Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Jack MacFarland was able to forge his own identity with students as an English teacher. By being giving his all and clearly being prepared and motivated, his students, including the vocational education students, gave him their respect. One of the reasons this happened was because MacFarland was giving the students life tools they did not possess, specifically the art of communicating in the English language and a general knowledge of Western philosophy taught in a way that students could at least understand it as it was being taught to them (190).
This represents a striking contrast to the math lessons that Rose describes he and his classmates went through. The math lessons were a series of lectures in a 'foreign language' that always built upon previous lectures the students did not grasp. As a result, the students never opened their ears or minds during the math lectures. As Rose relays the 'Math' experience:
This is what a number of students go through, especially those in so-called remedial classes. They open their textbooks and see once again the Familiar and impenetrable formulas and diagrams and terms that have stumped them for years. (188)
Rose discusses a certain paradox regarding grades: they are at once a symbol of an educational system...
Grades were also an important part of getting into college. Rose learned that his past academic malaise would severely hamper his ability to get into college. MacFarland, seeing both the potential and the effort, went to bat for Rose, who was accepted to a four-year college on a probationary basis.
Soon, Rose embarked on a natural course of intellectualism, where he willingly sought out and associated with beatniks in the Art district of West Hollywood (192). Rose had completely transformed his life in the span of one year- not by winning the lottery or becoming a great athlete, but because he was exposed to a different lifestyle by a mentor who wanted to mentor young people, not merely rubber stamp report cards. Rose's senior year of high school could not have been more different than his first three. As a senior, Rose opted to forego the all too comfortable mantra of 'wanna be average' for the much more frightening and rewarding experience of growing in to himself.
Rose, Mike. "I Just Wanna Be Average." 1989. University of Houston. 26 June, 2010.
Soon, Rose embarked on a natural course of intellectualism, where he willingly sought out and associated with beatniks in the Art district of West Hollywood (192). Rose had completely transformed his life in the span of one year- not by winning the lottery or becoming a great athlete, but because he was exposed to a different lifestyle by a mentor who wanted to mentor young people, not merely rubber stamp report cards. Rose's senior year of high school could not have been more different than his first three. As a senior, Rose opted to forego the all too comfortable mantra of 'wanna be average' for the much more frightening and rewarding experience of growing in to himself.
Rose, Mike. "I Just Wanna Be Average." 1989. University of Houston. 26 June, 2010.
Wanna Be Average," written by Mike Rose. Although each of these writers has a very different writing style, both essays deal with similar issues about the educational experiences of young boys growing into men. Five main areas will be discussed: assimilation; the power of academic reading; identity crisis; self-awareness; and cultural conflict. Assimilation Blending into a new and different culture from the one you are accustomed to can be a challenging
Education Richard Rodriguez and Mike Rose both write about their education. In "I Just Wanna Be Average," Mike Rose recounts his experience in Catholic school as an Italian-American from a working class family background. Because of a school error, he was placed in the vocational tract at school. The experience taught Rose a lot about the low expectations place on students, the lack of effective role models in the classroom, and
The market structure of Turkey is quite different from that of the UK. The cultural composition of Turkey is not a guarantee of making proportional sales. The reasons for the low performance of the company's product could as well reverberate in Turkey. If the UK market that the company is accustomed to has failed to yield expected returns, the viability of the company's product in Turkey is doubtful. However,
" he was lucky too that a dedicated and gifted teacher came his way who recognized his skills and effort fully interceded on his behalf. If not for Jack MacFarland, Rose may never have gone onto Loyola or become the kind of person that he became today. In contrast, Richard Rodriquez's memoir "the achievement of desire" derogates education and amplifies the true value of the 'ordinary' person that is often overlooked... The two articles
Mike Rose and Richard Rodriguez expose the weaknesses in the American educational system. In "I Just Wanna Be Average," Rose talks about his experience being accidentally placed into the vocational tract at school, when he was actually an advanced student. When he is eventually shifted to the college prep level, Rose notes that he lost all motivation to learn and it was a struggle to find inspiration in education.
Lehman and JP Morgan, we consider a period of four months as our observation window, for the years starting in 2006 to 2009. We use the KMV definition of debt as short-term liabilities plus half long-term liabilities. The interest rate is given by the 4-mos. LIBOR or swap rates. For illustration purposes, we use 5%. The benchmark index is given by the S&P500 index. The initial asset values are