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Vocational education vs college education
Vocational schools pros and cons
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I have a cousin that study at a vocational school and got his degree in engineering in less than one-year, and he is now working on fixing computers. Rose is saying that any vocational or non- traditional school is good to study and get a degree. I agree with Rose because to obtain a degree it can happen in any type of school. As has been mentioned “Elias it is not only central to what he wants to do for a living, it has also become part of his attempt to redefine who he is”. “Cynthia is finding her way into institutional life and the public sphere, and in so doing, she is acquiring an on-the-ground civic education.” and “Bobby he’s found solidity at the college, a grounding that frees him in a way that he never knew on the streets.” It is not only central to what Elias wants for a living but his attempt at what became part of who he is. Rose is saying “Elias realize that he was going nowhere and wanted to turn his life around”. What Rose means is that once someone is having problems with life, people try to find a better way to a better living. This supports my opinion because I have known people that instead of going to a four-year college, they prefer going to a vocational college to start working in the career they studied at the vocational college. …show more content…
Rose is saying “Cynthia is running to fight for more resources and to get a student voice into a current conflict between the academic and trade departments”. What Rose means is that if students don’t speak- up about what is needed in the college campus the school is never going to have changes. This supports my opinion because, when I was in high school, I know people that were in a program in high school called student counsel this program is to help the school with making changes. Two of my friends were running for president and vice president and they won the elections during high
After describing his multi-talented and skilled uncle, Joe, Rose strives to provide generalised argumentation about how blue-collars apply knowledge, skills, and efficiency to their workspace. Mathematical and Verbal skills, Rose suggests, is applied regularly by blue-collars. In addition, Rose describes the academic education of his family over generations; remarking that only he finished high school and went to university. Later, he became a faculty member in a school of education after completing his graduate degree in education and cognitive psychology. Rose claims, “we also often ignore the experience of everyday work in administrative deliberations and policymaking”
Rose rejected the idea that education can only be learned through schooling and suggested that education can happen in the workplace. By mentioning the social and mental skills his mother obtained working at the diner and the advanced problem solving skills his uncle obtained on the shop floor, the author shows that blue-collar workers are constantly learning every day on the job. In the conclusion of the essay, Rose says “To acknowledge a broader range of intellectual capacity is to take seriously the concept of cognitive variability.” By acknowledging that knowledge isn’t just achieved through higher level schooling, formal education, or limited to scholars and students, the world is able to appreciate blue-collar workers and understand that the “formal” intelligence is not the only type of intelligence people of this world have to offer. To offer the full range of educational opportunities to all social classes, scholars and intellectuals must acknowledge “everyday cognition,” such as: using memory strategies to take order in a diner, managing the flow of customer/employee satisfaction, or developing new strategies to make work more effective, which rejects the normal “Generalizations about intelligence, work, and social class [that] deeply affect our assumptions about ourselves and each
In the essays, Two Year Are Better than Four by Liz Addison, and Blue Collar Brilliance by Mike Rose respectively, take two different approaches to learning. Addison firmly believes in the traditional method by advocating community college is the better choice for students to experience higher education. Addison also asserts community colleges offer the same level of education compared to four universities. She also emphasized in her writing the value of the experience is much more personal due to the smaller classes in community college. On the other hand, Mike Rose observes that higher education does not define a person’s intelligence. Rose believes that society plays a big part in the judgmental view towards people without degrees. Yet the same society fail to recognize that blue collar jobs such as plumbers and waitresses require specific kinds of intelligence just like Rose’s mother Rosie, whom he described as an example of blue collar brilliance. Even though Addison and Rose take
“We want to emphasize that the personal characteristics and skills of each individual are equally important”. (Page #221, para #3) Owen and Sawhill are inquiring that to be successful in any major requires dedication and personal motivation, which is another example of the authors bringing pathos into their argument. Owen and Sawhill state that “if they don’t just enroll but graduate, they can improve their lifetime prospects”. (page #220, para #1) Owens and Sawhill statement is taken as, applying with great intensions is not good enough to be successful in college. Owen and Sawhill are completely open about the fact that college isn’t for everyone and that’s perfectly acceptable. “It may be that for a student with poor grades who is on the fence about enrolling in a four-year program, the most bang-for-the-buck will come from vocationally-oriented associate’s degree or career-specific technical training”. (Page #222, para #1) this statement opens the argument to be about both, is college worth it financially, and also academically. Owens and Sawhill want their reader to understand that, being pushed to achieve something that you have no passion for attaining, only robs someone of their true
Mike Rose argues that society very often neglects and does not see the full value and potential of students in his essay. "The error went undetected, and I remained on the vocational track for two years. What a place."(Rose) He mentioned that he was seated in vocational school and put him in the bottom level classes by accident, but he did not argue with that and keep stay
In “I Just Wanna Be Average”, Mike Rose recounts his experiences in vocational program in high school, which known as bottom level. When he was a freshman, he accidently was placed in these classes but he decided to stay. Rose goes into details describing some of his teachers and classmates. Certain teachers he introduced were not enthusiastic about their jobs and they don’t believe their students can make good achievements, and sometime they even treat students violently, which also lead some students of the vocational program to slack off and not care about studying. Rose also focused on some of his classmates, who were seen as troublemakers. He found out that they actually were not always like fighting, being lazy and loafing, and they had some special skills showed their true personalities. There was one boy that very stuck out to Rose was Ken Harvey, who was asked by teacher to give an opinion of working hard to make achievements, stated that “ I just wanna be average” (Rose 335). I was pretty impressive about this quote because that I think being average might like some of students calm down and feel not so stressful to survive in educational system. Later in Rose’s life, he eventually moved out of vocational program and back to typical school system. At this time, his father passed away, which is not so relevant with the main plot. Later, Mr. MacFarland came into Rose’s life as his English teacher in senior year. Rose looked up Mr. MacFarland deeply because he sincerely cared of his students, told the importance of working hard to them and even encourage Rose to pursue further education in college. I can tell that Mr. MacFarland left positive impacts on Rose’s whole life, and helped him found his real potential.
The fence for Rose symbolizes the protection and nurturing feelings she offers. It’s a positive figurative symbol, showing what type of person she is―someone who cares for others. One morning, Rose was hanging clothes and singing, “Jesus, be a fence all around me every day. Jesus, I want you to protect me as I travel on my way” (2074). Seemingly, the choice of song that she selects demonstrates the protection that she’s willing to offer for her family. Rose asks Troy to build her a fence, and Troy does not understand why. One afternoon when Cory and Troy are building the fence, Cory asks why her mother wishes for a fence and Troy responds, “Damn if I know either. What the hell she keeping out with it? She ain’t got nothing nobody want,” meaning
In the article, “The Blue Collar Brilliance”, Mike Rose communicates to the reader the idea that intelligence should not be dignified by how long you were in school. He also claims blue collar professions require more mental power than just physically doing a job and that we can’t limit ourselves to certain methods of learning. Rose supports this proposition by explaining how his mother and uncle learned from experience and still found prosperity in their life.
Symbolism in literature is using an object to portray a different, deeper meaning in a story. Symbols represent ideas or qualities that the author has maneuvered into his or her story that has meaning. There can be multiple symbols in a story or just one. It is up to the reader to interpret the meaning of the symbols and their significance to the story. While reading a story, symbols may not become clear until the very end, once the climax is over, and the falling action is covered. In William Faulkner’s, “A Rose for Emily,” there are multiple examples of symbolism that occur throughout the story.
Concerning the contextualization of A Rose of Family as a sign of the times of women at that point, where cultural norms of women lead to a life in domestication. The recognition of the rose here as it is carefully placed in the title of the piece as well bears significance to the physical rose and what it meant to the young women in the South during the 1800s (Kurtz 40). Roses are generally given as tokens of love and affection by males to females. There are even remnants of it today where young lads also profess their love to women with roses; women still see it as an act of endearment towards them.
Rose graduated from Loyola University with BA, then went to University of Southern California for his Master, then continue to get his Ph.D. from the University of California, Los Angeles. Rose has a lot of educational experience, he himself is a teacher at UCLA Graduate School of Education. Rose wrote countless books about educational reform books like Possible lives(1997), The Mind at Work(2006), and Back to School why Everyone Deserves Second Chance at Education(2012). Rose doesn 't seen to want to stop writing books any time soon. His education does give him credibility but not as much as his personal experience in a program that deem to set student to fail before they have the change to
By using strong characterization and dramatic imagery, William Faulkner introduces us to Miss Emily Grierson in “A Rose for Emily”. The product of a well-established, but now fallen family, Emily plays common role found in literature- a societal outcast, who earns her banishment from society through her eclectic behavior and solitary background. Often living in denial and refusing to engage with others, Emily responds to her exile by spending the remainder of her life as a mysterious recluse that the rest of society is more content to ignore rather than break social customs to confront her. Emily’s role as an outcast mirrors a major theme of the story, that denial is a powerful tool in hiding a secret, however, the truth will eventually emerge. The mystery surrounding Emily’s character and the story’s memorable imagery creates a haunting tale that lingers with the reader.
The theme of "A Rose for Emily" by William Faulkner is that people should let go of the past, moving on with the present so that they can prepare to welcome their future. Emily was the proof of a person who always lived on the shadow of the past; she clung into it and was afraid of changing. The first evident that shows to the readers right on the description of Grierson's house "it was a big, squarish frame house that had once been white, decorated with cupolas and spires and scrolled balconies in the heavily lightsome style of the seventies, set on what had once been our most select street." The society was changing every minutes but still, Emily's house was still remained like a symbol of seventieth century. The second evident show in the first flashback of the story, the event that Miss Emily declined to pay taxes. In her mind, her family was a powerful family and they didn't have to pay any taxes in the town of Jefferson. She even didn't believe the sheriff in front of her is the "real" sheriff, so that she talked to him as talk to the Colonel who has died for almost ten years "See Colonel Sartoris. I have no taxes in Jefferson." Third evident was the fact that Miss Emily had kept her father's death body inside the house and didn't allow burying him. She has lived under his control for so long, now all of sudden he left her, she was left all by herself, she felt lost and alone, so that she wants to keep him with her in order to think he's still living with her and continued controlling her life. The fourth evident and also the most interesting of this story, the discovery of Homer Barron's skeleton in the secret room. The arrangement inside the room showing obviously that Miss Emily has slept with the death body day by day, until all remained later was just a skeleton, she's still sleeping with it, clutching on it every night. The action of killing Homer Barron can be understood that Miss Emily was afraid that he would leave her, afraid of letting him go, so she decided to kill him, so that she doesn't have to afraid of losing him, of changing, Homer Barron would still stay with her forever.
Murray emphasizes that our society has placed a false belief on college degrees. In other words, obtaining a degree doesn’t necessarily make someone creditable or qualified. Murray says that vocational training (training for a specific industry or job field) is the better path to go after high school. Crucial skills and experience are more effectively gained in vocational training, and these types of skills are valued more than a college transcript. In the end, college is an option, and the rigorous curriculum and knowledge gained at a four-year college is not for everyone.
In "A Rose for Emily," William Faulkner's use of setting and characterization foreshadows and builds up to the climax of the story. His use of metaphors prepares the reader for the bittersweet ending. A theme of respectability and the loss of, is threaded throughout the story. Appropriately, the story begins with death, flashes back to the past and hints towards the demise of a woman and the traditions of the past she personifies. Faulkner has carefully crafted a multi-layered masterpiece, and he uses setting, characterization, and theme to move it along.