Argument of Value Essay Example | Topics and Well Written Essays - 1000 words

Argument of Value - Essay Example But, as the movie tries to portray, it never takes itself seriously. All the fun does not get lost owing to the apparent upheavals in the lives of the characters. There is a definitive degree of fresh air in the treatment of the main characters. From the very beginning, the viewer is drawn into the intricacies of the characters, their joys and life. Even in the deepest melancholy, there are streaks of hope and happiness. In that sense, this movie has veered away from the staple comedy movies which lack poignant humor, but cover it up with condescending laughter. The movie exposes the tumultuous underbelly of human emotions with a fine serving of humor. This movie is perched between a razor sharp psychological drama on one hand and comedy on another. The film has a very upbeat title, which suggests the likeliness of having a generic bent towards the creation of a happy atmosphere: that is not very serious. It has all the ingredients of a nice movie, with the creation of sequences that exude positive spirit. A hero who is full of faults, a heroine with very doubtful credentials, the Christmas streets, the snow flaked roads are a constant reminder of the impending festivities. Throw on top of that, a dance competition and a football game, the movie tries to cover all the bases for a happy Hollywood film. ... Robert De Niro has played a delicious role as the father, who is torn among different problems. He runs an illegal gambling racket out of his parlour. He has a very supportive mother, who keeps him company. However, he is supposed to stay away from his wife and has to visit a doctor. All of the characters are obsessed with something in their lives, with sports being a big obsession. There is a tradition of disruptive violence, as the crowd identifies the game with their identity. The father of the hero has been banned from appearing in the matches due to the bouts of rage, which were experienced while viewing the match. One of the central characters in the movie is a young widow called as Tiffany. She is a good looking woman who lives in the garage of her parent’s home. She is preparing for a dancing competition, with the help of the hero. They bond over a dinner and she agrees to help him reunite him with his wife. The strength of the film lies in the differential treatment b eing given to the generic comic situations. Although, there is a lot of pain in the lives of the characters, there is sense of joy that runs throughout the fabric of the film. There are a number of scenes that would be very difficult even in real lives, but the handling of the situations has rendered the scenes funny. Some of the examples of such scenes; as the fighting in the diner that spreads onto the street: and also among the crowd wearing the Halloween dress. The film goes over the edge at times, but never fails to maintain the humorous simplicity in the storyline. The narrative is contextual and also very relevant due to the essential foresight being provided into the human heart. The design of the story has been calibrated with a lot of alacrity, so as to incite the maximum level of

Teaching Third Grade Students Art Appreciation Essay

Teaching Third Grade Students Art Appreciation - Essay Example Jerrold Levinson in his book The Pleasures of Aesthetics proposes the characterization of aesthetic pleasure as "pleasure in an object is aesthetic when it derives from apprehension of and reflection on the object's individual character and content, both for itself and in relation to the structural base on which it rests" (Levinson, 1996, p. 6). In other words, learning to appreciate a piece of art aesthetically is to appreciate its forms, quality, value and meaning while at the same time observing the way it relates to its surrounding environment. In order to appreciate art and experience the aesthetic pleasure associated with it, students of the third grade should be taught the elements and principles of art. Elements of art comprise line, shape, form, color, value, texture, and space. Line is a moving point which creates an identifiable path. It is one-dimensional, varies in length, width and direction and is used to define the edge of forms. Lines can be vertical, horizontal, diagonal, curved, wide or narrow. Shape is two-dimensional having height and width whereas form is three-dimensional having height, width and depth. Form can be depicted in art by use of lines and shading. Color is the light reflected off objects. The brightness or darkness of color used by artists to create various moods is called value. Texture refers to the surface quality of an object. This is achieved visually in two-dimensional pictures by the use of forms and colors so that the viewer comprehends the way the object would feel in real life. Spac e in art creates an illusion of depth. This is achieved by using perspective drawing techniques and shading (The Elements of Art, 2008). Third grade students are familiar with lines, shapes and form. They enjoy drawing basic shapes and lines and using it in their own creations. Mixing colors to get new ones can be taught so that they can experiment with primary secondary, tertiary colors, shades and tints. The value of the color, texture and space can be introduced to children at this level. The basic principles of art can also be successfully taught in the third grade. The principles are movement, unity, variety, balance, emphasis, contrast, proportion, and pattern (Elements of Art, 2008). Emphasis refers to the points of interest in the picture while balance is a sense of stability achieved by repetition of shapes. Contrast is combining different elements to create points of interest. Variety in a piece of art is introduced by using various shapes and textures. Movement is the creation of action using the elements of art in such a manner as to guide the viewer's eye throughout the picture. Pattern or rhythm is a type of movement created in the picture by repeating shapes and colors. Using dark and light colors alternately can also create rhythm. The relationship between the sizes of various objects in the picture is called proportion. Unity or harmony gives the picture a complete and uncomplicated look (Rider). Third graders can be guided to recognize these principles in the works of renowned painters and apply them in their work. Methods for Teaching Third Grade Students Appreciation of Art Children can be taught to appreciate art using various methods. However, the methods used should be interesting and simple so that the curiosity to experiment with art is aroused in the child. Children should also be able to relate their experiences with art to daily life and academic studies.

The Life Of Alexander Pushkin

The Life Of Alexander Pushkin Freedom in Alexander Pushkin’s literary works occupies one of the central positions; however, Pushkin treats freedom from various sides and perspectives. Living in the period of social and political changes, in the era of the Great Patriotic War of 1812 and the revolt of Decembrist of 1825, Pushkin belonged to the generation which was in search of ideal freedom. However, being unable to attain this kind of freedom, Russian poets of the nineteenth century made constant attempts to replace one idea of freedom with another, finally realising that freedom in real life was constantly restricted. Alexander Pushkin went further than other poets of his times in his treatment of freedom, inspiring the formation of new Russian civic poetry and influencing such poets as Nekrasov and Lermontov. As Janko Lavrin points out, â€Å"what the world now understands and admires under the name of Russian literature came with and after Pushkin† (p.65).   Ã‚   At the beginning of Pushkin’s literary career, the issue of freedom in his literary works acquires a strong political tendency. In his early poem Volnost (1817) Pushkin reveals his vision of ideal freedom, opposing the existing absolute power of kings and expressing the idea that true freedom can be achieved only under the constitutional monarchy.   In Pushkin’s poem K Chaadaevy (1818) the political idea of freedom acquires a slightly different direction; in this poetic work Pushkin points at the necessity of defending his native land. For Pushkin, love for homeland is inseparably connected with the struggle for freedom. However, as Pushkin becomes mature, he rejects a pure political treatment of freedom, demonstrating his interest in inner freedom of a person. In this regard, Pushkin implicitly draws a parallel between inner freedom and poetic perception of freedom in his poetic work Derevnja (1819). Such a combination uncovers many possibilities for achieving freedom, but, on the other hand, it evokes inner doubts, which the poet does not dissipate by the end of the poem. The first part of Derevnja reveals the poet’s ecstatic delight of his achieved freedom: In the second part of the poem Pushkin ponders over the destiny of Russian people, feeling that his poems are unable to provide them with long-waited freedom, that they are unable to completely eliminate serfdom which destroys people’s lives and their inner selves. Contrasting beauty of nature with lack of freedom in the village, Pushkin shows that people can acquire happiness only in free society. As Alexander Pushkin claims,    Thus, the poet appeals to the king and asks him to annihilate serfdom, providing people with freedom and knowledge. As the poet, Pushkin has the only tool – his poetry – to strive for universal freedom. But in such poems as K Moryu (1824) and IzPindemonti (1836) Alexander Pushkin continues his discussion of inner freedom, presenting a romantic embodiment of freedom. As the poet realises that he is not able to achieve freedom in real life, he turns to freedom in his dreams, identifying himself with nature. In the poetic work K Moryu Pushkin applies to the image of sea, which symbolises both inner freedom of a person and poetic freedom. For Pushkin, sea is the embodiment of free and rebellious nature, but at the same time through the image of sea Pushkin reveals the poet’s loneliness in his struggle for freedom. However, it is nature that gives necessary power and freedom to Pushkin, saving him from any dependence: These words from Pushkin’s poem IzPindemonti reveal that the poet is in search of new verges of freedom, the verges that overcome the existing reality. This search is especially obvious in his famous poem Uznik (1822), where the appeal for inner freedom is expressed through eagle’s cry. Both the eagle and the prisoner are captives who are deprived of their freedom. Alexander Pushkin creates this poem in exile, where he is deprived of freedom, of close relatives and friends.   However, the eagle is a freedom-loving bird, and its greatest wish is to attain freedom. Alexander Pushkin identifies himself with the eagle, maintaining the idea that a person is also free by nature, thus freedom is crucial for any human being: In this regard, Pushkin implicitly shows that political, outer and poetic freedom stand behind inner freedom. On the other hand, Pushkin realises that it is impossible for the poet to completely reject one aspect of freedom for the sake of another; As Angus Calder points out, â€Å"a man who respects himself as ‘autonomous’ will of course tend to chafe against political tyranny and may well seek a place where he may have ‘independent’ control of his own life† (p.35). Uznik was written when Pushkin was only twenty-three years old, but even at this age the poet realised that society, in which he lived, specifically created invisible barriers and restrictions, wrong ideals and illusions, and Pushkin expressed his longing for real freedom. Deviating from the political treatment of freedom, Pushkin realises that a poet should be free both from people and from authorities; only in this case it is possible to create freedom-loving poetry. In Pesni o veshem Olege Pushkin points out that any literary work should be free and truthful. After the Decembrists’ defeat, Pushkin continues to dream of freedom, hoping to realise this dream. As Pushkin claims in his poem Vo glubine sibirskich rud dedicated to his friends-Decembrists, In the series of Southern Poems Alexander Pushkin introduces the idea that outer freedom can not be attained. In such poems as Zygane (1930) and Fontany Bahchizaraiskogo dvorza (1824) Pushkin portrays certain spheres where freedom of people is strongly confined, but nevertheless, a person is able to develop and preserve inner freedom. Such treatment of freedom coincides with the ideals of Renaissance; Pushkin’s obsession with inner freedom reflects the revival of national consciousness under complex social changes. Thus, Pushkin’s ideas of freedom possess cultural roots rather than political, despite the fact that some of his poetic works, such as Arion, Anchar and Skaski, demonstrate an open protest against the existing political system. But Pushkin’s rebel is of spiritual nature; it is the rebel of a person who is overwhelmed with humanism and who rejects any personal violence. Instead of the existing ideology of the nineteenth century, Alexander Pushkin create s his own ideology of inner freedom in the context of universal freedom (Edmunds, pp.29-32). In his poem Ya pamyatnik sebe vozdvig nerykotvorniy Alexander Pushkin points out that his major life achievement is his freedom-loving poetry:   Ã‚   But Pushkin does not restrict himself only to poetry; he freely experiments with different literary genres, making an attempt to â€Å"explore the possibilities of prose in the same way as he had explored the possibilities of verse† (Lavrin, p.183). However, his ideal of inner freedom remains central to all his literary works. This is especially true in regard to Pushkin’s short stories, novels and tales. In his famous verse novel Evgeniy Onegin Pushkin points at the characters’ inability to achieve inner freedom. Pushkin portrays aristocratic society, which is unable to overcome the existing restrictions (Falen, pp.7-10). Perhaps, the only character who is able to attain inner freedom is Tatiana, a young girl with intelligence and longing for love. Tatiana falls in love with Onegin, the principal character of the play, and she is the first who makes a declaration of love. However, Onegin rejects her in a most inappropriate way, and Tatiana suffers much, loosing her inner freedom. As Tatiana claims: She marries an old gentleman and remains devoted to him, despite the fact that she still loves Onegin. Thus, in Evgeniy Onegin Pushkin uncovers the reality of his life, embodying his own thoughts of inner freedom in the character of Tatiana. In Pushkin’s tale Pikovaya Dama the writer discusses inner freedom in a different context. Introducing the character of Germann, Pushkin reveals the negative consequences of Germann’s wish to achieve freedom. Germann considers that true freedom can be attained only with the help of money, but as he gets more and more entangled in deceits, he destroys himself and other characters. In fact, Germann looses his self and his freedom, as he becomes obsessed with playing cards; in this context, abstract things take full control over Germann’s life, driving him mad by the end of the narration. Comparing his character with Napoleon and Mephistopheles, Pushkin uncovers the essence of Germann who does not acknowledge any moral principle s or laws. As Pushkin claims in regard to his character, The similar portrayal Pushkin utilises towards an old countess, ‘Pikovaya Dama’. The old woman in Pushkin’s tale is identified with an Egyptian mummy; she is a lifeless creature who lacks any freedom and who leads meaningless life within aristocratic society. Alexander Pushkin does not treat old woman’s death as tragedy, because, for Pushkin, life without freedom is empty existence. In this regard, inner freedom in Pikovaya Dama is discussed through freedom of moral choice. Germann and the old woman make a wrong choice, thus loosing the possibility to attain inner freedom. However, in contrast to these characters, Pushkin introduces the character of Lisaveta Ivanovna who greatly values her moral principles that finally save her. In his story Egypetskiye Nochi Pushkin returns to the issue of freedom in the context of poetry. On the example of Charskii, a poet and aristocrat, Pushkin reveals his own suffering, as he makes an attempt to become a freedom-loving poet (Debreczeny, pp.11-13). Similar to Pushkin’s poetry, Egypetskiye Nochi discusses the relations between the poet and society, and these relations reflect the essence of his views on the idea of inner freedom. Although Pushkin demonstrates a close connection between the poet and people, he nevertheless points at the necessity of freedom for the poet. At the beginning of the story Pushkin shows Charskii’s dependence on society: However, further Pushkin demonstrates Charskii’s dissatisfaction with such position and his attempts to preserve his inner freedom. In his conversation with a stranger, Charskii exclaims: Charskii, similar to Pushkin himself, feels loneliness within society in which he lives. In his poem Svobody seyatel pustynniy (1823) Pushkin reveals a notion that a poet lives among people who are not able to perceive his ideas of freedom. On the other hand, in the poem Prorok (1826) Pushkin states that any poet that wants to appeal for freedom should endure many difficulties and pain. Alexander Pushkin suffered throughout his life, and these sufferings were reflected in all his freedom-loving poetry and prose.    Analysing the ideas of freedom in Alexander Pushkin’s poetry and prose, the essay suggests that Pushkin’s treatment of freedom changes throughout his literary career. Starting with an idea of political freedom, Pushkin gradually realises the vainness of his attempts to attain outer freedom. In his further works the poet pays more attention to inner freedom of an individual, applying to symbolical understanding of freedom through understanding of nature. It is this inner freedom that Pushkin values above all other kinds of freedom, implicitly or explicitly referring to inner freedom in almost all his poetic and prose works. This inner freedom in Pushkin’s poetry concerns various issues, such as freedom of choice, freedom from any biases, freedom of religious beliefs and, above all, freedom of creative work. In Pushkin’s prose works inner freedom is inseparable from moral values of people. Overall, freedom-loving poetry and prose of Alexander Pushkin contrib ute to the formation of a characteristic writing style, which is adopted by further generations of Russian poets. Works Cited Calder, Angus. Russia Discovered: Nineteenth-Century Fiction from Pushkin to Chekhov. London: Heinemann, 1976. Debreczeny, Paul.   Introduction, in Alexander Pushkin:Complete Prose Fiction.   Stanford: Stanford University Press, 1983, pp.5-11. Edmunds, Robin. Pushkin: The Man and His Age. New York: St. Martins Press, 1994. Falen, James. Alexander Pushkin. Eugene Onegin. Oxford, New York: Oxford University Press, 1995. Lavrin, Janko. Pushkin and Russian Literature. New York: The Macmillan Company, 1948. ПÃ'Æ'Ã'ˆÐ ºÃ ¸Ã ½, Ð Ã »Ã µÃ ºÃ' Ã °Ã ½Ã ´Ã'€ Ð ¡Ã µÃ'€Ð ³Ã µÃ µÃ ²Ã ¸Ã'‡. ЕÐ ²Ã ³Ã µÃ ½Ã ¸Ã ¹ ОÐ ½Ã µÃ ³Ã ¸Ã ½. Ð ¡Ã ¾Ã ±Ã'€Ð °Ã ½Ã ¸Ã µ Ã' Ã ¾Ã'‡Ð ¸Ã ½Ã µÃ ½Ã ¸Ã ¹ Ð .Ð ¡. ПÃ'Æ'Ã'ˆÐ ºÃ ¸Ã ½Ã ° Ð ² Ð ´Ã µÃ' Ã' Ã'‚Ð ¸ Ã'‚Ð ¾Ã ¼Ã °Ã'…, Ð ¢.4. ÐÅ"Ð ¾Ã' Ã ºÃ ²Ã °: ГÐ ¾Ã' Ã'Æ'Ð ´Ã °Ã'€Ã' Ã'‚Ð ²Ã µÃ ½Ã ½Ã ¾Ã µ Ð ¸Ã ·Ã ´Ã °Ã'‚Ð µÃ »Ã'Å'Ã' Ã'‚Ð ² Ð ¾ Ð ¥Ã'Æ'Ð ´Ã ¾Ã ¶Ã µÃ' Ã'‚Ð ²Ã µÃ ½Ã ½Ã ¾Ã ¹ ЛÐ ¸Ã'‚Ð µÃ'€Ð °Ã'‚Ã'Æ'Ã'€Ã'‹, 1960. ПÃ'Æ'Ã'ˆÐ ºÃ ¸Ã ½, Ð Ã »Ã µÃ ºÃ' Ã °Ã ½Ã ´Ã'€ Ð ¡Ã µÃ'€Ð ³Ã µÃ µÃ ²Ã ¸Ã'‡. ЕÐ ³Ã ¸Ã ¿Ã µÃ'‚Ã' Ã ºÃ ¸Ã µ Ð Ã ¾Ã'‡Ð ¸. Ð  Ã ¾Ã' Ã' Ã ¸Ã' : ИÐ ·Ã ´Ã °Ã'‚Ð µÃ »Ã'Å'Ã' Ã'‚Ð ²Ã ¾ Ð  Ã ¾Ã' Ã ¼Ã' Ã ½-ПÃ'€Ð µÃ' Ã' , 2002. ПÃ'Æ'Ã'ˆÐ ºÃ ¸Ã ½, Ð Ã »Ã µÃ ºÃ' Ã °Ã ½Ã ´Ã'€ Ð ¡Ã µÃ'€Ð ³Ã µÃ µÃ ²Ã ¸Ã'‡. Ð ¡Ã'‚Ð ¸Ã'…Ð ¾Ã'‚Ð ²Ã ¾Ã'€Ð µÃ ½Ã ¸Ã' . ПÐ µÃ'€Ð ¼Ã'Å': ПÐ µÃ'€Ð ¼Ã' Ã ºÃ ¾Ã µ Ð ºÃ ½Ã ¸Ã ¶Ã ½Ã ¾Ã µ Ð ¸Ã ·Ã ´Ã °Ã'‚Ð µÃ »Ã'Å'Ã' Ã'‚Ð ²Ã ¾, 1987.   ПÃ'Æ'Ã'ˆÐ ºÃ ¸Ã ½, Ð Ã »Ã µÃ ºÃ' Ã °Ã ½Ã ´Ã'€ Ð ¡Ã µÃ'€Ð ³Ã µÃ µÃ ²Ã ¸Ã'‡. ПÐ ¸Ã ºÃ ¾Ã ²Ã °Ã'  ДÐ °Ã ¼Ã °. ПÐ ¾Ã »Ã ½Ã ¾Ã µ Ã' Ã ¾Ã ±Ã'€Ð °Ã ½Ã ¸Ã µ Ã' Ã ¾Ã'‡Ð ¸Ã ½Ã µÃ ½Ã ¸Ã ¹ Ð .Ð ¡. ПÃ'Æ'Ã' ˆÐ ºÃ ¸Ã ½Ã ° Ð ² Ð ´Ã µÃ' Ã' Ã'‚Ð ¸ Ã'‚Ð ¾Ã ¼Ã °Ã'…, Ã'‚.6. ЛÐ µÃ ½Ã ¸Ã ½Ã ³Ã'€Ð °Ã ´: Ð Ã °Ã'Æ'Ð ºÃ °, 1978.     

Wuthering Heights by Emily Bronte :: Wuthering Heights Emily Bronte Essays

Wuthering Heights by Emily Bronte In chapter nine, we are introduced to the issues surrounding different ideas of love through Catherine's dilemma. The author uses a variety of imagery and ideas to separate superficial love from true love. We are shown that her love for Edgar, a gentleman residing in the estate of Thrushcross Grange, is indeed superficial. Catherine tells Nelly that she has just accepted Edgar's proposal, yet she does not seem satisfied with her choice: "I accepted him, Nelly; be quick, and say whether I was wrong!" Say whether I should have done so - do!" This immediately implies that she is not confident of her own judgement - she seeks assurance and comfort that her choice was the correct one by pleading to Nelly, her servant. This is extremely odd, as the majority of people would not commit themselves to lifetime relationships without being sure that it is the right choice to do so. We are shown that the reason behind her doubt is that her "love" for Edgar is plainly superficial. Nelly also understands this, and asks Catherine, bluntly, if she loves him. She replies firmly: "Who can help it? Of course I do." I believe that her manner in responding to this question completely contradicts the words which that she actually speaks. She replies in a very 'matter-of-fact' tone, which suggests that her reasoning behind her love should be visible and obvious to all. She suggests that no woman could resist him, which, combined with the previous point, implies that he is desirable due to his outward appearance and status - he is "marriage material". Hence, Catherine has shown us that her love for Edgar is the same love that any woman would feel for him, which is not true love; it is merely attraction. She furthers this by declaring that she does not want to be a "beggar", which she believes would be the outcome of marrying Heathcliff. I also believe that Catherine is trying to convince herself of her love for Edgar. This was shown earlier by her asking Nelly for reassurance, but it is shown further when Nelly asks her why she loves Edgar: "I love the ground under his feet, and the air over his head, and everything he touches, and every word he says - I love all his looks, and all his actions, and him entirely, and altogether. There now!" This response also puzzled me - it has been worded in a very impersonal fashion. She uses dry, unlovable vocabulary in her description, such as "ground", "feet" and "air". It is a list of clichà ©s, and instead of giving the intended outcome of proving her

Citizenship in the nation Essay

1.Explain what citizenship in the nation means and what it takes to be a good citizen of this country. Discuss the rights, duties, and obligations of a responsible and active American citizen. 2.Do TWO of the following: a. Visit a place that is listed as a National Historic Landmark or that is on the National Register of Historic Places. Tell your counselor what you learned about the landmark or site and what you found interesting about it. b. Tour your state capitol building or the U.S. Capitol. Tell your counselor what you learned about the capitol, its function, and the history. c. Tour a federal facility. Explain to your counselor what you saw there and what you learned about its function in the local community and how it serves this nation. d. Choose a national monument that interests you. Using books, brochures, the Internet (with your parent’s permission), and other resources, find out more about the monument. Tell your counselor what you learned, and explain why the monument is important to this country’s citizens. 3.Watch the national evening news five days in a row OR read the front page of a major daily newspaper five days in a row. Discuss the national issues you learned about with your counselor. Choose one of the issues and explain how it affects you and your family. 4.Discuss each of the following documents with your counselor. Tell your counselor how you feel life in the United States might be different without each one. a. Declaration of Independence b. Preamble to the Constitution c. The Constitution d. Bill of Rights e. Amendments to the Constitution 5.List the six functions of government as noted in the preamble to the Constitution. Discuss with your counselor how these functions affect your family and local community. 6.With your counselor’s approval, choose a speech of national historical importance. Find out about the author, and tell your counselor about the person who gave the speech. Explain the importance of the speech at the time it was given, and tell how it applies to American citizens today. Choose a sentence or two from the speech that has significant meaning to you, and tell your counselor why. 7.Name the three branches of our federal government and explain to your counselor their functions. Explain how citizens are involved in each branch. For each branch of government, explain the importance of the system of checks and balances. 8.Name your two senators and the member of Congress from your congressional district. Write a letter about a national issue and send it to one of these elected  officials, sharing your view with him or her. Show your letter and any response you receive to your counselor.

Home School Essay

It has come to the attention of many that the debate over home schooling has been getting more brutal each and every day. Below is reassurance on why the board should offer this marvelous opportunity to these students. Every student is different, each has its own learning curves; some more then others. I am for home school because students can be overwhelmed by the large amount of work, students can get off task easily in traditional school, and if a student is home schooled, the student is the center of attention. When students go to traditional school, there are a lot of other students. Being with so many other students can be overwhelming for some, not all. For the students that it is too overwhelming for, why shouldn’t those students get an equal opportunity to do there best in school? If it is school were talking, then throw in the conversation of life as well. Without good schooling, students will be unable to get into a good college, without college, well it is kind of sad for the rest of their lives. As the Board of Education you want students to succeed in school, and in life, well then tell people to stop trying to slow down there education and the process in which students and parents educate. A positive in being home schooled is not getting off task. If the students do not have a large amount of distraction, then the want for distraction will be eliminated. Students get off task very easily (Trust me). An example of an off task student is a student talking to another student, thus far not hearing the teachers instructions. By keeping them on task then that is a great way to destroy a learning curve or learning curves. Another positive in home school is, the student is the center of attention! In any traditional school, there is a lot of students that do not understand or get the concept of a focus of study. Teachers have many students and may not always be available to make the focus of study more clear to the student. Home school guarantees the idea of a student never being left behind. What is the point of putting a student through school and the student only grasps bits and pieces, when the student could understand it all and probably even learn more then the average student in traditional school. To conclude this essay, please remember that home schooling is a great opportunity. Students are different and need special attention. I am for home school because students can be overwhelmed by the large amount of work, students can get off task easily in traditional school, and if a student is home schooled, the student is the center of attention. If the student can afford and have the means to do so, let home schooling happen!