Equality: Equal Treatment or Equal Opportunity? :: essays research papers

Is it fair or just to create equality by allowing special rights or accommodations to certain groups or individuals? I think it is. The foundation for my position is simple: How can we have the same rights for everyone, when no one is the same? This past November, I watched a video in Social Studies class. The video was about equal rights, and focused on several situations where rules could be challenged, and how the people got their way. One example was about a man in a wheelchair who wanted to go watch a movie at a local movie theatre. However, when he went to choose a seat, he quickly realized that he had no choice about where he could view the film. He was stuck with watching from in front of the first row, which is usually not a preferred spot for watching a movie. This man took the theatre to court for not giving him equal opportunity to choose where to view the movie. The theatre lost the court battle, and from then on set a precedent for all movie theatres to reserve sections in their facilities for the disabled. There are now wheelchair-accessible views from the front, middle, and back of many theatres around the world. The underlined issue in the above case was not about being treated equally, but rather being given equal opportunity. No one was being treated more superior than another, no one was denied the opportunity to watch the movie, but when it came to choice of seating, there was an inequality. Now, thanks to this man, that’s all changed. The case was much the same in an example of two female high school students that wanted to go for a lead part in the school production, but couldn’t because all the lead parts were for males. The two girls were given the equal right to participate in the production, but they were not given an equal opportunity to the part that they wanted. As a result, the rules were changed. The school’s first play featured males in the lead parts, and the second featured females. We watched a third example, this time about a young, female hockey player, who, again, had to be given special rights to achieve equality. In this case, all youngsters were given the equal right to play ice hockey. Males played in a males league, females played in a females league. Equality: Equal Treatment or Equal Opportunity? :: essays research papers Is it fair or just to create equality by allowing special rights or accommodations to certain groups or individuals? I think it is. The foundation for my position is simple: How can we have the same rights for everyone, when no one is the same? This past November, I watched a video in Social Studies class. The video was about equal rights, and focused on several situations where rules could be challenged, and how the people got their way. One example was about a man in a wheelchair who wanted to go watch a movie at a local movie theatre. However, when he went to choose a seat, he quickly realized that he had no choice about where he could view the film. He was stuck with watching from in front of the first row, which is usually not a preferred spot for watching a movie. This man took the theatre to court for not giving him equal opportunity to choose where to view the movie. The theatre lost the court battle, and from then on set a precedent for all movie theatres to reserve sections in their facilities for the disabled. There are now wheelchair-accessible views from the front, middle, and back of many theatres around the world. The underlined issue in the above case was not about being treated equally, but rather being given equal opportunity. No one was being treated more superior than another, no one was denied the opportunity to watch the movie, but when it came to choice of seating, there was an inequality. Now, thanks to this man, that’s all changed. The case was much the same in an example of two female high school students that wanted to go for a lead part in the school production, but couldn’t because all the lead parts were for males. The two girls were given the equal right to participate in the production, but they were not given an equal opportunity to the part that they wanted. As a result, the rules were changed. The school’s first play featured males in the lead parts, and the second featured females. We watched a third example, this time about a young, female hockey player, who, again, had to be given special rights to achieve equality. In this case, all youngsters were given the equal right to play ice hockey. Males played in a males league, females played in a females league.

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ENGLISH 1119 TRIAL SPM PAPERS FROM OTHER STATES 2012 STATE KELANTAN POEM Are You Still Playing Your Flute? NOVEL A character that inspires you DIRECTED WRITING An article for the school magazine on how to lead a healthy lifestyle SBP He Had Such Quiet Eyes A character who portrays a moral value in the story. A Report to the Principal on â€Å"the causes and effects of haze† KEDAH Are You Still Playing Your Flute? â€Å"Caring towards others is an important value† How is this portrayed in the novel? An article for the school magazine about some study tips to improve students’ cademic performance PERAK Nature A character that shows determination A Report to the Principal on â€Å"the causes and suggestions to overcome the rise in disciplinary cases†Ã¢â‚¬ NEGERI SEMBILAN Nature A character you feel sorry for. Give reasons A Letter of complaint to the manager of a restaurant MELAKA He Had Such Quiet Eyes An important lesson learnt from the novel. Give evidenc es An article for the school magazine about the last 5 years spent in secondary school CONTINUOUS WRITING 1) Describe something that you enjoy doing most 2) How teenagers should spend their time ) What will you do with your money if you are rich? 4) Write a story beginning with: â€Å"When I heard the news, I†¦Ã¢â‚¬  5) Life 1) Describe a scene after a disaster 2) A pleasant dream. 3) Write a story ending with: â€Å"†¦he left and closed the door behind him quietly. † 4) Success comes to those who work hard. Do you agree? 5) Strength 1)Why should children help their parents at home? 2) Describe the scene during recess in school 3) Power 4) My life is a joy 5) Write a story which begins with: â€Å"It was a miserable day until the phone rang†¦. † 1) An ideal holiday )The benefits of saving when you are young. 3) Social networking brings more harm than good. Discuss. 4) Write a story which begins with: â€Å"I woke up and could not remember what had hap pened†¦. † 5) Choices 1) Describe a fund-raising project you had participated in recently 2) Teenagers should not be allowed to drive. Do you agree? 3) If you had the chance, which foreign language would you like to study? 4) Write a short story beginning with: â€Å"She had been crying all day. † 5) Holidays 1) Describe the strangest person you have met in your life ) Write a story ending with: â€Å"†¦goodbye forever. † 3) Social networking brings more advantages than disadvantages. Do you agree? 4) My ideal school 5) Movies SELANGOR He had such Quiet Eyes A character whom you like the most An article for the school magazine about some acts of kindness that you can practice 1) Describe a journey that you have enjoyed 2) Do you think parents should be sent to a home in old age? Give reasons. 3) What are the qualities you look for in a friend? 4) Write a story beginning with: â€Å"I listened to her words†¦.5) Fast food PAHANG – He had such Quiet Eyes â€Å"Family relationship is important in one’s life†. How is this shown in the novel? An article for the school bulletin about the Do’s and Don’ts when attending a job interview 1) Describe an enjoyable day you have experienced in your life 2) Save water to save the Earth. Discuss 3) My dream job 4) Write a story beginning with: â€Å" It was a promise of wonderful happenings†¦Ã¢â‚¬ ¦Ã¢â‚¬  5) Teacher PULAU PINANG Are You Still Playing Your Flute? Give some instances that show the character’s courage An article for the chool magazine about how to make your classroom a conducive place to study TERENGGANU Are You Still Playing Your Flute? â€Å"It is important to have a strong family relationship†. How is this shown in the novel An article for the school magazine about a cleanliness campaignMARA Nature A decision made by a character that has changed his/her life An article for the school magazine on â€Å"Road safety tips for students† 1) Describe a dream you will never forget 2) Co-curricular activities build character. Do you agree? 3) The qualities of a good friend ) Write a story beginning with: â€Å"It was like any other normal Monday morning †¦. † 5) Secrets 1) What I like about myself 2) â€Å"Teenagers nowadays lack the sense of responsibility†. Do you agree? 3) Health is wealth 4) Write a story ending with: â€Å"†¦we were glad as it was finally over† 5) Smiles 1)Describe a scene at the school canteen during recess 2) Parents should allow teenagers to make their own decisions. Discuss 3) If you had a day to do anything you like, what would you do and why 4) Write a story beginning with: â€Å"I couldn’t believe my eyes†¦Ã¢â‚¬ ¦Ã¢â‚¬  5) Wishes PERLIS

Two Drovers and William Wilson

â€Å"William Willson† and â€Å"The Two Drovers† suggest a link between identity and aggression. What threatens a characters sense of self in these stories? Why do certain characters react to perceived threats to their identities as they do? â€Å"The Two Drovers† by Sir Walter Scott focuses on an Englishman and a Scotsman in a tale revolving around nationality. The author characterizes them both as proud individuals, while also noting their individual talents and temperaments, but the most prominent trait in both main characters is pride for their own countries. Hence both are presented as national stereotypes, and it is from this that the author is able to build upon and highlight the growing misunderstanding which is the true essence of the story. It is however, their pecuniary and vocational interests that allow them to find the common ground on which they base a mutual respect for each other. For example, when English and Scottish cattlemen are droving livestock together â€Å"†¦ hey co-operate on the journey with one man as guide and interpreter in the Highlands, and the other in England, Robin Oig and Harry Wakefield form a partnership of mutual advantage. † , when this partnership falls prey to what could almost be described as a comedy of errors, they are then forced to revert to their respective social values and customs to fatally resolve what is essentially a commonplace misunderstanding. These differences, propelled by the force of pride, culminate in a true tragedy. Harry Wakefield, with his short fuse and strong fist and Robin Oig, with his Scottish pride and secret ambitions both possess too much pride to back down from a heated situation, and ultimately die as a result of a simple misunderstanding. On the other hand in Edgar Allan Poe’s â€Å"William Wilson† shows that every person experiences conflict between their will and their conscience. Reasonable people recognize that both of these are components of their mind, but William Wilson does not, Poe effectively uses the Gothic doppelganger technique to show the violent conflicts within Wilson's soul. Poe shows that the will and conscience are two distinct, but inseparable, parts of the complex human mind. Wilson never understands that the will and conscience are both within him, but Poe communicates this to the reader clearly. Conscience and will together make a whole person, while the lack of one can create a disturbed individual like William Wilson. William Wilson is a much more complex figure than he himself realizes. In the final battle scene he writes he â€Å"felt within his single arm the energy and power of a multitude†. He feels this because within him are his will, his conscience, and every other part of his soul. Wilson doesn't understand the bonds tying him to the other Wilson, still he writes: â€Å"Wilson and myself were the most inseparable of companions. † Wilson doesn't realize the irony in this statement is that regardless of how hard he tries not to be, Wilson will always be his companion.