To what extent are the poems Nothings changed and Half-caste a message of protest Essay Example for Free

To what extent are the poems Nothings changed and Half-caste a message of protest Essay The two poems, Nothings changed by Tatamkhulu Afrika and Half-caste by John Agard, both deal with issues of race. Nothings changed describes the return to district six after the apartheid in South Africa it presents a voice angry that nothing has changed since the apartheid has been abolished, and that racial segregation still exists. Half-caste also communicates a protest against racial prejudice. It questions the use of the term half-caste and promotes more open views. The discontent behind both messages is clear in their tones. From the start Afrika sets a bitter and angry mood, the hot, white, inwards turning anger of my eyes the use of how deeply resentful he is about what is going on. Also the alliteration of the strong t consonant enhances the frustrated quality of this phrase. On the other hand Half-caste challenges the reader with a mocking phrase Excuse me standing on one leg Im half-caste. This appears to set up a more relaxed atmosphere in first three lines. The poet makes this more assertive with his use of imperatives such as excuse and explain. Throughout the poem he continues to play with the term half caste but the light atmosphere is soon over ridden by the seriousness of the message. Nothings changed is written in six main stanzas which draw attention to the harsh reality of district six. Interestingly there is a mini stanza of two lines no sign says it is but we know where we belong. this could show the racial segregation enforced and illustrates that although it is not official everybody accepts the unwritten rule. Afrika uses the power of three and the skin and the soft and the hot to demonstrate how complete and overwhelming the anger is. Also use of the refrain like phrases no board says it is and no sign says it is continue to emphasise how embedded the segregation is in society. The structure in Half caste is less obvious although it has strong implications. For example the unequal line lengths so spiteful deem dont want de sun pass/ ah rass suggest an odd untidiness and imbalance. As in nothings changed Agard uses refrain to reinforce an idea, explain yuself/ what yu mean. Although here is is more aggressive and upfront. It is repeated as he demands for an answer. There is a flow to the poem created by enjambment with no punctuation. This could reflect the release of anger. The forward slashes add pauses ? is a half-caste weather/ well in dat case which keep the reader aware of the theme of standing up against society. Both poets continue to develop the themes through rhyme and rhythm. In Nothings changed there is half rhyme, for example trees and cuisine. This could symbolise inequality and a sense of uprising against what society imposes. The rhythm is heavy and strong with hard consonant sounds like trodden and gatepost this gives a feeling of oppression. Also there is enjambment, which is shown when the poet says seeding grasses thrust/ beaded seeds/ into trouser cuffs this suggests urgency to release anger it is building up to the last line, nothings changed the short sentence ends the flow and implies defeat as the protest is replaced by acceptance that the separation still stands. Similarly the rhyme in Half-caste is random which continues the theme. The main images highlighted by rhyme such as mix a black key with a white key is a half-caste symphony. The rhythm is uneven which again emphasises the concept of half. The interesting use of colloquial language provides lots of focus on the sounds of words for example yu, de or dem which makes the rhythm more confident and direct. In nothings changed the poet begins with monosyllabic language. The first line is small round hard stone click which echoes the sound of walking on gravel this sensory language draws in the reader to the message. He uses words showing oppression like trodden on, crunched, and crushed this conveys the aggressive nature of district 6. Afrika also uses lots of heat associated words like flaring, hot white and burn. These immediately portray a build up of anger. He uses pronouns such as I press my nose making it a more personal account which engages the reader with the personal emotions. On another level he could be expressing the voice of black people against discrimination. Similarly Agard uses pronouns he engages the audience by saying yu which is directing the poem to a wide audience. He also uses colloquial language like wha, yu and on dem cloud this is Jamaican slang which sets up a background and displays his pride to be from that culture. His repeated use of the term half-caste reminds us of the taboo of the term inflicting guilt upon the reader. The clever use of half links all the imagery listening to yu wid de keen half of mih ear. This is all leading up to the last line when he challenges the reader to accept him as a whole person. Afrika uses subtle imagery like tall purple flowering amiable weeds The word weeds suggests inferiority but a struggling to stand tall against segregation. He uses personification to describe the whites only inn it squats shows how unwanted the white people are, because they impose on the black people. A strong metaphor clear panes is like a physical representation of the social barrier. It lets the wealth of the white people be seen. This is emphasised by the contrast of images created. Linen falls, the single rose are compared to bunny chows and plastic tables. Here a clear gap of living standard is shown. I think the most important image in the poem is leaving a small mean O of small mean mouth which describes the circular mark of breath on the window. This shape will disappear, and metaphorically describes how his voice of protest is lost within him. The imagery that Agard uses imagery is based around these of mix and half. Opposites like black and white and light and shadow shows two extremes which in people should be accepted as equals. He also says things like half of mih ear , half of mih eye and half-hand these are unrealistic concepts which is mocking the term half-caste. He uses a metaphor of Tchaikovsky writing a symphony and Picasso mixing colours. The use of an artist and a composer gives out a message universally. Also using art and music, pleasant things, shows how wrong and unpleasant using the term half-caste is. Finally, the change in imagery at the end of the poem shows Agards encouragement of open mindedness. He uses whole and tomorrow which suggest in the future the prejudice can change. Overall both poems show a protest although I think half-caste is defiant outwards protest that chalenges the reader with clever imagery and language. Nothings changed seems to show protest and anger held within or inwards turning anger. It also shows frustration of accepting the harsh life of being an inferior in South Africa.

Examine the reasons for changes in the educational attainment of males

Examine the reasons for changes in the educational attainment of males and females in recent years (20 marks) For the past recent years girls have significantly outperformed boys in educational attainment and this is due to a number of factors. The GCSE results for 2000 and 2001 shows the degree to which the percentage of girls achieving grades A*-C exceeded that of boys. In 2002, 62.4% of female GCSE entrants achieved grades A*-C, compared with 53.4% of males. Research published in 2003 shows that the gap between girls and boys widens as they grow older. The most recent barrier which is being broken down is that of university entry. The most recent official figures for a gender breakdown in university admission are from 2001. These show that while 43% of all young people entered higher education, the figure for girls was 46.7% and for boys 40.4% Joan Gannod drew a number of conclusions as to why this was. One reason is for the ‘lad culture’ that resides in numerous schools. The attitude that school is â€Å"uncool†, an anti-social culture working against learning. Keith Shipman and Keith Hicks identified that the presence of friends in a group make you work less. That boys saw looking cool as being more important than being studious. Also, Paul Willis identified that working class boys were much susceptible to this as it was the middle class values that were prized in the classroom via the hidden curriculum which influenced the boys into working against the education system. Another theorist, Peter Woods In The Divided School (1979) argued that boys are more concerned with the approval of their peer group than the approval of their teachers. Another further reason is the lack of role models for boys, p... ...he number of girls expressing professional career hopes such as doctors, lawyers, scientists, etc. Sharpe has argued that these changes in attitudes towards marriage and work are factors in explaining why girls are performing better at school than they were twenty years ago. I think that the interactionist perspective for example, Peter Woods is successful in theory, as he believes that it provides information which could lead to better teaching and a reduction in conflict and deviance within schools however this Marxist approach has its limitations and its main focus is from a macro perspective and does not appear to focus on each individual. The relative uniformity of meanings that lie behind what counts as knowledge and ability, suggests that such meanings are not simply constructed in the classroom but rather they have a wider and fundamental basis.

Creativity, Critical Thinking and Change Essay

1.1. Throughout this century, a famous painting entitled The Man with the Golden Helmet was believed to be the work of the Dutch master Rembrandt. Some years ago it was proved to have been painted by someone else. Some people would say that the truth about this painting changed. Do you agree? Explain. The book tells us that truth is the accurate representation of objective reality, and that our assumptions, and wishes do not affect the reality of the facts. With that being said; I would say yes the truth about the painting changed. Since there is hard evidence that proves it was not the work of Rembrandt then, the truth has changed. 1.2. Examine each of the following cases in light of what you’ve learned about truth in this chapter. State your view and explain why you hold it. a. Ira is a journalist. Will the belief that he can create his own truth make him more or less likely to value accuracy in his reporting? If Will believes he can make his own truth it will make him less likely to value accuracy in his reporting. The news is one thing and opinions are another. By creating his own truth he is interjecting his opinions, and ignoring the facts of the news. b. Bruce is prejudiced against minorities and women. Which of the following beliefs would be more helpful in overcoming his prejudice; the belief that truth is subjective and created; or the belief that truth is objective and discovered? Explain your reasoning. I would say that belief that truth is objective and discovered would help Bruce in overcoming his prejudice in minorities and women. This way of thinking about truth relies on facts, and historical truth; where Bruce could look back at history and find instances where women and minorities have excelled. If Bruce continues to believe that he can create his own truth, it is likely he will continue to not look at the facts and continue to judge people based on race and gender. c. Most students can use additional motivation to learn. Will the belief that they can create their own truth help or hinder their motivation? Explain. The book tells us that this belief can stifle success because it leads one to believe that just the belief – not talent or hard work will guarantee success. This will hinder motivation because belief in oneself is just part of the equation for success. If they believe that truth is discovered this will help motivate them to study hard and be successful. 1.3. Classify each of the following exchanges as (a) an actual contradiction or (b) a near contradiction. Briefly explain each choice. MAVIS: Big time college sports are corrupt. Near contradiction. The statement can be both true and false in the same way at the same time. Not all big time college sports or corrupt, but some are. CORA: You’re absolutely wrong, Mavis. Â  Actual contradiction. The statement cannot be true and false in the same way at the same time. Mavis is wrong or right. KAREN: There are very few real heroes today. Â  Near contradiction. This is an opinion so it can both be true and false in the same way at the same time. HANNA: I think there are more today than there have ever been. Actual contradiction. This statement cannot be true and false in the same way at the same time. BRAD: Look at that new Lincoln across the street. Actual contradiction. This statement cannot be true and false in the same way at the same time. CLARA: That isn’t a Lincoln – it’s a Mercury. Â  Actual contradiction. This statement cannot be true and false in the same way at the same time.

Ancient Roman Water Systems

Ann Olga Koloski-Ostrow, a Brandeis classicist who has studied the Roman latrine, says, There are no ancient sources where you can really learn about daily life[...] You have to come upon information almost by chance. That means its hard to answer all the questions or to say with any confidence that this bit of information about the bathroom habits of the Roman Empire applies to the Republic as well. With that caution, here is some of what we think we know about the water system of ancient Rome. Roman Aqueducts The Romans are renowned for engineering marvels, among which is the aqueduct that carried water for many miles in order to provide a crowded urban population with relatively safe, potable water, as well as less essential but very Roman aquatic uses. Rome had nine aqueducts by the time of the engineer Sextus Julius Frontinus (c. 35–105), appointed curator aquarum in 97, our main ancient source for the water supply. The first of these was built in the fourth century B.C. and the last in the first century A.D. Aqueducts were built because the springs, wells, and Tiber River were no longer providing the safe water that was needed for the swelling urban population. Aqueducts Listed by Frontinus: In 312 B.C., the Appia Aqueduct was built 16,445 meters long.Next was the Anio Verus, built between 272-269, and 63,705 meters.Next was the Marcia, built between 144-140 and 91,424 meters.The next aqueduct was the Tepula, built in 125, and 17,745 meters.The Julia was built in 33 B.C. at 22,854 meters.The Virgo was built in 19 B.C., at 20,697 meters.The next aqueduct is the Alsientina, whose date is unknown. Its length is 32,848.The last two aqueducts were built between 38 and 52 A.D. Claudia was 68,751 meters.The Anio Novus was 86,964 meters. The Drinking Water Supply Water did not go to all residents of Rome. Only the rich had private service and the rich were as likely to divert and hence, steal, the water from the aqueducts as anyone. Water in residences only reached the lowest floors. Most Romans got their water from a constantly running public fountain. Baths and Latrines Aqueducts also supplied water to public latrines and baths. Latrines served 12-60 people at once with no dividers for privacy or toilet paper -- only a sponge on a stick in the water to pass around. Fortunately, water ran through the latrines constantly. Some latrines were elaborate and may have been amusing. Baths were more clearly a form of entertainment as well as hygiene. Sewers and The Cloaca Maxima When you live on the 6th floor of a walk-up with no latrine for blocks, the chances are youll use a chamber pot. What do you do with its content? That was the question that faced many an insula dweller in Rome, and many answered in the most obvious way. They dumped the pot out the window onto any stray passerby. Laws were written to deal with this, but it still went on. The preferred act was to dump solids into sewers and urine into vats where it was eagerly collected and even bought by fullers who needed the ammonia in their toga cleaning business. The main sewer of Rome was the Cloaca Maxima. It emptied into the Tiber River. It was probably built by one of the Etruscan kings of Rome to drain the marshes in the valleys between the hills. Sources By Donna Desrochers,  Classicist digs deep for truth about latrines, hygiene habits of ancient Romans, Roger D. Hansen, Water and Wastewater Systems in Imperial Rome Lanciani, Rodolfo, The Ruins of Ancient Rome. Benjamin Blom, New York.