The Star Wars Films - 1130 Words

It is a long standing, recognized fact that the classic Star Wars films exhibited key archetypes in the human psyche. These included not only such universal themes as the male coming of age tale and feminism, but also somewhat more obscure examples. These included, but were not limited to, the Hero, the Anti Hero, the Mother, the Wise Old Man, the Devil, the Mentor, the Father, and others. These and others interact in a saga of events that leads the films main characters to the spiritual goal of self actualization. Though Star Wars will be the topic of this paper, it holds true that these themes are explored throughout pop culture, pointing to the idiotropic role of fiction in general. We play these stories out in our heads not simply for the flashes and bangs of entertainment value, but also, if only subconciously, to hold up a mirror our own souls and better understand the human condition. 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The Civil War The Second Great Awakening And The Swept...

The Civil War were extremely affected the lives of American women. Many handful are disguised as men and jointed the fight, over served aspies and nurses. Many women took the role at home after their husband , brother, and father, were at the war. Thousands of women were enslaved began transition to freedom, beginning new lives surrounded by the war. Before the generation, American women as improved their educational standing , to secure additional legal rights, and acquired greater access the manufactured by the 1800’s. Women had participated outstanding in the religious revivals known the second Great Awakening and the swept across the floor. The result of the religion , american women mostly north became involved in numerous reforms efforts, including temperance, the abolition of slavery, the colonization of former slaves, and important of poisons. But majority of american women still led daily lives that to focused on their family, household, gardens and crops. The night before the war , most women in the U.S. lived in rural areas and regularly performed exhausting, physical work and around the homes. It’s little wonder, then some women, like many men, kept at the change for adventure by volunteering to fight when Civil War has broke out. About 250 female civil war soldier have been recognized through historical and there were probably more. They took every major battle, at the battle of Shiloh in April 1862, for example, there were about six women fought includingShow MoreRelatedVampire Diaries61771 Words   |  248 Pages/* /*]]*/ THE AWAKENING Vampire Diaries Volume 1 By Lisa J. Smith Contents Chapter One Chapter Two Chapter ThreeChapter Four Chapter FiveChapter Six Chapter Seven Chapter Eight Chapter NineChapter Ten Chapter ElevenChapter Twelve Chapter ThirteenChapter Fourteen Chapter FifteenChapter Sixteen Are you having a good time? Elena asked. I am now. Stefan didnt say it, but Elena knew it was what he was thinking. She could see it in the way he stared at her. She had never been so sure ofRead MoreEssay on The Odyssey21353 Words   |  86 PagesThe Odyssey Set in ancient Greece, The Odyssey is about the hero Odysseus long-awaited return from the Trojan War to his homeland, Ithaca, after ten years of wandering. The current action of The Odyssey occupies the last six weeks of the ten years, and the narrative includes many places - Olympus, Ithaca, Pylos, Pherae, Sparta, Ogygia, and Scheria. In Books 9-12, Odysseus narrates the story of his travels in the years after the fall of Troy, and this narrative includes other far-flungRead MoreThe Essentials of Project Management65719 Words   |  263 PagesNature release THE ESSENTIALS OF PROJECT MANAGEMENT SECOND EDITION The Essentials of Project Management Second Edition Dennis Lock Gower O Dennis Lock 2001 A l rights reserved. No part of this publication may be reproduced, l stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the publisher. First published 1996 This edition published by Gower Publishing Limited GowerRead MoreFundamentals of Hrm263904 Words   |  1056 PagesBenefits 42 Employee Relations 42 vi Contents Top Management Commitment 43 Effective Upward Communication 43 Determining What to Communicate 44 Allowing for Feedback 44 Information Sources 44 The Americans with Disabilities Act of 1990 62 The Civil Rights Act of 1991 63 The Family and Medical Leave Act of 1993 63 Uniformed Services Employment and Reemployment Rights Act of 1994 64 Relevant Executive Orders 64 vii WORKPLACE ISSUES: HRM Certification 44 Is a Career in HRM for Me? 45 ETHICALRead MoreLibrary Management204752 Words   |  820 PagesInformation Systems: From Library Automation to Distributed Information Access Solutions Thomas R. Kochtanek and Joseph R. Matthews The Complete Guide to Acquisitions Management Frances C. Wilkinson and Linda K. Lewis Organization of Information, Second Edition Arlene G. Taylor The School Library Media Manager, Third Edition Blanche Woolls Basic Research Methods for Librarians Ronald R. Powell and Lynn Silipigni Connoway Library of Congress Subject Headings: Principles and Application, Fourth Edition

School Adjustment of Children from Divorced Families Free Essays

string(130) " divorced families have more problems in school, delinquency in the community, mental health problems and negative self-concepts\." The family is the basic unit of society where human beings are brought to life. It is considered a small society where children learn basic virtues. Therefore, the relationship between parents and children is very important for their growth and development. We will write a custom essay sample on School Adjustment of Children from Divorced Families or any similar topic only for you Order Now Through this relationship, children gain the virtues of trust, autonomy and initiative. Children also learn about socio-emotional relationships, self-respect and self-control. Thus, family environment and parent behaviour are crucial for children to grow as healthy, happy, and responsible people. Yet, despite the importance of parent support, there are still many children devoid of proper care from their parents resulting from the increasing number of divorces, or separations. In spite of the negative effects caused by divorce on children, the society seems to think divorce is something that can be easily done. Since the early 1990’s, divorce rate in Korea has risen rapidly not withstanding the fact that Korean society has a negative view on the divorce as compared to those in western countries. The influence of Confucianism is still deeply imbedded in Korean culture where family and marriage are supreme for most Koreans. Hence, many children from divorced families encounter deep-seated prejudice as if they have psychological defects. Although this may not be true for every child with divorced parents, some studies have shown that because they are exposed to a series of changes and are more disadvantaged than those who grow up in intact families, their school performance may be poor and they may exhibit antisocial behaviour. For example, children living in single parent families are less likely to have as many economic resources as children living in intact families. Other problems relating to aspects like parenting, education, housework, psychological issues will, as well, rise. Further, children of divorced families have to deal with sorrows from the absence of either their father or mother and that they will have to adapt to the change in family system. A study shows that children from divorced parents often become a laughingstock, and develop wrath towards their mother or father. Moreover, some children may find it difficult to focus during class, hence, receive poor academic grades. Childhood experience can have large impact in determining how they might turn out in the future. Parent-child relationship can largely influence children’s personality formation or intellectual development due to the account that children learn by imitating adults. Divorced parents may find more financial responsibility when it comes to parenting thus they may suffer from depression. Kurdek and Hetherrington also mention that single parent tend to raise their children with more rules and restrictions and less attention. Unfortunately, these single parents’ mental, emotional and family disorder difficulties will influence growing children and society at large. Parents’ divorce is a crisis which stirs up the ordinary life of children. For this reason, studies on divorce and its effects on children should be taken seriously. Divorce does not appear to have consistent effects across all children and ages as observed in two children, ages 10 and 11, from divorced families. Thus, this study is limited to elementary school age. It hopes to aid in understanding the behaviour of children from divorced families in school environment by illustrating researcher’s own experience with such children in class. It is related to theories which support their behaviour and possibly suggest ways for parents and educators to contribute to children’s well-being. The structure of this essay is as follows: ? the effects of divorce on children ? the differences between the children of intact and divorced families ? gender differences in the effects of divorce ? school adjustment of children from divorced families ? personal experience with children from divorced families The Effects of Divorce on Children Children’s reactions towards divorce can vary. Not only can the fact that the absence of one of the parents influences children but the change of environment after divorce settlement also affects children. They can suffer from psychological, behavioural and social problems. Psychological problems Study shows that children from divorced families have difficulties in adapting to new family environment. They are also likely to develop wrath towards one parent and some of them may even blame themselves for the divorce and show constant nervousness and incompetence. These effects may only be negative for a period of time or for children who have been exposed to parental conflict for a long time and recover rapidly in consequence of the stress released by their family environment. The most influenced psychological part of children of divorced families is that of depression and nervousness. Twenty-five percent of these children suffer from depression and fifty percent of them experience emotional turmoil or often appeared to be in despair. Social and behavioural problems Other influences on children from divorced families are external evidence like performance disorder, lack of sense of responsibility and understanding. They develop antisocial behaviour problems, aggressiveness, antagonizing manner and attention deficit in school settings. According to Lee’s research, during two years of their parents’ divorce children show antisocial behaviour and their social ability tend to decline. Children living with mothers exhibit impulsive behaviour, more oppositional and aggressiveness after two months of parents divorce. They also have difficulties in peer relationship and become troublesome at school, and perform lower academic achievement. Some children may seem to have overcome their parents divorce however even these children may have possibility of becoming troublesome when they are confronted with a new challenge and advancement task in school. As different studies have shown, divorce can have negative influence on children’s psychological, social and behavioural problems. Comparison between Children of Divorced and Intact Families Several researchers mention in their findings that children from divorced families differ significantly from children from intact families. Amato and Keith studied 13,000 children from preschool to young adulthood to find out if there are any significant behaviour differences between children of divorce and intact families. Their research indicates that children from divorced families have more problems in school, delinquency in the community, mental health problems and negative self-concepts. You read "School Adjustment of Children from Divorced Families" in category "Papers" Besides differences in their behaviour problems, there is also a difference in economical stature. Children from divorced families are more likely to suffer from economic difficulty. Weitzman reported that woman’s standard of living after divorce falls by 29% than previous household. And this can lead children to be more distressed in school from constant comparison with other children and receive lower academic achievement. This is because single parents may not have enough time to spend with their children because of their work and a decrease in income can increase frequent residential mobility. Hammaond compared the behaviour of children of divorced families and intact families and he found that boys of divorced families exhibit more behavioural problems than boys from intact families whereas girls show no significant differences. Boys from divorced families seem more distracted in class and exhibit acting out behaviour than boys from intact families do. This implies that in school setting, boys respond more negatively to their parent divorce than girls. The reason could be that in many countries including Korea, children live with their mothers after their parent divorce hence boys react more to absence of their father than girls do. This means losing father’s monitoring homework or playing sports with them and sometimes there are issues they would want to share with their fathers only. From observing a student in class, I notice that sudden loss of affection from a father after divorce can influence school achievement. This is because children suffer from constant distress and tension and they become emotionally unstable. Therefore in comparison with children from intact families, their school grade naturally drops. However, recent studies show that nowadays there is less difference in the behaviour of children from divorced and intact families. This is probably due to the fact that divorce rate is increasing rapidly. Even though the difference is statistically significant, differences are becoming small. In Hetherington’s findings, she found differences between children of divorce and intact families, but she also found that children from intact families exhibit behavioural problems because of constant parent conflict. She reports that over 90% of children including both genders from intact families are supposedly experiencing average range of problems. Remaining 10% suffer from severe family problem which would require professional help. In terms of children from divorced families, there are 74% of the boys and 66% of the girls in the normal range and remaining boys and girls are considered to have severe behavioural problems. Forty percent of adolescent boys and girls from divorced families have less behavioural problems than those from intact families. More recent studies show that the behaviour of children from divorced families are not much different from children of intact families. Based on experience, children still seem to experience considerable distress about the breakup of their parents and these feelings remain and affect them in some ways. Most of illustrated studies are carried in the West but Korea’s situation is also taken at hand to see if there are any behavioural differences in this area. Although H. Kim suggests that divorce is still viewed negatively in Korea, nevertheless her findings in the behaviour of children of divorce in school ages 8 to 13 shows similar effects of divorce on children’s school behaviour, which appear to be similar to that experienced by Western children studied in Amato Keith’s research in 1991. Korean children from divorced families also exhibit aggressiveness, seek more attention and disobey in school. Gender Differences in the Effects of Divorce Besides behaviour differences among children of divorced and intact families, there are also gender differences to consider. Hyatt suggests that boys and girls react differently to parental divorce. Boys tend to create more behavioural problems in school than girls do. Boys’ self-esteem tends to decline as a result of divorce and they seek constant attention from the teacher and disturb class with irrelevant talks. Their effort in school work also decline. Hyatt mentions that boys are more prone to difficulty of losing contact to their father hence regular communication with the father can help these adjustment problems. Girls’ behaviour in school after parental divorce is not as noticeable as boys because they do not manifest their difficulties by acting out in class. Rather, they tend to become more anxious or unhappy or showing over controlled good behaviour. Another findings concerning gender difference in the effects of divorce is that girls do accept help from their teachers unlike boys. This is because girls see their school as a place where they can be supported during divorce while boys conduct socially unacceptable behaviour. School Behaviour of Children of Divorced Families Human beings grow by constantly adapting to new environment therefore adapting to an environment is part of life cycle. Children’s educational place can be divided into home, school and the society. The child and environment continuously interact and the school takes over large part of a child’s life. Therefore as well as having a settled family life, school period is also important in determining how children might turn out in the future. School is a place where children enjoy, and gain sense of satisfaction by experiencing various activities and maintain harmonized relationships with the teachers and other students. Similarly, school adjustment is defines as taking interest in school environment and feel comfortable being in school with other children. This adjustment reflects on their school achievement and development. For instance, children who enjoy being in school and participate in school activities are likely to gain more educational experiences than those who have adjustment disorder. Liebman defines school adjustment disorder as excessive reaction where individuals are unable to harmonize with the school environment and other students which will prohibit individual development. Children of divorced families are likely to have more difficulties in school adjustment than those of children from intact families. Berbe suggests that children with adjustment disorder tend to attract teacher’s attention by inappropriate questions in class, distract other children and find it hard to pay attention in class. They also refuse teacher’s request and are often disobedient. And if they continue to show irresponsible academic behaviour, it leads to serious adjustment disorder. Heck’s idea is also similar to Berbe’s suggestion that children with adjustment disorder problems are frequently absent and tend to be oppositional in class. However, it is difficult to judge the cause of maladjustment solely on divorce. How children respond to above stress can vary from a child to child. It can differ according to their age, gender or disposition and the environment includes economic stature of parents, social approval rating of parents and family conflict. Variables are categorized as they may affect children’s school adjustment into demographic differences and family variables. Demographic differences include race, gender, and parental socioeconomic status and family variables include relationships, organisation, control, social support, mother rejection and father rejection. Behaviour of children of divorced in school As mentioned earlier, children from divorced families appear to have difficulty in academic achievement and relationship with other children at school than children from intact families. The cause of this should not be looked at solely on the primary factor which is divorce. Secondary factors are to be considered as well, such as the change in socioeconomic structure and resources after divorce. For example, as mentioned earlier, economic loss, poor parental adjustment, lack of parental competence and parental loss can cause behavioural problems. As mentioned in the section of ‘Comparison between children of divorce and intact families’, women’s standard of living is reduced by 29 % after divorce and absence of father can have negative influence on children more on boys than girls. Regarding studies on children’s maladjustment behaviour, Liner categorizes disorder behaviour as: ? action-out behaviour like hitting someone and being aggressive ? withdrawing behaviour: very quiet, sucking fingers, restricted behaviour ? defensive behaviour: lying, ignoring ? disorganised behaviour: escaping from reality Similarly, Wickman describes behaviour of children with adjustment disorder as: ? immoral, dishonest, in resistance to authority, stealer, cheater, disobedient, rude and rebellious ? often violates regulation of class, careless, loses interest in study, negligent and trustless ? exaggerated and offensive personality ? unsociable, overly sensitive, and liar Based on experience, as a teacher of young children, those from divorced families have lower academic achievement, are socially isolated, overly sensitive, either humiliate themselves or boast and show negative behaviour in class. Specifically, their academic grade is poorer than it used to be and they do not try to socialize with others in class. Further, they often seem absent-minded and tend to change their mood easily. If they are scolded for not doing their homework or asked to answer something they do not know, they use violent language in response. They also suffer from headache and easily get tired. This behaviour of children can also be explained by Rotter’s theory of locus of control. Locus of control refers to how individuals attribute the cause of their behaviour to internal or external forces. In applying to children of divorced families, children who have internal locus of control believe that if their parents are divorced, it is their fate. Therefore these children are able to handle any difficulties and feel less psychological distress. In contrast, children who have external locus of control believe that if they do not perform well in school, they tend to blame external factors such as parental divorce rather than blame themselves. Hence, these children are likely to suffer from severe distress than those who have internal locus of control. When elementary school children experience parents’ divorce, they can become aggressive and develop sense fear and sorrow. Some children also imagine reunion of their parents. And they also explain that children’s school behaviour depend on how they are treated at home. As per experience, the relationship between custodial parent and the child seem to have a large impact. Prior research says that the relationship between the behaviour of custodial parents and children’s school adjustment illustrate that the attitude of custodial parents has large influence on children’s school achievement. Mothers’ affection can influence enormously on developing children’s social skills. From mother-child relationship, children learn responsibility, self-control and social skills, hence, hostile attitude towards children can act as hindrance in developing social skills. Therefore one can learn that the attitude of custodial parent becomes important factor which influence children’s school adjustment. Personal Experience with Children from Divorced Families Case study 1 Two years ago, I was teaching young Korean children ages 8 to 11. Before I started teaching, I was briefly explained about the behaviour of several children by their tutors. A couple of them were from divorced families. I had a difficulty in handling one particular child called J, who was 11 years old at that time. According to his tutor, his parents were divorced recently and as a result, he enrolled in this school. I did not know the reason of his parents’ divorce but his mother was diagnosed with cancer. The tutor was the custodial parent of J. My first impression on J in class was that he was very loud and also it became a routine for him not to do his homework and turn up late in class. He became aggressive and tried to embarrass me by making ridiculous comments when scolded about his behaviour. On one occasion, J had a fight with another boy in class. J actually stabbed this boy with a pencil during break time. Although it was a minor injury, parents of both boys had to be called in and J’s tutor tried to make both boys talk about why it happened. But they did not say a word. Since J’s mother was sick, his grandmother came instead, apologizing for her grandson’s action. Nonetheless, explanation of J’s grandmother helped me to understand his behaviour. J became difficult to control since his parents’ divorce. He was furious with the fact that his father left his sick mother for another woman. His grade from previous school was average but with the change of family environment, he was achieving lower grade. However, considering he was fairly new to the school, he seemed to socialize with other boys easily and seemed to lead them as well. I have also noticed that when he was not being loud or seeking attention in my class, he would sit absent-minded and continuously shake his leg. Besides being aggressive he was probably feeling insecure as well. In the period immediately following the divorce, J’s mother’s ability to be a good parent probably declined and became more inconsistent in disciplining her son due to her illness. J’s reaction towards his parent’s divorce is all mentioned in past studies by Anthony (1974), Hoyt et al. (1990), Kurdekrikberg (1987), Liner (1976), Wickman (1987) where action-out behaviour was most apparent in his behaviour when he had stabbed a boy with a pencil and his reaction also showed that he was very aggressive, as Lee (1993) suggested that children of divorce can become aggressive. J’s behaviour of making comments in class also shares Hyatt (1999)’s findings of making irrelevant comments in class. J had also developed anger towards his father because he had left his mother when she was sick and Kurdekriberg (1987) mentioned that some children may develop wrath towards one parent after divorce. As illustrated in Lee (1993), Kurdekriberg (1987) and Weitzman (1985)’s study, J’s academic grade declined and exhibited withdrawing behaviour (1976) such as shaking his leg in class. He was also spotted lost in thoughts in class sitting completely absent-minded and this can refer to what Liner (1976) called disorganized behaviour that J probably wanted to escape from this painful reality of his. Case study 2 Another child called B, age 10, in my class, also experienced parents divorce. I got to know B’s background through a homework I assigned in class. Unlike J, her parents were divorced when B had just turned 5 and at that time, none of her parents were willing to look after her. Therefore she was left under the care of her grandparents in her mother’s side for a few years. And then, she joined her mother at the age of 9 who was by then re-married and had children of their own. Being with her mother’s also meant moving to another school, hence everything was new to her. Despite the change of the environment, she seemed to have adjusted herself well in school life. She had her own circle of friends and she was also active and lively during class and there was not much change in her school grade. I also noticed her suck fingers during class. One day, I assigned the whole class to write about their parents because it was soon to be Parents’ Day in Korea. Surprisingly, B did not do her home. To be exact, she actually refused to do it because she said there was nothing to talk about and as she was saying this, she was almost in tears. Then she explained her family background and she was ashamed of it. She mentioned that her mother and stepfather hardly gave her any affection and treated her as a burden, hence in order to avoid them, B spent most of her time in her room when she was home. For B, the school was some kind of a safe zone and because of her positive attitude in class, I never thought that she was unhappy at home. In my opinion, B was putting all her energy into school life to forget about troubles at home. It was obvious that B had the most difficulty in adapting to step-parenting and remarriage and what made it worse was that she hardly knew her mother either. So confronting her mother and step father was a great distress for B. Unlike J, B’s behaviour was not very noticeable in school. It seems that in B’s case, her difficult situation acted as a driving force to concentrate in her school life. This is because she had hardly any affection from her mother that she probably had with her teachers and friends, whom she can trust and rely on as it is mentioned in Goldman, Rosenzweig Lutter (1980) that girls from divorced families tend to see school as a supporting place. Both J and B suffered from painful memories and feelings of helplessness but how they reacted to the situation differed extremely although they both showed what Liner (1976) called sign of withdrawing behaviour: shaking leg and sucking fingers. There could be many factors which caused these differences. For example, J and B’s age difference, their gender and economic stature of their parents. Since J’s mother had an illness, they probably suffered severely from economic loss in comparison with B’s situation. And the fact that B’s parents were divorced years before J’s parents, could be another reason which caused adjustment difference in school. Last but not the least, attitude of custodial parent could be another reason. Although J’s behaviour problem seemed more serious than B’s, J probably had more attention from his mother where as in B’s case, she was not suffering from the fact that her parents were divorced but suffered from trying to adapt herself to step-parenting and remarriage. From J’s and B’s cases, it is evident that their behaviours were strongly influenced by family variables. Although J received much affection from his mother, he probably felt rejected from his father and B felt rejected from his mother. Although they were both influenced by family variables, J’s reaction was much more noticeable than B. Boys create more behavioural problems than girls, hence the influence of gender differences is also apparent in this study which is known as a demographic difference. It is clear that both J and B need support from educators. Although B is able to cope with this new challenge of living with a mother who she does not know well and adapting to step-parenting by herself, without professional help, it may trigger problems in her adolescence. It is the same for J’s case. If he does not receive appropriate help form educators, he is likely to continue with delinquent behaviour or associate with antisocial friends in the future. Therefore it is vital that they are supported with affection so that they grow into a reasonably competent person. Conclusions This paper studies the behaviour of children from divorced families by studying the prospective relationship demonstrated and certain family experiences and school adjustment of two children I taught in Korea. Although past studies show that children from divorced families are in danger for developing negative behaviour and experience academic decline, due to increasing rate of divorce, the differences in the behaviour of children of divorced and children from intact families are getting smaller. It may be that children from divorced families are having difficulties, these are not as important as the factors that cause these differences. What I learn from these two children is that being a party to their parents’ divorce is a very difficult transition for their age. There are many factors which may cause children’s school adjustment disorder and student J and B responded differently, owing to gender differences and new family situations. Therefore, children from divorced families, including J B, should receive appropriate support both from parents and educators until they adjust to their new living arrangements. This will help them develop intellectually and socially in the same way as their peers from intact families do. Not only the support of parents is needed but teachers need to become more aware of children’s feelings in class. I, for one, am being considerate to children from divorced families in assigning homework such as writing letter to parents. Discussing different family situations, including single parenting and remarriage, will help children of intact families develop more awareness and respect towards children of divorced. Teachers can also spend more time with children from divorced families to understand their feelings and perhaps suggest advice if necessary. This personal attention can help children to reduce any negative behaviour which children may exhibit as a result of parent divorce. In summary, on the basis of the findings of this study, it is suggested that educators should consider any factor that may influence children’s behaviour and conduct appropriate program in order to help them. How to cite School Adjustment of Children from Divorced Families, Papers

The pioneers free essay sample

Fifty Years of Caribbean Migration to Britain A lot of hatred between cultures is rooted in history, so when people emigrate from one country to another, there is bound to be somewhat of a cultural difference. The text The pioneers deals with some of the problems that may occur in a multicultural society like the one we see in Britain today. The author Caryl Phillips argues that putting away these cultural prejudices would be constructive for both the inhabitants and the immigrants. In this particular case the author argues that the Caribbean immigrants helped Britain back in the twentieth century and that Britain would be a poorer society if these immigrants were to go. The article is written by Caryl Phillips, who is a professor at Yale and a famous writer. Caryl Phillips has a Caribbean background, and was very young when he and his parents moved to England. Caryl is known for writing about topics such as multiculturalism. We will write a custom essay sample on The pioneers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The main topic in the article is the question about multiculturalism, and the significance of the multiculturalism in Britain. The author, Caryl Phillips tells the reader about his point of view; his idea of how Britain would be a more dynamic and richer society. The author explains that society deals with multiple cultures in two ways, a constructive and an unconstructive. If a country has multiple cultures living segregated, then there will be little to no beneficial effects of the multiculturalism. This way of dealing with multiculturalism is not able to work on a long term. According to Caryl Phillips, one of the cultures will dominate, and the other cultures will in some way be oppressed. While implying a healthy respect for the cultures of different people, can never really work. In such societies there will always be one dominant culture and a hotchpotch of others which are, by definition, lesser ( ) (page 59 first paragraph) According to the author it is far more productive to have a multicultural society, in which all cultures are mixed up. The author expresses that Britain has to find a new national identity, instead of clinging to conventional British culture. Caryl Phillips also explains that a lot of non-British culture elements already are a part of the British identity, such as music and food. Therefore there is no reason not to take the last steps towards a better multicultural Britain. The author also claims that developing Britain into a multicultural is not as difficult as one might think. It’s not about adapting foreign cultures as much as it is about removing the mental resistance most British people have towards unfamiliar cultures. Caryl argues that without the Caribbean immigrants, who came to Britain in the second half of the twentieth century, Britain would be a poorer society. The language in the text The Pioneers is first and foremost very academic. The author uses words such as amalgam, synthesise, plurality. Secondly the author is quite formal in his way of writing. The way the author delivers the text is subjective, but the text is still presented in a formal way. The author does not put a lot of stress into opinion-bearing words. The language is throughout the text generally neutral, the writer tries to stay objective. But since most of his arguments are based on facts that could be invalid or is the authors interpretations of the society. I would argue that whereas George Orwell claimed that it needs some very great disaster, such as prolonged subjugation by a foreign enemy, to destroy a national culture, the truth is that it needs some very great fortune such as continual waves of immigration to create a national culture(page 61 second paragraph) In the quote above the writer speaks out his own point of view, which may or may not be accurate and realistic. Another aspect of the language is the authors choice of symbols. When Caryl raises the question about British national identity, he uses certain events/traditions like Derby day and Boat Race to outline British culture. When describing a culture, the cuisine, national events and holidays are often a good way of describing the national identity, as these symbolize the common native of respective nation. These examples of British identity are quite significant, as they describe entertainment, food and celebrations. The author could easily have chosen symbols of British culture such as: education, arts and politics other than poetry In the conclusion, the article deals with multiculturalism, and the positive effects of a favorable society with different cultures. The differences between cultures might be smaller than the average Briton might think. Especially in a global society like the one we have today.