Year of Wonders Essay Example for Free

Year of Wonders Essay Background of the novel: 1. William Shakespeare wrote most of his known plays between 1589 and 1613, and died in 1616. 2. Elizabeth I was succeeded by James VI of Scotland (becoming James I of Great Britain upon his crowning), in 1603. 3. Between the years of 1649 and 1660, during the English Civil War, England had no monarch; instead, the country was temporarily ruled by Lord Protector Oliver Cromwell as a military/parliament. 4. In 17th Century England, many people believed that witches were abound and were the cause of a variety of otherwise difficult-to-explain behaviour amongst people; if a person were found guilty of witchcraft, they were sentenced to death by hanging. 5. Puritans were those of a particular division of the Christian faith, differing notably from other branches in mostly their views on morality, which they believed to be incredibly important – and pursued down to the finest level of detail – and the structure and manner of their worship (shunning the interference of outside sources, such as rulers of the land, into religion, and not seeking happiness by normal means, taking it instead from their belief that they were acting according to God’s will). 6. (I couldn’t answer the first part of this question, as after seeing multiple versions of the book’s cover there seems to be no recurring phrase to consider as a ‘subtitle’.) Historical Fiction: 1. While some people may hold the expectation that historical fiction would be based on facts and research, painting a realistic picture of its setting, I would say that such an assumption is not, or at least should not be, usually present; historical fiction is labelled as ‘fiction’ for a reason, and as such is grounded too much in alternate reality, aiming too much to provide entertainment rather than information, to be considered an accurate, researched portrayal of its setting. Of course, there are exceptions – Year of Wonders, in part, being one – but even that does not provide a realistic enough picture of its time and place to make the emergence of such an expectation of factual provision becoming commonplace in the genre seem a good idea. 2. I believe that an author’s ability to shape their material into an effective and engaging narrative holds a higher position of importance than their willingness to adhere to historically accurate occurrences; if the author aims to engross their audience in the story, then every other aspect of the book is secondary to that goal. In the same way as one would be unwise to attempt to write a good book about a purposefully boring premise or character, there is little point in maintaining historical accuracy if such maintenance detracts from the entertainment of the piece. Even if the aim is not entertainment, but rather the conveyance of a particular theme, the same reasoning applies – there is little to no reason in maintaining historical accuracy if the themes being presented could be done so far more effectively without such accuracy. 3. Although it is obviously important in any medium to avoid anachronistic occurrences that could detract from the story, I do not agree that the ‘anachronisms’ in Year of Wonders could be classified as such, in that they do not seem to be truly anachronistic at all. By this, I mean that the attitudes of the main characters do not seem unbelievable, even considering the book’s setting, as any era will always have those who think differently – indeed, if not for this, this emergence of individuals going against the status quo who may obtain the rare chance to influence others, mankind’s common values would never have changed since its inception. Each of the characters in question seems to have been written with enough explanation of their own values and attitudes that they are justified, even within the context. While these circumstances are certainly unlikely, they are not impossible, and attempting to call those two things one and the same is akin to labelling day the same as night by the mere fact that they lie next to each other in the cycle of time. Reading the Novel: 1. It would seem that the reason for which Geraldine Brooks gave the name Year of Wonders to her novel is that, despite the devastating effects of the plague on Anna’s life, there truly were ‘wonders’ that happened for, and around, her in that year. She grew closer than she ever may have expected to a good friend; she salvaged many an innocent life with her (albeit shaky at first) willingness in being a midwife, which eventually led to her finding what she believed her true calling; she witnessed her town’s sacrificial act of goodness, sparing innocent bystanders from sharing in Eyam’s wretched fate; and, ultimately, she managed to find happiness, emerging from that most trying year scathed but still very much alive, restarting her life anew and settling down with two healthy, happy children to call her own. 2. Here is a list of my initial impressions of the characters in Year of Wonders: * Anna – A girl whose innocence was taken from her by that which she has experienced, seeming embittered and disillusioned with the world around her but standing as a strong pillar of kindness in spite of that. To those familiar with the terminology – for I can think of no better term for Anna’s character – she seems at first (and throughout the story) to be a ‘Mary Sue’. * Michael – A once-great man driven into an almost catatonic state by the events of the plague. * Elizabeth – An unpleasant woman, spoilt to the point of incredible greed and selfishness by the circumstances of her upbringing. * Jamie – A child like any other, energetic and inquisitive. * George – Good and kind-hearted, to the level that these qualities become suspicious. * Jane – A prudish and serious young girl, putting her religious views above all else in h er life to a perhaps obsessive extent. * Sam – Dull, yet kind; a simple man, content with his life. * Tom – A typical baby; along with Jamie, he is the subject of his mother’s devotion and love, and much of her reason for living now that Sam is dead. * Elinor – Kind and carefree, yet contemplative and devoted; Anna’s picture of perfection. * Mem – A woman weathered by the world, showing inherent goodness behind a more grumpy exterior as she remains to tend to a village of people who think none too highly of her. * Anys – A young girl showing the same world-weariness, temperament and awareness as her aunt, though whose morality is perhaps more tarred due to her selfishness, her bluntness and her disregard for typical values. * Stanley –Similarly to Jane, a person who treats worship and morality as being almost synonymous with life itself. * Aphra – Self-absorbed to the extreme and paranoid towards any outside forces in her life. * Lib – A representation of a typical girl of the Middle Ages, serving as a foil to Anna’s more progressive character. * Colonel Bradford – A selfish, rude man, having grown accustomed to abusing the power granted to him. * Miss Bradford – A typical rich woman of the times, considering her wealth as a token of superiority. * Robert – A wandering young man of high-class birth, seeking simple entertainment after leaving his home town of London. * Mary – An unremarkable woman on face level, wanting only a plain and happy life. * Surgeon(s) – [Grouped together because they are of indistinguishable temperaments] Fearful men, seeking not truly to aid others at critical points but rather to gain a stock of money from their work and remain in safety themselves. * The sexton – A hard-working old man, trying merely to do his duty in a most difficult time. * Brad – Though not particularly evil, a superstitious, desperate and stupid man. * Faith – Much the same as her father, Brad. * Urith – The same as Brad. * Martin – Same as above. * Maggie – A hard-working, honest peasant woman. * Jenny – Same as above. * Brand – A cautious man, but one who has goodness within him. * Jakob – Kind and accommodating, despite his difficult lot in life. * Josiah – A cruel and angry man not afraid to use his strength to get his own way; like his wife Aphra, he seems to reject anything other than the concept of self. * Sally – An entirely innocent victim, her death seeming representative of that which makes the villagers start to abandon their faith. * Kate – Another desperate, simple peasant woman, seeking safety but throwing away reason in an attempt to reach it. * Merry – Like Sally, Merry is a unfairly victimised child, but unlike her, Merry appears to represent hope and strength. * Alun – A gruff man, set in his ways, but with a good sense of right and wrong. * Randoll – A simple villager with a good heart. * Henry – Another plain villager, of a gruff and unpleasant temperament himself, but angered back into caring about morality by Josiah’s actions. * Lottie and Tom – Desperate parents who have suspended their disbelief of the supernatural in a vain attempt to protect their child. * John – A man whose already-fragile mind snapped from the fear and grief of the plague, spurring him to reckless action. * Urith – Meek; locked up in hiding due more to fear of her husband than of the plague. * James – A saddening old figure, his faith tested by his continued survival while more meaningful lives pass away in front of his eyes. * Mrs. Bradford – A fearful woman, whose subservience to her husband is so great as to surpass her care for her child’s life. * The Innkeeper – An honest, fair-minded man with a good sense of justice. * Ahmed – Refined, kind and accepting. 3. Brooks’ descriptions of the village and countryside are used to create suspense by portraying the change from a normal, perfectly functional town to a broken wreck; mentions of laughter, of playful children and of the sounds of work, are replaced by a foreboding silence, while the town itself becomes overgrown and filled with decay. The reason that these scenes – scenes of a once-lively town reduced to an image of death – create suspense is that, no matter where the characters focus, they will be presented by a reminder of the ruins around them, showing them just how close they are to that fate themselves. 4. The views developed by Brooks throughout the narrative seem to combine into one main theme – a willingness to question the status quo, to show that the current state of things may not always be for the best. This is shown through class divides (questioning whether the wealthy truly deserve their privileged status, as evidenced by the selfishness of the Bradfords), relative gender equality for the times (as both men and women play a crucial role in stopping the end situation from being even worse; if, as was typical of the times, only the men had been allowed to decide on issues – and, for example, Anna and Elinor had not been able to choose to act as midwives – the death toll may well have been higher), and the steadfast determination to perceive the plague as a religious occurrence rather than a natural one (which, by focusing eyes in the wrong direction, likely caused the loss of many lives; if the true reason for the plague had been discovered earlier, more effective countermeasures could have been taken). This general theme, and its components, reflects contemporary attitudes rather accurately – recent society has certainly become more open to changing the status quo, and such things as gender equality and reduced expectations of religion seem to have worked rather well in changing society for the better. 5. Contrast between characters can be seen between multiple pairs in Year of Wonders. Anna seems to have four main contrasting characters, each of a different kind – firstly, she and Aphra are contrasted in their desires, with Anna’s being largely for the wellbeing of other people while her stepmother’s are selfish. Michael Mompellion could be considered the second contrast to Anna, as he is an initially strong man weakened by his trials and losses while Anna’s seem to serve only to strengthen her resolve in the end. Anys is the contrast to Anna’s third defining characteristic; while Anna is a rather traditional girl despite her individual ways, and hides much of her true self and her opinions inside, Anys’ views would not seem entirely common in our day, and she has little reservation about speaking her mind bluntly. Finally, Anna’s situation – that of a strong, outgoing woman, hidden behind the mask of a cautious, unglamorous girl – is opposite to that of Elinor, who appears in Anna’s eyes to be a near-flawless woman radiating energy but is internally scarred and in turmoil. Elinor, with her constant kindness and equal treatment despite her high-class family background, has another contrasting character of her own in Elizabeth, the rich daughter of the Bradfords who abuses her power and thinks only of her own desires. One more prominent contrast is between Colonel Bradford and Michael – while both being intelligent men, the Colonel seeks to employ this intelligence only to protect himself, whereas Michael aims to aid those around him. The Structure of the Novel: 1. It seems that flashback has been used here for a multitude of reasons; it allows for a more direct before-and-after contrast to show the development of her character throughout the year (by virtue of snapping from one to the other; in a gradual build-up, the changes would be less noticeable), it reveals the inevitable end of the story so as to place an emphasis on the book’s characters and setting rather than its plot’s ramifications, and it creates a sense of curiosity as to just how events transpired within the focused-upon year to create such change as can be seen. 2. While beginning with a flashback is, as previously explained, effective in setting up a variety of paths to set the foundation for telling a tale, it is not a solve-all solution for storytelling; some aspects of the story cannot be satisfactorily fleshed out without the reader having some pre-established knowledge of the characters, setting and such things, and so I imagine that is for this reason that Brooks decided to revisit this time. 3. While I am not certain on this fact, it would seem that the middle thirteen chapters of the story were indeed narrated in chronological order; if this is not the case, then I would perhaps say that the signposting to show this anachronism was insufficient. Leaf-fall, 1666: Apple-picking Time: 1. Key character interactions and quotations in this opening chapter are: * Anna’s devotion to the deteriorated Michael Mompellion, rousing curiosity as to what led to the situation. * Michael’s grief and bitterness over the loss of Elinor. * The cold, vengeful attitude held towards Elizabeth as a member of the Bradfords. * The mention that Josiah ‘loved the pot more than his children’. * Elizabeth being ‘sour-faced and spoiled’. * ‘His hand is on the bible, but he never opens it’ – Michael’s religious habits contrasting with his shattered faith. * Anna’s motives in caring for Michael, showing her idolatry of Elinor: ‘I do it for her. I tell myself I do it for her. Why else would I do it, after all?’ * Michael’s frigid recital of a passage from the Bible, showing further his grief from the loss of Elinor and his feeling of betrayal from God: ‘Your wife will be like a fruitful vine within your house; your children will be like olive shoots around your table†¦Ã¢â‚¬â„¢ 2. I think that Brooks chose to use first-person narrative because it would seem that the story she seeks to tell is primarily one of a single girl’s character development; while third-person writing allows for a greater scope of focus on multiple characters or a wider story, the first-person perspective tends to allow the writer to more accurately portray the nuanced thoughts of an individual, and so it seems more fitting for this purpose. Another possible reason is that this subjective first-person story, shown through the imagined eyes of Anna Frith, paints the emotions and feel of the setting better than a first-person narrative may manage to easily do. 3. Archaic and dialect words contribute to the story by creating a more realistic setting; in a similar way to the aforementioned example of anachronism (an ancient Roman wearing a watch), the story’s sense of realism would be broken if the residents of a small, 17th century British town were to speak just as we do today. 4. Aside from the stated phrases, notable signs of decay, loss and disillusionment in this chapter are: * ‘The courtyard hadn’t been swept in a sennight. It smelled of rotting straw and horse piss.’ * ‘If there’s one thing I couldn’t stand anymore, it’s the scent of a rotting apple.’ * ‘†¦sometimes I feel that I’m tending just another in that long procession of dead.’ * ‘My neighbours’ cottage was empty, the ivy already creeping across the windows and the grey lichens crusting the sills.’ * ‘[Nature] has taken less than a year to begin to reclaim its place.’ 5. Some examples of parallels between the physical desolation of the garden and the spiritual desolation of Michael are: * The idea that Elinor would be sorry to see what had become of her garden; just as it has been dirtied with weeds, so too has Michael’s spirit been corrupted by his anger and grief, and Elinor would be most saddened to see what had become of this once-strong man. * In relation to the previous point, Anna remarks, ‘I expect she would understand why it is so’. * Anna also remarks on how nobody could truly restore Elinor’s garden back to its former glory, drawing comparisons to how – no matter what efforts Anna or any others may make in improving Michael’s state of depression – they could never tend to him with the same skill as his wife could have; he could never return to being the steadfast bastion of strength that he was when he stood with Elinor’s support. 6. It does not, to me, seem that Anna’s relative stability in the face of Michael’s mental collapse indicates a message of feminist resilience; regardless of Brooks’ intention, the two simply seem to be different people, defined in this aspect by their characters rather than their genders. This view is supported by Aphra’s fall into depraved insanity, which certainly contained no message of women being inherently strong. 7. Examples of the complexities of Anna’s character shown in this chapter are: * Her prioritising of compassion above tradition – ‘A servant has no right to stay, once she’s dismissed. But I did stay†¦Ã¢â‚¬â„¢ (Page 4) * Her hesitance to let any life be in need, unhappiness or danger – tending to the horse (‘I kept prattling, softly, as I used to with the children when they were scared or hurt.’ (Page 5)), not wanting to pull out the plant (‘like me, so brimful of endings that they cannot bear to wrench even a scrawny sapling from its tenuous grip on life.’ (Page 12)).

Matthew 17: 1-13 Essay -- The Transfiguration of Jesus

Introduction The passage of this exegetical paper, Matthew 17:1-13, is the narrative of the transfiguration of Jesus on a mountain with three of His disciples Peter, James and John as witnesses. Literary Criticism Context Matthew 16:21-28, the passage before mine, Jesus had revealed to His disciples His upcoming suffering, death and resurrection. He informed them that His followers would have to take up their cross to be with Him. Carrying your cross in that period of time meant a torturous, painful and humiliating death, therefore, it meant being willing to die to follow Christ. Before anyone would be willing to die for another, they would need faith in Christ to do so. This passage provided the background context that directly affected my passage. Six days later Jesus took three disciples up the mountain to witness His transfiguration, thereby providing proof that He was the Son of God. The passage after my mine, although it does not affect my verse, it does reflect my verse because it tells what took place after Jesus and His disciples came down the mountain. Verses 14-20 tell the story of Jesus miracously healing a boy with epilepsy at the bequest of his father as He descended the mountain into the town. After healing the child, Christ began to teach and as He spoke the town’s crowd began to gather closely to hear. Jesus told the gathering crowd in Matthew 17:22-23 that He would be delivered to die and be resurrected on the third day. This section relates to my passage because it correlates Christ’s preparation of His disciples then the people of his death and resurrection. Form Criticism The Gospel of Matthew is a historical, symbolic narrative of Jesus’ life aimed at the Jewish Christian community... ... J. Karris. The Collegeville Bible Commentary. Liturgical Press, 1989. Book. Broadus, John Albert and Hovet Alvah. Commentary on the Gospel of Matthew. Washington D.C.: American Baptist Publication Society, 1886. book. Evans, Craig A. Matthew. New York: Cambridge University Press, 2012. Book. MacArthur, John F. The MacArthur New Testament Commentary Matthew 16-23 . Chicago: Moody Publishers, 1977. Book. Morris, Leon. The Gospel According to Matthew. Grand Rapids: Wm. B. Eerdmans Publishing, 1992. book. Palmer, Edwin H. NIV Holy Bible, New Testament (Red Letter Edition. Grand Rapids: Zondervan, 1984. Book. Porter and Coates. The New Testament of Our Lord and Saviour Jesus Christ... Philadelphia: Porter and Coates, 1881. book. Zuck, Roy B. The Bible Knowledge Commentary: An Exposition of the Scriptures, Volume 1. Colorado Springs: David C. Cook, 1983. Book.

Educational System In Term Of Legitimation In Cambodia

Education is one of societal establishment that makes society and the state sustainable and development. With instruction, people get cognition, accomplishments, wont, value, and morality, and attitude ( Roth Hok, 2004, p 3 ) . It provides the state work force in order to run into the challenge of globalisation of today competitory economic and technological development. Accord with the demands above, each state seek to construct up quality of instruction, enlarge and widespread the educational edifice centres, schools and universities everyplace in the state. Furthermore, they provide the opportunity to those who want to work on the educational sectors which aspect as private sector or organisation. Additionally, the educational establishment attempts to reform and bring forth more method, construction or other techniques to better the educational system. There are four maps of instruction: socialization, making, allotment and legitimation ( Historical Root Document ) in which each map plays really of import function and works in deferent facet that instruction go more and more effectual. In order to stabilise and develop the state more efficaciously, legitimation is one of the most of import maps, which have been using actively in instruction. In term of educational facet, legitimation is the tool to set up and associate the people in society. It provides norm, values and political orientation to stabilise the political power and besides cultural and societal individuality ( Historical Root Document ) . Cambodia is one of the development states which has merely emerged from the war that the instruction had been distracted to about nothing. Harmonizing to Mr. Heng stated that â€Å" Having passed four old ages of the barbarian genocidal government of the Pol Pot- Ieng Sary clique our substructure in the sphere of instruction and instruction is wholly shattered. â€Å" ( Ayres, 2003 ) . Now it has been fighting really hard to go the developed state by concentrating much on the instruction as the chief sector that instruction in term of legitimation has been applied more potentially in the Kampuchean context in order to stabilise, nationalise the state as a whole. Research Questions What is the chief factor to determine the course of study in Education? How did the instruction course of study in PRK and subsequently use the societal and national vision to the citizens? How effectual have the instruction system work in gestate the citizen for stabilising the state? Education in Cambodia in term of Legitimation In Cambodia, from one period to another, the course of study has been changed and reformed steadily to acquire a better quality and apprehension of the function of instruction policy in aspect societal and civic individualities and redefining or retracing national citizenship within the Kampuchean context. The course of study has been set and assimilated the political orientation to the immature Kampuchean to be harmony, peace, stableness and feeling of loving state and society and besides supports and serves their political power. The implicit in premise is that for procedures of educational alteration to be meaningful parts to national rapprochement and peace edifice in the context of individuality. Of cardinal concern were the policy issues that determine the function of schooling in the formation and transmittal of corporate individuality, memory, and sense of citizenship and of shared fate. Harmonizing to the course of study the pupils are provided to larn the topic that tell ab out the manner of life, the manner to talk, frock, base, sit, and walk, it besides provides norm, value and carry the immature Kampuchean to love and protect their ain national heritage ; moreover, the information the pupils get is to follow and back up the authorities context that the state become stableness, prosperity and development. General end of course of study in term of legitimation The ends and purposes of instruction are to develop human resources mentally, emotionally, and physically. It maintains accomplishments, experiences, morality, tolerance, cognition, cooperation, solidarity, patriotism, love of justness, human rights, environmental advocator, individuality and valuing national civilization and civilisation, regard for jurisprudence, holding self-independence, assurance, ability to work out day-to-day life jobs, creativeness, industry, duty, ability to advance one ‘s household wellbeing, engagement in national rehabilitation and development based of democracy and pluralism, , ( UNESCO statistical yearbook,1999 ) In PRK period In the period of People Republic Kampouchea government, the authorities was in left with nil in the custodies every bit good as the instruction system. ( Aryes, 2000 ) With the official authorities was empty thought related to the instruction theory and patterns, most of them were in the ground forces sectors. In add-on to this, the influence of cold war in the current flow of universe power between Russia and the United State ( Nayan Chanda, 2007 ) led to distribute the political orientation of socialism which affected on Cambodia authorities in instruction course of study. However the new educational plan had been announced officially in on July 30, 1979 in the PRK. The system had been put an consequence by Heng samrin. The new educational construction had been replaced by the disposal of Vietnamese and Gallic educational pattern. The primary school class had been divided into two three-year rhythm prior to 1975, was reduced into four class, secondary school six old ages to maximum three old ages rhythm. The 10 old ages construction and go uping totaling system followed the denote school classs, were really similar to those Vietnamese. Another characteristic of the system which the same as Vietnamese ‘s was the decentralized control. Provincial instruction commissions were vested with a high grade of duty for doing determination. ( Ayres, 2003 ) In that manner, instruction is to protect and construct the People ‘s Republic of Cambodia in to socialist state, ( Ayres, 2003 ) , so in the period the instruction is provided to the people in order to stabilise the state and better the political power. After PRK period 1990s After the election in 1993, The Cambodia fundamental law has rehabilitation programs, the schemes of MoEYS, the schemes of socioeconomic, and the existent national state of affairs the instruction reform policy had been accepted by the instruction system development commissions as the followers: The general instruction system from grade 11 to 12 old ages added 1year to primary school that the expression is 6+3+3, which is 6 old ages in primary school, 3 old ages in secondary school 3 old ages in high school. They besides increase up 6 hours per twenty-four hours in order to acquire the international criterion of 5,000 hours in which one category period 45 proceedingss in primary school and 50 proceedingss in secondary school. There 6 capable countries in primary and 8 topics in secondary school include foreign topics ( English or Gallic ) grade 5 in primary school upward. ( UNESCO statistical yearbook,1999 ) The end of course of study is to construct up the scholars life experience, work experience, cognition, accomplishments, values, personality, and wonts of making indispensable activities in their ain society every bit good as their ain state. Therefore they can be really of import plus to work more efficaciously to develop the state and broad pluralistic democracy. ( UNESCO statistical yearbook,1999 ) Decision The end of Basic Education is to develop utile citizens into a adept work force that possesses accomplishments and ability and general cognition to use for their existent societal life. They have ability to better their ain wellness ( physical and mental ) every bit good as the wellness households and their society. They besides feel assurance to hold ability to work out the jobs of their households and society, and the ability to do determinations and programs for a successful life. Tolerance and acknowledgment of the public assistance of other people, and public spirit with the sense of equality and empathy. Love of self-study to better their life accomplishments. , love of modern engineering, willingness to work with others, cognition and accomplishments in direction, and preparedness to keep occupations suited to their makings and penchants. Awareness of societal alterations and ability to accommodate themselves in order to develop their state with the spirit of national pride, l ove of their state, faith and male monarch and saving of the natural environment, natural resources and their traditional every bit good as international humanistic disciplines and civilization.

College Is Not For Everyone - 2051 Words

College Is Not for Everyone Joseph G. Valencia Hudson County Community College April 24, 2015 Bibliography with Summary Many people believe that education is the key to success. Hoping that if people finished college, they will land a good and stable job. Precisely, college degree has a huge positive impact for most people because employers will look at employees’ education and experience in their resumes to exceed their expectations. However, college is ineffective to some people yet many of them become successful in life. Typical example is the governor of Wisconsin, Scott Walker who was re-elected twice from 2010 and 2014. He deliberated the top tier potential presidential candidate despite not having college degree (Koplowitz, 2014). Furthermore, he is currently using his life experience and ability to take advantage in the campaign. Talent, skill, and intellect are among the most important characteristics of individuals to become successful. Moreover, many young people join the military after high school to serve the country and save up money for future references such as going back to sch ool or starting it as a career. Therefore, it is very significant for everyone if college is really for them or not because college can cost highly which may not exceed their expectations. Providentially, some alternative ways that people may apply to become successful in life besides going to college. Primarily, according to Bureau of Labor Statistics, in October 2013, 65.9Show MoreRelatedCollege Is Not For Everyone1286 Words   |  6 Pagesthat most kids take after graduation; college, or should you chose your own path. You began to consider the cost, the effectiveness, and other problems associated with college which makes you start to reconsider if college is actually worth it. You have to decide whether to go to college, an alternative institute, or to get a job. Your dreams are big and you know the chances of achieving them are less if you do not receive a college degree. After all, a college degree is a life necessity, dependingRead MoreIs College For Everyone? Essay1164 Words   |  5 Pages In her article â€Å"Is College for Everyone?† blogger and college professor Pharinet discusses the value of a college education and debates whether or not it is worth it to pursue a continued education. The author’s purpose for writing this article is to attempt to ch ange a popular societal opinion that it is necessary to attend college in order to succeed. 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Pharinet says that in her article, â€Å"Is College for Everyone?† She argues that college is not for everyone and that students should think deeply afore enrolling. She claims that students who are not academically ready and financially sta ble are the most mundane in college. Pharinet commencesRead MoreIs College For Everyone?881 Words   |  4 PagesIs College for Everyone? The evolution of time is the cause of the various changes in the universe; it keeps on producing new concepts to challenge and a better understanding of the importance of education in everyone’s life. Despite all of the struggling college students might face, yet college education is always a smart decision and the right investment towards the future. Earning a bachelor s degree is an extremely valuable step which prepares the person for a long journey of a wide varietyRead MoreIs College For Everyone? 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Unfortunately, this was a detriment likely to be caused by the inequality at race, gender or wealth. However, as humans have evolved beyond such inane, discriminatory issues, more people were able to go to college and earn a degree for a living, thus improving their quality of life and acting as a driving force to the