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Reflection on Economics Class

What can it mean for me personally to be a college learner from the perspective of economic school?

Section I: introduction

I believe that economic class has long been a central theme within advanced schooling and that is why I will argue this issue in my essay. There is a large difference between interpersonal class and economic class: interpersonal classes will be the hierarchical arrangements of people in modern culture or just as the social sciences, it can be best described 'social stratification'. Alternatively, economic school means how much money you have. In political beliefs and sociology, the standard difference among economical classes is between the powerful and the powerless. So, I could simply conclude that the more money one has the more power that should go along (Drake 1). When I first read this, I remembered the early theory of Karl Marx who saw humans interested more in materials concerns alternatively than grand ideas which created a parting of work and a department of classes depending on wealth and electricity (Cline 3). In turn, he defined the economic course as how one school directs the process of production as the other category is directed and offer services. However, I came across a much simpler view; when a little company's owner or even a manager of the company, whatever it is, requests another employee who gets less salary than him to do a certain job, the worker is to complete the work without questioning his manager. Yet, if he was asked from a concierge, he wouldn't pay attention. So, I can increase my previous realization that the individual, who has more money and electric power, gets more attention and obedience that leads to persuasiveness. That persuasiveness works through the ethos and the logos of money (Drake 1).

The purpose because of this essay is to claim an answer to the premise question, exactly what does it mean for me personally to be a college pupil from the perspective of economic course? Which I speculate is not a simple job because this question pertains to many perspectives such as academics, social, ethnic, social conditions and makes. Since What i'm saying is the bigger education and how it relates to economic class, I will give a simple example about how both are related to each others. Let's take two students identical in academic skills however, not in economic classes; you have more money than the other. Both got fairly good quality in senior high school let's say a B and they are now thinking about what universities they have the opportunity to apply to. The low economic class college student has limited options because he can't find the money for private colleges fees and even if they can, he will be thinking about how he is going to reside among students from higher class, on the other palm, the high economic class university student gets more options in way too many different universities and can graduate as a doctor if he desires. Therefore, lots of students from the reduced class don't go into colleges because they either feel disappointed about any of it or go directly to work because he thinks about earning money.

Some students may underestimate the importance of arguing a remedy to such a question because they haven't heard about what Lester Faigley had written in Fragments of Rationality that the modeling of themes is not as much related to being truly a good article writer or having good sources as from the effects of experiencing the effects of what one creates about (Faigley 23). Furthermore, Wayne Berlin argues that university rhetorical curriculum should not only guide learners through their future jobs, but also help them become active members of political change and sociable (Mays 1). Both ideas suggest that we should study our culture leading us to take into account our main question "exactly what does it mean to me to be always a college student from the perspective of economic category?" Hence, I am going to claim this question via three different things of view: 1. Practical/practical section 2. Human/personal section 3. Practical and human section.

Section II: Arguing an answer from the extreme of useful/practical

The purpose of this section is to claim a functional/practical answer to the idea question, what does it mean for me to be a college university student from the perspective of economic school? The group aiding this section would think rationally about the question. It might bring into play Taha Hussein's famous estimate "We should not be expectant of proper, productive, effective education from a university or college whose staff will not enjoy independence and independence. " He wants to indicate that many Universities in Egypt are sacrificing their freedom as a result of dictatorial, corrupt rulers (Hassan). One of the most useful reasons is the popular on Egyptian collages every year which helps corruptors to cover up their actions (Hassan). Because of this, this group would says that higher education should be limited to students who get high grades because these are the type of scholars who'll be able to manage the rough system of higher education, appreciate the real meaning of being educated and do much more work than that of others. In this manner they will be decreasing the number of students resulting in better education for hard individuals.

The second issue that group will address is the way to obtain employees in high positions (Clotfelter 2). A useful/practical scholar would feel that high positions such as managers or supervisors require exclusively educated people, not only any school graduate. Those individuals are students who graduated from colleges with high GPAs by their own work not with the aid of private universities which is moved into with money. This group feels that these graduates could possibly be the best performers in their work positions only because of their grades and that they will be the best role models for the other employees so, other employees who are working under them would simply comply with every order they ask for.

Section III: Arguing a remedy from the extreme of individual/personal.

The purpose because of this section is to argue a human/personal answer to the question, exactly what does it mean for me personally to be always a college learner from the point of view of economic class? As an AUC scholar, I have acquired the chance to deal with almost all economic classes. To create it easier, I could say that people have two main classes; students who pay tuition and students who seriously a scholarship. Students, who pay fees, kind of disdain others who don't. They don't really say the true reason behind this hatred but I assume there are two very apparent reasons: the foremost is some are jealous of the fact that these students are better academically. Second some others might feel that these students' financial class doesn't allow them be a part of the AUC community. If they are followers to the first or the next impression, this group will claim a remedy to the premise question from the extreme human being/personal view. The North american School in Cairo is the most expensive in Egypt and probably in the centre East, so many students feel cocky about being in that university. In other words, AUC is quite exclusive to financial position. But consider how these top notch students feel when they become equal to others who don't have the maximum amount of money. AUC has long been known for getting the highest economic class in Egypt, yet this notion for many AUCians has altered after the scholarship idea was applied on a wider level. The top notch students think that AUC is not really a place that can fit both economical classes because that shakes their image towards outsiders who though that AUC got only the wealthy students. Although it is a non profitable company, AUC is a very successful university because of the huge amount of money that students pay and following the tuitions were elevated some students thought it was so the university can afford spending money on the scholarship students.

Everybody wants to get electricity, to be found and find the attention of the others; that's exactly what the higher economic class college student in the AUC and his parents are planning of. He already has climbed half the ladder because of his parents' wealth and position and he's going to keep after graduating by getting a high position in a company that his fathers' is a VIP costumer, paying bribe or at least inherit his father's business. Only eleven percent of the youngsters from poor family members graduate from collages and significantly less than nineteen percent of the eleven percent have the opportunity to be on the list of top quality (Eckholm 1). So these students are believed by the bigger category the directed ones; however, since work places for the folks who steer are few and scholarship or grant theory is applied in many universities, the working course is now learning to be a threat because they're now part of the competition.

Section IV: A Synthesis of Oppositional Extremes

We can't take into account the premise question in a full efficient/practical way because by doing so, we will have education inequality and we'll be restricting education to the students with high marks only. We wouldn't be considering many other things like a student who was sick at your day of the exam or another who's not good at a certain subject that decreased his GPA, those who don't succeed in the test environment and many other reasons. We ought to all be given equal chances to learn. Take Einstein for example; although, he had speech troubles when he was young and scored Cs when he is at elementary university, he became one of the best known physicists on earth who made new ideas. Various other people when put in the real situation, they appreciate and action. This is what is called sealed doorways situation; some students may score low marks in elementary colleges however when they notice that the university or college is their avenue for their future job, they respond. Regarding the next point that was argued; it has been proven that students' GPAs can't be considered the only meter as it pertains to the working field (Smith 2). Multiple reasons were showed but the most important were the student's management personality and experience. These reasons may not meet the criteria the hard working pupil to work in a high position despite the fact that he was among the finest learners in his college.

We can't also recognize the individual/personal point of view because in that way we will still be having an education inequality like for the reason that of the Middle Age groups when education was limited to students from rich families. By doing so we will be limiting the nice education and then families who have money. So, imagine if there is, let's say, one college student from the low school who might maintain the near future Ahmed Zowail or Farouk El Baz. Why wouldn't we give him the opportunity to like a good education that will definitely help him? In turn, this student will be the best image not only to his school and co-workers but also to his country. The next point that was argued by this group was increasing or let's say inheriting vitality and admiration by the assistance of their parents by getting into expensive colleges then owning their father's business after wards. However, what if these students are not qualified to run such a business not for their educational track record or grades but because of what they are. It even makes a bigger problem when there is one of the working course that can fit correctly in this business and at the same time working under a manager that is jogging his father's business and not that good in managing the business. How will the boss react when he realizes that there surely is a better man him? How will the person from the working category react to orders that he's sure they are simply incorrect? Will he conform to orders to save himself from getting fired or will he follow his beliefs and withstand because he knows that what he is doing is the right thing? I appreciate that everyone has a desire he wants to reach and that some parents are forcing pressure on their children to make them turn into a doctor or an engineer without taking into consideration their talents or what they like. However, God created us humans with different skills and whether we like it or not, we have to accept it. Not all students may become doctors only because they earn a lot of money. We can not think like that because doctors or any other job that makes money can't replace the entire exciting careers. Who understands maybe god blessed us with a certain gift idea in a particular place to change the world.

I bet that it is becoming very confusing and difficult to find a clear response to the idea question because we can admit neither the functional/practical nor the human/personal only. The efficient/practical student is obviously thinking about studying hard in order to succeed and get high levels to discover a good job whereby he can change his economic category to the better. On the other hand, power, money esteem and attention are all what the human being personal student is thinking about and he's ready to do anything in order to reach this goal whether by paying bribes or his father's help; it doesn't matter how, all it issues is to be able to reach this goal. That's the reason we can't acknowledge either. However, I've found that the mixture between the functional/practical extreme and the individuals/personal extreme is the way to find a fairly good answer to the premise question. I am not asking low and high economic class to be friend or even to even pretend to be because everybody knows that they will never be. However, all students should get equivalent opportunities to learn and enter in colleges but there is something that needs to be changed within ourselves; how exactly we look at occupations just like a plumber or a carpenter. As long as we turn to these professions as a despicable job, students will not be interested in some of them leaving free areas in these careers. Students with ultra forces like the genies young man that we have here in AUC or even learners with high marks should be observed from the primary school then suggest their part of power then focus on with them to boost it. In such world, competition is allowed but folks have to comprehend that they aren't automatically going to get power within an inherited field. They should also understand that even if they gained money and electric power, they won't gain people's admiration because they know that power is not self-made. Therefore, everyone should peruse the job that he is in love with the job that he considers they can make an alteration in and become creative. It might take longer time to demonstrate its success but when the target is come to, it can never be thought.

Section V: Significance

Now the picture is complete and I've got the true interpretation behind these three topics. These are by a means or another all related to each others. Students cheat to attain a better monetary school and what motivated them to cheat is the corrupt business that was the reason for the discrimination. This and the two previous essays had a whole lot of significance to me because it allowed me see things although before my eyes, these were hidden. These major writing projects may well not change ethics about cheating, values regarding gender or my eye-sight towards folks from lower category. However, exploring and inspecting many point of views made me alert to the world we have been moving into and the machine that control buttons us.

Works Cited

Introduction

http://en. wikipedia. org/wiki/Economic

Chris Mays, "refiguring college British studies" by http://docs. yahoo. com/viewers?a=v&q=cache:KV6Y_ak5zm8J:www. case. edu/artsci/engl/emmons/writing/journals/Mays_RhetoricsPoetics. pdf+james+berlin+signifying+practice&hl=en&gl=eg&pid=bl&srcid=ADGEESi7NvANHhwWJdR7vv8ZmhFYNFZY7ZYPxNhFQooxd8u4bTxsL-Hn7o1DJSuMjbGLsY2zf-f2d5Xlc4FcDMEkfta3vzhJ_104d7TV-phFeNBSLgppyKRWhP1Uv_LdBZyjzM-xY0ME&sig=AHIEtbQYCj5QUcEX3TUcx2-3zao5rjXLLQ

Lester Faigley, "fragments of rationality"

http://books. yahoo. com. eg/catalogs?id=2SC8Qj1n6QYC&pg=PA23&lpg=PA23&dq=the+production+of+a+student+subject+is+a+chief+outcome+for+a+course+in+composition&source=bl&ots=dZpPLuvlow&sig=xutV-VqS_r5PVqJDVgSZHT-2Zr8&hl=en&ei=9UzfS_TaAsmO_Aa0p7X_Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=the%20production%20of%20a%20student%20subject&f=false

Amar Ali Hassan, "restrain and corrupt universities"

http://www. almasryalyoum. com/en/opinion/restrained-and-corrupt-universities

Austin Cline, "The Economics of Modern culture and Religious beliefs"

http://atheism. about. com/od/philosophyofreligion/a/marx_3. htm

ERIK ECKHOLM, "ADVANCED SCHOOLING Space May Slow Economic Ability to move" February 20, 2008

http://www. nytimes. com/2008/02/20/us/20mobility. html?_r=1

Charles T. Clotfelter, "Higher education and social course: issues of exclusion and inclusion"

http://www. google. com/books?hl=en&lr=&id=VqrpCX1k4XoC&oi=fnd&pg=PR8&dq=social+class+higher+education&ots=h2OyaME3iK&sig=a5D8JXwmsWoTloYfOVaDO-0MpA0#v=onepage&q&f=false

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