Ethnic Studies Essay Example | Topics and Well Written Essays - 250 words - 3

Ethnic Studies - Essay Example The film presents a compelling love story about a couple from different races. Jihah is in pursuit of the American dream and delineate s himself from the Korean culture. He makes Sophie happy by giving her a child, which is her lifelong dream. The film is not about who Sophie ends up with, but rather if she becomes happy. She gains her self-fulfillment through the relationship with Jihah, who she contracts to make her pregnant and save her marriage. Even so, they are both strangers who have sex, but desperately try to avoid intimacy. In their loveless encounters, the two visibly seem to fight the need to bond. Eventually and inevitably, they find themselves in a relationship despite the commercial nature of their relationship. Although Sophie is a well-to-do woman, her infertile husband, who is also Korean, puts her in an awkward position in which she cannot be a mother. The fact that she hires someone to inseminate her makes it lean towards a cross-class relationship, but the later romantic relationship means that it is an interracial relationship. In addition, Sophie dates a wealthy Korean man and this signifies their interracial relationship. Although there is the exchange of money, a late-blooming passion alters the happy conclusion of the film. None of them bargained for the emotions that accompany their interracial

A key historical development such as the development of the tripartite Essay

A key historical development such as the development of the tripartite system or the introduction of comprehensive education - Essay Example The British transition provides an excellent way for the study of the effect of a comprehensive system as compared to selective schooling system on the student's achievement. In the traditional British school system, scholars would attend an academically selective grammar college at age 11, or they would attend a secondary modern school, which used to be academically less hard. The tripartite system had its disadvantages and also its advantages but the criticisms made it necessary to development of comprehensive education, which was friendlier to the students and all the scholars involved. Starting within the Nineteen Fifties, there was once dissatisfaction with choices on the local level, and a few native authorities began to experiment with comprehensive colleges. In 1965, the local authorities requested the Local Education Authorities (LEAs) to make plans to convert to a comprehensive education system. The implementation went on slowly, with sooner growing, more Labour leaning LEA s moving to comprehensive colleges more quickly while Conservative leaning Authorities implemented the amendment extra slowly. Presently there are still few conservatives offering grammar schools as an option INTRODUCTION National school programs range extensively within the quantity of skill tracking of scholars they provide in secondary school. Some education systems are based on comprehensive systems, where students of all abilities go to similar schools, although there is typically some tracking within the schools. Other systems channel students at an early age into different school types based on academic standards (tripartite system). The British idea is appealing since it involved a significant and a well defined change in terms of the ability of secondary school scholars, thus offering a potential way to assess the importance of comprehensive education system on student achievement. Comprehensive education is an education system where selection is not based on academic found ation or competency. A tripartite education system was created by the 1944 Education act and provided the basis of a state funded secondary school sector. The structure was to have three schools, which were grammar school, secondary technical school and secondary modern school (Education Act 1944). In the essay, we are going to discuss why Britain switched to the comprehensive system from tripartite system and the setbacks and advantages of the comprehensive system. We are also going to look at the key areas in the development of the comprehensive education system and the factors which lead to its implementation. Comprehensive education can be looked at as an improvement of the tripartite system, but it also has its own disadvantages. Historical development of Comprehensive Education from the Tripartite System in Britain The 1944 Education Act or the Butler Act brought about the tripartite education system which was found on the belief that at eleven years of age it was possible to measure intelligence of a child, the basis of this is to make a choice on the  activity, or career the child  might be suited to. Children sat the 11+ exam which was made up of English, Math and IQ tests. Those who passed were deemed to be more academic and would then proceed to secondary grammar school while the other would go to lower level grammar school. By the early 1960s, many LEAs were devising and reorganizing plans to end the traditional