Writing Essays - Free Writing-Essay Topics

Writing Essays - Free Writing-Essay TopicsIf you're interested in writing an essay, free writing essay topics can help. Whether you're writing a presentation, a novel, or a college composition, free writing essay topics will help you get started with your project without spending money.One of the best things about writing essays is that they are easy to adapt to any type of topic. Free writing essay topics allow you to find many different ways to get the content written for you.You will not have to worry about writing essays for college because there are many resources available that will help you and educate you on the difficult grammar points that are usually included in essays. You will be able to learn how to properly write these kind of essays as well. Your entire composition will be fresh and new when you use this resource.Another great thing about essay topics is that they are constantly changing. You can always turn to it if you want to revise your topics as you go along. Thi s is especially useful if you're trying to write a research paper on an upcoming event that will be occurring soon.Assignment requirements change as well. If you want to be accepted into a certain college or university, you will need to submit an essay based on the guidelines for their admissions process. You will want to make sure that your essay contains all of the proper information when it comes to this application process.An essay is a great way to show off your knowledge of the subject. It's a great way to present yourself and your opinions on the topic so that people will notice your contributions.These free writing essay topics can help you write a powerful and persuasive essay without a lot of money being spent. You will be able to polish up your writing skills and learn more about this subject area by using this type of resource. It's a great place to start learning about this type of topic.A good essay is essential to any successful graduate or college degree, and essays are an important component of this education. Using a free writing essay topic can give you a great starting point and guide you through writing effectively.

The Adventures Of Huckleberry Finn By Mark Twain - 1243 Words

The Adventures of Huckleberry Finn is considered, by most, an American classic. Since this novel was published, there have been many that have disobeyed the notice at the beginning and have dug deeper in an attempt to determine the underlying reason for the extreme racism. There is an excessive, undeniable amount of a particular racial slur in The Adventures of Huckleberry Finn and most of the characters in the novel do not portray African Americans in a positive light. The history of this world is universally known but that should not discredit Mark Twain as a great American writer simply because the term is offensive. The Adventures of Huckleberry Finn is viewed by many to be offensive an unworthy of literary attention, however, the racism is used satirically and is crucial to the overall novel. Mark Twain has portrayed a few characters as good, kind hearted Christians that are slaveholders. The first instance of this was in Chapter One, in regard to Miss Watson. Of course, Huckleb erry was no child of hers but she attempted to civilize him and teach him, which seems extremely generous of her to do so. When Huckleberry began to misbehave, she warned him that his behavior would cause him to go to a bad place in the afterlife and to which he replied to Miss Watson, â€Å"I wish I was there† (10). â€Å"She [Miss Watson] said it was wicked to say what I had said; said she wouldn’t say it for the whole world; she was going to live so as to go to the good place† (10). Before going to bedShow MoreRelatedThe Adventures of Huckleberry Finn by Mark Twain830 Words   |  3 PagesThe Adventures of Huckleberry Finn by Mark Twain is â€Å"A Great American Novel†, because of its complexity and richness. Twain writes dialogue that brings his characters to life. He creates characters with unique voice and helps the reader connect to the book. Anyone who reads it is forced to develop feelings for each character. Even though there is a great amount of controversy over the use of some choices, such as the â€Å"n word†, it makes the book more realistic. In the beginning of the novel Huck,Read MoreThe Adventures Of Huckleberry Finn By Mark Twain1103 Words   |  5 PagesDmitri Van Duine Jr English Mr. Nelson November 27th The Adventures of Huckleberry Finn: Huck Finn and Tom Sawyer The Adventures of Huckleberry Finn, Written by Mark Twain filled his stories with many examples of satire as to convey a message while also writing an interesting story. The Adventures of Huckleberry Finn revolves around the adventures of a young boy called Huckleberry Finn, who is about thirteen years old. Tom Sawyer is Huck’s best friend and around the same age as Huck. He is onlyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words   |  5 PagesZambrano Mrs. Patmor AP Lit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of the charactersRead MoreThe Adventures Of Huckleberry Finn By Mark Twain931 Words   |  4 PagesWolski Mrs. Goska English 2H Period 3 22 October 2014 The Adventures of Huckleberry Finn Mob mentality is the way an individual’s decisions become influenced by the often unprincipled actions of a crowd. Mark Twain penned The Adventures of Huckleberry Finn. Twain grew up in America’s southern states during the early 1800’s, a time in which moral confusion erupted within the minds of humans. The Adventures of Huckleberry Finn s protagonist is a young boy named Huck who freely travels alongRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1375 Words   |  6 Pagesmention the years spent growing and maturing physically. Teenagers are stuck in an inbetween state where they must learn who they want to become and what they want to be when they grow older. The same is true for Huckleberry Finn, from the book â€Å"The Adventures of Huckleberry Finn† by Mark Twain. This is a book that was written in a time of great confusion over moral codes and standards. It was a world split in half by two different worlds of people; those who opposed, a nd those who promoted slavery.Read MoreThe Adventures Of Huckleberry Finn By Mark Twain2083 Words   |  9 PagesSatire in Huckleberry Finn In the novel â€Å"The Adventures of Huckleberry Finn† by Mark Twain, we are told a story about a young boy and his slave companion’s journey down the Mississippi River and all of their encounters with other characters. Twain constructed a beautiful narrative on how young Huck Finn, the protagonist in the story, learns about the world and from other adult characters, how he is shaped into his own person. At the time this book was made however, this novel provided serious socialRead MoreMark Twain and The Adventures of Huckleberry Finn1575 Words   |  6 Pages Mark Twain and The Adventures of Huckleberry Finn Controversy Mark Twain, born Samuel Langhorne Clemens, is a highly recognizable figure in American literature. Born in Florida, Missouri Mark Twain and his family moved to Hannibal, Missouri where Twain discovered and fell in love with the mighty Mississippi River. The river and his life in Hannibal became his inspiration and guiding light in most of his writing. Although Twain loved the river and did a great deal of traveling, he eventuallyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1005 Words   |  5 Pages In the Adventures of Huckleberry Finn written by Mark Twain in the 19th century is about a young boy named Huck Finn and Jim, a runaway slave who go on an adventure. The two travel on a raft along the Mississippi river creating a bond and making memories. Mark Twain presents Huckleberry Finn as a dynamic character who at first views Jim as property and eventually considers Jim as a friend, showing a change in maturity. In the beginning of the book, Huck Finn clearly sees Jim as nothing more thanRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1335 Words   |  6 Pagesyear The Adventures of Huckleberry Finn is placed in the top ten banned books in America. People find the novel to be oppressing and racially insensitive due to its frequent use of the n-word and the portrayal of blacks as a Sambo caricature. However, this goes against Mark Twain’s intent of bringing awareness to the racism in America. The Adventures of Huckleberry Finn by Mark Twain is classified under the genre of satire and is narrated by a fictional character named Huckleberry Finn. The novelRead MoreThe Adventures Of Huckleberry Finn By Mark Twain810 Words   |  4 PagesBefore Mark Twain started to write two of his most famous novels, The Adventures of Tom Sawyer and Adventures of Huckleberry Finn, Mark was known to use his characters to display his own thoughts and opinions. â€Å"This device allowed him to s ay just about anything he wanted, provided he could convincingly claim he was simply reporting what others had said.† (Twain, 1283). Mark Twain used this process to be a foundation of his lectures, by manipulating his popularly with his readers. During the story

Rape Fantasies by Margaret Atwood Essay - 1653 Words

The plot of Rape Fantasies by Margaret Atwood is all within the mind of Estelle, who talks to the reader as she might to a new friend. Estelles personality becomes exposed to us through the narration of her fantasies and lunchtime work experiences. We are told of Estelles workplace where she is with her friends discussing their rape fantasies. Examining Estelles world through her perspective of the conversation, we find she is a game player both outwardly in playing bridge and in her relationship with herself. I like to guess a persons age and then look it up to see if Im right. I let myself have an extra pack of cigarettes if I am. (31). This example of Estelles competitiveness is expressed in three other ways in the story.†¦show more content†¦In her third fantasy, Estelle helps a man with a bad cold who breaks into her apartment to rape her. She gives him Kleenex, Neo-Citran and scotch and they watch the Late Show together. The next fantasy involves a man in her mothers basement with an axe, but she tells him, I hear the same angel voices and theyve been telling me for some time that Im going to give birth to the reincarnation of St. Anne who in turn has the Virgin Mary and right after that comes Jesus Christ and the end of the world, and he wouldnt want to interfere with that, would he? (35). This sends him back up the coal shoot. Then she briefly fantasizes about a number of potential rape situations where she hurts or physically overpowers her assailant, but quickly returns to less threatening possibilities. Her last fantasy is, in Estelles words, the most touching#8230; and kind of dignified (pg. 35) rape fantasy where she is dying of leukemia and is grabbed by a man in the same condition. She woos him and they move into an apartment where they die together. Estelle likes power; she is not helpless in her fantasies. Her fantasies of being a Kung-Fu expert demonstrate her wish for control over her body and her safety. Estelle can outwit, confuse, and fool her fantasy rapists; in fact she hopes she is not too vicious to them. By calmlyShow MoreRelatedRape Fantasies By Margaret Atwood And The Other Place1861 Words   |  8 PagesThe short stories â€Å"Rape Fantasies† by Margaret Atwood and The Other Place† by Mary Gaitskill are both short stories that have ominous sounding titles are many ways very comparable. â€Å"Rape Fantasies,† as you can guess, is about the very taboo subject of rape. Furthermore, â€Å"The Other Place† is about violence subject matter and taboo subjects of violence involvi ng the narrator and his violent thoughts towards women. The short stories â€Å"Rape Fantasies† and The Other Place† are similar pieces of work dueRead MoreEssay about Rape Fantasies698 Words   |  3 PagesRape Fantasies Sadly rape is an all too common accurance, which has been going on forever. Since it does happen a lot, there are a lot of people talking about the subject. In Margaret Atwoods short story Rape Fantasies, several women casually discuss their personal rape fantasies. The main idea being portrayed through out the story is that women battle with feeling powerful and powerless. She also discusses the distinction between between fantasy and fear in her story.Read MoreEssay on Margaret Atwoods Rape Fantasies868 Words   |  4 Pageswitch; authors tended to paint the line separating the two through their uses of certain writing tools. The point Atwood attempts to drive into the reader is women’s naivety and overall downplay of rape. Margaret Atwood, author of Rape Fantasies, relies heavily on Irony and Characterization to get her point across. In the story Estelle, the narrator and main character, shares her rape fantasies along . In all of them she is a victim, later in the story, we find out that the reason she has these thoughtsRead MoreVictimization in Margaret Atwoods  ¡Ã‚ §Rape Fantasies ¡Ã‚ ¨880 Words   |  4 PagesRape Fantasies: Female Victimization Margaret Atwood ¡Ã‚ ¦s  ¡Ã‚ §Rape Fantasies ¡Ã‚ ¨, a monologue of a woman discus her concern about the topic of rape, demonstrates the power struggle between men and women and how female are victimized by the society. Furthermore, Atwood talks about the importance of having  ¡Ã‚ §voice ¡Ã‚ ¨ as a power or solution to victimization. In the story, there is an exploration of female vulnerability, and victimization in the rape fantasies. Atwood through using the voice of the first-personRead MoreThe Rape Fantasies Of A Fun Home. Fun Home: A Family Tragicomic1301 Words   |  6 PagesThe Rape Fantasies of a Fun Home Fun Home: A Family Tragicomic is a 2006 graphic memoir written by American cartoonist and memoirist Alison Bechdel. Alison began her career by illustrating and writing comic strips for Dykes to Watch Out which debuted in 1983. Alison Bechdel was an LGBT activist who tells her unraveling story recalling her early years about struggling with self-identity while coming to understand her father s enclosed identity as well. Contrary, Rape Fantasies was written and publishedRead More Discussion of Margaret Atwoods Rape Fantasies Essay1356 Words   |  6 PagesDiscussion of Margaret Atwoods Rape Fantasies The author of the short story Rape Fantasies is Margaret Atwood - She is a renowned Canadian writer of poetry and fiction, she is best known for her novel The Handmaids Tail. The short story that I chose Rape Fantasies comes from Atwood?s first collection of short stories called Dancing girls and Other Stories.   Ã‚  Ã‚  Ã‚  Ã‚  ?Remember no one can make you feel inferior without your consent?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Eleanor Roosevelt   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  TheRead MorePower and Victimization in Rape Fantasiesquot; Essay1892 Words   |  8 PagesOne of Canadas foremost contemporary writers, Margaret Atwood is an internationally renowned poet, literary critic, novelist, humanitarian and political activist. Born in Ottawa, Ontario, in 1939, she spent most of her childhood in the Canadian wilderness. She has won praise and acclaim for her ability to incorporate humor, biting wit, irony and symbolism into her writing style. Her themes usually depict the very nature of human behavior and issues of power between men and women as it relatesRead MoreThe Handmaids Tale And The Crucible1695 Words   |  7 PagesIs Resistance Futile? What do The Handmaid’s Tale and The Crucible suggest about the nature of resisting and rebelling against social order? Margaret Atwood’s, The Handmaid’s Tale, and Arthur Miller’s ,The Crucible, explore the consequences surrounding the nature of resisting and rebelling against social order. Resistance the refusal to accept or comply with something or to actively and passively fight against something. Atwood’s new government of Gilead in The Handmaid’s Tale enforces unthinkableRead MoreMargaret Atwood s The Handmaid s Tale Essay1624 Words   |  7 Pagesbodily autonomy has been impaired by sexual control and dominance. By painting dystopian societies that heavily restrict reproduction and sexuality, Margaret Atwood’s novel The Handmaid’s Tale, her poem A Woman’s Issue, and George Orwell’s 1984 all convey that sexual repression undermines individual identity and autonomy. In The Handmaid’s Tale, Atwood uses her description of the Ceremony to emphasize how Gileadean society controls sex in order to manipulate its citizens and force the women of GileadRead MoreFeminism In The Handmaids Tale1422 Words   |  6 PagesThe Handmaid’s Tale by Margaret Atwood is set in a future time period where the United States is under the control of the Gileadean regime. A terrorist attack leads to the collapse of Congress, the suspension of the Constitution, and the establishment of a theocratic totalitarian government. Men and women are given roles within society; they are Commanders, Eyes, Handmaids, and Marthas. In this novel, Atwood explores a prominent social issue, feminism. The suppression and power of women are examined

Effectiveness vs. Ineffectiveness Interpersonal...

Effectiveness vs. Ineffectiveness Interpersonal Communication Practices in Healthcare Setting Marsheka Morgan HHS 307 Jamie Kulage December 13. 2010 Outline Communication A. Definition B. Proper communication skills Effective Communication A. Definition B. Proper Skills C. How to improve effective interpersonal communication Ineffective Communication A. Definition B. Inappropriate communication skills C. Ways to help prevent ineffective communication Effective vs. Ineffective Communication A. Compare effective and ineffective skills. Conclusion Power Point 1. Effective vs. Ineffective Interpersonal Communication in Healthcare Setting 2. Communication 3. Effective Interpersonal Communication Skills 4. Ineffective Interpersonal†¦show more content†¦The two basic modes of communication are verbal and nonverbal. Verbal communication is either spoken or written. Verbal communication involves the use of words. Nonverbal communication, on the other hand, does not involve the use of words. Dress, gestures, touching, body language, face and eye behavior, and even silence are forms of nonverbal communication. Remember that even though there are two forms of communication, both the verbal and the nonverbal are inseparable in the total communication process. Conscious awareness of this fact is extremely important because their professional effectiveness is highly dependent upon successful communication (Communication, 2010). But it is also another side to communication and that is ineffective communication skills. Ineffective communication is bascially poor communication bewteen individuals. Ineffective communication can be cause from a number of things; unclear message, message overload, bad timing, speed, jargon, interruption, empathy, and language. Ineffective communication happens when providers are not in regular touch with there patients. Miscommunciation can take place which lacks the three c’s {clarity, completion, and conciseness} which also leads to ineffective communication. In such case, they tend to ignore the messages or communication of the subordinates. At times, wrong perception also hampers communication; the patients might perceive the message inShow MoreRelatedHuman Resources Management150900 Words   |  604 Pagesof employees, while others have had to attract and retain employees with different capabilities than previously were needed. Additionally, pressures from global competitors have forced many U.S. firms to close facilities, adapt their management practices, and increase productivity and decrease labor costs in order to become more competitive. Finally, the explosive growth of information technology, particularly that linked to the Internet, has forced many changes throughout organizations of all typesRead MoreProject Managment Case Studies214937 Words   |  860 Pages978-0-471-75167-0 (pbk.) ISBN-10: 0-471-75167-7 (pbk.) 1. Project management-Case studies. I. Title. Printed in the United States of America Contents Preface xi 1 PROJECT MANAGEMENT METHODOLOGIES 1 Lakes Automotive 3 Fems Healthcare, Inc. Clark Faucet Company 2 5 7 11 IMPLEMENTATION OF PROJECT MANAGEMENT Kombs Engineering 13 Williams Machine Tool Company 15 Wynn Computer Equipment (WCE) 17 The Reluctant Workers 20 Hyten Corporation 22 Macon, Inc. 35 Continental Computer

Who is Man free essay sample

A paper which examines the philosophical question Who is Man and the viewpoints held by several classical writers and theologians as seen through their writings. The paper examines the works of several classicists to determine their viewpoints on the philosophical issues of Who is Man? and What is Mans highest calling?. The paper shows the theories of Giovanni Pico della Mirandola in his Oration on the Dignity of Man, of Petrarch through his poetry, of Saint Augustine in his Confessions, of Teresa of Avila through her works, and of Shakespeares King Lear, who, although a fictional character, expresses the idea of royal power. Saint Augustine in his Confessions asks if being in the world a man can obtain a higher plane of spiritual existence. He uses his own life as an example of his journey to God. Certainly Saint Augustine would agree with the writings of Giovanni Pico della Mirandola. We will write a custom essay sample on Who is Man? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Augustine lived a baser life for a long time until he came to his own version of spiritual truth. He explored various philosophical thought including skepticism before he embraced the faith of his mother Monica. He didnt come into Catholicism easily but only after the deep internal thought and meditation that Giovanni Pico della Mirandola offers as the way to the higher spiritual plane.

10 Compare and Contrast Essay Topics on IT from an Academic Perspective

10 Compare and Contrast Essay Topics on IT from an Academic Perspective An information technology expert is among every company’s most prized assets these days. However, there aren’t many academic institutes that have effectively integrated IT studies in their curriculum. If you’re looking to write a compare-and-contrast essay on IT from an academic perspective, this guide is a good place to start. This is the first section of a three-part guide and in this here you’ll find interesting facts that’ll help you in the research aspect of your essay. After youre done reading, you can head on to the second part of the guide 20 topics on it in the academic perspective for a compare and   contrast essay, which will help you zero in on a topic. Here are 12 facts on IT from an academic perspective for the purpose of writing a good compare and contrast essay.   Ã‚  Ã‚  Teaching and the basic concept of learning will be entirely changed if IT is included in academic curriculums, and this change is inevitable, despite different schools of thoughts in the academia. Just as the printing press changed the face of education and academics, IT will drive a similar change, as new technology can help teachers deliver education much more efficiently. Unfortunately, many institutions are hesitant in this regard, and this unwillingness to accept change stems from the mindsets of ‘old-school critics’ who believe the education system can thrive without IT. They also feel the transition from the current system to the new one will take a lot of time.   Ã‚  Ã‚  IT is all about economies of scale, meaning the initial investment might possibly be a bit high, but after a while, the cost per student will become very low when it comes to delivering information. The real cost saving is when a student can access thousands of libraries at a near-negligible cost, as that cost is far less while exposure to knowledge is a hundred times more. Good teachers tend to keep notes on every student, making sure how much progress they’ve made throughout the year; through customization capabilities that come with integrating IT into a school’s curriculum, it can become easier to maintain files and records on individual students.   Ã‚  Ã‚  Through integrating IT with academia, certain key teaching practices can be changed; i.e. the faculty won’t be asked to multitask as the best teacher or lecturer from all over the country will just be a click away. A larger pool of teachers can provide counseling, mentoring, guidance, teaching and awarding certifications. This is an investment in delivery systems, knowledge codification and assessment practices and it will finally separate the learning from certification. This way, new methods of learning and delivery of education will be introduced and more students will enroll to get an education that’s easily deliverable.   Ã‚  Ã‚  One of the biggest barriers towards the adoption of IT whole heartedly in academics is the traditionally set institutional norms such as teaching methods, concept of productivity and teaching staff’s autonomy; traditional concepts of educational system such as student-to-teacher ratio, class cap limit and teaching loads. If IT is to be incorporated in the educational system, the institutions’ workforce needs to accept this changing and evolving system. Through this IT integration, teachers will be able to decide when and where they teach, which is actually a direct threat to faculty autonomy, if we think about it.   Ã‚  Ã‚  A teacher might work for 30 years while the timespan of a workstation is a little less than five years until they need replacement or upgrades. Also, workstations are not bound by any ‘tenure obligations’. Reprogramming a workstation or more generally any kind of IT equipment is less expensive, far less difficult and more reliable, and the same can’t be said about retraining a teacher who’s served a lengthy tenure at an academic center. Over time, departments in an institute will have much more flexibility once the ratio of capital-labor grows.   Ã‚  Ã‚  One of the biggest advantages of information technology is that it reduces the contact time between students and faculty members. The time saved can be used to discuss the implications of what independent learning a particular student has done. Academic sessions can be held where students won’t feel the need to ask codified-knowledge related questions, there will be other platforms from where their questions can be answered and this will result in educational discussions rife with meaningful topics. If the traditional structure of courses is replaced entirely with a masterful learning format, then even better results can be achieved. Costs compared to traditional courses can be high in the beginning due to the investment aspect, but it will pay off tremendously in the long-run. Through information technology schools can level up to the standards of research universities. This will give birth to a new wave of innovative leaders that will be capable of doing great things from an undergraduate level. Even nontraditional education providers can come up with better ways to deliver high level education because of IT integration at very competitive prices. Information which wasn’t even accessible to graduates until a few years ago can now be given to students at an early age.   Ã‚  Ã‚  IT can give birth to a lot of automated systems that can deliver structured-knowledge with performance measurement indicators, all very easy to understand. For one thing, graduate-level education will become accessible to every student.   Ã‚  Ã‚  One of the main advantages of IT integration is the reduction in time and resources when a teacher has to prepare for an hour-long lecture beforehand. This becomes not only time consuming but leads to unnecessary and extra work. Once there is integration of IT in the educational system, the structure that exists in the course can be amplified through an interactive online portal. This will provide much needed relief to both students and teachers, but students particularly because they won’t feel any additional burden to keep up with classes.   IT will help save costs in the long-run. While older teachers may have problem getting use to the IT system, new generation is already used to operating computers and can easily use them to deliver lectures, reducing training time and cost as well. Plus, with teachers catering to more students in the same time, overall cost would reduce as well. Now that you have some facts in hand, you can move to our topics section or part three called: how to compare and contrast in an essay on information technology. References: The role of Information Technology in Education Fedena Blog. (2015). Retrieved July 19, 2016, from fedena.com/blog/2015/10/the-role-of-information-technology-in-education.html The Role of Information Technology in Education Hitachi Foundation. (n.d.). Retrieved July 19, 2016, from hitachifoundation.org/our-work/business-and-work-grants-program/initiatives/past-initiatives/24-the-role-of-information-technology-in-education Using Information Technology to Enhance Academic Productivity. (n.d.). Retrieved July 19, 2016, from https://net.educause.edu/ir/library/html/nli0004.html Bouwman, H. (2005). Information and communication technology in organizations: Adoption, implementation, use and effects. London: SAGE. Need and Importance of Information Technology in Education. (n.d.). Retrieved July 19, 2016, from http://wikieducator.org/Need_and_Importance_of_Information_Technology_in_Education Alrafi, A. (n.d.). Information systems adoption: A study of the technology acceptance model.

Histories of france and britain The WritePass Journal

Histories of france and britain INTRODUCTION Histories of france and britain INTRODUCTIONCHAPTER 1   Brief Immigration Histories of France and BritainChapter 2    The Nature of The State in France and BritainChapter 3 Legal and Political Frameworks of France and BritainChapter 4 – The Influence of the Media on Attitudes towards ImmigrationChapter 5 Exploring Current Attitudes towards ImmigrationCONCLUSIONBIBLIOGRAPHYRelated INTRODUCTION CHAPTER 1   Brief Immigration Histories of France and Britain As a nation France has historically attracted migrants from both within and outside of Europe over the centuries. During the nineteenth century migrants flowed into France from neighbouring countries like Italy, Spain, Portugal, Belgium and Poland, encouraged by the regular opportunities for employment. A significant increase in immigration is evident as France began to rapidly industrialize in the 1850’s and the sudden demand for labour that was created by economic expansion and industrial growth could not be met internally. This process continued and increased in scale during the latter 1800’s and 1900’s as France established itself as a major European industrial nation. In 1851 foreigners accounted for around 1% of the total population; by the mid-1880s, this had trebled to nearly 3% (A G Hargreaves, 1995).   During the First World War France needed to actively recruit foreign workers in order to keep its infrastructure and war effort going and to maintain n ecessary supplies from, for example, its munitions factories. When the war ended foreign labour was still needed to lessen the huge impact caused to the domestic labour market by the loss of so many men in the fighting. Immigration was at a high point immediately following the war, but with the advent of the Great Depression in 1929, the whole of Europe, began to experience a serious and long-term period of economic depression. As France was also severely affected, the number of immigrant workers rapidly decreased as they began to search elsewhere for work. Some left willingly as the labour market contracted, whilst others were forcibly removed. By the late 1950s and 1960s, as the economy recovered, the French Government once again recognised the need for immigrants to assist with France’s economic reconstruction. France relied upon migrant workers to meet labour shortages fill low-paid employment into positions that it was otherwise difficult to fill. Initially French politicians and planners intended to meet Frances need for labour by encouraging European immigrants to settle rather than look elsewhere, however, growing levels of prosperity in Europe meant that less and less Italians, Spaniards, Portuguese etc. were attracted to France. The government were therefore forced to look towards migrants from the French colonies and former colonies in North Africa and South-East Asia to fill the labour gap. As in Britain, colonialism created the simplest and most effective channel for labour migration into France. As a major colonial power, France could quickly and efficiently enlist a potential workforce from its colonies and protectorates, particularly the Maghreb (North-West Africa: Algeria, Morocco and Tunisia). By the middle of the 1950s those from the Maghreb region were the most significant group of immigrants moving into France. A huge proportion of those choosing to migrate to France were from Algeria, one of the most important members of the French colonial empire. However, immigration from the Maghreb was different in that unlike pre-war immigrant populations who were almost entirely men, those from the Maghreb began to bring their families over to settle in France too. From the 1970s onwards France witnessed the increase in women from other countries moving to France to be reunited with their husbands and fathers and reuniting as families. These employees were unfortunately also frequently the first to be laid off in the 1980’s as the economy again slowed down. Perhaps in part due to its position as an island, Britain’s significant immigration history is similar though much shorter. Throughout the 19th century census records identify a small but regular trickle of immigrants from all over Europe. Immigrants from further afield were generally part of the slave trade and would not be identified in any census. Slavery was effectively outlawed in 1807, but it was not until 1833 that the Slavery Abolition Act was passed by Parliament, which banned slavery throughout the British Empire and its abolition meant a virtual halt to the movement of black people into Britain. This coincided with a small increase in migrants from Europe, however, immigration by Europeans did not take place in significant numbers. However, we began to see significant levels of immigration during and after both the First and Second World Wars. During both of these conflicts, many thousands of men from across the Empire made the journey to Britain in order to enlist and fight for what they considered to be ‘their country’. India alone provided 1.3 million soldiers to fight in the First World War, 138,000 serving on the Western Front. During the Second World War, almost 60,000 British merchant seamen came from the sub-continent (http://news.bbc.co.uk, 2002). Some of these men stayed in Britain following the end of the war and small immigrant communities established themselves around the port areas. At that time there was no specific legislation regarding immigration but the British establishment did not seem overly enthusiastic. As the Second World War ended, just like in France, the labour market had been decimated by the loss of so many soldiers, and the government began looking again towards immigrants to fill those gaps. A significant number of Polish immigrants were the first to settle in the UK, partly due to the links made during the war. Italians also settled into small communities but not in sufficient numbers to meet the employment need. West Indian men, demonstrating a deep patriotism towards Britain and its Empire, had been keen to migrate in order to fight in the war and as the war ended, their lack of prospects at home and feelings of unity led them to seek to work and stay in the UK. The government needed these men to join Britain’s depleted workforce, although officially immigration from the rapidly shrinking Empire was being discouraged. As mass immigration continued in the 1950s, incidents of prejudice and of racial tension exploded into widespread racism and racial violence in the U K. Until then, legislation had allowed people from the Empire and Commonwealth, who at that time all held British Passports, unrestricted access to Britain. Facing public outcry and political pressure, the government continued to pass successive laws making it more and more difficult for non-white immigrants to enter the country. By 1972, legislation meant that a British passport holder born overseas could only settle in Britain if they, firstly, had a work permit and, secondly, could prove that a parent or grandparent had been born in the UK. (news.bbc.co.uk, 2002) In effect, this meant that children of white families from the British Empire and Commonwealth could migrate to Britain whereas those of black parentage were denied entry. So it can be seen that historically, immigration into both Britain and France shares the same roots in terms of being vital to the workforce and development of both countries at times of need. Where they differ is that France has a much longer history of welcoming migrant workers over a period of at least a hundred years whereas Britain’s interest is much more recent.   Immigration into Britain was relatively unpopular as people who were different seemed to be instantly treated with fear and mistrust whereas until the late sixties immigration into France was largely depoliticized and seen as an essential but economic bonus. Up until the early seventies it was anticipated that in time the migrant workers from North and Sub-Saharan Africa would eventually return to their countries of origin, but as it became apparent that a large number intended to settle permanently, public opinion began to change. The French government responded to increasing public concern by, strengthening its immigration policy and by 1977 had introduced legislation to prohibit all inward immigration. Rapidly, immigration into France had shifted from a generally positive matter of economics into a serious social problem, and the attitudes of the French towards immigrants began to parallel those of the British. Chapter 2    The Nature of The State in France and Britain One of the most fundamental differences between France and Britain is the nature of the state. In the 1880 the term ‘laicità ©Ã¢â‚¬â„¢ was first used in France following ‘Le crise du seize Mai’ in1877, which was effectively the birth of Republicanism in France, in order to ensure that policies developed were not inspired by religious concerns.   In 1905 France fully separated the functions of the Church and the State by passing a law that prohibited the state from formally recognizing or funding any religion or religious organisation that existed to further its religious beliefs. ‘Laicità ©Ã¢â‚¬â„¢ is a concept that is enshrined in the French constitution (Article 1) and remains central to the modern French Republic and a powerful political driving force. The word laicità © is difficult to translate directly into English as it encompasses a whole concept, but it is derived from the word ‘layman’ i.e. not part of the clergy.   Its closest t ranslation in terms of ideology is that of ‘secularism’, but this does not really convey its full meaning.   Essentially, laicità © insists upon the strict separation of state from church, i.e. to have no state religion so that the state officially sees religion as a private matter. In this way France differs considerably from Britain: whereby in Britain the Queen is not only the Head of State but is also the head of the Church of England, giving the church a formal role in the administration of the state, whilst the Catholic Church has no such status in the French Republic, despite the fact that a high proportion of French people are Catholics. This clear difference in state ideology obviously leads to significant differences in approaches to issues of legislation and cultural approaches to social policy. As a ‘secular’ state, France’s approach to immigration and issues of diversity was to follow a clear assimilation model. It is important to the French that one is a citizen first and a full participant in the wider French community and that any form of religious or sub group identity is not sanctioned or otherwise encouraged by the state. In France, as a French citizen you are expected to ‘leave cultural and ethnic differences at the border and are theoretically seamlessly assimilated into the republic. The ideology is that everyone is equal before a state that is blind to colour, race and religion’ (www.guardian.co.uk, 2010).   Ethnic minorities do not officially exist in France as it is constitutionally illegal to classify or count people by ethnicity, but the huge difference between this ideological view and the reality of discrimination was becoming a problem in France. Whilst immigration remained a frequently solitary and male dominated process of migrating as an individual, separated from links with home and family, in order to work,   assimilation did not appear to have been problematic and therefore did not really present a challenge to the country’s equilibrium. However, with the changes to patterns of migration which involved more families and, over time, the building of new communities of immigrants, particularly focussed in the poor ‘banlieux’, whole generations of young people of immigrant descent have been effectively ‘ghettoised’ and it appears that it is this that has encouraged third and fourth generation young people from immigrant families to seek their own identity and align themselves with religious or geographic communities as a response to the discrimination which does not exist in theory but which is blatantly apparent in reality. In contrast to this Britain adopted a multiculturalism approach to diversity. Such an ideology attempts to create unity through difference, theorising that although a nations sub cultures may be diverse, they should all be celebrated and embraced as they share common values. The two approaches are quite different and France (assimilation) and Britain (multiculturalism) are often used for comparative analysis as both adopt quite clearly identified models of these two approaches. The world continually refers back to these two countries in order to weigh the pros and cons of each social model. With both countries ferociously defending their particular model, and with other countries disagreeing over the relative merits of each, the debate continues. Interestingly however, despite the application of two very different models and responses to immigration and diversity, both France and Britain appear to be facing similar dilemmas, problems and attitudes within their own countries towards i mmigration as a social issue. *Other relevant cultural issues and differences like religion, family, education etc and how they relate to attitudes and public opinion. *Nationalism France’s assimilation model plays to Nationalist attitudes. Britain as an Island- small within Europe but wanting to be influential. Self protection ideologies also play into the hands of Nationalism. Chapter 3 Legal and Political Frameworks of France and Britain Since the 1970’s both France and Britain have focussed increasingly on immigration policy and a raft of legislation has followed: In France during the eighties, under a left wing government there was a movement of compassion for immigrant labourers living alone for years, away from their families and a policy of   Regroupement   Familial (family regrouping) was developed through Jacques Chirac and made law on 29/4/1976,   under the principle that it is a right for each person to have a normal family life. By 1977 the policy had been revised and it was further modified in December 1984, 24 August 1993 and May 11 1998. This successive legislation not only dealt with the integration of immigrants into France by reaffirming the principles of Republicanism and laicità ©, but also demonstrated concerted efforts to ensure assimilation through state control rather than rely upon integration simply following on as a result of residence and education. From the late seventies, ch anging political fortunes of both left and right wing governments had led to constant reinstatement and reversal of immigration policy and this impacted significantly on integration issues. Indeed France created somewhat of a record for legislative change and counter reversal in terms of immigration policy. In 1993 a right wing coalition gained power, and following the increasingly popular Front Nationale demands for the expulsion of immigrants from France, the response from Charles Pasqua, interior minister, was immigration zero. He later qualified this statement to mean zero illegal immigration, but the intentions behind such policy and legislation were quite apparent. The so-called Pasqua Laws denied foreign graduates the opportunity of taking up jobs offered by French employers and provided only limited residence rights to foreign employees, increased the waiting period for immigrant families’ ‘reunification’ from twelve months to two years, and refused resid ence permits to unifying migrants who were in the country illegally. The legislation also increased the powers of the police to deport foreigners. The election of Jacques Chirac, a conservative right wing president in 1995 continued the course of limiting immigration channels. As the far right Front Nationale, led by Jean Marie Le Pen, focussing on an anti immigrant agenda began to rise in popularity, the conservative right responded by adopting some of the issues highlighted as important to the French electorate, notably furthering immigration control. In 1997 Lionel Jospin, a Socialist was voted in as Prime Minister which led to the National Assembly reconsidering their position on immigration policy. The new government commissioned a report on ‘L’immigration et la nationalite’ by Patrick Weil a prominent political scientist. The report highlighted that the Pasqua Laws deprived France the opportunity to benefit from the highly skilled international employee mar ket through policies which made it difficult for foreign students and professionals to settle in France. The report’s recommendations led the way for new immigration law passed in 1998. The new legislation afforded special immigration status to highly skilled foreign scholars and scientists and loosened entry conditions for certain categories of highly skilled foreign professionals, whilst simultaneously aiming to fight illegal immigration. Another significant change was that under the Pasqua Laws, children born to immigrant parents in France had to apply for French citizenship, whereas, under the new 1998 legislation, such children would be automatically granted French citizenship at the age of 18. Since 1945, the French Constitution (Articles 21-24) had dictated that in order to be naturalized an immigrant would need to demonstrate their assimilation to the French community by learning French. Whilst Interior Minister, Nicolas Sarkozy passed laws in 2003 to broaden this, with the additional requirement to demonstrate an understanding and knowledge of the rights and duties of a French citizen. This requirement was further extended in legislation passed by Sarkozy at a time when he was still interior minister but looking towards standing in the presidential elections. This latest legislation in 2007 also required a contract for family unification to be entered into, with sanctions for non compliance, and the requirement to complete an eight week course which was an evaluation of language ability and the values of the Republic before leaving their country of origin (Schain 2008: 57). Prior to 1962, the British Nationality Act of 1948 identified a Commonwealth citizen and British subject as interchangeable. A British passport holder was identified as a subject of   the United Kingdom and Colonies, which implied that a member of the Commonwealth, as a British subject, was   entitled to live and work in the United Kingdom if they so chose. The Conservative government in power from 1954 to 1961 were strongly pro-commonwealth and saw no need to legislate to control immigration. However, among working class Britons opinion was shifting strongly in favour of limiting non white immigration. As public opinion became stronger the Government were put under increasing pressure to introduce immigration control measures. Despite the fact that Labour won the elections in late 1964, they had only a very small majority and were therefore vulnerable to populist pressure exerted by right wing militants. Sir Cyril Osborne, Conservative MP for Louth proposed a new bill   to â⠂¬Ëœintroduce periodic and precise limits on immigration’ and thus deny entry to Britain of all Commonwealth, immigrants other than those whose parents and grandparents were born in Britain. Although Sir Osborne’s views were generally accepted as somewhat extreme, the Conservative party backed his proposals .The Bill was defeated in March 1965 at its first reading, but soon after the Labour Government itself introduced a White Paper which proposed similar changes to the 1962 Act. The 1965 White Paper signalled the end of immigration for unskilled workers. It also introduced new limitations and regulations on foreign students, dependants of immigrants and visitors to Britain. Compulsory health checks were also introduced for new migrants and the Home Secretary was afforded new powers to remove and repatriate migrants to their countries of origin. However, as the economy began to recover and public opinion cooled, Britain saw the publication of a further ‘Race Rela tions Act’ in 1968. This Act of Parliament shifted the focus from control to reducing racial tensions and tackling discrimination. It made it illegal to refuse public services, housing or work to someone on the basis of their colour, race, ethnicity or nationality and created the Community Relations Commission to promote multi racial harmony. This was the point at which political argument moved firmly away from immigration control to the management and improvement of race relations. The British current approach to integration was developed through this consensus between the two major political parties. This approach adopted a race-relations, or multicultural focus. Integration was seen in British policy more in terms of dealing with access to and eradicating discrimination of resource allocation. The Race Relations Act of 1965 focussed upon the provision of a public body to ensure fairness and advocacy in such issues. The Race Relations Act was further extended in 1968 and again in1976 to provide a clear way forward and bipartisan approach to immigration, race, and multiculturalism. The term race in Britain was clearly applied to those of Asian and African commonwealth origin and from the 1950s political debates had focussed on coloured immigration. This way of differentiating between European and effectively black and Asian immigrant populations was identical to that of France. However, they differed in that the concept of race and ethnicity in Britain was inco rporated into the formal policy framework of law. Where the countries differed much more starkly was in approach. Britain firmly established itself as supporting a multicultural rather than assimilation based model. In 1966 Roy Jenkins, then home secretary stated: I do not think that we need in this country a melting pot. I define integration therefore, not as a flattening process of assimilation but as equal opportunity, accompanied by cultural diversity, in an atmosphere of mutual tolerance (Benton 1985: 71). By the 1980s, the education system had lent their considerable support to multiculturalism, which was by now firmly embedded in the legal system. Roy Jenkins’ view was reiterated in educational reports, Particularly the Swann Report in 1985 which identified the negative effect of racism upon the education of black children in the United Kingdom. In 1997 the Commission on the Future of Multi-Ethnic Britain produced a report which positively identified the United Kingdom to be a community of communities, thus reinforcing a multicultural approach very different from the assimilation model of France. It is interesting that despite these two very different models, by October 2008 a European Pact on Immigration and Asylum had been signed by 27 EU heads of Government to include those of both France and Britain and it is reported that Nicolas Sarcozy stressed that   ‘Cest la premià ¨re dà ©monstration dune volontà © commune et dune vision densemble en matià ¨re dimmigration’ (Le Figaro, 2008) Chapter 4 – The Influence of the Media on Attitudes towards Immigration 2005 riots in France France wearing of headscarf etc Role of the media – use current newspaper tv info to compare media reporting and influence Chapter 5 Exploring Current Attitudes towards Immigration In order to explore current attitudes towards immigration, I decided to carry out a questionnaire to explore differing attitudes between English and French students on key issues regarding immigration.   On reviewing the available literature and data, it is clear that there has been a significant amount of exploration of these issues via major international surveys   for example the European Social Survey, Transatlantic Trends in Immigration, the Institute for Public Policy Research, TNS Sofres etc. The Outcomes of current Transatlantic Trends research released in February this year indicated that English attitudes towards immigration are more negative than our French counterparts. It identified that One in five UK respondents regarded immigration to be one of the most important issues facing the UK today. 68% of respondents in the UK are worried about illegal immigration and 36% concerned about legal immigration. 70% of UK respondents reported ‘poor’ or ‘very poor’ management of immigration by the government as opposed to 58% of French. This research is significant as it suggests that although attitudes towards immigration are more negative in Britain, public opinion in France is rapidly changing and aligning itself with that of the UK. (see appendix ) The biannual European Social Survey appeared to provide the most consistent survey data since respondents in all the European countries concerned were asked the same standardised questions and their results compared year on year. Most of the other survey results I considered were not directly comparable as they were drawing from different surveys completed in separate countries and comparing on the basis of ‘similar’ questioning or even different questioning on the general subject of immigration. On further investigation it became apparent that the European Social Survey consisted of core modules and rotating modules. Unfortunately, although the 2002 survey contained a module specifically concerned with immigration, this rotating module has not been included in any of the four surveys completed since then. This is relevant as research also seems to indicate that, although more negative in Britain, attitudes towards immigration in France and Britain are narrowing rapidly. I therefore decided to use the ESS immigration module to provide a series of questions for my questionnaire. I chose questions that were the most relevant to my own research and interests in the subject. By using these questions I was able to ensure that the format of the questions (in both French and English) had been properly formulated and tested to ensure accurate comparison. The other advantage of using questions from the 2002 ESS was that my results could be directly compared with the main conclusions of that survey. In this way my research, though it will only provide qualitative data due to the limited scope of it, will contribute in some small way towards a better understanding of the difference in attitudes between French and English young people and explore their perceptions in some detail. For my study, I prepared a questionnaire of 16 main questions and asked a random group of English and   French students to complete them. The French students were those on exchange placements currently studying in England, and the English students were those who had undertaken a period of study in France. This decision was taken in order to get some degree of similarity between the groups. I followed ethical guidelines and ensured confidentiality. (This was particularly important if I was to be able to get honest attitudes and views from respondents – as the subject matter is clearly both personally and politically sensitive.) Clearly my research only provides limited information. It is not directly comparable with the European Social Survey as my respondents were drawn from a particular group (language students) rather than the general public. My research is also on a very small scale and the views and attitudes of such a small number of respondents cannot realistically be extrapolated to form more general statements. However, my research provides a good degree of qualitative information as well as some limited qualitative data based results. I will therefore present my findings more as a narrative and draw some limited conclusions from them. My own research involved a total of xx respondents, xx British students and xx French students. Each were given a copy of the questionnaire (either appendix 1 or appendix 2 depending upon language spoken). It was explained to each volunteer that their questionnaires would be treated in strict confidence and that they were not individually identifiable in any way and that completed questionnaires would only be seen by the researcher. It was also made clear that any conclusions drawn would be of a general nature only. Each separate question also provided for a ‘don’t know’ answer to allow recipients to effectively avoid any question they were not happy to answer but enable them to still complete the rest of the questionnaire. As can be seen from the table of results, there was little significant difference between French and British respondents to questions   xxxxxx   . Thus indicating generally similar attitudes between the countries. It is also interesting that the responses of the British students were not noticeably more negative than those of their French counterparts. This may indicate further narrowing of views internationally or it may simply indicate that educated students with an interest in language are likely to hold views that align more easily with similar others abroad than with those from different backgrounds in their own countries.   Question xxx  Ã‚   very interesting because etc . Differences and similarities The most significant result is . The results of my small piece of research suggest that however as such a limited and specific piece of work, firm conclusions cannot be reliably drawn. Further research in this area would be useful to explore to what extent attitudes are changing and converging and this could then be compared with media and political influence as these may well be highly influential on public opinion. CONCLUSION KEY LITERATURE REVIEW BIBLIOGRAPHY http://news.bbc.co.uk/english/in-depth/uk/2002/short history of immigration.stm Article for BBC – The deep roots of French secularism by Henri Astier   -1 September 2004. ESRC Centre on Migration, Policy and Society, Working Paper 45, University of Oxford, 2007. France 24 report on October 4 2007, Great Britain divided on the impact of immigration. Report for Expatica.com – Tests Gauge attitudes towards immigration 16/12/2009. Schain, M. A. (2008). The Politics of Immigration in France, Britain, and the United States: A Comparative Study. New York: Palgrave Macmillan Banton Michael, (1985) Promoting Racial Harmony: Cambridge University Press Europeansocialsurvey.org http://ess.nsd.uib.no/ess/round1/fieldwork.html A.G. Hargreaves, Immigration, `Race and Ethnicity in Contemporary France (London: Routledge, 1995) www.guardian.co.uk/world/2010/nov/16/france-racism-immigration-sarkozy.CMP=twt-gu lefigaro.fr/politique/2008/10/16/01002-20081016ARTFIG00451-immigration-le-grand-jour-europeen-d-hortefeux-.php