Analysis of Tina Rosenbergs Everyone Speaks Text Message...

â€Å"Everyone Speaks Text Message appeared in an American daily newspaper, The New York Times, on December 9, 2011. Author, Tina Rosenberg, a Senior Fellow at the World Policy Institute, in â€Å"Everyone Speaks Text Message† implores her readers to contemplate preserving their native language and presents digital technology as the ultimate solution. Rosenberg targets linguistic minorities and the readers of The New York Times as her audience. The author’s main purpose is to inform the readers that numerous indigenous languages such as N’Ko are fading away, and efforts towards saving them must be initiated. She examines the problems faced by N’Ko, and then she concludes the essay by discussing efforts put forth by the native people to save†¦show more content†¦This is essential in asserting the author’s creditability. This quotation explains about the fact that digital technology is effective in rekindling dying languages and scripts such as N’Ko. The story of Traore’s personal experience allows the essay to be more compelling as it helps to make Traore’s story more relatable and credible to the average audience, and awards the readers with an intriguing piece of writing. Rosenberg’s approach of using real life examples works because her audience wants to hear firsthand accounts of other cultures that have either dealt or are dealing with the issue of preserving their indigenous language. She uses the story of Traore to raise interest among audience regarding this topic. By the use of anecdotes, Rosenberg makes Traore’s story more relatable and credible to her audience of linguistic minorities. Rosenberg uses imagery to strengthen her article’s purpose and convey her message to her audience. In the introductory paragraph, Rosenberg introduces N’Ko with the help of imagery in order to appeal to the audience promptly. Rosenberg says, â€Å" N’Ko looks like a cross between Arabic and ancient Norse runes, written from right to left in blocky script with the letters connected underneath† (Rosenberg 267). She tries to describe the visual image of N’Ko script, which allows the audience to visualize the written N’Ko script, which increases readers’

World War 1 Changing attitudes to war in Britain and...

You will be home before the leaves have fallen from their trees. As in most war, the first casualty was the truth. When Europe slid from a nervous peace into raging war, almost everyone anticipated a brisk, spectacular and triumphant campaign. In the summer of July 1914, war was a great and glorious suggestion. Not yet real, a good ole biff was a glamorous image that appealed to soldiers and civilians alike. Indeed, attitudes towards war were most enthusiastic and joyous amongst almost everybody in both Britain and Germany. It had been a long time since either side had experienced a real war. For Britain, it had been a century since any large-scale violence. Not since 1871 had any German seen a bloody battle. As it was, not even†¦show more content†¦Despite this ominous picture, attitudes of civilians, including the large numbers who were to enlist as soldiers, remained buoyant. Instead of making the people realize the stupidity of untamed patriotism, the dark situation of Christmas 1914 actually bolstered the determination of the people to fight. This maintenance of war enthusiasm was largely a result of the propaganda and censorship that became part of government policy. In this new style of warfare that required a large proportion of the civilian men to fight, it was vital to the governments of Europe that public opinion remain strong. Consequently, the patriotism of the recruitment campaign morphed into blatant propaganda and media deception. The tabloid papers of London became the mouthpiece for the militaristic government to insight hatred of the enemy. False reports of German atrocities flooded the news. Apparently, Belgian babies were bayoneted and their mothers raped and murdered. Magazines posted graphic, yet staged, photographs of German soldiers standing over dead nuns. A similar campaign of propaganda and outright deceit was used in Germany. Again, professed enemies mirrored each other remarkably well. The campaigns of propaganda were frighteningly successful. Evidence of the continuing loyalty to the cause of war was the unceasing flock of men on both sides, enlisting to join in the war against evil. While the smell of Christmas dinner was still in the

Banking Concept Of Education Essay Example For Students

Banking Concept Of Education Essay A brief analysis of The Banking Concept of Education There have always been numerous theories in relationship to the inadequacy of our education system here in the United States, as well as elsewhere in the world. The education of our children does not seem to be working and ahs also become a very complex and confusing subject, as many immigrants move into the country requiring special language instruction, unnecessary classes such as art and music are removed, adequate funding for materials is harder to obtain, and children live in fear of violence within their classrooms. These are the main concerns of the educational system today, but these may well not be the real problems within the schools. It may be that education has never allowed children to think for themselves, and the problems we are experiencing today are hard felt due to the fact that correct education was not implemented long ago. The subject of inadequate education is the subject of Paulo Freires essay The Banking Concept of Education. While he does not address the specific realities previously mentioned, the finger he points at the method of educating clearly indicates that this may well be a reality in our country, as well as others. Freires essay details a most fascinating concept of education called banking. He illustrates how the teachers come tot he education system, intent on filling the childrens heads with all the information they assume the children dont know. It is like there is spare room in the childs brain and it must be filled, like money fills up the bank. Freire states that Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqu?s and makes deposits which the student patiently receive, memorize, and repeat 208. In further examination of his theory he presents the following attitudes which clearly detail the various aspects of education covered in his essay: a. the teacher teaches and the students are taught; b. the teacher knows everything and the students know nothing; c. the teacher thinks and the students are thought about; d. the teacher talks and the students listen-meekly; e. the teacher disciplines and the students are disciplined; f. the teacher chooses and enforces his choice, and the students comply; g. the teacher acts and the students have the illusion of acting through the action of the teacher; h. he teacher chooses the program content, and the students who were not consulted adapt to it; i. the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students; j. the teacher is the Subject of the learning process, while the pupils are mere objects 209. Freire continues in this vein and thoroughly illust rates how these assumptions truly are a part of most educational systems. But he also provides a different perspective as well. But in offering the most effective method of moving from the obvious banking mold, he claims that one does not liberate men by alienating them, indicating that these individuals who see his reasoning would do well to clearly attempt to change the education system, rather than openly oppose them, as is seen in many cases involving education where groups instill their own methods in a very alienating manner. This can be seen in many Christian schools as well as in home schooling, which is seen, by the majority of the society, as an incredibly alienating and self gratifying mode of education. Classification of nigerian architecture EssayIn Freires proposal he illustrates that Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of problems of men in their relationship with the world 213. This idea of consciousness is incredibly enlightening in relationship to education, which is obviously not succeeding in its present condition in our country. And in relationship to other countries, this type of education, i. e. banking, can easily be spotted. Hong Kong offers a prime example of such banking education practices today. While the past educational system of Hong Kong may well have been different, today there is a very heavy communist influence which has greatly effected the education system. Even such a simple reality such as all subjects being taught in English, to adequately prepare Hong Kong children for higher education in reputable colleges, is being replaced with native tongue. While this could be seen as loosening the bonds of the banking method, in actuality this is tightening them, for it is limiting the children to an educational level that the officials see as proper and adequate. This rings true with all that Freire has stated in relationship to the educators being in control and offering no freedom of thought to the children. In addition, the fact that there is a heavy communist influence also illustrates some of the banking methods, for communism is a highly controlling system of government. It is highly unlikely that any communist system would encourage enlightenment and consciousness in relationship to children thinking and contributing in an intelligent manner. It would be much more profitable for the system if the children were simply told what to do and what to learn. It should be noted that we, as Americans, may say that the method of education in Hong Kong is greatly controlling in a negative context, but the truth is that our system of education is not much different. It seems that the only difference between the two is that we can voice our unrest. This doesnt mean anything will be done about it, but we can voice it all we want. This is our freedom. Freires assumptions about people in general appear to be very accurate, in this writers opinion. It has often been felt by this writer, that the education the children were receiving was very stagnant and controlling. The schools seem much more involved in obtaining their money from the state, for the students attendance, than they ever appear to be for the educational level of the children themselves. And in relationship to any issues concerning free thought and the development of consciousness, this is obviously not something taught in our school system in this country. When teachers need money and fear for their lives, consciousness on the part of the student, is the last thing on their mind. And even in situations where such realities are not threatening the teachers and the students, the old methods of education are blindly adhered to. The teacher is intent on giving the student information in a certain pattern, never truly demonstrating any enlightenment on their part. From everything that was evident in the essay, it can easily be stated that Freire is very accurate in his theories and ideas. Children are not taught to be individuals and they are not taught to think for themselves. They are taught, for the most part, to be receptacles for the information the teacher wishes to deposit. They are not asked what they want. They are not asked what they are curious about or how they think. They are merely objects to train in a manner that makes them good citizens and depositors themselves.