The Human Cost Of An Illiterate Society By Jonathan Kozol

Imagine not being able to read this essay. Many Americans do not posses the ability to do what you just did. In Jonathan Kozol’s essay titled, â€Å"The Human Cost of an Illiterate Society,† he exposes the complications of being illiterate as well as how it affects a person on a social, personal, and financial level. He brings to light the troubles illiterates go through right from the beginning, and takes repeated stabs at the way they function, and how it brings extreme troubles. Kozol effectively educates and exploits the overlooked troubles of being illiterate, by providing examples of their embarrassment, using repetition emphasizing on their limitations, and making assertions to explain how they survive. Kozol strongly believes being illiterate comes with embarrassment, and he backs up his point with actual examples of people who have gone through this experience. Kozol writes, â€Å"Donny wanted me to read a book to him. I told Donny: ‘I can’t read.’ He said: ‘Mommy, you sit down. I’ll read it to you† (4). Parents are supposed to read to their children. However, due to the mother’s illiteracy, she is unable to read to her child. Instead, it is backwards in which her son is forced to read to his mother. This leads to her experience of being embarrassed. At this point she feels as though she is not able to perform the simple duties of a mother, and is therefore unable to fulfill her son wishes. Kozol then includes a story of a man who was stuck on the street and calls 911 for anShow MoreRelatedThe Human Cost Of An Illiterate Society By Jonathan Kozol946 Words   |  4 Pages â€Å"The Human Cost of an Illiterate Society† by Jonath an Kozol, implies something different. Kozol emphasizes the hardship of an illiterate, and briefly explains the importance of helping an illiterate without providing much of a solution, while Kozol’s essay was ineffective overall because of the lack of factual evidence and flawed conclusions, his strategic use of tone, repetition and rhetorical questioning provided some strength to his argument. By establishing a sympathetic tone, Kozol effectivelyRead MoreThe Human Cost Of An Illiterate Society By Jonathan Kozol1059 Words   |  5 Pages As soon as humans walked the earth, since the beginnings of time, learning was the most vital in order to survive. This was, and still is today, the most important part of adaptation, problem-solving, and creation of life itself. Without it, our society would never move forward and humanity would never advance. Undeniably, education is the start of everything in life itself meaning that it continuously surrounds every aspect of life. In both Frederick Douglass’s essay, â€Å"Learning to Read† andRead MoreJonathan Kozol The Human Cost Of An Illiterate Society Analysis1009 Words   |  5 Pagesilliteracy. In this society, it is unfortunate that there are individuals who are illiterate, which ultimately affects their democratic lives. Many other citizens do not face this issue, and may not recognize the disadvantages that illiterates face. In Jonathan Kozol’s text, â€Å"The Human Cost of an Illiterate Society,† he discusses the various issues concerned with illiteracy, one of them being how it affects democracy. Democracy is a type of government where power, that involves human rights and valuesRead MoreEssay on Jonathan Kozol The Human Cost Of An Illiterate Society926 Words   |  4 Pages Knowledge is an effective factor in which human society relies on. Throughout history, those who were knowledgeable were well-respected, honored and revered. Author Jonathan Kozol writes his essay, â€Å"The Human Cost of an Illiterate Society,† to project the importance of knowledge and to explain that without it, one can suffer disastrous repercussions. He highlights real-life examples of how people suffer as a result of chronic illiteracy, and his entire essay is an advocacy for knowledge andRead MoreThe Human Cost Of An Illiterate Society989 Words   |  4 PagesAnalysis of â€Å"The Human Cost of an Illiterate Society† In the essay, â€Å"The Human Cost of an Illiterate Society† written by Jonathan Kozol and originally published in the book, â€Å"Illiterate America†, is a bundle of examples of how people who are illiterate live every day. It showcases the hardships they go through, and how much of a problem it is. He had quotes from various interviews with people who are illiterate, and how many become distrustful of people trying to explain what the written documentRead MoreThe Human Cost Of An Illiterate Society1048 Words   |  5 PagesAre illiterates just people who exist? Do they just walk around aimlessly, never knowing what to do? â€Å"Illiterates live, in more than literal ways, an uninsured existence,† says Jonathan Kozol. In Kozol’s article, â€Å"The Human Cost of an Illiterate Society,† he intensely describes how illiteracy can impact both the illiterate and those surrounding him. There is a tragic human cost for an illiterate society. If people a re unable to read, then what can they do? In this case, the least taken-for-grantedRead MoreProblems Faced by Illiterates Essay478 Words   |  2 Pagesfrom what millions of illiterates feel on a daily basis. The phrase illiteracy applies to more than a simple inability to read or write. There is also functional illiteracy. Functional illiterates can read words but they cannot comprehend their meanings, synthesize information or make decision based on what they read. Illiteracy could also be defined as restriction or confinement due to the simple fact that, thats the type of life many non-readers lead. Illiterates choices are restrictedRead More Fishing for Words Essay1502 Words   |  7 Pagesin America; basically someone illiterate cannot live on their own until they have been taught the basics, reading and writing. According to Kozol’s essay The Human Cost of an Illiterate Society the government, administration, and people of high power live by the beginning of the quote (Kozol, The Human Cost of an Illiterate Society). They help someone illiterate make a living until the person is out of their control. Yet the government, administrations, and society maintain control through illiteracyRead MoreGeneral Education Essay1869 Words   |  8 PagesWith living costs as high as they are in this day and age, it is completely unreasonable to expect the average individual to squander already limited resources. Receiving a bachelors degree today requires an assortment of classes that often are not directly related to ones career objectives. For some, they find this to be an enjoyable adventure, broadening their knowledge and learning about new aspects of life, but for others this is just burdensome. However it is looked upon, the college curriculumRead More General Education Essay1795 Words   |  8 Pages With living costs as high as they are in this day and age, it is completely unreasonable to expect the average individual to squander already limited resources. Receiving a bachelor’s degree today requires an assortment of classes that often are not directly related to one’s career objectives. For some, they find this to be an enjoyable advent ure, broadening their knowledge and learning about new aspects of life, but for others this is just burdensome. However it is looked upon, the college curriculum

Energy Sustainability Nuclear Energy - 4062 Words

Energy sustainability Nuclear energy Nuclear energy is released through nuclear fission. Nuclear fission is when an atom splits and releases neutrons after absorbing a neutron. All nuclear power is generated from Uranium, which is a pure metal. Nuclear fission expained When atoms split, energy is released and then converted to a more easier form to use. Uranium-235, an isotope of Uranium (same number of protons, but different numbers of neutrons, meaning they have varying masses), is most commonly used in this proccess, because it requires less energy to split then other isotopes like Uranium-238. Basically, inside a nuclear reactor, free neutrons collide with the Uranium atoms. Uranium-235 is the minority as it only makes up 0.7% of†¦show more content†¦2. Water and Carbon dioxide is passed through to take away the heat. 3. The water is heated. 4. The heated water releases steam instead of boiling due to the pressurised water reactors. 5. The steam turns turbines. 6. The turbines turn the generators which produce electric power. (Please see to hydroelectric power on how the generators work. It s basically the smae concept, but powered by moving water instead of moving steam. Drawbacks of Nuclear energy - Uranium, the source of Nuclear power isn t renenwable - Radioactive waste, like the spent uranium rods take thousands of years to lose their radiation and decompose - The water used in cooling and producing steam usually comes from lakes and reservoirs which have marine life - If not handeled porperly, leaks can lead to devastating health effects like disfiguration, nausea, vomit, diarrhoea and fatigue Advantages of Nuclear energy - No greenhouse gas emissions - Cost effective - Not dependent on the weather Overall summary As Uranium isn t a renewable source of energy, it ll eventually run out. We can t prevent that, but we can still use it as it s the most environmentally safe option. All forms of alternative energy have their own drawbacks, and considering this source s drawback is it s finite supply, it s the least lacking source. At the very least, we should use it to it s utmost potential while in the stages of establishing other alternative energy stations and

Constructions of Childhood free essay sample

The notion of childhood continues to undergo tremendous changes over time, place and culture. Some of the most influential factors responsible for this change among other things include economic, socio-cultural and political dynamics (Holland, 1996; James Prout, 1997; Sorin Galloway, 2005). The purpose of the following analysis is to examine nine images of children being depicted in today’s media and identify the different constructions of childhood that they promote. The three social constructions of childhood that have been identified in these images include: the child as vulnerable (Simpson, 2005), the child as innocent (Woodrow, 1999) and the child as a ‘gendered being’ (Burman, 1995). Conceptual tools will be used to deconstruct the selected images such as positioning, colour, lighting and facial expressions and will clarify how these tools are used in constructing the notion of childhood. It is safe to say that the images deconstructed and analysed throughout this paper suggest that there is strong relationship between the social constructions of childhood and how this conception of childhood has often denied them of their agency and profoundly shaped and limited their ability to participate as active citizens in today’s society (Morrow, 2003). Childhood as innocent is a representation that is most treasured and easily recognisable in contemporary society (Woodrow, 1999). An aspect of this construction portrays children as weak, incompetent, vulnerable and dependent; a ‘blank slate’ to be constructed by adults, denying them of their agency and their ability to act and determine action for themselves (Dockett, 1998; Woodrow, 1999; Sorin, 2003; Johnny, 2006). Image 7 (Appendix 7) draws focus to two children pictured in the centre of the image in a brightly lit and manufactured environment with soft and gentle surroundings of nature blurred in the background suggesting calmness and delicacy. This carries the connotation of vitality and growth that symbolizes the children as defenceless â€Å"seedlings† in a position of â€Å"natural goodness† that needs to be cared for, nurtured and protected as they mature into adults (Aries, 1962, p. 26). The artificial light in all three images (Appendix 7, 8 9) accentuates the whiteness, uncontaminated purity of the environment whilst the children relinquish complete control to the photographer. In Image 8 (Appendix 8) we can see a young boy and girl dressed as angels, the ook in the children’s eyes is about innocence and spiritual cleanliness evoking within the viewer emotions of calmness, contentment and peace. By placing the children in these white, pure angelic costumes it removes a sense of their identity suggesting that they are free from moral wrong, free from sin, as well as inexperienced or perhaps naive. Image 9 (Appendix 9) represents the iconic blonde hair, blue eyed child commonly photographed in We stern culture (Holland, 1992; Burman, 1995). The image draws attention to the child’s doe like eyes and expressionless gaze, evoking feelings of vulnerability, delicacy and protection in the viewer. The child is positioned as though the viewer is looking down at her, symbolizing a weak and powerless child who will only accomplish independence, agency and identity when she reaches adulthood (Sigel Kim, 1996). In the binary of the adult child relationship in childhood innocence, Robinson (2002) suggests that children are often constructed as powerless in relation to the mature powerful and knowing adult. All three images (Appendix 7, 8 9) portraying innocence highlights the critical impacts this notion of childhood can have on children’s agency in their lives (Robinson and Diaz, 2007; Dockett, 1998; Woodrow, 1999). The child as vulnerable is a construction that represents children as victims and often portrays images of children who live through war, terror, famine or poverty (Simpson, 2005; Burman, 1995). The children portrayed in images 1, 2 and 3 (Appendix 1, 2 3) present the notion of the vulnerable child, one who is voiceless and powerless and often pictured alone in aid appeals, deliberately separated from adults to depict them as needy victims and vulnerable creatures that are exposed to the harsh reality of life (Burman, 1995; Woodrow, 1999). Images 1, 2 and 3 (Appendix 1, 2 3) exhibit the children as the central point of focus, with eyes wide open staring out to the viewers generating sympathy and charity and with expressions that are grimace and miserable indicating the child’s weakness and hardship. Image 1 and 2 are dull and in black and white, highlighting the darkness, gloom and emptiness surrounding the child that is perhaps symbolic to their feelings. Image 2 (Appendix 2) photographs the natural sunlight coming from the background, creating a dark fallen shadow across the child’s face and body which produces a powerful message of suffering as is body is slumped over whilst carrying a large rock. In image 3 (Appendix 3) the child being depicted as a victim appears to not even posses the slightest illusion of power, this highlights Holland’s (2004) statement that â€Å"pictures of sorrowing children reinforce the defining characteristics of childhood, dependence and powerlessness† (p: 89 ). Image 3 does this by illustrating the child’s cheerless expression, suffering body, sores on his face signifying severe health issues and malnutrition as his bones protrude from his naked skin indicating hunger and starvation. However, when contrasting these images (Appendix 1, 2 3) that evoke sympathy and play on the notion of vulnerability, to the images discussed earlier in the notion of childhood innocence (Appendix 7, 8 9), these images whilst they may appear in posters and magazine covers are likely to be censored from other children, to ‘protect’ their innocence against the ‘evils’ of the world (Ansell, 2005). Unlike innocence, these images generate no feelings of brightness, cheerfulness, contentment and peace. Within the notion of childhood, images of the child as a ‘gendered being’ often depict how stereotypical gender roles are introduced to children through the toys they may interact with and simple behaviours of ‘heterosexualization’ like the colour coding of children blue for boys and pink girls (Davies, 1993; Robinson Diaz, 2006). Images 4, 5 and 6 (Appendix 4, 5 6) highlight gender as a social construction and how children can take up different subject positions within the discourses of gender, such as particular ways of behaving, dressing, and interacting (Davies, 1993; Howard Hollander, 1997). This can be particularly seen in image 5 (Appendix 5) which exhibits two young children whose sex is androgynous, however the clothing of both children signify the symbolic overtones of ‘dark’ and ‘light’, ‘pale’ and ‘intense’ associated with ‘boy’ and ‘girl’ (Hall, 1997). One child is wearing a soft pale, floral dress representing purity as a passive girl and the other child is wearing bold, dark and intense blue overalls representing the masculine boy. The designation of light colours for girls and dark, intense colours for boys begins the social process which teaches girls to be passive, dependent, and submissive and boys to be active, independent and dominant (Szirom, 1988; Robinson Diaz, 2006). This is also reinforced through toys the children are pictured with, one child is playing with a pram to highlight the stereotypical gender role of females and the discourses associated with femineity by taking on the nurturing, passive and caring role of a mother. The other child is playing with a truck highlighting the stereotypical gender role of males and ‘boys’ toys encouraging more exploration, invention and adventure (Renzetti Curran, 2003). This can also be seen in Image 4 (Appendix 4) displaying a child dressed in a soft, pale pink dress playing with a dollhouse symbolizing the feminine role of a ‘homemaker’. The ‘girls’ in both images (Appendix 4 5) signify a gentle, demure, sensitive, submissive, sweet- natured and domesticated female whilst the ‘boy’ (Appendix 5) signifies the masculine, active, rough, tough, working with tools cars, and trucks gendered role. These are but a few of the ways gender identity and discourses of masculinity and femininity are introduced through the notion of ‘gendered being’ and children’s sexual identities are normalised as heterosexual (Hall, 1997; Robinson Diaz, 2006). Image 6 (Appendix 6) reinforces the concept of ‘gendered child’ and the active/passive binary, illustrating the gendered expectations of the ‘active boy’ being outdoors, engaging in more aggressive and athletic play like sports. The construction of childhood as ‘gendered beings’ (Appendix 4, 5 6), strips them of their agency and the freedom of creating their own identity (Benokraitis, 2002). This analysis has examined nine images that presented three constructions of childhood; the ‘innocent’ child, the child as ‘vulnerable’ and the ‘gendered being’ (Woodrow, 1999; Burman, 1995; Simpson, 2005). While these constructions define the notion of ‘childhood’ in contemporary society, they also recognise that childhood changes over time and space and identify the role of the adult, in relation to the creation of the childhood construction itself (Woodrow, 1999; James Prout, 1997). By highlighting the numerous ways that childhood is conceptualised, and the ways in which children overall are perceived as powerless, vulnerable and dependant it places emphasis on the limitations and restrictions on children engaging as active citizens in today’s society denying them of their agency. It is critical to examine our own subjectivity on society’s dominant discourses in order to improve childrens social environment and offer them the awareness of inequities to challenge these preconceived notions of childhood.

Thomas Jefferson - The Man The Myth And The Morality Essays

Thomas Jefferson - The Man The Myth and The Morality Thomas Jefferson was a man of the greatest moral character who has been excoriated routinely over the last 30 years by historical revisionists and presentists. His commitment to America and his vast contributions to the framing of society as it is today are overlooked in favor of base analysis of his character that, while not flawless, is that of a morally upright person who has deeply held convictions and lives by them. Jefferson was born to a prominent family of Virginia tobacco growers. Plantation life is based largely around the work of slaves, so Jefferson was surrounded by them from the time of his birth in 1743 until the day he died. One of the harshest criticisms of Jefferson comes from the fact that, while he vehemently opposed slavery, was indeed a slave owner himself. As historian Douglas L. Wilson points out in his Atlantic Monthly article ?Thomas Jefferson and the Character Issue?, the question should be reversed: ?...[T]his was of asking the question... is essentially backward, and reflects the pervasive presentism of our time. Consider, for example, how different the question appears when inverted and framed in more historical terms: How did a man who was born into a slave holding society, whose family and admired friends owned slaves, who inherited a fortune that was dependent on slaves and slave labor, decide at an early age that slavery was morally wrong and forcefully declare that it ought to be abolished (Wilson 66). Wilson also argues that Jefferson knew that his slaves would be better off working for him than freed in a world where they would be treated with contempt and not given any real freedoms. Another way that Thomas Jefferson shows his moral character is in his most famous achievement, the drafting of the Declaration of Independence. This document is probably the most important document in the history of the United States, and one of the most important in the history of the world. Jefferson writes that ?all men are created equal? and argues that every man has the right to ?life, liberty, and the pursuit of happiness.? Jefferson's document shows not only his strongly held beliefs in freedom, but his acceptance of and belief in the views of the Age of Reason. He believed himself to be a person who was doing what was morally right, not for the fame that would eventually accompany it. In fact, he didn't want to write the Declaration to begin with. In 1776, the song ?Not Me, John? shows how Jefferson was pushed into doing it, despite the fact that he would have actually rather gone home to see his wife. When nobody else would do it, he acquiesced and agreed to write it. His quote, ?What will posterity think we were -- demigods? We're men -- no more, no less? (1776), shows how as a contemporary of such philosophical greats as Voltaire and Mill, he did what he did because it was what needed to happen -- not in any way, shape, or form because he wanted to be remembered as a demigod, a status he actually had anyway, according to Wilson, until the 1960's. Another thing that Jefferson's character is criticized for and blown out of proportion is his liaison with a slave, Sally Hemings. Historian Fawn Brodie argues that it was ?not scandalous debauchery with an innocent slave victim, but rather a serious passion that brought Jefferson and the slave woman much happiness over a period lasting thirty-eight years.? True, their affair started when she was only 14 years old, but to criticize this is terribly presentistic. In colonial times, especially in the middle and southern colonies, girls were married off between the ages of 13 and 16; it was not considered defilement and abuse like it is today. In fact, his relationship with Hemings could actually be considered to be a positive thing for him on two fronts: Since she was 52 when he died, Jefferson obviously did not lust after her solely on a physical basis; also, he promised his wife when she died that he would not remarry. He fulfilled his promise only because he found a