Education and Life Chances in Modern Education Essay Example for Free

Education and Life Chances in Modern Education Essay Public education, it can be argued, shapes society, instils social mores and indoctrinates the impressionable with those philosophies the elites value. This essay will focus upon three main areas intrinsic to the education system. These are the social reproduction of ideas, the life chances created and instilled through education, and the socialisation of the individuals undergoing the educational process. Two main sociological perspectives that are useful when studying the education system are Functionalism and Critical Theory, because they focus on macro issues and social structures more than the interactionist perspective. Functionalists believe that the school system is an agent of social reproduction, which operates to reproduce well integrated, fully functioning members of society (Webb, Schirato and Danaher, 2002: 114). Critical theorists, conversely, hold that education is the most effective mechanism for promoting social change and for giving opportunities to less privileged groups so that they can advance their social standing. However, education usually reproduces existing social divisions, maintaining the relative disadvantage of certain groups (Webb, Schirato and Danaher, 2002: 106). Munro (1994: 108) describes the different approaches by stating that, functionalists tend to see education as synonymous with socialisation, while a conflict theorist is inclined to view education as ideological- that is, reflecting the interests of particular groups. Functionalists hold that the major institution for social reproduction is the education system, whereas, from a critical perspective, teachers, who oversee this reproduction, have been made into administrators of programs that provide manpower capitalisation through planned and directed behavioural changes (Illich, 1973: 327). Illich (1973: 327) comments, from a critical perspective, that teaching and learning remain sacred activities separate and estranged from a fulfilling life. This is because the things being taught do not line up with the necessary knowledge needed for life outside of education, and that learning from programmed information always hides reality behind a screen (Illich, 1973: 324). This means that the knowledge provided is set to a secret agenda. The learning process, which supposedly passes on the values and mores necessary in society to students,  is not, however, meeting these needs effectively. Relevant information, that is, knowledge, which will add skills to the labour market, is becoming less practical and more theoretical, expanding the gap between study and work. Regardless of this, employers and social elites have attempted to use the schools for the reproduction of compliant workers (Davis, 1999: 65). This double standard has been discussed in a best selling song, The Wall by Pink Floyd (1978) in which they stated that the reproduction received through the school system was set to a hidden agenda, and that society would be better off without it. Drucker (1973: 236) equates the influx of educated people to the potential for producing wealth in any given country. By stating this, educational socialisation and the development of educated people is the most important function education can have. He goes on to state that while this may be the case today, throughout history, being uneducated provided the wealth of a given nation, due to the class differences, and that education was for the rich and idle while the work was performed by the illiterate. This all changed with the Industrial Revolution, and the invention of moveable type in the 17th Century (Drucker, 1973: 232). The moveable type meant that education could be performed at a reduced rate, and words became a commodity that was necessary for improving the quality of the labour force. Education is purported to provide the best possible life chances for its graduates, yet in reality, in many ways education diminishes these chances. Heinz (1987: 132) points out that the life chances of graduates are in a state of flux, that when the labour market is depressed and work is difficult to find, then young people will opt for more education as a means of delaying their entry into a tight work force. The school then takes on the function of a warehouse; it is a place to mark time. At the same time school acts as a socio-political instrument for reducing social and political conflict, and this function gains predominance over its main function of educating young people. In many cases the academic credentials earned are unnecessary for working-class jobs (Furlong and Cartmel, 1999: 12), which changes the focus of education, making it oppressive and irrelevant (Davis, 1999: 83). Heinz (1987: 131) states secondary  school-leavers face a worsening outlook when they want to start in working life, and joining a preparatory program is increasingly becoming the only alternative to unemployment. There are a growing number of young people who are finding it harder to find a place, whose prospects on the labour market are poor, being qualified but underemployed, or drifting between unemployment and occasional jobs (Heinz, 1987: 131). This increases social inequalities and the gap between rich and poor. By acting as a warehouse education is not preparing students for life but rather crippling their life chances. The alternative to this are to reassess the curricula and teaching methods, reintegrating skilled workers into vocational education, ensuring that knowledge will be of direct benefit to graduates in obtaining a place within the work force. There are fewer and fewer opportunities becoming available, and school leavers have to undergo more and more relevant vocational training. However, fewer school-leavers are able to go directly into the vocational training they want. Heinz (1987: 130) noted a growing trend 16 years ago that Depending on the region, only between one-third and one-half of these school leavers succeed in getting a training place, and in 1994 Munro (1994: 109) observed that the school-to-work transition had failed which had major ramifications for everyone involved, causing underemployment of school leavers (Munro, 1994: 116). The seriousness of this trend is made even more apparent by the fact that school-leavers are even ready to enter apprenticeships that lead them into dead-end occupations (Heinz, 1987: 129). Drucker (1973: 232) however, states that while this may be so, to be uneducated is an economic liability and is unproductive, even though education is producing an unemployable, overeducated proletariat. (Drucker, 1973: 233) According to Mehan (1973: 240) education is a major socialisation agency, which moulds the individuals self-concepts into a socially accepted format, allowing each individual to be slotted into a specific function (Sargent, 1994: 240). Sargent (1994: 240) points out that in the function of education values are essentially involved and are taught beside worldly knowledge. However, this knowledge interprets the world, but does not necessarily  correspond with any external state (Sargent, 1994: 232). The transmission of knowledge, skills and values, helps to sort and rank individuals, that they might be better placed in the labour market (Munro, 1994: 96). This raises a paradox, however, where education is seen by many as the best possible means of achieving greater equality in society (Sargent, 1994: 233), yet it categorises the graduates into job specifications, personality types and the opportunities granted to each. Sargent (1994: 231) furthers this thought by explaining that the education system is an integral part of determining position and power in our society (Sargent, 1994: 231), and that through education the class structures are compounded, making it more difficult for those in the working classes from advancing in the social hierarchy. The education institution both absorbs and perpetuates the ideology, masquerading as knowledge, which legitimises inequality (Sargent, 1994: 231). Regardless of the inequalities produced, it has become the absolute prerequisite of soci al and economic development in our world to have a highly educated pool of people ready for the labour market (Drucker, 1973: 232). In conclusion, the failure of the education system to reduce social inequality and produce better workers, raises serious doubts as to its effectiveness. Life chances created through education appear to be diminishing, despite the extension of education. The knowledge taught seems to be ineffective in preparing students to cope with life. Functionalists need to reassess the structure of education, as it loses its ability to effectively provide for graduates, becoming dysfunctional in its goals to remove inequality and give a head start to people entering the work force. When looking at the education system, it is necessary to ask if the cost spent on educating people is being effectively used, considering the increasing number of educated poor. The gap between knowledge taught and life experience needs to be bridged, for education to effectively function. If, as it appears, schools are to socialise and reproduce effective and functioning members of society, the curricula has to be ad dressed. Bibliography Davis, Nanette J. (1999). Youth Crisis: Growing up in the High Risk Society. Praeger Publications, Westport Drucker, Peter F. (1973). The Educational Revolution, Social Change: Sources, Patterns, and Consequences (2nd ed) Amitai Etzioni and Eva Etzioni-Halevy (Eds). Basic Books Inc., New York. pp 232 238 Furlong, Andy, and Cartmel, Fred (1997). Young People and Social Change: Individualisation and Risk in Late Modernity. Open University Press, Buckingham Heinz, Walter R. (1987). The Transition from School to Work in Crisis: Coping with Threatening Unemployment, Journal of Adolescent Research (Vol 2). pp 127 141 Illich, Ivan (1973). The Breakdown of Schools: A Problem or a Symptom, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc., Canada. pp 311 336 Mehan, Hugh (1973). Assessing Childrens School Performance, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc., Canada. pp 240 264 Munro, Lyle (1994). Education, Society and Change: A Sociological Introduction to Contemporary Australia Brian Furze and Christine Stafford (Eds). Macmillan Education Australia Pty. Ltd., South Melbourne. pp 96 128 Pink Floyd (1978) The Wall, The Wall. Mushroom Records, California. Sargent, Margaret (1994). Education for equality? employment? emancipation?, The New Sociology for Australians. Longman Cheshire Pty. Ltd., Melbourne. pp 231 256 Webb, J., Schirato, T. and Danaher, G. (2002). Bourdieu and Secondary Schools, Understanding Bourdieu pp 105 106 (Reprinted in Sociological Reflections on Everyday Life: GSC 1201 Reader). Allen and Unwin, Sydney. pp 227 238

Calculating National Income and Gross Domestic Product (GDP)

Calculating National Income and Gross Domestic Product (GDP) 1.0 Introduction of Task 1 In task 1, this task are about the economy of Europe and Japan grow rapidly, this will increase growth of real Gross Domestic Product (GDP) in the United States. The three country have their own market. Japan is free market and the economy of the United States is the worlds biggest single national economy. 1.1 Economy of Japan Japans industrialized and free-market economy. Japan is the third-largest country in the world. Japan economy is the highly efficient and competitive in areas linked to international trade, but productivity is lower and far in protected areas such as distribution,agriculture and services. Japan have some natural resources, and trade helps Japan to earn the foreign exchange needed to purchase the raw materials for its economy. As the worldwide demand for its goods tumbled, the Bank of Japan reported the real GDP growth of -5.5% in the final year of 2009. Japan recovered the slightly in year 2010 and reported the real GDP growth of 4.4 percent. 1.2 Economy of Japan United States (US) of GDP When the US economy slowdown or rebound, the comparisons to Japan seem to follow. Though the comparisons are debated, there has one idea which isn’t is the idea that Japan has had a â€Å"lost decade†. The main data for supporting this is the Nikkei, which still hasn’t returned to its 1990 peaks and Japanese GDP which has grown at a down pace for decades. It’s debatable whether an equity of average moving from extreme overestimate the territory to more reasonable valuations is a reflection of a stagnant economy. What’s not quite as debatable though is that growth of GDP has lagged the US. To refer appendix 1 . 1.3 Economy of Europe The European Economy since 1945 is a convenience, broad and frank account of the extraordinary development of Europes economy since the end of World War II. Barry Eichengreen is an American economist. He argues that the continents of history has been critical to its economic performance, and that it will be continue to so going forward. Economic growth was the facilitated by unite-centered trade unions, cohesiveness of employers associations, and growth minded of governments for all legacies of Europes earlier history. For example, these institutions worked together to mobilize savings, finance investment, and stabilize wages. 1.4 Economy of Europe United States (US) of GDP According to earlywarn (Stuart Staniford, 2012) showed that the graph about US and Europe real GDP of year 2007. Eurostat came out with the 4 number for GDP and, expected given the data stream of contractionary looking data out of the Europe lately. It showed a moderate of (0.3%) drop over the prior quarter. It was the contrast for both and it to the rather stronger for US data. The level of real GDP for both economies with both normalized to set Q4 of year 2007 to 100. The data are from Eurostat and the BEA. To refer appendix 2. 1.5 GDP of United States (US) The economy of the United States is the worlds biggest single national economy. The United States is a mixed economy and has maintained a stable overall of GDP growth rate,a moderate unemployment rate, and the high levels of research and capital investment. Its have five largest trading partners are Canada, China, Japan, Mexico and Germany. According to UsaToday (Pual Davidson, 2014) showed that he nations gross domestic product in the last three months of year 2013 increased at a 2.6% annual rate, up from the previous estimate of 2.4percent. Thats the governments third and final estimate of fourth-quarter of growth.The economy of US grew more briskly than the government previously estimated in the fourth quarter on stronger consumer of spending, among other factors. To refer appendix 3. 1.6 Conclusion of Task 1 In the conclusion of task 1, Europe and Japan both also will affect the US GDP. When the US economy slowdown or rebound, comparisons to Japan seem to follow. Europe and US GDP both are contrast for both and it to the rather stronger US data.The level of real GDP for both economies with both normalized. 2.0 Introduction of Task 2 In task 2 have A and B question. Question A are about the problem encounterd in calculating the national income. Question B are about the table of Country Xanadu for year 2012. 2.1 Task 2 (A): The Problems of Calculating the National Income. Accordig to Fahim Patel, the Content Manager of guesspapers.net showed that the problems will faced while calculating the national income.There have some of the problems and the difficulties that are usually faced while calculating the national income are as follows. When calculating the national income, there is that what should be included and what excluded with the respect to the services and product produced. This is one of the greatest difficulties of calculating the national income. Next problem is the calculation of the depreciation. The main cause of behind it is that because of both the amount and the composition of jour capital will change from time to time. There are no standard and concept rules of depreciation that can be applied. When depreciation is an estimate of correct deduction can be made until or unless these accurate depreciation estimates are not deducted from the estimate of net national product the net national income is bound to false. In addition to, the treatment of the government also is the problem while calculating the national income. Government will have some expenditures such as the defiance and administration expenditure, social welfare expenditure, payment of interest on national debts and the miscellaneous development expenditure. The reality problem that is faced relates to which of the above should be included in the national income. Another problem is the income from foreign firms. This is the major problem of relates to the fact that are weather the income arising from the activities of the foreign firms operating in a country should be included in the countries national income or not. Besides, double counting also is the problem. The proper of care is required for calculating national income so that double counting may not take place. This problem usually will occur in those countries where proper the documentation or statistics are unavailable. Lastly is the value of inventories. It is not easy to calculate the value of raw materials, semi finished the product and finished the goods in the custody of producers there fore it creates some problems. 2.2 Task 2 (B) : The Table of Calculate from Country Xanadu 2012 Formula Answer (RM) Gross Domestic Product at Market Price Private consumption expenditures + Gross investment +Government consumption expenditure + (Exports – Imports) 900 + 1000 + 800 + (2000 1000) =3700 Gross Market Price at Market Price Gross Domestic Price at Factor Cost Gross Domestic at Market Price + Subsidy – Indirect taxation 3700 + 200 – 500 = 3400 Net National Product at Factor Cost Gross Domestic Price at Factor Cost + (Exports Imports) Depreciation 3400 + (2000+ 1000) – 200 = 4200 Net National Output at Market Price Gross Domestic at Market Price + Net factor income from foreign countries Depreciation 3700 + 900 – 200 = 4400 The Net Investment Gross Investment Depreciation 1000 – 200 = 800 Corporate Profit 2.3 Conclusion of Task 2 In the conclusion of task 2, there have some problem will occur when calculating the national income. We have to avoid the the problem recurs again by more practice of the calculating the national income. References Staniford, S. (2012). Early Warning: US vs EU GDP Growth. [online] Earlywarn.blogspot.com. Available at: http://earlywarn.blogspot.com/2012/02/us-vs-eu-gdp-growth.html Patel, F. (2014). Difficulties Faced while Calculating National Income | guesspapers.net. [online] Guesspapers.net. Available at: http://www.guesspapers.net/1337/difficulties-faced-while-calculating-national-income/ Statista, (2014).United States Gross domestic product (GDP) growth rate 2014 | Statistic. [online] Available at: http://www.statista.com/statistics/263614/gross-domestic-product-gdp-growth-rate-in-the-united-states/ Murakami, Y., Patrick, H. and Yamamura, K. (1987). The Political economy of Japan. 1st ed. Stanford, Calif.: Stanford University Press. Neal, L. (2007). The economics of Europe and the European Union. 1st ed. Cambridge: Cambridge University Press. Stone, R. and Stone, G. (1962). National income and expenditure. 1st ed. Chicago: Quadrangle Books. Hiroyuki, O. (1992). Growth through Competition, Competition through Growth : Strategic Management and the Economy in Japan. 1st ed. [ebook] Oxford, GBR: Clarendon Press, p.203. Available at: http://library.olympia.edu.my:2051/lib/olympia/docDetail.action?docID=10274571p00=japan%20economy Kemal, S. (2009). Measuring the Economy : GDP and NIPAs. 1st ed. [ebook] New York, NY, USA: Nova, p.15. Available at: http://library.olympia.edu.my:2051/lib/olympia/docDetail.action?docID=10671149p00=united%20states%20gdp Steve, V. (2001). U.S. and Japan Relations in a Changing World. 1st ed. [ebook] Washington, DC, USA: Brookings Institution Press, p.262. Available at: http://library.olympia.edu.my:2051/lib/olympia/docDetail.action?docID=10026222p00=japan%20united%20states Appendix Appendix 1 Appendix 2

Hemingway :: ESSAYS

Hemingway In one of the chapters in the book entitled â€Å"Hemingway† the author Leo Lania tries to explain Hemingway and his work. He explains that a key to understanding Hemingway can be found in the characters of his heroes and in their beliefs. The leading character â€Å"appears in various guises in the different novels and short stories but basically he is always the same type†(Lania8).Whether ordinary soldier or general, smuggler or gambler, Negro or journalist he is a man scarred by experience. He has always been gravely wounded, physically or mentally, either during the war, in the sports arena, during childhood, in fight for existence. At some time or other something terrible has happened to him and the memory persecutes him. Lania also explains that Hemmingway’s principal character is almost always an American from the Middle West. He is â€Å"no intellectual but his primitiveness is only a mask for his sensitivity. In order to master life he needs a moral code he can follow, a believe in certain rules by which to measure his behavior†(11). Neither books, reason nor religion can supply him with this belief. He needs to practical experience. Hemingway’s’ world is at war, â€Å"war either in the literal sense or the ruthless, brutal fight for existence†(11). In short stories Hemingway sums up his philosophy of life in one sentence: ‘A man can be destroyed but not defeated’ â€Å"the speaker is an old bullfighter who although overcomes, does not surrender and therefore proves the victor†(11). In another story a champion boxer provides a similar example. In his latest work, The Old Man and the Sea, the old Cuban fisherman triumphs through tenacity of his fight with the great fish, although in the end the sharks eat away his catch and deprive him of the reward for his indescribable sacrifice. This theme runs continuous through all of Hemingway’s works. â€Å"His outlook may be limited and incomplete, his conception of honor and heroes primitive, even childish†(12). The part played by women in Hemingway’s work is significant. That he handles sex without sentimentality that only strict moralists would hold against him. This was no t only part of his poetic license but also an important contribution to our knowledge us. Hemingway’s lovers â€Å"have nothing in common either spiritually or intellectually, nor do they seek it†(14). They are not partners they are not even enemies. Their relationship is therefore neither exalted nor tragic.

Apitherapy :: Health Medicine Medical Healthy Essays

Apitherapy Medicine, like all other fields, is subject to trends. In recent years, trends towards "alternative healing" have emerged on top. They surface everywhere: gingko biloba tablets appear at the convenience store counter, and major beverage companies have introduced herbal iced teas with different supplements that are rumored to help with everything from memory to stress. There are are health food stores everywhere providing "all natural" alternatives for everything from caffeine to fertility drugs. Perhaps the reason for this trend is that medicine has failed to provide cures for so many afflictions without having unbearable side effects, or perhaps the reason is that medicine has advanced so much that attempts to create medicines that are less harmful than synthesized medicines have resulted in this natural trend. Whatever the reason, the fact remains that stores are being bombarded with vitamin supplements, herbal foods, and "natural" drugs claiming to do what modern medicine has found difficult to accomplish. One type of "alternative healing" is called Apitherapy, and is what I will be discussing in this paper. Apitherapy is defined as "the healing use of the products of the honeybee hive" (1). Much of apitherapy is based on the properties of bee venom, though there are other byproducts which have claimed to be benificial. The major reason this therapy has come to light is because bee venom is composed of 30 different components, many of which are peptides that should provide an anti-inflammatory affect, as well as other agents which stimulate the body's immune system. Pure bee venom (Apitox) has been tested and found to be safe in humans and animals by the International Pain Institute (2). As with many alternative therapies, apitherapy has not been extensively tested scientifically. There have been some. The American Apitherapy Society (AAS) has tested it in relation to treating osteoarthritis. There are many supporters of honeybee byproducts as a treatment, but overall most clinical testing has failed to prove that there is much medicinal value in apitherapy. The only proven treatment has been for desensitization for those with life-threatening bee sting allergies (3). The support for apitherapy is a function of two things: potential clinical efficacy and personal experience stories. The byproducts of honeybees seem to have a lot of potential for effective treatment of many medical conditions.

Speech on Powerful Nature of Books :: essays research papers

I'd like all of you to raise your hand if you have read a book. You may be wondering what I am doing, but I wanted to show you something. I wanted to show you how many people have read books. These people don?t always fit into one category. They may be young, they may be old, rich, poor, and even education levels differ. Books range in topics from sports to science fiction to western. At one point or another in our lives, we were probably captivated by the words or picture on the sleek pages. If that is the case for you, then you, my friend have experienced the immense power of books. You all know that books can give hope to a hopeless soul, and they can give one wisdom and intelligence. Maybe you have been feeling down, and in your angry state, for some reason or another decided to pick up a book. While tearing through the pages, you may have seen a glimmer of hope. Gary Paulsen, the well published author shared an experience when books gave him hope. He was a young kid, 10 years old, and just transferred from the Philippines to a public school in Washington D.C., He dropped his coat off in the in-room coat room, and was so frightened that he simply could not move. The teacher noticed this and went back into the room with him. She brought a book with a horse on the cover and let him turn the pages. This enabled him to interact with the book. When the teacher felt he was ready, she asked him if he wanted to come out. He agreed, and she held is hand as he was led into the classroom, to his seat. Paulsen?s story was just one of many stories of how books instilled hope in someone. Books gave Paulsen an escape from his drunken, screaming parents, gave him a plac e where he could be free from school bullies. Whether a book makes you go from a rage, to just a little sad, or from sad to happy, books can give one person hope. Books can do more than provide hope. Books, as you would expect, can give someone intelligence and wisdom. While, Paulsen was a young thirteen year old living in the a Minnesota town, he was selling newspapers to drunks, trying to scrounge up some extra cash to buy nicer clothes to fit in with the popular kids in school.

Earth and Planet Essay

God create our planet earth for us to have a home so we have to take care of our planet because God gave it to us and if we don’t take care of our planet someday our planet earth will be destroy or it will be gone. We have to protect our nature specially the trees because if we don’t protect our nature and if we cut down all the trees we will experience stronger floods and typhoon that will destroy our planet. We can save our planet earth by simply throwing your garbage in the right place not in the river or in the streets. If we throw our garbage in the river it will be stock and if there is a typhoon the flood will go higher than we expected because of the garbage that is stock in the river so we have to practice our selves not throwing garbage anywhere but in the right place only. For me it’s very important to protect our planet because God entrusted the planet earth to us so we have to protect it and love it. We can save our planet by stopping the mining company’s because if the mining in the earth continues someday the mountains in the earth will destroy and will cause a flashflood that people will be getting hurt or die. So if we want to live longer in this earth we have to protect our planet and save it before it’s too late.

Reading Response: Kindred

Timothy Kramer  |  Literature & Composition  |  January 10, 2013 Timothy Kramer  |  Literature & Composition  |  January 10, 2013 Reading Response Kindred Reading Response Kindred LT02 Summarize the Text In Olivia Butler's novel, Kindred, an African American woman, Dana, is unexpectedly pulled back to the Slave Era where she struggles to face the inequalities that existed at that time. After moving into her new apartment with her newly wedded husband, Dana is unexpectedly pulled back in time to finds herself in 1800, Maryland where she sees Rufus drowning in a river.After rescuing the young white boy, she is then terrified by the father of the boy, threating to take her life, which literally scares her back to the future. It didn’t take very long for another dizzying time travel phenomenon to occur this time, she is pulled back to 1815. She finds Rufus watching his curtains. Dana quickly puts out the fire, talks to Rufus about it, and escapes from the house bef ore Weylin, Rufus’s father, finds her. Dana goes to Alice’s house because she believes that she is an ancestor.Before she was able to arrive at the cabin, a group of white men break down the door whips Alice’s and beat him. They also beat Alice’s mother. After the men leave, Dana comes out from where she was hiding and helps out. When Dana leaves, a white man finds her, beats her, and attempts to rape her†¦ Following with another dizzying effect, where she is returned home to her own time†¦ Thirty minutes later of course. The next time Dana time travels, Kevin comes with. Back at the plantation, Rufus has broken his leg. Rufus refuses to let Dana leave, so everyone returns to the house together.Kevin and Dana stay on the plantation for a while, But when Dana gets caught teaching Nigel to read, Weylin whips her. Dana receives the â€Å"oh so familiar† dizziness and is returned to her normal timeline†¦ without Kevin. After about a week of Dana impatiently waiting and preparing for another infamous dizzying, time travel, extravaganza, she is transported back to 1820 in a forest not far from the plantation. Rufus had gotten into a fight with Isaac, Alice's newly wedded husband, because he had raped her and wants her all to himself. Dana tells Isaac to leave Rufus alone and run away with Alice. Alice and Isaac are caught.After Rufus doesn’t mail her letters to Kevin, who has gone way up north, she tries and fails to escape the plantation, she is punished for her â€Å"crimes† and â€Å"earns† a whipping. Kevin shows up, and they both escape, were they escape a near death by time traveling back to the future. When Dana time travels back to the plantation, she learns that Rufus has sold Alice’s children. Alice soon after kills herself. Rufus attempts to commit suicide as a result. A few days following the â€Å"incident† Rufus confesses his â€Å"love† for her. She leaves plan ning to cut her wrists in order to get home, but Rufus follows her and attempts to rape her.Dana stabs him twice with her knife, killing him. She returns home immediately. Her arm is severed and crushed in the spot where Rufus was holding it. Wrapping the ending that was expressed in the prologue of the book. LT10 Expand Beyond the Text Education is one of the most important opportunities that we could possibly have. In the Olivia Butlers novel, Kindred, it is expressed this opportunity is not available for African Americans back in the 1800’s. Dana is constantly reminded and criticized because of this due to her superior knowledge from the 1970’s.This is expressed as a good thing expressing the fact that we have overcome our past inequalities and allowed this supreme opportunity, but this is only true in a few select countries. This opportunity has not expanded across the states to individuals that reside in third world countries due to extreme poverty. To them, this opportunity is a virtue they cannot afford, in fact it’s looked upon as a privilege that only a select few can experience. Back in the 1800’s, being a African American woman with knowledge was strange and unfamiliar to the people of that time, Which has indeed improved but not at all for what it could be.