IB Diploma is sounder because of the solid academic load; there is no â€Å"fluff† in IB. †¢ An IB Diploma recipient will be in the top 10% of his/her graduating class (High School percentile rank). †¢ Admission Officers at universities know of the high academic quality of IB Diploma graduates. †¢ IB’s examination requirements and assessment procedures validate the integrity of student’s performance; there is less of a need to rely on SAT scores. †¢ The Extended Essay and the TOK essays validate the writing and research skills of IB candidates. Participation in an IB Diploma demonstrates that students ac cept rigorous academic challenges. †¢ Participation in the IB strengthens a student’s confidence, social sophistication, grace, and poise. †¢ CAS provides evidence of the student’s commitment to physical activity, service to the community, and personal creativity. †¢ The IB Diploma assists the student in developing time management, goal setting, and other organizational skills. †¢ Diploma students can get first year credit for up to five courses (at $700 a course, a student could save up to $3500).UVic gives students credit for first year if a student has a 28 point Diploma. †¢ Beginning September 2009, SFU will be granting 30 credits to IB Diploma students who have achieved nothing lower than a 4 in their May IB exams. †¢ Achievement across a range is still thought to be a better indicator of longer term success than A grades in three or four chosen subjects. †¢ Oxford and Cambridge start making offers to IB Diplomas at 38 points. â € ¢ â€Å"I am glad that I chose to pursue and â€Å"stay† in IB diploma. I felt a bit proud for not giving up and writing countless BIG essays! † (IB Diploma Graduate, 2002) ———————–The English programme is international. The perspective of the curriculum is global rather than local. Consequently, students study literature from other continents and languages as they develop their understanding of a literary theme and analyze historical events from a broad geographical perspective. The intention is not only to broaden the student's base of knowledge but also to promote a sense of the universality of learning. This sense of the universality of learning is addressed, in as far as it is possible, in every single course, but particularly so in the TOK and the Language A (English) courses.

Great Expectations and April Raintree Essay

A key theme in Great Expectations and April Raintree is the growth and change of the characters towards their acceptance of social class. This will be proven by Pip not accepting himself in the lower class and April not accepting herself in the native class. Then, there will be proof of how Pip and April attempted to change their social class. Finally the proof of how Pip accepted himself in the social class he was in and how April accepted herself as a Mà ¯Ã‚ ¿Ã‚ ½tis. Pip did not accept himself in the lower class. He wanted to be in the upper class just like Miss Havisham is. Pip was ashamed of his family and its lower class status. How he wasn’t as fortunate as Estella who is a member of the higher class, especially when Estella insulted Pip saying that he is â€Å"common† and how he has â€Å"coarse hands†. He did not have a reason to think about his class status before this, and now that he does, he’s disturbed to think he might be just â€Å"common.† This ensured Pip to not accept himself in the lower class. He didn’t see any good from it. Pip felt he needed to impress Estella. She was the one who changed Pip’s perspective in everything. Before meeting Estella, Pip really looked up to Joe, blacksmith or a gentleman, Joe’s class status makes no difference. It is not until later, when he learns that the world cares about class, that’s when Joe’s status mattered to Pip. After seeing Estella’s house and everything she had, he wanted more to look forward to. Pip did not accept his life in the lower class. April is a young woman who has so many issues with her family and the people in her life. April always hid her feelings of shame from her sister Cheryl. April did not accept herself in the native class. Although she did not look native, she was sometimes ashamed that her sister Cheryl looked more native than she did. â€Å"There were two different groups of children that went to the park. One group was brown-skinned children who looked like Cheryl in most ways. They were dirty-looking and they dressed in real raggedy cloths. I didn’t care to play with them at all. The other group was fair-skinned and I envied them especially the girls with blonde hair and blue eyes. They seemed so clean and fresh. Some of them were freckled but they didn’t seem to mind. To me, I imagined they were very rich and lived in big, beautiful houses. I wondered what their lives were like and I wished we could play with them. But they didn’t care to play with Cheryl and me. They just called us names and bullied us.† (Pg. 6) Since April was young, she always wanted to be with the people who were fair-skinned. She didn’t like seeing her sister being called names especially, when they had to live with the DeRosiers. Half breeds were all that was said in that house. â€Å"I heard you half breeds were dirty but now I can see that it’s true.† (Unknown :() At one point, April hated being Mà ¯Ã‚ ¿Ã‚ ½tis. She felt that being Mà ¯Ã‚ ¿Ã‚ ½tis changed her life because when you think of Mà ¯Ã‚ ¿Ã‚ ½tis, you think of living off the streets and bums on Main Street. She wasn’t any of these and she didn’t want to be labelled as them. She was not happy being the person she knew she was. April did not accept her life in the native class. Pip changed his social class by going off to school to become a gentleman. He was lucky to have a benefactor. â€Å"I’ve put away money, only for you to spend. When I was a hired-out shepherd in a solitary hut, not seeing no faces but faces of sheep till I half-forgot wot men’s and women’s faces wos like, I see yourn. . . . I see you there a many times plain as ever I see you on them misty marshes. ‘Lord strike me dead!’ I says each time-and I goes out in the open air to say it under the open heavens-‘but wot, if I gets liberty and money, I’ll make that boy a gentleman!’ And I done it.† (pg. 340) Magwitch reveals himself as Pip’s secret benefactor and how he got all his wealth. This quote changed Pip’s idealistic view of wealth and social class by forcing him to realize that his own status as a gentleman is owed to the loyalty of a lower-class criminal. Year after year, he moved further away from Joe and his lower class. â€Å"Pip, dear old chap, life is made of ever so many partings welded together, as I may say, and one man’s a blacksmith, and one’s a whitesmith, and one’s a goldsmith, and one’s a coppersmith. Divisions among such must come, and must be met as they come.† (pg. 236) Joe comes with a smart and content attitude toward the changes in Pip’s social class that have driven them apart, and he shows his goodness and loyalty by blaming the division not on Pip but on the unchangeable nature of the human condition. Pip as a gentleman makes a lot of money and as he gets wealthy, he forgets his family and the people that are important to him. In other words, he worries about trying to impress people, rather than being moral. April Raintree changed her identity of a native by marrying a rich white man named Bob Radcliff. She always wanted to be rich and forget about her heritage. She moved away from Winnipeg to Toronto. She tried running away from the life she did not want, to try to live a life she wanted. â€Å"You think I don’t know why you married Bob? It was to get away from me, that’s why. I’ll be you wished you were an only child. I bet you wished I was dead.† (pg. 155) It was almost like she did not want Cheryl in her life at all. â€Å"You never loved that man. You loved his money. You figured you were going to be Miss High Society.† (pg. 158) April did not love Bob Radcliff; she only married him for his money. Pip learns from his mistakes growing up. After realizing what kind of person he has become, and how he has treated his loved ones, he felt he was better off being in the lower class. Pip realized that wealth and class are less important than affection, loyalty, and inner worth. When he is finally able to understand that, besides the esteem in which he holds Estella, someone’s social status is not what so ever connected to that someone’s character. Bentley Drummle is a symbol to this because even though he is a minor character, he gave an important message. Drummle is an upper class member. He gave Pip proof that social class has no connection to attitude, personality or moral worth. Drummle’s negative example helps Pip to see the inner worth of characters such as Magwitch and Joe, and Pip eventually scraped his immature fantasies about wealth and class. Everything changes for Pip after he learns the class status of his benefactor because he realized that Magwitch , a kind-hearted man who was never able to come out of the status into which he was born but in the end he was able to get wealthy. April realized that she wasn’t happy with Bob, so they got a divorce. From that divorce, she received a good amount of money. She immediately went back home to her sister, but things were not good between Cheryl and April. After Cheryl committed suicide, April found her diaries and read them. She finally realized what Cheryl has gone through while April wasn’t in her life and what she thought of everything especially what she thought of April. April accepted being Mà ¯Ã‚ ¿Ã‚ ½tis then and there. Like her sister, she is proud to be Mà ¯Ã‚ ¿Ã‚ ½tis. Since she loved Cheryl, she was glad that a part of Cheryl was alive in her son, Henry Liberty. â€Å"All life dies to give new life.† (pg. 184) It was tragic that it had taken Cheryl’s death to bring April to accept her identity but she would strive for a better tomorrow now. For her sister and her son, her parents and her people. In conclusion, Pip accepted himself in the social class that he used to be in. Even though he remained in the higher class, Pip realized that he still cared for his loved ones in the lower class. For April, she accepted herself in the social class she was born in. Even though Cheryl’s life had to be taken away before April realized how important her heritage was. Pip carried a snobby attitude for a great portion of his life. He treated the people he loved without realization of how he wasn’t respectful towards them. April had tried hiding, she had attempted to be someone she’s not, she had tried being with someone she didn’t love, and she had also undertook to blocking her own sister out of her life. No matter what April did, she couldn’t get away from what she really was inside. She was born Mà ¯Ã‚ ¿Ã‚ ½tis. She just didn’t feel proud of it nor did she want to be Mà ¯Ã‚ ¿Ã‚ ½tis. Pip and April both had issues with the people in their lives and they both found their true identities from being ashamed of their social class to peace with their lives.

Some questions Personal Statement Example | Topics and Well Written Essays - 500 words

Some questions - Personal Statement Example There have been recent cases of gunshot killings in American schools and universities which proves the fact that America is a violent society. The concept of gangs is also one of the major reasons which are dragging the American youth towards collective violence. Kids and teens feel good when they are in a gang. According to Zimring and Hawkins (A-21), the rate of violent death in United States is four to 18 times higher than in any other country, and the reason for this is extensive use of handguns in muggings and burglary. I am a female member of my society. If I was assigned the male gender at birth, then my life would have been totally different. Though, both sexes bring with them their responsibilities, duties and rights, but the male gender is always given a loose edge in almost every society around the globe, especially in societies where male chauvinism has deepened its roots. If I was a male, I would have received higher education which females are kept deprived of at times. I would have been able to hang out with friends, come late at nights and not being answerable to anybody. After marriage, I would not have to leave my parents house to go live with strangers who have no soft corner for the new arrival. I would have been allowed to work outside and enjoy the freedom. I would have been able to impose upon my subordinates whatever I thought is better. I would have been able to lead my family in my own way without having to look for permissions and consents of other members of the family. I wou ld relax and sleep till late hours without getting calls from my mom to get up and look for household chores. I would not be running after my kids and telling them to clean up the mess! The major advantage of school tracking is that it enables teachers to better decide what level of lessons to give to which group of students, keeping in mind their capabilities. This also enhances the

International Business Practice Assignment Example | Topics and Well Written Essays - 2500 words

International Business Practice - Assignment Example Trade creation occurs when domestic production is substituted with imports from member states; sometimes it entails the condition of a less efficient system, albeit there is reduction in trade transaction costs. However, trade diversion occurs when it is carried out with member states. Whereas, earlier, trade was being carried out with other countries outside the Union. The portion of trade that was carried out with other countries or states is now diverted to member states under preferential trade agreements and due to this, trade diversion occurs. There are several reasons why countries resort to signing PTA; the main reasons are as follows: The underlying influence of Europe: The shift of the American Position Unbalanced nature of current multilateral trade regime and utmost dissatisfaction with it. Besides modern trade barriers are much more complicated in multilateral settings and most countries find it easier to deal with regional or sectoral trade. Failure of the World Trade O rganization (WTO) to become a major stabilizing force in global trade It is now necessary to consider each of these aspects individually and separately. The underlying influence of Europe: The influence of the European Community (EC) now known as the European Union has indeed been formidable. Although it faced several setbacks during 1992, it was successful in overcoming mighty odds in its search for regional trade co-operation The EU has been able to achieve despite the challenges it had to face, a major expansion of the European community, in terms of scope, depth and geographical coverage. â€Å"This success has undoubtedly had a demonstration effect, encouraging emulation in the form of regional initiatives in other parts of the world† (Frankel, 1977, P.5). The influence of the EU on setting up of several regional PTAs has indeed been reassuring, especially in the case of PTAs like the European Free Trade Association, (EFTA), Andean Group, Mercosur and ASEAN. The shift of the American Position: With Europe entering into progressive trade unionism ostensibly to avoid the prospects of further wars, America now needed to adopt a stance of its own, although without confronting the EC plans. It turned towards geo-political solutions and â€Å"proposing a new round of liberalization negotiations in the GATT so as to keep the momentum in the multilateral direction.† (Frankel, 1977, P.5). Since then American policies have shifted from multilateralism to regional trade partnership, which is quite evident from the US -Israel Free trade agreement and the Caribbean Basin initiative. â€Å"Where the Americans had previously reacted multilaterally to European action on the regional front, now they reacted regionally to European Action on the multilateral front† (Frankel, 1977, P.5). The American policies were clear cut and transparent – if the multilateral routes were closed, they were ready to explore regional routes for trade development an d believed that the breakdown of such barriers was essential for trade to flourish. There were several factors that contributed to the US trade policy. The first being that over the few decades, the US had lost global hegemony it had enjoyed since World War II, and its trade position has slipped down alarmingly in recent years. Secondly, the EU has been a strong economic and trade force in Europe and has matched US supremacy. Under such circumstances, the

Nanotechnology Research Paper Example | Topics and Well Written Essays - 2500 words

Nanotechnology - Research Paper Example Since it is a relatively new field, it is crucial to examine its various applications and challenges, as well as ethical issues surrounding it, which is the goal of this essay. Nanotechnology has its roots in the 1980s and was the result of the convergence of experimental advances that include the invention of the scanning tunneling microscope and the discovery of fullerenes, after which the goals of nanotechnology were created in 1986 with the publication of the book â€Å"Engines of Creation† (Nanotechnology 27). A scanning electron microscope image of the silver nanowires in which the cotton is dipped during the process of constructing a filter; moreover, the large fibers are cotton, Credit: Yi Cui, Stanford University (Roberts 12) Bucicminsterfullerene also known as the buckyball is a representative member of the carbon structures known as fullerenes (Nanotechnology 27). The tunneling microscope was crucial due to its use in imaging surfaces at an atomic level. From the publication of the objectives of nanotechnology, other scientists developed and popularized the concept of nanotechnology and developed other fields of nanotechnology, such as molecular nanotechnology, from where the field grew into a controversial sector of science and technology with talk of its implications and feasibility, as well as its application. This has made nanoscience a technology with a large variety of application in the daily life of humans and diverse benefits. However, the application comes with its own risks that shall be discussed in the ethical part of this paper covering the ethics of applying nanotechnology. In the field of medicine, nanotechnology is applied for its health benefits in the human body functions. This is especially so in cases where it is used in research to develop improved delivery systems with lower drug toxicity. Nanotechnology allows for advanced research and strategies that