The Big And Small Of It All - 2443 Words

Carroll Carroll 6 The Big and Small of It All Lewis Carroll?s novel, Alice?s Adventures in Wonderland, has captivated readers for decades. From England?s Victorian Age to the present-day, Carroll?s work remains a priceless treasure for all who have fallen in love with Alice and become immersed in the world of Wonderland. Although Lewis Carroll?s Alice?s Adventures in Wonderland is classified as children?s fantasy, the novel also explores the difficulties adolescents face as they mature, including the emotional struggles of self-identity and physical maturity, loss of innocence, and an enduring conflict between childhood and adulthood. The central theme in Alice?s Adventure?s in Wonderland revolves around growing up and becoming an†¦show more content†¦Throughout the novel, Alice is unsure of what to expect with regard to her physical appearance and is constantly in a state of confusion over the dramatic changes in her body: ?How puzzling all these changes are! I?m never sure what I?m going to be, from one minute to another!? Alice is left disoriented as she undergoes physical changes in her body and wonders: ?if she was different from who she was before, who is she now4 Alice?s experiences in Wonderland show how adolescents, mainly women, are forced to adjust to unexpected changes and adapt to fit into the real world.5 The theme with Alice growing and shrinking into different sizes is relatable to many young women as they experience the ups and downs of adolescence.6 As Alice learns throughout her journey in Wonderland, discovering her true self is not always easy and can sometimes be quite intimidating. Two particularly frightening moments for Alice in this struggle are her encounters with the Caterpillar and with the Pigeon. The Caterpillar demands to know, ?Who are you, a question that both confuses and disturbs Alice because she does not even know the answer herself.7 Alice again shows uncertainty regarding her identity when asked by

Stigma Within the Fast Food Industry Essay - 1298 Words

When working at a fast food restaurant, more often than not it is accompanied with a stigma. People tend to believe that those who work in fast food restaurants are not capable of anything better. They assume people working at fast food restaurants are slow and uneducated, or they simply look down upon them because these jobs have become known as dead-end jobs. This so-called dead-end job is what people might describe as low-wage labor that employees have a susceptibility to become trapped in. Fast food employee’s face many challenges, morally and socially. High school students take jobs at fast-food restaurants because they are convenient and can work around their schedules. High school students who work in fast food use the†¦show more content†¦I had a firm understanding of what was happening around me, and I was able to perform my job with relative ease. To explain the how the fast food industry affects the lives of it’s employees, I have prepared a set of questions to ask employees who have a fundamental experience of working in the fast food industry (appendix[i]). I also have a similar set of questions to ask people who have never worked in the fast food industry (appendix[ii]). Someone working at a fast-food restaurant is bound to face torment either by their peers, and have the social stain of being viewed as poor or dirty. In a personal interview with another fast food worker, Whitney said, â€Å"†¦a lot of them [fast food workers] do tend to have that lower class background. Also, whenever you find adults working in the fast food industry, it generally means they lack an education.† A lot of younger adolescents will take jobs at fast food restaurants because very few places will hire kids when they first get their legal working papers, but fast food restaurants tend to flood their restaurant with these juvenile employees. Working in the fast food industry is a differing experience from person to person. The fast food industry is fast paced, customer oriented, and extremely stressful. In an interview with someone who has never worked in a fast food restaurant, Wade says â€Å"[t]he main difference between my job, and that of fast food, is that I have a greater amount of freedom, and higher rate of pay.†Show MoreRelatedAnalysis Of DonT Blame The Eater By David Zinczenco1057 Words   |  5 Pagesimplications, but, big corporations and fast food restaurants have a big part in this obesity epidemic. Although Zinczenco does not say so directly, he apparently assumes that the fast food industry is completely at fault for the growing health issues in children, including diabetes. Throughout his article, he makes it clear that an individual should be able to obtain self control whenever consuming fast food, however, he goes into explanation that the deception on food labels is what really fumes the fl amesRead MoreThe Fast Food Industry Is A Multi Billion Dollar Industry1286 Words   |  6 Pages` The fast-food industry is a multi-billion dollar industry that has generated about 200 billion U.S. dollars just in 2013 alone. This industry employs approximately four million people across the country with 83% of U.S. consumers dining at fast-food restaurants at least once a week. The word â€Å"fast-food† made its addition to the Merriam-Webster dictionary during the early 1950’s. 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This image of 6 year old Alex Donley uses the following techniques to influenceRead MoreReview Of Supersize Me Essay1474 Words   |  6 PagesIn 2003 Morgan Spurlock launched on an experiment of sorts to fully understand the effects that fast food, in this case specifically McDonald’s food can have on one’s physiological and mental health by eating nothing but McDonald’s food for thirty days. Before embarking on this quest, Spurlock visited a general practitioner, a cardiologist, a gastroenterologist, a dietician, and an exercise specialist. He began his McDonald’s journey with exceptional health, by the end of the thirty days he had sufferedRead MoreMgt 401 Week 21447 Words   |  6 Pagesplan to address! McDonald’s restaurants are among the most recognizable in the world. Their quintessential arches can be identified in almost every country. This fast-food mogul is one of the biggest and most profitable corporations in the industry (what industry? 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After Anne Frank Essay Example For Students

After Anne Frank Essay After Anne Frank Essays diary, It continues onward to grim results. During their hiding in the secret annexe, a Dutch informer hinted to the Gestapo (German Police) that the frank family was in hiding. On August 4, 1944, the Frank family was discovered and sent Gestapo Headquarters in Amsterdam. The Franks, Van Daans and Mr. Dussel were sent to Westorbork in Holland. On September 3, the Allies captured Brussels and the Franks Along with the Van Daans were the last ones to be sent on a freight train with seventy-five people per car. Each car was sealed tight with only one window. For three days and nights the train ventured across Germany to reach its final destination, Auschwitz in Poland. There the Franks and the Van Daans were then sent to concentration camps. There the conditions were horrible. Healthier prisoners shaved their heads and worked twelve hours a day digging sod controlled by the merciless Kapos, Criminals who served the SS as labor overseers. In October 1944, Anne, Margot and Mrs. Van Daan were among a group were sent to Belsen in Germany. Mrs. Frank died in the infirmary back at Auschwitz. Otto Frank survived to be liberated by the Russians. Margot died February or March of 1945. Anne died soon after. This tells you the reason why the Franks went into hiding that long while and why hiding from everybody, your friends, your family was the sacrifice you had to take to stay out of these death camps. .

Monogamous vs Polygamous Families free essay sample

This study compared the academic achievement of students from monogamous and polygamous families. It was a causal comparative study under the survey research approach. The sample consisted of 100 SSI students from monogamous families and 100 SSI students from polygamous families. Simple random sampling method was used In selecting four secondary schools in Offa, Kwara State. Stratified simple random sampling method was also used In seiecting the students. A proforma was used for collecting data on the academic achievement of the students. Analysis of the data, using t-test statistics showed that a significant difference exists between the academic achievement of students from monogamous homes and those from polygamous homes. One of the Implications bf this finding to teaching and learning is that a consideration of students family background is Important because it will help teachers to find out the types of home the students come from. They will also be aware of the nature of social interactions in such homes and the psychological, social and emotional problems the students are facing at home. This knowledge will help teachers to counsel the students on how to overcome such problems and have positive attitude towards the situation so, that their academics will not be adversely affected. The teachers will also understand the importance of a conducive social climate in teaching and learning. The study recommended that parents from Polygamous families be considered to ensure that their homes are rid of rancour and other behaviours 82 that might influence the childs achievement negatively. Introduction Over the years, many educational authorities have sought to find out the reasons for the downward trend in the academic achievement of secondary school students. Obemeata (1971), and Daramola (1994) attributed it to the students background that is, the type of home environment where the child is raised. They stressed that the environmental condition and the nature of social interaction that goes on in the family may have some positive or negative influence on the academic achievement of a child. Daramola (1994) further stated that the factors affecting a childs educational achievement include the occupational status of the parents, the attitude of parents to their childrens education, and the values transmitted by the parents. . . Wilkins (1976) noted that in monogamous family, both parents show active interest in what their child is doing at school. They also encourage his reading habits, and this enables him to have obvious advantage over his peers from polygamous families. He further noted that the child from a polygamous family may have just few textbooks, while the child from monogamous family may have almost all the books recommended at school. In polygamous families also, it may be the mothers responsibility to see that the children do their home work, provide them with materials needed for academic work and, in most cases, manage to pay the childrens fees. This is contrary to what happens in the monogamous families. Lewis (1981) also opined that in traditional African cultures (especially in Nigeria), one of the reasons for sanctioning polygamy was the strong desire for offspring. In their yearning for children, they tend to forget that the more the children they have, the more difficult it becomes to finance the education of the children. Concerning student problems, Wilkins (1976) also emphasized that in the monogamous family, degrees of agreement and violent disagreement are worked out by both husband and wife. Both also share the same losses and griefs. Adika (1987) also noted that conflicts are relatively easier to solve in the monogamous than in the polygamous families. Moreover, less psychological disturbance is envisaged in the former than in the latter. Students from polygamous families are therefore more likely to experience more problems than students from monogamous families. This will invariably affect their academic achievement. This is because, according to Sanders (1974), psychological problems are potential sources of trouble with learning. The above studies have revealed that the nature of social interaction that goes on in a family, can affect the child psychologically and emotionally. When a child is in a poor mental state because of psychological disturbances, his or her academic performance may be affected. In view of the aforementioned reasons, there may be the tendency to hastily conclude that polygamy will give rise to poor academic achievement. However, it is necessary to take cognizance of the fact that the resultant rivalry in polygamous homes may rather have a positive effect on the childrens academic achievement. This is because in a bid to out-shine the half brothers and sisters academically the children may be forced by circumstance to develop a serious and healthy reading habit, thus, enhancing their academic achievements. Besides, some polygamous fathers may still have interest in their childrens education and also have the means to adequately cater for them financially and otherwise. The Problem Considering the powerful influence of the family on the child and its importance as a primary agent of socialization, there is no doubt that the academic achievement of the child can be enhanced or hindered depending on the social climate in the family. It appears that many people have not yet recognized that their family type has a great impact on their childrens academic achievement. More researches are therefore needed in this area: Is there any significant difference in the academic achievement of students from monogamous homes and those from polygamous homes? This is the focus of this study. Purpose and Significance of the Study This study investigated the relationship between students family type and their academic achievement. This was done by finding out if a significant difference exists between the academic achievements of students from monogamous homes and those from polygamous homes in Offa, Kwara State. The findings of this study would reveal to teachers and parents the effect of the social climate at home on students academic performance. The need for parents to provide conducive environment at home for students learning and the need for teachers to adequately act as loco parents and as counsellors to students would also be highlighted. Hypotheses The following hypotheses were formulated to guide the study. rom monogamous families and those from polygamous families. There is no significant difference in the academic achievement in English Language of students from monogamous families and those from polygamous families. I. 2 There is no significant difference in the academic achievement in Mathematics of students from monogamous families and those from polygamous families. I. 3 There is no significant difference in the academic achievement in Integrated Science of students from monogamous families and those from polygamous families. I. 4 There is no significant difference in the academic achievement in Social Studies of tudents from monogamous families and those from. There is no significant difference in the academic achievement of students polygamous families. Methodology. This is a causal comparative study under the survey research approach. It used 200 SSI students sampled from four randomly selected schools in Offa, Kwara Stat,e. It consisted of 100 students from monogamous families and 100 students from polygamous families. Simple random sampling method was used to select four schools from the twelve secondary school in Offa. Twenty students each were randomly selected from the Science, Arts and Commercial classes. A total of 60 students were selected per school. This gave a total of 240 students, and since this was a comparative study, 100 students from polygamous families and 100 students from monogamous families were finally used for the study. A questionnaire was used to elicit information on the students name, class in school and family type. A proforma was also used to collect the students Junior Secondary Certificate Examination results in four core subjects: English, Mathematics, Integrated Science and Social Studies.