Loneliness in Of Mice and men by John Steinbeck Essay Example for Free

Loneliness in Of Mice and men by John Steinbeck Essay Of Mice and Men, is a novel written by John Steinbeck in the 1930s. It is set in Salinas California and shows us what life was like for migrant workers at this time. The book was set in the time of the American depression caused by the Wall Street Crash. In 1929 Steinbeck himself had taken on unskilled jobs to support himself for 7 years from 1919. South Clara in Northern California was where Steinbeck worked as a farm laborer. It is from there that the scenery, setting and experiences of Steinbeck in Northern California have been etched into the novel Of Mice and Men. The book describes how lonely life can be. There are three different kinds of loneliness these include: isolation, solitude and abandonment. George and Lennie are different from the other characters in the novel as they have each other to look after them aint many guys travel around together. They have been companions from childhood and George has given and oath to Aunt Clara that he will look after Lennie. George and Lennie both share the same dream to own a piece of land that no-one will take away from them. They each dedicate a sum of their wages towards the dream. The characters in this novel are all envious to some extent of the special friendship shared by George and Lennie because they do not have that in their life. All the characters are extremely lonely and unhappy with their lives (except Slim, who is the only character that seems to be confident and happy with his life), and none of them can escape this unhappiness. Economic and social forces control them, and free will seems non-existent. Guys like us, that live on ranches, are the loneliest guys in the world. George means that if not for each other, then he and Lennie would be all alone, with no friends, like all the men like them, who are migrant workers moving from ranch to ranch without making any friends, and living a lonely life. George and his simple-minded friend Lennie dream, of a place to call their own. The Dream represents a sense of freedom to George and Lennie as they will be their own bosses and can do as they please. Also the achieving of the dream will mean they will not have to travel and have a house which they can really call home. They will not have to wear their uniforms and will have more possessions than a migrant worker. George and Lennie are very different, George is a smart and composed man, who seems to need mental stimulation from a companion, which he cannot have in his relationship with Lennie. Even though they have each other, they are still both lonely at a certain level, even if one does not clearly understand the other. The important thing is human contact and being there together. Somebody who loses his best companion is Candy. Candy is the oldest person on the ranch. We can tell this when he mentions they are going to fire him Theyll can me purty soon also by the boring jobs which he undertakes like sweeping the bunk house, as he only has one hand, he is a liability. He is a very friendly person and knows the rules of the ranch, we see this when he says a guy on a ranch dont never listen nor he dont ast no questions. His life long companion presumably a sheep dog which he had since it was a pup, was shot by Carlson, who was very persistent to take the dogs life as he did not like the way it smelled I dont know nothing that stinks so bad as an old dog. Although pleading with Carlson I had him so long. Had him since he was a pup, I herded sheep with him the only choice Candy was offered was if he would want to shoot the dog himself which he replied No I couldnt. I had im too long. Finally Candy had to let his companion go. The dog which was Candys comfort and enjoyment was now dead. As the gunshot went off in the distance every head in the bunk house turned towards Candy to see the old mans reaction. For a moment he continued to stare at the ceiling maybe remembering the happy memories he and his companion shared. Then he rolled slowly over and faced the wall and lay silent the same action a dog would do when going to sleep. All was not lost, overhearing George and Lennies dream he wanted to share it. He told George and Lennie about what they did to his dog that night maybe to try and win some compassion. You seen what they done to my dog tonight? They says he wasnt no good to himself or nobody else. When they can me here I wisht somebodyd shoot me. This shows Candy is nearing the end of his life at the farm. Being part of George and Lennies dream comforts Candy and would be an ideal way to spend the rest of his life free from worries. George and Lennie accepted him into their dream partly due to the large sum of money which he had to contribute towards the dream. The dream was now becoming a reality. Crooks like Candy is an outcast because the society in which he resides is racist towards black people. With a back injury that gives Crooks his nickname he is more permanent than the other men, we can see this with the possessions he has which include several pairs of shoes, a pair of rubber boots, a big alarm clock and a single barrelled shot-gun. Being alone has made Crooks very unsure about himself and bitterA guy goes nuts if he aint got nobody. Dont matter no difference who the guy is, longs he with you. I tell ya a guy gets too lonely an he gets sick this was Crooks way of establishing a personal connection to Lennie. Like Lennie, Crooks has a relationship with loneliness. Crooks is rejected from every group of people and cannot socially interact with others, just like Lennie who cant socially interact properly because of his mental-disability. Cause Im black. They play cards in there, but I cant play because Im Black. They say I stink. Well I tell you, you all stink to me! Crooks loneliness results from rejection; others treat him unjust because he is different from them given that he is black. Crooks isnt allowed to participate in daily events with white people such as card games. He is treated unfairly and therefore acts the same way toward the white people who have offended him. In an effort to communicate with the outside world in my opinion Crooks reads books there were battered magazines and a few dirty books on a special shelf over his bunk this shows they were well read, maybe even more than once. Crooks is fascinated by the strength of the friendship of Lennie and George, especially how close they are. Crooks said, Well, spose, jus spose he dont come back. Whatll you do then? Crooks asks these questions because he was curious and envious, about the friendship of Lennie and George, noticing that Lennie is retarded, he takes advantage of this situation to make him feel better and ease the pain of having others reject him. He wants the people to feel the way that he did when he was lonely, having no one. He is striving to achieve sympathy and understanding from others. Crooks would work for nothing if it meant communicating with others. He even offers his services to Candy to work on their dream ranch to join in on the friendship and dream shared by Lennie and George, in order to leave behind him his lonely life. Curleys Wifes loneliness is due to her husband. Even though Curleys wife is mentioned frequently, nobody asks what her name is. Nobody wants to talk her because people are afraid of Curley; he is jealous and would start a fight with anyone who tried approaching her also due to the fact that Curley is the bosss son and anyone who tried to do something could loose their job. She does not like Curley, and purely married him to spite her mother we can see this when she says I dont like Curley. He aint a nice fella. Furthermore he doesnt talk to her at all, and theres no one in her life with whom she can share her feelings, and longs for companionship. Candy influences views about Curleys wife in George by telling him Curleys married a tart. She pretends to look for her husband when she really wants to have a conversation with the men in the ranch as she is lonely. Curley treats his wife like a trophy insisting that she should spend all her time in the house. Curleys wife asks the rhetorical question, think I like to stick in that house alla time? showing her unhappiness. Curley does not care about his wife as he leaves her behind whenever he goes out and visits cat houses although he is married. Curleys wife talks to Lennie in chapter five as she knows she can share her secrets and worries without Lennie telling anyone else, due to his mental age. She also indicates she is going to run away as she talks in a hurry. Curleys wife is very vigilant in the way she knows how Curleys hand was broken also in the way she finds the dead pup in the barn. Curleys wife tells Lennie about the chances she had of being an actress and blames her misfortune on her mother. She shows that marrying Curley was her last chance to get away from home. Maybe she was making up stories about her past as she looked closely to see if she was impressing Lennie. Curleys wife is a threat to Crooks as she threatens him with death by hanging if he stands up to her. In those days if a coloured man was accused of something there would be no trial. Curleys wife is the one who ruins the dream as she let Lennie touch her hair and then resisted. She ended up getting killed which meant that Lennie would have to be killed as he committed murder. Her death could be thought of as a misfortune, but as a positive thing as well because it ended her suffering; being the only woman in the ranch and having married a man like Curley she was inevitably destined for loneliness. But now that she is dead, she will not have to worry about being lonely ever again. Curleys wifes case of loneliness was the most severe throughout the novel. She struggled in her society to find somebody that she could befriend in vain. We can draw a similarity between Candy and Crooks; both of these characters have a physical disability (Candy has a one hand, and Crooks has a crooked back) both caused by an accident, as well as another factor Crooks color and Candys old age, those factors make both of them outcasts. Because of their situation, they are both destined to loneliness, each of them deals with it in their own way: Candy has his dog for companionship and makes conversation with the other men that work on the ranch, but Crooks turns towards books Another interesting similarity we can draw is the one between the relationship between George and Lennie, and Candy and his old dog. Both George and Candy are lonely, even though they have companionship; Candy cannot talk to his dog, and George cant have a really serious conversation with Lennie either. Even though they have companionship, they need something deeper and more meaningful. It is also interesting to notice the similar fate of Candys dog and Lennie who will both be shot in the back of the head unsuspicious of what is going to happen. The last similarity drawn is between two of the loneliest characters in the novel; Curleys Wife and Lennie. As weve seen previously, Curleys wife is the only woman in the novel, and her husband forbids her to talk to other men, and because of his jealousy, doesnt let other men approach her or else he picks a fight with them. George also gives orders to Lennie and strictly forbids him several times Dont even take a look at that bitch. I dont care what she says and what she doesyou leave her be well, you keep away from her, they arent allowed to talk to each other, thats what makes the fatal scene in the barn so tragic; Curleys wife wanted to talk to someone so bad, that it drove her to her death. One of the most important lessons we learn in Of Mice and Men is that friendship and human interaction are two very valuable things in life, and that having them is as much as a right as it is a privilege. We must treasure these two things as it keeps us away from loneliness which is one of the worst things a person can suffer from highlighted by the characters in the book.

Double Standard in Daniel Defoes Robinson Crusoe :: Defoe Robinson Crusoe Essays

The Double Standard in Robinson Crusoe  Ã‚   As I read the excerpts from Robinson Crusoe I was quite affected by the double standard that was evident on the part of our "hero." This theme of the double standard is one that is realized in most antiquated texts. In explanation, whatever action the white European male performs is exceptionable behavior, but if another character, like a woman or a non-European does the same thing it becomes unexceptionable. An obvious example is Mr. Crusoe whose chosen profession was slave trader turned slave, a condition that was not an attractive lifestyle for him, but was fine for those who did not fit into his racial grouping. He formulates an escape for himself, an action that would have infuriated him if a slave had tried to escape from him when he was in his role of slave merchant. Additionally, I was agog, as was Allison, that he threw the Moor overboard and threatened him death if he did not return to shore, and a certain existence in the role of slave. That Crusoe did not offer the Moor t he same stab at freedom he was giving himself was unforgivable. Directing my discussion to the excerpt involving Friday, again the double standard was evident, though it was realized in a different variation. Here Crusoe the issue of slavery was still present, but also the discourse on the appearance of Friday. He was quite vociferous in remarking upon Friday's countenance and how that countenance matched or varied with the appearance of other ethnic groups. I found this to be much in keeping with the precedent set by the writings of the first explorers from Columbus onward. These men would make descriptions of the people they encountered on their journeys and made comparisons with everything from beasts to animals to mythical beings. Last semester in my history seminar my final paper was the historical context of William Shakespeare's Tempest, and I found many parallels with the writings of the primary texts I used to that of Defoe's

Marriage amendment in the USA

Marriage has come a long way since it was first adopted in America. Marriage was first used for property protection, financial and political gain. Now however, people are more about being in love and devoted to a significant other. In past American history, with our laws; it had been illegal for a same sex marriage. Gay marriages should be legalized in the United States, because everyone deserves happiness.There have been many attempts for people to get a marriage license, but have been denied because they were gay. Loving v. Virginia was case when the Supreme Court's decision was declared as â€Å"The freedom to marry as long been recognized as one of the vital personal rights essential to the orderly pursuit of happiness by free men.† Gays looked as this as a promise to be able to enjoy their personal rights (Lahey 16). The Loving decision gave hope to the gay community in guarantees to equality.Two early attempt cases that really started off the same-sex marriage were the t rials of Baker v. Nelson and Singer v. Hara (Cabaj 131). The argument in the Baker case was based on constitutional guarantees of due process and Singer was based on equal process. Due process was the state's denial of a marriage license by diminishing the freedom of a person to marry whom they want with the limits of basic material requirements (Cabaj 132).When the Baker case was taken to the Superior Court it was expected that the judge would dismiss the case, but the argument was made that by the definition of marriage was that it was a heterosexual union (Moats 116). Both cases used equal process because people were being denied marriage, when under the Fourteenth Amendment equal protection was stated. In the end of both cases neither were accessed marriage license. Hawaii Supreme Court stated that the denial of same-sex marriage would be presumed constitutional unless that state could prove that it could lead to state interest and order.What is the real harm in same-sex marriag e? Everyone should have the chance to marry anyone they are in love with, and want a future to share. Homosexuals are out for the same thing heterosexuals are looking for in a marriage; personal intimacy, close relationships and social acceptance Vermont had allowed civil unions (which was just like a marriage license), and people from all over the United States filled for the application.The civil unions were made in 2000, but by 2003, 3,579 civil unions were accounted for, and only 625 came from Vermont. The civil unions have become a legal issue in the other states, because couples wanted to separate, but Vermont only allowed their residents to dissolve the civil union. Judges in other states did not approve of the dismissal of the civil unions, since they were not in favor of the idea in the beginning (Moats 245). Some gays did not like the idea of civil unions, because they wanted a marriage like any other person was granted.They saw the civil unions as a way to make the gays n ot protest as mush as they did, and keep quiet. Many of the people that did pass the civil union act were threaten by the people who opposed the idea. In Vermont there has been no proven evidence that society or the values of the people have been harmed (Moats 264). People do not pick their sexual orientation, and they are born the way everyone else is with the same rights and privileges any other American receives.Gays are discriminated all of the time, and nothing is being done about it. African Americans were first brought to the United States as slaves, but they have come a long way since then. They have the same rights as any white person living in the country. Homosexuals come in all types of color and should not be treated as a second class citizen. Legalizing marriage would only make marriage better off because then people are not forced to marry someone they have little attraction for, and sometimes bring innocent children into a stressful position.Having gay marriages woul d decrease the divorce rate, because then people would be happier with themselves and who they choose to love. How is it far to them they are not attracted to the opposite sex, and are treated different for that? Who says it is wrong for someone to love another person of the same sex? You can not fight who you are in love with, it is a feeling everyone should be able to find in another person. Isn't happiness a key ingredient for a healthy marriage?There are many obvious benefits to a homosexual in a same-sex marriage. One benefit is gays would receive full legal equality (Rauch 55). They would receive the same rights as a man and woman marrying. Homosexuals would have the ability to put in law the love and compassion they share for each other. Gay people want to be able to spend the rest of their live wit that one special person and the legalization of gay marriages would allow for that to happen.They want the simple things in life such as living together, caring for another when t hey are sick and eating dinner every night with that other person. A new level of social acceptance to the gay community is a benefit to the marriage. The couple from a gay marriage benefit like any straight couple: having someone there for you when you need them. No one wants to go through life lonely. When a homosexual asks for marriage they are looking for a different and better kind of life, but really a better kind of love.Gay couples are not in a relationship for just sex, but more for love and affection. Many heterosexuals think that a homosexual's relationship is based on sex. A benefit to heterosexual society of gay marriage is the fact that the commitment of a marriage means the couples are discouraged from having sex with multiple partners. This has the advantage of slowing the spread of sexually transmitted diseases (Rauch 72). Heterosexuals benefit from gay marriages because gay couples can not have babies of their own they will adopt, or have custody of a child from a previous marriage (Rauch 74). Legalizing same-sex marriage will only strengthen the meaning of marriage, and banning same-sex marriage will weaken marriage. Marriage is for everyone and each one is unique.The Constitution states that everyone is born with equal rights. So why can't homosexuals share the same rights as heterosexuals in the experience of marriage? People of any sexual orientation should be able to choose who they want to be with. The Government may not approve of same-sex marriage but they should no deny it. Gays are also American citizens with all the same rights. The Fourteenth Amendment states that the law can not deny any persons of equal protection (Sullivan 107).Again, why are the courts denying marriage between same-sex couples? The government does not allow gay couples to file their taxes as a joint, and must file as single taxpayers (Burda 47). Same-sex couples do not benefit from the federal guarantee of payments to a surviving spouse, former spouse, unmarri ed children, or children that are disabled before age two (Burda 98). They also do not receive joined benefits under Medicare. Government benefits are not able to gay couples, but able to heterosexual couples.There are many arguments against same- sex marriages. Some people believe that marriage should be shared between just a man and women. Others believe that a gay couple can not raise a child normally. Gays are very capable of raising a child just like anyone else. Child molesters are allowed to marry, and bring children into the world, so why can't a gay couple raise a child when the only thing they will do for the child is show love and commitment.People say that gay relationships are immoral, but to who? The Bible says it is immoral. The freedom we have we can choose what religion we want, and in some religions same-sex relations are celebrated, and not sinned. Another reason why people say same-sex marriage should not be legal is because they can not produce offspring, and co ntinue a generation, but gays do not need to worry about that because there are many babies in the world looking for a good home to go to.Now, in reality the real reasons for why same-sex marriages are not legal: uncomfortable, offends religion, unnatural, betray, repulsive, and recruitment. Some people are just uncomfortable with same-sex couples, usually called a homophobic. Gays are normal people and should be treated like that. America has religious freedom and everyone has their own views on different situations and not all religions are at a disagreement with gay couples.Some people think that it is unnatural for the gay couples to act the way they do. Men believe that when gay men act feminine it betrays their masculine traits they should have. Straight people think it is repulsive to see affection of gay couples, but gay couples also think it is repulsive to see straight couples's affection. For some reason some people think that gay people go out and look for straight peopl e to make them gay. Someone can not make another person gay; sexual orientation is inborn and can not be changed. Having a fear of being ‘recruited' is just silly to even think about. Homosexuals should be treated better and not stereotype as second-class citizens.Many homosexuals decide to have a family together, and many adopt since they can not produce with each other. There are many children that are put up for adoption and/or put in foster homes, and now there is a shortage of places to put these children. Now, a lot of gay couples adopt these children to give them a healthy and happy life. There have been proven test showing that same-sex couples turn out to be great parents. Giving a child a loving and nurturing home is how a child should be treated, and gay couples have the ability to treat the child like any other parent would (Drucker 42).There is no evidence that children living in a gay home are less intelligent, suffer problems, less popular, or having a low self- esteem. The children of the homosexual families grow up happy, healthy and well adjusted as if they would in a heterosexual family. If a same-sex adoptive couple separated there are three scenarios that can bee looked at; when both parents are legal parents, when one partner is the legal parent but the law grants some rights to the nonlegal parent, and when the law denies nonlegal parents all rights.When both parents have legal custody over the child they are treated as if they were married because then they handle custody and visitation rights and need to work out through the parents. In the other cases the court says how the child will live with the parents. Many gay parents feel that their children and their parenting will be harder than it really is because of their sexual orientation. Many of the parents are feared about what their neighbors will think of their actions about having a different lifestyle than the social norm. Same-sex parents need to raise their child with gende r awareness to live a open minded lifestyle (Brill 107).A number of leading health and child welfare organizations, however, have found that same-sex couples should be able to adopt and raise children. They include the Child Welfare League of America, North American Council on Adoptable Children, American Academy of Pediatrics, American Psychiatric Association, American Psychological Association, and the National Association of Social Workers (Drucker 117).A child being raised by same-sex parents does not cause the child to be homosexual. The parents are aware that there will be many expressions of sexuality, but they are usually more concerned with the personality and personal goodness of a potential mate that they are with their partner's gender (Drucker 198). Girls that are tomboys and boys that play with dolls don't necessarily grow up to be gay or a lesbian. For the most part homosexuality is more of an issue for out of the family then the members of the family.Gays and Lesbian s have the same equal rights as anyone else in America. We have been born in the United States and instantly granted natural rights. Gay or straight everyone should have the same opportunities and not be denied something they dream for. Allowing same-sex marriage will decrease heterosexual divorces and increase the love people feel for each other because they can be with someone they truly want to be with.The United States holds its head up high when it comes to our constitution and what it stands for, but in reality not everyone is treated equal. It is not right for people to be denied something that they are and not have the same rights as any other person because they did not live like the social norms. America varies in everything from race, religion, and sexual orientation, and everyone needs to be treated as if they were not second class citizens. The pursuit of happiness is in our constitution and for gays and lesbians they should be granted their happiness also, for they are also citizens of this country and need to be treated like they are.ReferencesBrill, Stephanie. â€Å"The Queer Parent's Primer† USA: New Harbinger Publications, Inc. 2001.Burda, Joan M. â€Å"Estate Planning for Same-Sex Couples.† USA: ABA General Practice, Solo & Small Firm Section. 2004.Burns, Kate. â€Å"Gay and Lesbian Families† New York: Greenhavens Press. 2005.Cabaj, Robert P. â€Å"On the Road to Same-Sex Marriages.† USA: Library of Congress Cataloging-in-Publication Data. 1997.Drucker, Jane. â€Å"Families of Value† New York: Plenum Press. 1998.Lahey, Kathleen. â€Å"Same Sex Marriage† Canada: Insomniac Press. 2004Moats, David. â€Å"Civil Wars, a Battle for Gay Marriage.† New York: Harcourt, Inc. 2004.Rauch, Jonathan. â€Å"Gay Marriage† New York: Times Books Henry Holt and Company: 2004.Sullivan, Andrew. â€Å"Same-Sex Marriage: Pro and Con† USA: Library of CongressCataloging-in-Publication Data: 1997.

Brief History of Education in Nigeria

As they say Rome was not built in a day. Same applies to education system of Nigeria. In Nigeria education has been filtered and iterated than any other developing Nation around the world. Nigeria had witnessed the brief tradition of education system and was developed in its own phases with some notable revolutions.Undeniable three important tradition followed in educational system during different timeline were, the native Indigenous education, welcoming of Islam had introduced more different strategy of education (Quran Education through Quranic schools), and recently was introduced to the western educational system that help them to make their own benchmark in this world. Though initially during each timeline, the respective phases served their purpose and also had some problems.In this paper different education system and the phases of education development that flourished Nigeria had been discussed and also the recent introduction of Universal Basic Education (UBE) after success fully navigated by Universal Primary Education (UPE). The journey of education system in Nigeria has its own story to tell. The Early Days of Education (The Indigenous education of Stone-age Nigeria) Deeply rooted Culture and daily life routine followed by Nigerian population during early ages was followed for many centuries until influenced by outside world.Native Indigenous education in Nigeria is had its face decorated with limited life style and much priorities were given to welfare of community and local population. The education offered was based on the necessities that are useful govern and feed local tribe. This was the pre-colonial education, where the specialized skills and enhanced abilities were passed on to children from father and grandfather. Sometime children’s were forwarded to some other community head and mentors for advance skills and community etiquettes.The bottom line of the education delivered was to learn and live according to Nigerian climate and occ upation. These occupations were practiced according to geographical conditions of Nigeria. Some of the popular occupations practiced were Farming (according to seasonal condition), trading (barter system), and fishing (only by communities living either side of river bank), craft work (mask, cloths, color work, utensils), black-smithy (traditional & farming hunting tools, war weapons).Most of the skills were taught in very traditional ways like listening to elder people from community for their advices and wisely saying, hunting and farming was learned from observing father and masters working in farm lands and accordingly engaging themselves in the same work. Girls and women’s were expected to stay at home and undertake jobs more suited for them such as raising kids, weaving and craft-work, body decoration, farming. But this too had followed same strategy of learning from elders (from mother). This kind of education was based on ability and adaptation of skills from elders an d had no written or printed records.Such traditional education had great impact and socially developed sense for protection of community, but the same sense of protection proved to be limitation for Indigenous education system. Although traditional skills managed to travel and spread across many tribes but tribe never agreed to pass on their skills to people from other community (mostly people from other villages). This made it to almost impossible for such education system to travel ahead in timeline and had vanished, as community increased and started to spread across Nigeria. Islamic Education (Arabic Language) in Nigeria Islam was believed to Introduced to somewhere around 1080. Islamic faith was first accepted by Umme Jilmi (1085-1097), Ruler of Kanern, followed by his successors Dunama 1st who ruled during the period 1097-1150 and also by Dunama 2nd during 1221-1259. As these people had much influence so was Islam the faith sowed into Nigerian earth. Islam made major changes i n Nigerian life and educational system. Apart from just living life people were made to serve GOD (although they already did) and had to allot separate time. Islam and Islamic education was made to believe inseparable duty that one must follow in this daily life.The local priest of Mosque used to teach chapters of Quran and its verses. Quran also made people to learn new language â€Å"Arabic† which was completely unknown to Nigerian population. Arabic alphabet was taught for the first time, as a written language in printed format. This effort at primary level was widespread and greatly appreciated & absorbed in Nigerian culture. Although Arabic language was blessed by grammar, syntax, rich literature but it also had its own setbacks. First was women’s were forbidden in ISLAM and took considerable to anticipate women’s participation in learning Arabic language and Quran.A later on Islamic study was also allowed for women’s of Nigeria. Abdullahi Bayero the (Ruler of Kano) strengthen the Islamic studies by building Law schools, for teaching Islam, different Islamic subjects, English and Arithmetic as well. Schooling and building of institutes helped in good educational progress and many institutes & schools were started in coming in year. As Arabic was neither the language in many part of Nigeria, nor followed by educational institutes other than Islamic, this proved to be failure for Arabic language.The Western Education (Missionaries schools and Culture) This was the proper time to intersect the Nigerian environment with western education system. In 1842 Wesleyan Christian Missionaries stepped in Badagry. The western missionaries and missionaries school stepping onto Nigerian land was not so welcomed, because Islamic schools and institutes already has its footmarks on Nigerian soil, specially northern Nigeria, where Islam has its wings spread wide across with almost 25,000 Islamic schools and education centers.Although the start was not good for missionaries’ school and had to keep trying until in 1843 the first school came into existence followed by Anglican Church Missionary society in 1850. Missionaries’ schools were helped by the government and they did understand the importance of western education for further development of Nigerian society. As a result of this, education department came into power to administrate and to set curricular criteria and requirements and started to giveaway grants and funds for missionary schools.The north Nigeria had nothing to do except watch southern Nigeria grows in better lifestyle. Further in 1914 northern and southern Nigeria united and these missionaries’ were strengthening to put-forward their idea about education in northern Nigeria as well. North Nigeria had to fill the growth and development gap as in 1914 there were only 1100 school kids as compared to 36,000 in south Nigeria, number was no less but still there was good hope for development. T he main focus of examination was given on examination. More to say institute building, sufficient teaching staff, and moderate labs were inspected.School ranking was graded and, performance was sorted according to individual performance of each institute. Results were notable and according to expected and lead the entire nation towards Jobs availability and overall development. In year 1952 a body was formed named as West African Examination Council (WAEC) and important responsibility of conducting examination was handed over to them.The responsibility of council was to qualify number of appeared candidate for certificates which were same as that of certificates offered by examination authorities in United Kingdom Until now much of educational program were carried by missionaries, but now Nigerian government started to feel the need to help these missionaries and in 1882 began to act by providing necessary guidelines, policies for students and staff, and development of educational a uthorities. Schools appointed school inspectors and started to ensure grants/funds for schools to keep the educational quality intact. To give wider perspective to the government activities the common experiment more popularly known as Universal Primary Education Program was undertaken in 1955 (East) and 1957(West), that proved to be very helpful and genuine program.In Nigeria, the school year currently runs from January to December, consists of about 3 quarters with a month between quarters. Primary education begins at the age of six for the majority of Nigerians. Students spend six years in primary school and graduate with a school-leaving certificate equivalent to what is called ‘elementary school' in some other countries. This runs for 6 years, and after that, students take the Common Entrance Examination to be admitted into Secondary School, which is the equivalent of ‘high school' in some other countries.It used to be that way many years ago, and then they switched to a school year that ran from September to July, and within the last decade, they've switched back to a school year that runs from January to December. Some Nigerians go to nursery school in their early years. What is basically done there is teaching kids the basics like the alphabet, etc. Subjects taught at the primary level include mathematics, English language, Islamic knowledge studies, Bible knowledge, science and one of the three main native ethnic groups (Hausa-Fulani, Yoruba, and Igbo).Private schools would also offer computer, science, French, and art. Primary school students are required to take a Common Entrance Examination to qualify for admission into the Federal and State Government schools. However, around 1990 what was once known as ‘secondary school' was split into 2 sections, and had a year added. So now, there is Junior Secondary School (JSS), which lasts 3 years, and then students have to take the Junior WAEC or the JSSE (Junior Secondary School Exam) to move up to Senior Secondary School (SSS).During primary school and secondary school (both parts), students wear a school uniform that is chosen and designed by their school. During school parties or special functions, students are sometimes allowed to wear what they choose. Also, there are usually other physical standards that students must abide too. For instance, most schools either have the girls hair cut short, or allow them to braid it neatly, sometimes depending on the grade level. Boys must have their hair short. With both boys and girls who have short hair, the hair must be neatly combed.Also, shoes, jewelry, and other accessories usually have guidelines attached. For primary and secondary schools, some schools do have buses to transport their students from certain areas to the school, and of course, in boarding schools, transportation is not an issue. For day school students though, for the most part, transportation to and from school is left to the family. Some parents dro p their kids off at school on their way to work. Prof. Fafunwa Contribution towards education Education system in Nigeria is one of the greatest achievements of Prof.Fafunwa especially at the primary and secondary school levels. He sustained efforts and struggle culminated in the adoption of the mother tongue education policy by the national policy on education (1977). He rightly observed that, developing countries are known mainly as consumer of knowledge rather than as producers. However the acceptance of some of the Fafunwa’s idea internationally proved to be an exception. One of the great ideas that won international recognition is the Each-one-Teach-one approach in the promotion of the education for all (EFA) global program and campaign.The second is the Mother Tongue mode of educational instruction, which has received some international acceptance through the efforts of UNESCO. At the national level also, the recommendation of the Fafunwa Study Group on funding of educa tion at all levels in 1984 brought two notable institution into existence. The first was the establishment of the National Commission for the College of Education (NCCE) in 1986 while the second was the establishment of Federal Ministry of Science and Technology. One of the measures he took was the establishment of the national Institute for the Language in Aba in 1992.By these achievements, Fafunwa’s name will always be written in gold in any history on the promotion of mother tongue education in Nigeria. It would also be recalled that in addition to these, he established the Nigeria French Language village, in Badagry in 1991, and the National Arabic Language Village in 1992 in Gamboru, Borno State when he minister of education. The success of the mother tongue project let to the production of teaching material in Yoruba language in the primary schools. And following its success too, other linguistic area translated the Ife materials on science and mathematics into their sp urred Prof.Fafunwa to work harder the promotional of the teaching of, and research on, Nigeria language, when he becomes minister of education. With all these, Fafunwa gained recognition at both the national and international levels. In 1973 he received a medal for distinguished service in Education, Teachers college, Columbia University, New York city. In 1976 he got the Franklin Book Award for Outstanding Contribution to Educational Development, New York City. In 1983, he was appointed a Distinguished Fellow, International Council on Education for Teaching, Washington D. C and then in 1986, this ‘prophet’ was rightly honored in his own country, with Hon. LL. D by the University of Nigeria, Nsukka, where he started his academic career. His was later also honored by fellowship of Science Teachers Association of Nigeria in 1990; and Fellow, Nigeria Academy of Education in 1990. In 1955, he earned a Ph. D. in Education, becoming the first Nigerian recipient of a doctoral degree in Education. He started his University teaching career in 1961 at the University of Nigeria, Nsukka. During the Nigerian civil war, he left the east and moved to Ife, and taught at the Obafemi Awolowo University.Universal Primary Education (UPN) in Nigeria In 1970 the new term was introduced into the world of education in Nigeria and Universal Primary Education (UPN) was accepted as policy for educational system, just because it had all necessary guidelines and regulatory work flow, most important it was designed in a way to have each person to complete it as primary need. This was again non-welcomed, but still had impressive accomplishment. According to small survey it was seen that Nigeria had an impressive population of 50 million and among that population 22 percent of population was school going (Primary schools).UPN gained its importance in coming year 1985-86; during time period approximate estimated considerable population of 24 million (age group between five â€⠀œfourteen) and 46 percent of the entire age group had attended school. This was a remarkable change in education system of Nigeria and they believed that more number would be achieved in coming years. Special Education in Nigeria As seen till now Nigeria’s efforts of educational program has been tremendous, was well noted and these efforts were reviewed by Ministry of Information and Culture, 1986.This revolution in the field of education had deep impact on special education reform. Special educations are firmly established under the roof of overall education policies set by Ministry of Education. The need had arisen because of exceptionalities and special skill amongst sons/daughters of Nigeria. The special section has been set aside for pupils with extraordinary special skills. This is known as Section 8 of policy created by ministry of education in 1977.According to section:1. Materialize the meaning of equal education for all pupils.2. Provide sufficient education for al l disabled students and citizens so as to overcome their disability and let them help for their contribution in development of nation.3. To provide opportunities and resources for those pupils who possess special skills and abilities for nations technological and economical development.This was not just to provide the platform for students with good academic and talent but also the solid groundwork for those who have knowledge must have the freedom to go for the education they want.This also had put more focus on those are handicapped and physically challenged, and had given them the right of equality of education along with other normal pupils. To anticipate section 6 government had to move ahead in some research and had to collect data that clearly depict the number of all children’s, separation through age, sex, disabilities and locality, standard of living and their requirement about education.Categories of Special Education1) Blind and partially sighted or different sigh t problems.2) Deaf and partially hearing or different hearing problems.3) Disabled or physically challenge or handicapped.4) Mentally retarded (Partially/Completely).5) Hospitalized children.For any special education program the direction must be towards ability of anticipation of program that increases the inner potential of extraordinary individuals. But this was again hampered by some special education systems and institutes program were imposed on admitted pupils instead of exposing and providing platform for those students. Inclusion International Perspective (Salamanca Meet) United Nations Salamanca Statements were major and good exposure to international level by United Nation.UNESCO had arranged a world meet in Salamanca, Spain was held from 7th June 2994 till 10th June 1994. This meet was attended by 300 participants those representing 92 governments and 25 international organisations. Salamanca statements were built on 1. Universal Declaration of Human Rights (1948) 2. Con clusions from â€Å"The World Conference on Education for All† (1990) 3. United Nations â€Å"Standard Rules on the Equalization of Opportunities for Persons with Disabilities† (1993).Recognition of Salamanca Statement1. Every child has a fundamental right to education.2. Every child has unique characteristics, interests, abilities and learning needs.3. Education systems should be designed and educational programmes implemented to meet these diversities among children.4. Students with special needs must have access to regular schools with adapted education.5. Regular schools with an inclusive orientation are the most effective means of combating and preventing discriminative attitudes and building up an inclusive societyRole of National Authorities and Government1. Improve the education system so it can include all students.2. Adopt the principle of inclusive education in the legislation system to enrol all children.3. Develop demonstration project.4. Establish decentr alized systems and user participation in planning, monitoring and evaluation.5. Encourage the participation of parents and relevant user organisation.6. Pay attention to early identification of special needs and Early Intervention.7. Give relevant education, further education, training and support to teachers and other relevant professionals.8. Emphasise the international cooperation within programs of education for all.9. Emphasise the importance of Special Needs Education as an integrated part of teacher education and training programs.10. Involve the NGO’sNew Perspective on Special (excellent students) needs education1. Inclusion and participation assume that students with disabilities attend ordinary kindergartens and schools on the local environment.2. The fundamental principle is that all children are together as much as possible.3. Inclusive education of high quality should focus on:1) Curriculum2) organizational arrangements3) teaching strategies4) resource use5) Part nership with the communities4. Inclusive education demands a focus on peers. This implies that special units, special classes and schools should be used to a limited extent, and as exception from ordinary education5. Special needs education varies enormously from country to country. If a country has to have special schools they should function as resource centres for regular schools.6. Countries with a limited number of special schools should be advised to establish mainstream-inclusive schools.7. The governmental planning of education should concentrate on all persons, in all regions of the country and in all economic conditions.8. Special needs education policy represent a new approach. That’s why adults with disabilities should have special attention.9. Girls and women are often discriminated. Women and men should have equal influence and opportunities.10. To make EFA effective it should be plans on the local, regional and national planInclusive Education and Amendment of Salamanca Statements in United KingdomSpecial Education Needs and Disability Act (2001)The Special Educational Needs and Disability Act (2001) impose certain specific duties on the respective educational institute in respect of students with disabilities. The following guidelines attempt to establish good practice for access to teaching and learning for students with disabilities in the light of these requirements under the Act.These guidelines are directed towards individual lecturers and tutors, to provide a descriptive outlook of the main elements of planning for SENDA (2001). The Act requires the University not only to make adequate provision for existing students with disabilities but to be prepared for the probable needs of future students and candidates, so as to be able to respond adequately and promptly when required. It does not require Schools or individual tutors to make wholesale changes to teaching materials, teaching practice, curricula, timetables, etc.(though it is a common experience that the refinement of teaching practice to meet the needs of students with disabilities is of benefit to students in general). It does involve the identification of aspects of teaching and learning which can be expected to create barriers for students with disabilities, and a concerted planning initiative on the part of the University to establish how these might be adjusted to allow the full participation of students with disabilities. The Act makes it unlawful for bodies responsible for the provision of education to discriminate against disabled students.Discrimination consists of failing to make reasonable adjustments which would permit students with disabilities to participate fully in Higher Education, or giving them less favorable treatment at any point in the educational process. The definition of disability includes a wide range of long-term physical and mental conditions. This Act SENDA imposes a pressurized direct responsibility on educational institut ions for their own admitted students. This would include elements such as field place used in fieldwork and study tour, or foreign educational institutes/universities where students go for under students exchange program.Special Educational Needs (England and Wales)The legislation relating to SEN is contained in Part 4 of the EA (ss. 312 – 349, Schedules 26 and 27). This has been amended by the School Standards and Framework Act 1998 (SSFA) to amend the references to the categories of schools. There is a statutory code of practice (the Code of Practice on the Identification and Assessment of Special Educational Needs) to which LEAs, governing bodies, health and social services and the SENT must have regard when exercising their functions under Part 4 of the Act.There was a consultation on a revised draft of this Code from 7 July to 13 October 2000. The aim is to publish the final version of this Code to come into force from September 2001. A child has SEN if he has a learning difficulty which calls for special educational provision to be made for him. A child, for the purposes of the SEN provisions, includes any person under the age of 19 who is a registered pupil at a school. About 20% of children will have some form of SEN at some time.Most of these children will have their needs met by their school, but around 3% of children will have severe or complex needs which will require the LEA to determine and arrange for the special educational provision for the child by means of a statutory statement of SEN. It has always been intended that as many children with SEN as possible can be included within mainstream rather than special schools, whilst recognizing the importance of the specialist sector. There is a duty in section 316 of the EA to secure that a child is educated in a mainstream school, unless that is incompatible with the wishes of the parent.Provided that three conditions are satisfied: that this is compatible with 1. His receiving the special e ducational provision his learning difficulty calls for; 2. The provision of efficient education for the children with whom he will be educated. 3. The efficient use of resources. School governing bodies have a duty to use their best endeavors to see that pupils with SEN at their schools receive the special educational provision their learning difficulties call for.The LEA must keep their arrangements for special educational provision under review They have a duty to secure that they identify children within their area who have SEN and the LEA need to determine the special educational provision for which their learning difficulty calls. Where an LEA are of the opinion that a child has SEN and that it is necessary for the authority to determine the special educational provision which any learning difficulty he may have calls for, the LEA will make an assessment of the child, to decide whether a statement of SEN should be made for the child.Once the assessment of the child's needs has been completed, the LEA will decide whether it is necessary for them to make and maintain a statement of the child's SEN. If the LEA decide to make a statement, the statement must be in the form prescribed by the Schedule to the Education (Special Educational Needs) Regulations 1994 (revised regulations are planned to come into force at the same time as the revised SEN Code of Practice). Any statement made by the LEA must give details of the assessment of SEN and specify the special educational provision to be made.The special educational provision must include the type of school, or other institution, which the LEA considers would be appropriate, the name of the school preferred by the parents if this has to be named in accordance with Schedule 27 or, if none, the name of any school the LEA considers should be specified, and any provision for which arrangements are made otherwise than in a school, e. g. : occupational therapy. The SENT considers parents' appeals against the decisio ns of LEAs in England and Wales about their children's SEN, if parents cannot agree with the LEA.The SENT considers appeals about refusals to assess, refusals to make statements, the contents of statements and decisions to cease to maintain statements. The constitution of the SENT is provided for in section 333 of the EA. There is a President and a chairmen's panel appointed by the Lord Chancellor and a lay panel appointed by the Secretary of State for Education and Employment or (as appropriate) the NAW. Each Tribunal consists of a chairman and two lay members. The procedure of the Tribunal is set out in the Special Educational Needs Tribunal Regulations 1995 made under section 336 of the EA.The Special Educational Needs Tribunal Regulations 2001 have been laid before Parliament and will, unless annulled, come into force on 1 September 2001. Where does Nigeria Stand in Inclusive Education? Education is not only a right of every child as advocated for by the United Nations (UN), it is a Constitutional enactment in Nigeria through ‘The Compulsory, Free, Universal Basic Education Act,2004 and other Related Matters' leading to the setting aside of two percent (2%) of the consolidated revenue for its implementation.It is also a punishable offence for anyone to deny a Nigerian child the opportunity to get at least the basic nine year compulsory and free education. Worthy of note is that the UBE Act not only stipulates that it is an offence for anyone to deny a Nigerian child the opportunity for free basic education but clearly pointed out Part 1 section 1, 2 and 3 of the Act that â€Å"Every Government in Nigeria shall provide free, compulsory and universal basic education for every child of primary and junior secondary school age. Every parent shall ensure that his child or ward attends and completes his:(a) Primary school education.(b) Junior secondary school education by endeavoring to send the child to primary and junior secondary schools.â€Å"The stak eholders in education in a Local Government Area, shall ensure that every parent or person who has the care and custody of a child performs the duty imposed on him under section 2(2) of this Act† The above are wonderful as far as the quest towards achieving the goals of the Millennium Development Goals (MGDs) as well as the targets of the Education For All (EFA) remain a cardinal objective of the present leadership in the education sector.It would be pertinent to point out that Nigeria in April 2000 joined over 170 other countries that met in Dakar, the capital of Senegal to re-affirm national commitment towards ensuring that they deliver the goals of EFA by 2015. Given the importance of UBE and need to ensure that it succeeds, stakeholders in the sector especially those that have held sway at the helm of affairs of the Federal Ministry of Education had for some time taken steps deemed necessary to ensure that the country not exit the status of being one of the countries not l ikely meet the target for EFAQ nor the goals of MDGs.â€Å"From a regional perspective, South and West Asia reported the greatest progress. This was mainly due to changes in India, where the number of children out of school fell by over 12 million as participation in primary education significantly improved for girls (accounting for more than 75% of the decrease). â€Å"Sub-Saharan Africa also made important strides, with a reduction of 10 million.This was largely the result of progress reported by the Governments of Ethiopia and the United Republic of Tanzania† the report added. For a country like Nigeria, the importance of the report comes in various forms but the most touching ones will be the positive aspect which noted that the Sub-Saharan African made important strides towards the global achievement accounting for about 10million out of the 28million that was recorded within the period.But unfortunately for the country, while the names of countries like United Republic of Tanzania and Ethiopia were clearly mentioned while others were listed on the detailed report, Nigeria appeared on the list with dots in this form (****) which simply means that there was no information available on the various performances and efforts of government and other stakeholders in the area of improving enrolment.It is should be on record that Nigeria is not a country to be pushed aside when the issue of rolling out policies, bright and wonderful policies at that aimed at achieving envious feat that can stand its own anywhere in the world. Though the country for the umpteenth time has failed to blow its trumpet, stakeholders would not disagree if this write-up notes that over 80% of government efforts are not well coordinated leading to none availability of credible, scientific and acceptable data that can be presented to relevant bodies.It is however gratifying to note that the leadership at the Federal Ministry of Education presently is doing a lot to change all that and when one takes a look at the latest decision to integrate the Mandrasah Education into the mainstream of at least the basic education, it shows that Nigeria is serious about meeting the set goals and targets.At this juncture, it will be pertinent to note that just about two-years ago during the celebration of the 2008 Education For All (EFA) week celebration, the then Minister of Education, Dr. Igwe Aja-Nwachuku said that at least about 11million Nigerian children are still without access to basic education in the country.

School Shootings

School Shootings The word ‘school shooting’ implies acts carried out by either intruders or students within a school. These incidences are usually confused with other forms of school violence like Bath School tragedy where a homemade bomb exploded leaving behind several causalities. Is there a certain ‘type’ of students most likely to carry out these atrocious acts?Advertising We will write a custom essay sample on School Shootings specifically for you for only $16.05 $11/page Learn More Well, a profiling carried out in the United States of America showed that, there are no certain groups or individuals, who are more likely to commit these school-shooting incidences (Egan para. 9). However, the perpetrators seem to share one thing; they plan for the shootings. These individuals do not wake up and decide to carry a gun into a class and open fire to fellow students or teachers. No, they plan how to do it in advance. Theirs is a well-developed path tow ards violence. Apart from being ‘loners’, these individuals are ‘joiners’ and it appears that after failing to gain social acceptance, they come up with a way of letting their thinking and actions known by shooting fellow students or even teachers (Egan para. 6). Though not proved, these shooting incidences may be an attempt by the perpetrators to uplift their social image from a ‘loser’ to a ‘master’. What else can explain such incidences? Interestingly, young males have been exclusively associated with these shootings save for only two documented incidences carried out by female students. Barry Loukaitis in Frontier Middle School perpetrated one of the most outstanding school shooting instances on 2 February 1996. On the material day, Loukaitis, wielding two handguns and a hunting riffle with over 78 rounds of ammunition; shot dead his algebra teacher; Leona Caires and two fellow students; Arnold Fritz, Jr. and Manuel Vela; injur ed Natalie Hintz, and held the entire class hostage for ten minutes. After hearing the gunshots, Jon Lane, a gym coach, walked in and volunteered to be taken hostage instead of the students before grabbing the weapons and disarming Loukaitis (Egan, para. 5). It later emerged that these weapons belonged to his father. Interestingly, on that day, Loukaitis was apparelled like Gunslinger, a prominent character in cinema. What could lead someone to making such flagitious move?Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Egan, Barry said, This sure beats algebra doesnt it† (para. 4). After thorough searching, it emerged that violent videos littered Loukaitis’ house. He learnt shooting from his father. Additionally, Barry Loukaitis reportedly confessed to a friend that it would be cool to embark on a shooting fling, to emulate some lead characters in Natural Born Kil lers. To be precise the character, Oliver Stone in this film was Barry’s paragon. From this incidence, it is clear that this was a pre-planned venture through watching of deadly movie series and close learning about shooting from a father. Barry’s comments that ‘this sure beats algebra doesnt it’, is a clear indication that he had deep seated problems and this experience made him feel superior making his thoughts known to the world. The whole story brings into spotlight the issue of carelessness on part of parents. Guns and other weapons should be kept out of children’s reach. There is a dire need to bring up children in a way that will discourage these behaviours. Barring children from watching these violent films would solve this problem in part. The contemporary generation of young people is exposed to many destructive things. Consequently, out of curiosity, coupled with issues like negligence and social misfit, may engage in more school shooting s. We need drastic actions to avert this emerging behaviour. We cannot afford to lose yet another soul in such circumstances. Egan, Timothy. â€Å"Where Rampages Begin: A Special Report; From Adolescent Angst To Shooting Up Schools.† The New York Times. June 1998. 2 Dec. 2009. www.nytimes.com/1998/06/14/us/where-rampages-begin-special-report-adolescent-angst-shooting-up-schools.html?pagewanted=all

A Stranger Looking in my House Would Probably Think...

A stranger looking in my house would probably think my life is society’s definition of normalcy: a father, a mother, a daughter, and a son, all living in one house. We eat from the same refrigerator, use the same den to watch television, and swim in the same pool. One big happy family, right? Wrong! Behind closed doors, chaos emerges. Unless you were my friend, or a resident of my town, you probably wouldn’t realize that my parents are in the midst of a hectic and painful process: signing divorce papers. My father resides in a guest room downstairs. My parents take turns with days they choose to look after my brother and me. After all, being in the same room together is not always the most pleasant experience. One could even say that what split my parents apart is the fact that they are complete opposites. Although 50% of marriages end in divorce, in my small town, divorce isn’t that common an occurrence. My mom, being the social butterfly that she is, has made it known, publicly, that she and my father have become separated. One might assume that I might be bothered by this part of my life being out in the open; surprisingly, I’m really not. The truth is, I was never â€Å"Daddy’s Little Girl,† making divorce a not-so-hard pill to swallow. Having been brought up in Russia, my father has a completely different mindset from my mom, as well as me. He is shy, stubborn, and maintains completely opposing political views. These days, my dad and I could go on for hours arguing about President Bush’s actions, and it would be considered normal. If you went back a year or two, the situation with my father would be extremely different. I was always somewhat fearful of him; I would never challenge his opinions, and if he and my mom fought, I would sit in silence. The man who was supposed to be the most positive influence on my life made me think that men were pigs, a nd were allowed to treat women like dirt. Ever since my parents began their split, almost a year ago, I have continued to learn that women should not only be treated with respect, but should demand respect as well as demand to have their own opinions heard. My father’s opinion is not the only one which matters in the divorce court, and he has no right to expect more respect than my mom. Yes, I sound harsh, but I, like my mother, deserve and demand respect. Today, when in a situation with my father, I am able to voice my opinion, because it matters. Sometimes, I actually want to thank him thank him for making me a wiser person, and for making me appreciate my own opinion.

Culture and communication Essay Example | Topics and Well Written Essays - 250 words

Culture and communication - Essay Example Then I must make sure I view patients as individuals rather than members of a particular category. Considering the patient’s perspective in an empathic way is vital, especially when they make non-verbal expressions, which I must be careful not to miss or ignore. Lastly, forming a partnership with the patient will reassure them that we are working together towards one end, standing us together, rather than on either side of a gulf. This promotes trust and understanding. 2. First impressions last longest: Matthew said he hopes to improve his expression and tone to reflect a more caring attitude, seeking to comfort and soothe the patient. This is very good, because patients place a lot of trust and hope in a medical practitioner, so it should not be left to chance or personality. However, training in aspects of cultural competency, and in avoiding unconsciously categorizing patients (Medscape CME 2008), is something I must address as critical, in addition to appropriate bedside manner. A patient should feel on a level standing with all others, and feel that I can empathize and consider their individual circumstances and preferences. Experience will help me gauge facial and other non-verbal messages to accurately decipher a patient’s preference, fears, choices and inclinations. This means I must look inside myself and discover more about how I regard members of our culturally-diverse