Alice Walkers Journey with Self-Esteem Essay -- essays research paper

Many writers choose to write memoirs about terrible incidents that changed their lives. Alice Malsenior Walker is one of those writers. She was born on February 8, 1944 in Eatonton, Georgia. She considers her life to be very successful for several reasons. Walker graduated from high school as valedictorian. She was involved with the civil rights movement in Mississippi where she lived for seven years. During that time she also got married to a lawyer and had her daughter Rebecca. From an early age she was introverted and quite shy, most likely due to a terrible accident. She immediately retreated into solitude, reading poems and stories and then finally writing. â€Å"Beauty: When the Other Dancer Is the Self†, by Alice Walker, is an essay that reflects on her ideas of beauty as a child, a teenager, and as an adult. Walker spent a great deal of time outside, due to the overcrowding in a small house with eight children (St. James). While playing outside at age eight, she was sh ot with a BB gun in the eye, causing her to lose not only her vision in her right eye, but her self esteem as well. She describes several events in her life that are significant in the formation of her identity. Alice Walker’s past reliance of being a physically cute girl, how confident she feels both before an after her surgery, and her constant feeling of being criticized are all factors that make her the woman that she is today. In order for Alice Walker to know the difference between the positive stares that she got when she was younger and the negative glances that she got when she was older, she had to experience that there was a difference between the two. Before the terrible BB gun accident, there was not a doubt in her mind that when people looked at her they saw an adorable little girl. She said, "It was great fun being cute." Afterwards, she believed that all they saw was "a glob of whitish tissue, a hideous cataract† (Walker 3). She compared the beautiful child that she was, to the ever-growing adult that she grew to become. She had a constant inner struggle between the person that she knew she was and the person that she appeared to be. â€Å"Now when I stare at people—a favorite pastime, up to now—they will stare back. Not at the ‘cute’ little girl, but at her scar† (Walker 3). Years later in her home, a woman arrived to take the photo for the back of Walker ’s book. The woman as... ...all that she could with her vision, while she still had it. Although many of us take our physical normalities for granted, Alice Walker choose to share her personal hardships and experiences to show how she has grown to become the writer that she is today. Her positive memories of being an adorable child have shaped her to realize what both ends of the spectrums are like, and what she will never be again. Low self-esteem soon followed, and as Walker grew, she also learned how to cope with the abysmal comments that she was destined to hear. However, as she grew into womanhood, her knowledge that she was still the same person thrived. Although being constantly judged, Alice Walker made light of the situation and realized that she loves the woman that she has become. Works Cited â€Å"St. James Encyclopedia of Pop Culture: Alice Walker.† Gale Group: 5 pars. On-line. Internet. 25 Jan. 2004. Available http://www.findarticles.com/cf_0/g1epc/bio/2419201268/p1/arti cle.jhtml Walker, Alice. "Beauty When The Other Dancer is the Self." The Blair Reader Second Edition. Ed. Laurie Kirszner, and Stephen R. Mandell. Upper Saddle River, NJ: Prentice Hall, 2002. 1-7.

Egovernance In Admission Systems Africa Education Essay

What is the quality of instruction offered in higher instruction establishments. This inquiry has been raised by everyone associated with higher instruction establishment like institutional members, parents, pupils, employees, funding organic structures and the authorities in other words ; the stakeholders of higher instruction establishments ( HEIs ) ( Bhanti et al. , 2012:16 ) . Antony ( 2005 ) cited in Bhanti et Al. ( 2011:16 ) asserts that, the stakeholders raise this inquiry with one or more involvement: pupils – for pick of establishment ; parents – for worth of personal investing in the instruction of their kids ; for authorities – answerability and policymaking ; support bureaus – for support determinations. The replies for this inquiry can be obtained from different beginnings peculiarly the sure one like regulative governments which control the quality and criterions of higher instruction system. The function of ICT in modern-day organisations including HEIs continues to spread out in range and complexness ( Garrity et al. , 1998 ) . Recently, the HEIs peculiarly regulative governments have become cognizant of the benefits of e-governance in higher instruction direction systems. In pupils admittances for illustration, HEIs are using ICT for commanding quality of admitted pupils and general quality confidence. In recent old ages, the tendency of ICT invention ( Archmann et al. , 2010 ; Batagan et al. , 2009:372 ) and the turning usage of the Internet and nomadic phones has changed the manner pupils are admitted into higher instruction establishments ( HEIs ) , switching from boring manual to a modern ways such as centralised on-line admittance systems.2.8.1 E-governance in admittance systems: WorldwideWorldwide, there is a enormous addition in the figure of colleges, institutes and universities which have raised concern on assorted facets related to the quality instruction suc h as admittance and the figure of pupils. This has led to the higher instruction regulative governments to maintain an oculus on admittance quality confidence by deploying several systems, which assist in pull offing malpractices related to admittance. Such systems include, the Universities and Colleges Admissions Service ( UCAS ) in United Kingdom ; the Joint University Programmes Admissions System ( JUPAS ) in Hong Kong ; Central Admission System ( CAS ) under Higher Education Admission Centre ( HEAC )[ 1 ]in Oman, which became the first state in the Middle East to follow electronic admittances for pupils seeking higher instruction classs[ 2 ]. Others include the Higher Education Centralized Admission System ( HECAS )[ 3 ]in Negara Brunei Darussalam ; and China ‘s University and College Admission System ( CUCAS )[ 4 ], to advert a few. Literature show that applicants to a higher instruction system come from a broad scope of backgrounds and, due to this fact, admittances policies need to turn to the devising of rather complex opinions about comparative potency within a diverse population of appliers. However, to-date in many states, each higher instruction establishment sets and implements admittances policies that are consistent with its peculiar mission ( QAAHE. 2006:5 ) . It has been insisted that, the policies and patterns for pupil admittances should be designed to procure a good lucifer between the abilities and aptitudes of the applier and the demands of the programme, therefore taking to the choice of pupils who can moderately be expected to finish their surveies successfully. Those doing admittances determinations need to know apart between appliers, to find who should be selected. This requires an exercising of judgement ; it is of import that this is underpinned by mention to transparent and justifiable s tandards ( QAAHE. 2006 ) .2.8.2 E-governance in admittance systems: AfricaDespite the fact that several states are implementing electronic admittance systems meaning among other things to control admittance malpractices in Africa, the literature portrays that there are fewer enterprises in following electronic admittances for pupils seeking higher instruction. In East Africa, for illustration, merely Tanzania is implementing to the full automated undergraduate admittances into HEIs. However, there is a similar admittance system in Nigeria, which is known as the â€Å" Joint Admissions and Matriculation Board † ( JAMB )[ 5 ]. Most of these inventions in Africa ‘s instruction sector have been supported by multi-stakeholder programmes such as the African Virtual University ( AVU ) and the World Bank to advance e-governance in HEIs.2.8.3 E-governance in admittance systems: TanzaniaTanzania is ranked 114th out of 132 states in the universe utilizing scientific discipline and engineering ( URT, 2008 ) . In East Africa, Tanzania is the first state to set up an machine-controlled admittance system in HEIs undergraduate admittances ( TCU, 2010 ) .2.8.3.1 Country OverviewTanzania is the biggest ( land country ) among the East African states ( i.e. Kenya, Uganda and Tanzania ) . It became independent from the British on 9 December 1961 and inherited an educational system from its colonial Masterss. Since independency, the Tanzania ‘s instruction system has grown quickly from a simple primary and secondary instruction to a complex instruction system including higher instruction run by both public and private sectors ( Mashalla, 2002:8 ) . Presently, the state has a population of 42,500,000 people ( IMF, 2008 )[ 6 ].2.8.3.2 Higher instruction development and enrolment tendency in TanzaniaThe history of higher instruction in Tanzania goes back to pre-independence when the state had no individual higher instruction establishment ( URT, 2008:1 ) . Tanganyik ans who had chances for higher instruction were trained at Makerere, Uganda. Within East Africa, higher instruction was last to come in Tanzania, therefore doing the state to hold smaller figure of skilled and trained human resources in the state in 1961. The former and first president of Tanganyika had observed this deficit of trained and skilled human resources and stated: â€Å" So small instruction [ had ] been provided that in December 1961 we had excessively few people with the necessary instruction makings even to adult male the disposal of authorities as it was so, much less to set about the large economic and societal development work which was indispensable. Neither was the school population in 1961 big plenty to let for any outlook that this state of affairs would be quickly corrected † ( Nyerere, 1967:4 ) . Higher instruction in Tanzania during the last century was preponderantly provided by University of Dar es Salaam ( UDSM ) . This was established as a college of the University of London in 1961 and so later it became a portion of the University of East Africa. In 1970, it became an independent University. In the 1970s UDSM was seen as â€Å" a development university † with all pupils being required to analyze development surveies and with field fond regards in many topics. The creative activity of Sokoine University of Agriculture ( SUA ) as the 2nd university in Tanzania was declarative of an consciousness of the importance of agribusiness in Tanzania ‘s development. The 1980s and early 1990s were a period of diminution for the university with registrations stagnating and passing per pupil falling dramatically. In 1994, the Institutional Transformation Programme was initiated and since so there has been a considerable addition in student Numberss. Several other third p reparation establishments have now become universities. More late, a figure of private universities have opened, chiefly run by spiritual organic structures ( Cooksey et al. , 2001 ) . Registration in third instruction during the 1990s was really limited so, with merely around 6,500 undergraduate pupils in 1998/1999 ( Cooksey et al. , 2001 ) . Since the terminal of the 1990s, registration in higher instruction has expanded quickly, although much of the enlargement has been through in private sponsored campaigners, both at the province universities and at private establishments, which have been granted university position. Admissions increased throughout the 1990s but since the 2002/3 academic twelvemonth, the authorities had put a bound on the figure of pupils that it would patronize. Until so, the figure of in private sponsored pupils had been about negligible, but since 2003, most of the enlargement in registration had been through in private sponsored campaigners ( Ishengoma 2004 ) . In recent old ages, the state has been spread outing entree in the instruction sector get downing with primary instruction through the primary instruction development programme ( MMEM ) in 2001, and the secondary instruction development programme ( MMES ) in 2004. Because of this, the state has been in attempts to spread out higher instruction in coaction with private sectors to run into the developments achieved at lower degrees ( URT, 2010 ) . To day of the month, there are more than 60 higher instruction establishments offering undergraduate grades in the state. Despite the fact that the gross registration rates ( GER ) in higher instruction have been lower side when compared to other developing states ( URT, 2010 ) ; yet the increased registration at lower degrees has resulted into monolithic force per unit area on higher instruction admittances which in bend has necessitated the constitution of the Central Admission System in the state.2.8.3.3 Constitution of CAS: A instance surveyHigher Education Institutions ( HEIs ) in Tanzania have undergone profound alterations in recent old ages. Significant enlargement of the system in order to acknowledge an increasing cohort of school departers, grownup scholars and by and large a more diverse set of pupils than in the yesteryear has been a cardinal portion of this alteration. These alterations have deductions on higher instruction service bringing, for illustration the admittance processes have become excessively complex with many challenges. During the last 10 old ages, the demand for higher instruction in Tanzania had been increasing quickly ; as a consequence, concerns over undergraduate admittance into HEIs have become an of import point of treatment for many stakeholders. Due to the current addition of HEIs and the subsequent enlargement of pupils enrolment, the admittance into these establishments has become complicated ( TCU, 2009:12 ) taking to a figure of jobs, including pupils passing money and clip in using for admittance to a figure of establishments so as to better their opportunities of being admitted ; troubles in screening out multiple admittances taking to holds in the start of the academic twelvemonth by universities ; complications in the expense of pupil loans by the Higher Education Students Loans Board ( HESLB ) every bit good as dual payments due to multiple admittances ; measure uping pupils neglecting to be admitted into universities due to incompatibilities in their applications ; universities ru nning at a lower place capacity as a consequence of superficial filling of institutional capacities caused by multiple admittances, therefore denying meriting appliers admittance chances ; and cheating by some appliers during the admittance procedure. Particular intercession was required and a cardinal admittance system was required to turn to these jobs. Therefore, in order to streamline the pupils ‘ admittance procedure, TCU in coaction with universities, NACTE and other HEIs established a new admittance system known as the Central Admission System ( CAS ) , where appliers for HEIs channel their applications centrally at TCU. Introduced in 2010, the CAS system is an electronic application theoretical account designed to cut down incommodiousness among prospective campaigners competing for topographic points in universities. The system targets to supplement the manual application system, which forced pupils to go from upcountry to Dar Es Salaam or other towns where the establishments are located in order to make full in application and admittance signifiers. It was early in 2009 when the University Computing Centre Ltd ( a company to the full owned by the University of Dar es Salaam ) was awarded a contract to develop a Central Admission System ( CAS ) to be used by all higher instruction establishments ( HEIs ) under the coordination of the Tanzania Commission for Universities ( TCU ) . The system was aimed to treat all applications for admittance into the Tanzanian HEIs will centrally through the system. The purpose of CAS is to computerise HEIs admittance procedure for higher instruction classs. Its bas ic aims are to widen their range to geographically scattered pupils, cut downing clip in activities, centralized informations handling and paperless admittance with decreased work force. Its other factors are cost film editing, operational efficiency, consistency position of informations and integrating with other establishments. Through CAS, applier has to come in merely the Index figure for ‘O ‘ degree and ‘A ‘ degree Exams, the system populates the personal inside informations and consequences from National Examination Council of Tanzania ( NACTE ) , and if the information provided lucifers so the applier can continue with selecting classs he/she is interested from all registered and take parting establishments. All degree programmes available in the pupils ‘ admittance guidebook have their minimal demand pre-configured which is used by the choice algorithm[ 7 ]. CAS ( Version I ) was developed utilizing Chisimba model. Chisimba is an unfastened beginning content direction system which is the merchandise of coaction between the 12 African universities who are members of the African Virtual Open Initiatives and Resources group. The proposal was approved on April 2009 and the first demo of the system to more than 40 representatives from HEIs was on 12th November, 2009. The demo was successful and the system execution started in the academic twelvemonth 2010/2011 to day of the month. The Tanzania Commission for Universities ( TCU ) regulates admittance of undergraduate pupils at higher instruction establishments harmonizing to their demands and Markss obtained and the admittance footings specified by the establishments. The TCU undertakings in admittance are specified as follows: Organizing all undergraduate admittances through CAS in coaction with take parting HEIs in regard of standards and admittance demands of each and every establishment harmonizing to subjects and available capacities ; Pull offing quality in admittances by guaranting that admittance guidelines are followed consequently ; Procuring admittance database of appliers and providing the Ministry of Education and Vocation Training ( MoEVT ) and other governmental be aftering organisations with the statistical informations in coaction with HEIs. Media consciousness of all academic plans for CAS take parting establishments in regard to admission operations in HEIs. Supply pupils with needed pupils Guide books about HEIs with their programmes offered and set up the enquiry service. Receiving, and treating all applications to HEIs in conformity to the submitted and approved programmes with their demands. Forming the Joint Admission Committee meeting for O.K.ing all admittances before publish the admittance consequences to appliers and the populace in general. Then administering the recognized pupils to the HEIs for senates blessings and advise the pupils, every bit good as the Institutions with the lists of the recognized appliers. Transportation, re-allocate and track withdrawn, postponed, discontinued and recognized pupils in HEIs after allotments. In Tanzania, the on-line application for undergraduate admittance is progressively deriving in popularity ( TCU, 2010 ) . Figures presented by the Tanzania Commission for Universities ( TCU, 2011 ) show that during 2010/2011 academic twelvemonth, when CAS was foremost introduced, 33,361 appliers out of 48,690 were admitted through CAS.2.9 DecisionIn general, e-governance in HEIs, peculiarly in Africa, is still in its babyhood. It has been deployed in several [ subdivisions? ] such as in e-learning, e-library, e-payments, etc. ; but in admittance still attempt is needed to do certain that massification of higher instruction in Africa goes together with quality higher instruction which can easy be controlled and monitored from the entry point, which is admission procedure. However, the execution of these attempts is confronted with many challenges heading to the e-governance execution peculiarly in the public sectors as explained in the literature. 1 ) Delete the footers and integrate the web references into the text. 2 ) You must continually demo the relevancy to your research subject of the assorted issues that you discuss. 3 ) Your literature reappraisal reads like a consultancy or direction study – there is really small critical battle with the subject ( mostly the consequence of your extended trust on official UN and other studies ) and about no grounds of battle with the relevant sociological literature. External testers will non accept this degree of battle in a PhD thesis. 4 ) Of great concern, nevertheless, is the extended plagiarism in the chapter. You have lifted big parts of the chapter, word for word, from ( acknowledged and unacknowledged ) beginnings. This is a really serious issue and may represent evidences for throw outing you from Rhodes and all other South African universities. The regulation is simple and clear: utilize your ain words when non citing from a beginning and acknowledge all beginnings when you draw on the thoughts they contain.

Henrik Ibsen’s Symbolism in A Doll House - 695 Words

A Doll House was written in 1879 by playwright Henrik Ibsen. Ibsen is known as the creator of modern realistic style drama. The play tells the story of a nineteenth century woman who breaks the chains of society that decide her role in life so that she can find herself. The woman, Nora, lives a relaxed and seemingly untroubled life until her husband Torvald Helmer becomes sick. She then must forge her father’s name on a contract that would allow her to borrow enough money from a lawyer named Nils Krogstad to travel to Italy to save his life. When Torvald finds out what Nora did he becomes furious instead of appreciative for his wife. Nora begins to realize her husband does not truly love her, he just sees her as a trophy of some sort that will help his social status. At the end of the play, Nora decides to leave Torvald in order to find true happiness. Throughout Ibsen’s exploration of women’s role in society in A Doll House, his use of symbolism can be found in objects and characters. The characters have the greatest symbolism in the play. Nora Helmer herself is the most significant symbol. She embodies the way the majority of women are treated, as a possession of their father and then their husbands. Nora also represents irresponsibility, which is seen in the way she raises her children. Torvald Helmer symbolizes a materialist old-fashioned man, one who seeks a trophy wife instead of a companion. Christine Linde and Dr. Rank both portray false friendship in the play.Show MoreRelatedSymbolism Of A Doll House By Henrik Ibsen937 Words   |  4 PagesSymbolism in A Doll House In Henrik Ibsen’s A Doll House, the play is framed around symbolism and its irony. Symbolism throughout the play acts as a subliminal foreshadowing, each individually hinting at the impending end. The irony is continually represented through Ibsen’s play between perception and reality - perception being the evident meaning of each symbol and reality, being the ironic opposite connotation exclusively in Nora and Torvald’s situation. Symbolism and its ironic opposite connotationRead MoreRights of Women in the Nineteenth Century and in Henrik Ibsen’s A Doll’s House1103 Words   |  5 PagesHenrik Ibsen, who was born in Norway but made his name internationally, was a painter as well as the one of most famous playwrights during the period of Realism. Ibsen’s plays are well-known by the themes of domestic and political issues and conflict in nineteenth century. Scholars call it â€Å"Ibsen’s problems play† (Henrik Ibsen, 650). In addition, in Ibsen’s plays, the general topics that are usually discussed are hypocrisy of the society, restriction of women, and the self-sacrifice. Under theRead MoreAnalysis of A Dolls House Essay1108 Words   |  5 Pageshistorical reality has on an audience. Henrik Ibsens widely regarded work, A Dolls House, was first introduced in 1879 as a theatrical presentation of human rights. Today, Ibsens work remains as such, although often conveyed as more focused on womens rights. The Norwegian playwrights vision of a seemingly common home is quickly translated through Ibsens use of symbolism, setting, and diction. Symbolism is a key aspect in much of Ibsens writing, much of which can be dually interpretedRead More Noras Symbolism in Henrik Ibsens A Dolls House Essay973 Words   |  4 PagesNoras Symbolism in Henrik Ibsens A Dolls House      Ã‚  Ã‚   In every society power is the bringer of fortune and influence. In his play A Dolls House, Henrik Ibsen portrays, through the character of Nora, the power women are gaining in patriarchal societies. Nora, who symbolizes all women, exercises her power throughout the entire play. She cleverly manipulates the men around her while, to them, she seems to be staying in her subordinate role. In all three acts of the play Nora controls manyRead MoreHenrik Ibsen’s A Doll’s House Essay example1182 Words   |  5 Pages Phylogeny versus misogyny, arguable one of the greatest binary oppositions in a work of literature, is present in Henrik Ibsen’s 1879 Norwegian play A Doll’s House. The title itself suggests a misogynist view, while the work mainly consists of feminist ideology, as Ibsen was a supporter of the female as an independent, rather than a dependent on a male. Nora knew herself that her husband did not fully respect her, and this became a major conflict in the play as Nora progressively became more self-reliantRead MoreEssay on Themes and Symbols in Henrik Ibsen’s A Doll’s House1296 Words   |  6 Pagesâ€Å"I’ve been your doll-wife here, just as at home I was Papa’a doll-child† (Ibsen 1491). Henrik Ibsen’s A Doll House tells a story of scandal and deceit set in the Victorian era. Nora Helmer is married to Torvald Helmer and she feels more like his toy than his wife. Nora had to have Torvald to be able to do anything, because of when she lived. Nora borrows money behind her husband’s back (which is illegal at this time) and tries to cover up everything she has done. Ibsen employs the use of many themesRead More Symbolism in A Doll’s House Essay949 Words   |  4 PagesHenrik Ibsen’s â€Å"A Doll’s House† is a controversial play focusing on the marriage of Nora and Torvald Helmer. The play is filled with symbols that represent abstract ideas and concepts. These symbols effectively illustrate the inner conflicts that are going on between the characters. Henrik Ibsen’s use of symbolism such as the Christmas tree, the locked mailbox, the Tarantella, Dr. Rank’s calling cards, and the letters allows him to give a powerful portrayal to symbolize aspects of characters andRead MoreMarxism is the belief that human consciousness is a product of one’s economic conditions, social600 Words   |  3 Pageseducational status, physical appearance, or ability. (Merriam) I n the play â€Å"A Doll House† by Henrik Ibsen, it has been debated for many years which of these factions are being referenced by the playwright. In this essay, I will show that through symbolism and characters, Ibsen’s play is a representation of Marxism; based on money and power, not Feminism. From the beginning and throughout this play, Hendrik Ibsen has symbolism revolving around money. In the beginning of ACT I, Ibsen paints a pictureRead MoreA Doll House by Henrik Ibsen564 Words   |  2 Pagesâ€Å"Forgery. Do you have any idea what that means† (1745), Torvald questions his wife Nora in Henrik Ibsen’s A Doll House (1879). In this play, Henrik Ibsen features individuals struggling for an authentic identity. The story focuses on an unspoken matter. Nora Helmer secretly borrowed a large sum of money for the sake of her husband’s, Torvald Helmer’s, life. Nora has never revealed the loan to Torvald and has been privately paying it off with her household allowance. When Torvald is appointed as bankRead MoreSymbolism and Sexism in Ibsen’s â€Å"a Doll’s House† Essays949 Words   |  4 Pages Symbolism and Sexism in Ibsen’s â€Å"A Doll’s House† Henrik Ibsen, the author of the controversial play â€Å"A Doll’s House† said, â€Å"There are two kinds of moral laws, two kinds of conscience, one for men and one, quite different, for women. They don’t understand each other; but in practical life, woman is judged by masculine law, as though she weren’t a woman but a man†¦A woman cannot be herself in modern society.† Isben created the plot of â€Å"A Doll’s House† from those ideas. Ibsen