The Bluest Eye by Toni Morrison Essay -- Toni Morrisons The Bluest Ey

The Bluest Eye There are many themes that seem to run throughout this story. Each theme and conflict seems to always involve the character of Pecola Breedlove. There is the theme of finding an identity. There is also the theme of Pecola as a victim. Of all the characters in the story we can definitely sympathize with Pecola because of the many harsh circumstances she has had to go through in her lifetime. Perhaps her rape was the most tragic and dramatic experience Pecola had experiences, but nonetheless she continued her life. She eliminates her sense of ugliness, which lingers in the beginning of the story, and when she sees that she has blue eyes now she changes her perspective on life. She believes that these eyes have been given to her magically and in some respects her eyes begin to corrupt her as an individual. The story begins to take a turn and the reader realizes that the main character has begun to entirely rely on self-image in order to build confidence. This leads to the question of h ow significant are the "Blue eyes" to society and how does the theme of beauty and ugliness linger throughout the story. With this in mind, how does this make Pecola a victim of society and a victim in herself? If any person can be credited for creating the obsession of beauty that Pecola builds it is Pauline (Pecola’s mother). Pecola experiences many insecurities and it can definitely be said that many of these are because of the way that Pauline acts in society and around Pecola. It was stated in the story that Pauline would always go to the movies and rate the characters on their beauty. This is one example that shows the obsession that Pauline has with beauty and looks. This rubbed off on to her daughter and that is where Pecola received her lack of self-esteem. It is clear that Pecola idolizes the ideals of being beautiful. It is interesting that Pecola is not the person telling the story in this book, and it is Claudia instead. It seems that the author wants the reader to build an immense amount of sympathy for Pecola because it would just be less effective if Pecola was telling the story. If it Pecola that was narrating in many parts then it would be more difficult to see her as a "total victim". The structure and way this book is organized is a good clue of how Morrison wants us to see Pecola’s and all black peoples situations. Instead of ord... ...could work miracles." This comes from the character Soaphead who finally realizes what it must be like to be an African American in a racist society. If only Pecola could literally see life through the eyes of someone who is not oppressed by their society. Pecola only wants to live up to the image of a blue-eyed white person. This is important, and it shows that the author is not only speaking to the black person about their sorrows, but also to the white person which shows how a racist social system can wear down an innocent mind. Basically being white is being successful and Pecola has no hope in this society. It is not solely because of racism that Pecola is not accepted. Not only does she have to deal with the hatred she receives from the white person, but also she is an outcast in the black infrastructure. This proves that Pecola is a "total victim" because she has no way out and the only way she can be normal is to try to change who she is in order to be someone she is not. Basically Pecola is totally entrapped by everything, her past (rape etc..), her present (society both black and white) and her future (she has very little hope at being an contributing member of society).

Change and Inner Journey

â€Å"Any Journey includes both realities and possibilities†, the three texts that we have studied in class, the film ‘Pleasantville' by Gary Ross and the poems ‘Road Not Taken' by Robert Frost and ‘Journey to the Interior' by Margaret Atwood, support this idea as these texts include the protagonist having embarked on not only physical and interior journeys in reality but also imaginary. The journey is known to be imaginary for the audience, but for the characters of the text these journeys have led them to be in a different stage in life, not only physical but internally, evolving into different people or having what become completely different people due to these journeys. In the 1977 film ‘Pleasantville' by Gary Ross, the protagonists, David and Jennifer begin their physical journey when they are â€Å"sucked† into the 1950's television program â€Å"pleasantville† when it becomes imaginary; impossible. When their journey was first embarked David and Jennifer where very different characters which is juxtaposed with the fact that they are brother and sister. At the beginning of the film David is portrayed as an awkward teenage boy, not being the popular one at school and definitely not having many friends. David is shown as being unhappy with his life and is therefore outlined using the television program â€Å"pleasantville† as an escape. In Ross's film this is shown in a scene between David and his mother, David's mother is shown on the phone arguing to his father about who received custody of the children on that weekend, the audience can see the distance between the children and parents, this is one of the complications in David's life. David is depicted sitting in the next room watching his favourite T. V program â€Å"pleasantville†, a close-up is used on David's face to show his intense concentration on the program, he attempts to block out his mothers voice as she becomes louder by also increasing the volume of the television. What David longs for is to be a part of Pleasantville where there is zero negativity. Opposed with David is his sister Jennifer. Typical 90's teenage girl, Jennifer wears the latest clothes, and dating the â€Å"coolest† boys in school, her main priority is increasing her rank in the social ladder. These differences are depicted in a scene from the playground when David sits and talks to his friend about Pleasantville, the camera then pans the playground to the opposite side of a fence, where Jennifer is seen alking to her friends. The pan shows the distance between the two characters, whilst the objective of the fence is to act as a symbolic object symbolising their differences. Once they are transported into pleasantville, physical and imaginative journey, David takes the role of â€Å"Bud† one of the protagonists in the program and Jennifer now taking on the role of â€Å"Mary Sue†, the roles of David and Jennifer have changed as David understands all the values of pleasantville, but it is all new to Jennifer. Due to Jennifer's lack of knowledge she doesn't care about Pleantville like David does and she begins to make changes, David isn't happy, â€Å"we have to play along or we will alter their universe†. Pleantville is David's fantasy and he doesn't want it to change in any way, â€Å"maybe it needs to be messed with† said by Jennifer demonstrates her opposing views. This gives the audience the knowledge that things are going to change. These changes are caused when the relationship between Jennifer, â€Å"Mary Sue† and Skip, captain of the basketball team, begins to advance. The beginning of change is depicted by a red rose in the alternate black and white world. Colour is very symbolic in â€Å"Pleasantville†, it signifies not only physical change of pleasantville but also the inner journeys each character undergoes. The values of Pleasantville also change with the physical changes. Individuality is not tolerated and these changes increases the characters ability to have their own thoughts and beliefs. David and Jennifer have remained black and white, even though they have been the cause of all the changes in pleantville, this symbolises that they are also in need for change. The intolerance for individuality is demonstrated when Betty, mother of Bud and Mary Sue, feel the need to hide the fact that she has also become coloured to conform to the norms of society, â€Å"I cant go out there looking like this† the grey make up is juxtaposed with the colour. Betty's personal inner journey deals with her appreciating her individuality therefore her colour. Her values as a housewife are also tested. David and Jennifer's values and characteristics are also shaped and moulded, these changes occurred in when their physical journey became and inner journey. David is more confident and content with who he is, and Jennifer also begins to appreciate herself a lot more and begins making personal changes such as studying and reading books. Once the two protagonists have reached the end of their inner journeys, they too become coloured. At the end of the film the audience is presented with the understanding that David and Jennifer have gone through a physical and inner journey not only in reality but in possibilities. â€Å"The Road not taken† by Robert Frost is an analogy of an inner journey in the form of a physical journey. â€Å"two roads lay in the yellow woods† this allows the reader to see the obvious possibilities involved in the journey the protagonist is undergoing, it also gives the reader the appearance of a physical journey. The audience will then come to an understanding that it is also an inner journey, the fork in the road outlines the decisions and options one must make in life, and there is always more than one. Robert Frost creates the atmosphere that one can only choose one path in life and it determines everything, one must choose the path that is best suited for themselves although you may not know what the future holds, â€Å"looking down both, not seeing past where the path meets the undergrowth†. The path that is chosen will grow and change the character of the person, therefore being an inner journey. The â€Å"yellow woods† are symbolic as they represent maturity. â€Å"I choose the one less travelled by and that made all the difference† this quote suggest that Frost has chosen the less popular option in his life, maybe utilising harder work, but that made all the difference in his future. The readers have great feeling that he has also grown as a person. â€Å"Journey to the Interior† by Margaret Atwood is another analogy of an inner journey in a physical journey. Atwood uses the Canadian landscape to describe her conscience, she describes it as being â€Å"dark† and â€Å"spindly† also calling it â€Å"poor land†. Atwood allows the reader to feel as if inner journey to find oneself are treacherous and dangerous, and if undergoing a physical journey which will eventually be part of the inner journey one is presented with many distractions, a person may also feel completely lost and incapable like being caught â€Å"in tangles of branches† or an â€Å"invincible net of air†. Like Robert Frost, Atwood makes the future seem uncertain, full of possibilities that one can not prepare for she describes the future as â€Å"not the easy going from point to point, a dotted line on a map†¦ †, she also mentions that one can not take directions from others on their own personal journey, they must be their own guide â€Å"a compass is useless†¦ †. In her poem Margaret Atwood explains that a person must make time to find their inner self, keeping focused on the journey they began â€Å"whatever I do I must keep my head†, causing changes and becoming a better and happier version of their former self. These three text have outlined that any journey includes both realities and possibilities as there is always more than one option in life and in any situation presented. These possibilities and realities are also determined with the individual and how far they plan to exceed in their journeys.

First Year Psychology Students’ Memory for The News as a Function of Media of Presentation

7O psychology students were presented with a selection of four news stories in three different media; print form, audio form and audio visual form. Participants were tested immediately after exposure to the news to measure retention of story details, via a questionnaire. Subsequent results showed significant differences in information recall between the medium of presentation. Recall of detail was greatest from print, and worst from audio mode. It was made clear that when in print form, information is better absorbed, processed and retained than when in audio-visual mode and audio form. INTRODUCTION As the world's technology grows, and the public's demand for information is ever increasing, the news is presented in increasingly varied media. The news is a key factor in modern day society, with the vast majority of the U.K population being exposed to it at least once every day. Despite the various forms in which news can be accessed, for example radio, print and even music, it can be gathered from public opinion surveys that the vast majority of individuals endorse television as their most important source of news information. Subjective views of audiences indicate that television is an important news source, from which they learn a lot. Yet, research in the past has shown that on the whole, individuals frequently fail to remember very much from television broadcasts. One survey of people living in the San Francisco area, where respondents were telephoned shortly after the evening's main broadcast and asked, â€Å"What do you recall from tonight's broadcast?†, showed 51% could not recall any stories. On average subjects remembered just 6% of bulletin's stories.(Stern 1971) These losses of information recalled can be due to various factors concerning the viewer's motivation, attention, interest in the story and relationship with the story (Gantz 1979, Neuman 1976). For example, British research indicated that gender differences in the recall of TV news is linked to content factors. Interestingly, males recalled information from news narratives about violent incidents accompanied by violent images better than females did. Yet when these same stories were presented in sound only and print form, these gender differences disappeared(Gunter,Furnham and Gietson 1984). Also, research has questioned a variety of news presentation factors as having significant effects on learning(Berry, Gunter and Clifford 1981). It must therefore be questioned whether television is in fact the most memorable form of presentation of information, when compared with audio-only or print form. Printed media convey greater quantities of information, and also allow readers to process the news at their own pace, whereas in both visual and audio-visual modes, the pace of information presentation is set by the producer. It is also argued that people are able to process information more deeply when reading or listening to the source. This is due to the fact that when watching the news item, the viewer is given all the information at once; visual and audio. This can not only be somewhat confusing(especially if the visual information does not correlate to the audio or narrative, often due to quick cutting of visual scenes), but also means the individual does not need to pay attention as much, as no extra thinking must be done. When reading and to some extent listening to an article, the individual must think of the visual ingredient themselves, as this is not given. This additional processing of the material can result in better retention. This has been supported by various researchers(Greenfield 1982, Meringoff 1980). It should be noted that this theory is argued in research, it has been found that recollection of the same story in print and audio-visual modes is better from print(Beighley 1952; Browne 1978). On the other hand, a study using television, radio and print to present information, it was reported that retention of abstract information is far superior when from television, in turn with better memory performance from radio than print(Williams,Paul and Ogilvie 1957). Yet more recent research by Wilson (1974), which involved all three media, found that retention was better from print than audio and audio visual. It is possible that these differences in findings is because Williams tested recognition, whereas Wilson tested free re-call(Gunter,Furnham and Gietson 1984). This therefore could help argue that printed presentation of information produces better free recall performance as reading requires more cognitive effort and requires deeper information processing than television. Millions of pounds are spent on advertising and sponsorship on television, as it is presumed that information that people see on TV will be remembered and hence may lead to buying a certain product. This, therefore is an important and interesting area of research, not only due to the controversy of previous results, but due to the present day necessity for effective advertising and could also lead to future improvements in education and teaching methods. In this experiment, it is Hypothesised that- scores regarding information retention would be higher from groups who receive written material than audio, which would be higher than audio-visual material. In order to carry out this study, a similar study's framework was used as a template for the design. In this case, the study- â€Å"Memory for the news as a function of the channel of communication† (Gunter, Furnham and Gietson 1984) was replicated. METHOD Design and Materials- Random assignation of participants (a control) produced three groups (see participants subsection later) with no limitation on sex ratio in each group. These three groups were the independent variable. The groups were presented with varying media all of which gave the same narrative script (a constant throughout each item), in different forms. Group A(n=25) were presented with news in audio form. Group B(n=22) received the information in print form and Group C(n=23) received the news in audio-visual form. The news items were originally recorded from TV news bulletins transmitted by an experimental TV service, and had not been aired on mainstream networks throughout the U.K. The bulletins were originally broadcast separately over 18 years ago, therefore further reducing the likelihood of a participant having previously seen said items. Participants in were confronted with four separate news stories, which were presented in the same order for each media. In its audio/audio-visual state, each of the four stories lasted approximately one minute, with a total time of 4 minutes, 33seconds from beginning of story 1 to the end of story 4. Two items were scenes of street fighting between protesters/demonstrators and police in El Salvador and South Korea. The two other news items depicted non-violent events – Japan lifting trade restrictions and A Greek Prime Minister's visit to Yugoslavia. Each story had a common narrative voiced over by an unseen narrator, and it was this common narrative which was transcribed in the print form given to Group B. Footage presented to Group C depicted the following scenes- the El Salvador footage showed gun-fighting between individuals in the streets, with commentary from the narrator. Footage from South Korea showed rioters throwing stones at police and rioters reprimanded being clubbed and beaten by officers. The story told gave reasons for these disturbances, which were varying social groups' dissatisfaction with each Government. Japan's reduction on tariffs on certain goods due to disapproval from the U.S.A and the E.E.C was accompanied by footage of delegates at a summit meeting in Versailles concerning various matters including those mentioned previously. The last story concerning the Greek Prime Minister's visit to Yugoslavia depicted images of the visit and documented reasons for the visit. Group C were presented the stories via a colour screen with sound capability. Group A were presented with only the sound stream from the audio-visual medium. Group B were given transcripts of the narrative from the broadcasts. A questionnaire was then given to the groups, which contained twenty questions, five from each story, which questioned the groups about certain facts from the news items, hence testing the content retention of each group. The questions tested remembrance of where and why certain events occurred. The participants then were awarded two points for each correct answer, one point for a partially correct answer and zero for an incorrect answer, giving a maximum score of forty points. Participants- A total of 70 subjects were used in the experiment, all of whom were University of Bath first year psychology students, with ages ranging from 18 to 40. Group A,B and C each had three males in them, and subsequently contained 22, 19 and 20 females respectively. Procedure- Once seated, participants were given a letter which referred to their group- A,B or C. Group B were then removed from the room, and given scripts which they had four minutes to read. They remained in the building's foyer until time was up. Groups A and C were presented with a video with sound on a projected colour screen in the main room. Group A (audio only) were then instructed to cover their eyes as to only listen to the audio from the video, whilst Group C were allowed to watch the video and listen. The exposure times for each group were equated across each media. Once all groups were re-assembled, they were handed with a questionnaire which they had twenty minutes to complete. Subjects then were told the correct answers and marked their own tests. They then handed in the scripts with their group letter and total score on, from which the results were calculated. RESULTS Table 1 (shown below) shows the processed data gained from the experiment. The table presents the means from each group's results on the questionnaire, and the standard deviation of each group. Table 1 Group Number of subjects Mean Score Standard Deviation A- audio 25 7.9 4.6 B- print 22 12.0 5.1 C- audio-visual 23 8.9 4.9 The mean scores of each group are a point of interest in this study as they illustrate the extent to which each medium was recollected, as an average for each group. Group B gained the highest mean score on the questionnaire with an average of 12. Group C gained the next highest average, with a mean score of 8.9, and Group A had the lowest score with 7.9. This indicates that those who received information via print recalled the greatest level of detail, as they scored highest (on average) in the questionnaire. The comparison of mean scores also indicates the superiority of audio-visual medium over audio in terms of detail recollection. It was also necessary to include standard deviation in the data as this shows the dispersion of individual results around the mean for each group. As can be seen from Table 1, the standard deviation for each group was relatively similar; 4.6, 5.1 and 4.9 respectively for groups A, B and C. The standard deviation scores were also relatively low in each group, with group B having the most dispersed results around the mean with the highest standard deviation (5.1). Group A had the lowest standard deviation with 4.6, with group C in between with 4.9. The standard deviation indicates that scores were more agglomerated in group A than groups C and B. As the dispersal around the mean for each group were rather similar, it is indicated that the memory performance of participants in all three groups varied to a certain extent, even though averages were different. DISCUSSION The extent to which the news was recalled by participants was highly dependant upon the mode of presentation. As hypothesised, the results show that the level of detail recalled was greatest following pint presentation of the news. This was the expected outcome, and has been confirmed in previous research, for example Beighley(1952) and Browne(1976), who both found that print in the most memorable medium of presentation. There are a number of theories as to why print is the superior format for news recollection, firstly it is argued that in print form, there is a greater quantity of information offered to the reader. Although the print format was purely a transcript of the narrative of the audio/audio-visual media, the amount of information that can be absorbed and processed by the reader is greater. This can be due to the fact that when in print format, information can be processed at a self-paced speed( Gunter, Furnham and Gietson 1984), whereas in audio and audio visual formats, i nformation is presented at the set pace decided upon by the producer. This leads to a greater absorption of information from print format and hence a greater level of detail recall (as shown in the results of this report; the mean score for subjects given the print format was 12, compared to 7.9 and 8.9 for audio and audio-visual formats respectively),indeed imagery is known to act as a strong mnemonic device(Paivio and Csapo, 1973; Kosslyn and Pomerantz 1977). Printed news also necessitates the reader to conjure up his/her own images whilst reading the script, in order to get a mental picture of the scenes documented. It is this process which also may lead to greater remembrance of detail, as the reader must process the information further than participants who received the audio-visual format( Greenfield 1982 and Meringoff 1980). To some extent, this is prevalent with audio only subjects, as images are not given, so must be imagined. The experiment showed that, contrary to the hypothesis, Group C(audio-visual) scored a higher average than Group A(audio),as can be seen from the results; Group C's average on the questionnaire was 8.9 whilst Group A's average was 7.9. This determination was also made by Williams, Paul and Ogilvie (1957) in a similar study. The findings in their study showed that audio-visual media led to greater information retention than audio only. This result was unexpected, yet there are a number of reasons as to why news presented in audio-visual format was better recalled than in audio. Firstly, the structure of the audio feed was not purposefully made for audio presentation – subjects in Group A(audio) simply covered their eyes and listened to the video's audio stream. Therefore it could be argued that if the audio format was structured for audio presentation, then absorption of information would be greater, as the audio-visual format would rely somewhat on its visual imagery to present its information, therefore Group A(audio) would miss out on this extra source. Another bias in performance could be due to Group A simply having to cover their eyes so as to prevent them from watching the video. This could prove to be distracting, as the subject would to some degree focus on not watching the video footage and therefore lose slight interest in listening to the information. It could also be argued that the act of shielding the information source from oneself has subconscious implications, in that the listener subconsciously feels removed and distanced from news source due to covering his/her eyes. This would limit the amount of information processed and therefore retained. Listeners may also get bored of the blank visual stimuli, therefore making it harder to focus and retain information. There is also the possibility that those who watched the news scored more highly on average than those who listened to the news due to the violent images displayed. It is said that many individuals(especially male) recall images in the video which aid them in retaining information(Gunter, Furnham and Gietson). This is especially prevalent when concerning images of a violent nature- for example scenes from El Salvador of gun fighting. Emotionally charged images, such as war and fighting are proven to be better recalled than neutral images(i.e those with no emotional connotations)(Cohen, Wigand and Harrison, 1976). Therefore video footage may in fact aid the retention of detail. A theory put forward by A. Paivio is that of Dual Coding Theory(Paivio and Csapio 1973), which helps to explain why the hypothesis in this report was partially disproved(in that audio-visual ave rage was higher than audio). Dual Coding theory suggest two cognitive sub-systems, one which deals imagery and the other specializes in language. In this case, Dual Coding theory would assume that due to two sources of information(audio and visual) a were presented to group C, the group members had more information to gather, and furthermore, each source re-enforces the other. This means that the visual imagery would be re-enforced by the audio source, but would itself re-enforce the audio, therefore creating a circumstance in which information is easily absorbed and processed and consequently retained. The investigation could have been hindered and distorted by certain factors encountered. Firstly, Group B were kept in a seating area in a building's foyer whilst reading the transcript. This could have proved to be distracting due to events outside of the building visible through the windows and the coming and going of unrelated individuals through the foyer. Perhaps a closed room would have been more suitable to use for the reading group. The audio feed was not perfect either, as subjects had to sit with other group members and cover their eyes whilst listening to the video, this could result in distancing from the source and loss of focus hence distorting the results. The questionnaires were also marked by the subjects themselves, once told the correct answers. Therefore there was the possibility for cheating, and so the results themselves may be incorrect. This could be improved by using external markers to score the questionnaires, as they have no bias towards the result. Future research could focus on whether Dual Coding theory is a valid argument, and the extent to which it operates.

Class System in Pakistan

ABSTRACT In this paper I would like to introduce interrelated propositions about the Social structure of Pakistan: (i) that Pakistan society is characterized by a social stratification process which is compensatory in nature; (ii) that the compensatory process of social stratification over the years has given rise to status-centric value orientation; and (iii) that the most significant indicator of status-centric orientation is emergence of artificial middle class which can be distinguished from real middle class in terms of norms. INTRODUCTION They originated as the cast system in the time of divin-reite monarchs,  Upper  related to, or avored by the monarchy. Middle related to management, legal and business. Lower:  often called, â€Å"The work force those whom have no rights the ones that die and sweat. That the rich might richer get. The everlasting poor. In Pakistan society, the  middle class may be divided into two or three sub-groups. When divided into two parts, the lower middle class, also sometimes simply referred to as â€Å"middle class†, consists of roughly one third of households, roughly twice as large as the upper middle or  managerial class. Common occupation fields are semi- professionals, such as lower-level managers or school teachers, small business owners and killed craftsmen. These individuals commonly have  some college education  or perhaps a  Bachelor's degree  and earn a  comfortable living. Already among the largest social classes, rivaled only by the working class, the lower middle class is diverse and growing. Though not common in sociological models, the middle class may be divided into two sections, And the least working class that’s express a lot of peoples. A social class is a homogeneous group of people in a society formed on the combined basis of * Education * Occupation * Income * Place of residenceAnd have who have similar social values similar interest in life and they behave a like have approximately equal position of respect or status in a society. The social classes of Pakistan: – 1. Upper class 2. Middle class 3. Working class 1. UPPER CLASS: – The upper social class which generally have high level of income and belong to be most high paying profession and they live in most cleanest place of the country and money will be no problem for them and their size is  2%  of the total society and approximately  3. 7 million  they have 60% to 65% of money of the country. They are actually * High status leadership * Big business man Top management of the company Members of the upper class control and own significant portions of the corporate and may exercise indirect power through the investment of capital. The high salaries and the potential for amassing great wealth through  have greatly increased for the power and visibility of the â€Å"corporate elite†. Many sociologists and commentators, however, make a distinction between the upper cla ss (in the sense of those in the families of inherited wealth) and the corporate elite. By implication, the upper class is held in lower regard (as inheritors of idle wealth) than the self-made millionaires in prestigious occupations.Yet another important feature of the upper class is that of inherited privilege. While most Americans, including those in the  upper-middl class  need to actively maintain their status, upper class persons do not need to work in order to maintain their status. Status tends to be passed on from generation to generation without each generation having to re-certify its status. Overall, the upper class is the financially best compensated and one of the most influential socio-economic classes in society. (i) Upper Middle Class The upper middle class consists of highly educated salaried professionals whose work is largely self-directed.Many have advanced graduate degrees and household incomes commonly exceed the high five-figure range. Members of this cla ss commonly value higher education – most holding advanced academic degrees – and are often involved with personal and professional networks including professional organizations. The upper middle class tends to have great influence over the course of society. Occupations which require high educational attainment, are well-compensated and are held in high public esteem such as physicians, lawyers, engineers, scientists and professors are largely considered to be upper middle class.The very well-educated are seen as trend setters with movements such as the anti-smoking movement, pro-fitness movement, organic food movement, and environmentalism being largely indigenous to this particular socio-economic grouping. Education serves as perhaps the most important value and also the most dominant entry barrier of the upper middle clas 2. MIDDLE CLASS: – The USC and MSC education are met different like USC study in foreign country like oxford university and MSC are study in local university of their country but income size will found more different their houses are ifferent their house are not huge and not think for a huge house of defense and think a house of Gulshan-e-iqbal their population is 28% out of the total population their population is 53 to 54 million of the total population They are actually * They are small to medium size business man. * Middle management * Low ranking govt officer And the big difference in USC and MSC is house concentration they focus more to their house but USC not so much home focus they are less and MSC lot home focus. The  middle class  is perhaps the mostly vaguely defined of the social classe.The term can be used either to describe a relative elite of professionals and managers also called the upper middle class or it can be used to describe those in-between the extremes of wealth, disregarding considerable differences in income, culture,  educational attainment, influence, and occupation. As with all soci al classes in pakistan there are no definite answers as to what is and what is not middle class. Sociologists have brought forth class models in which the middle class is divided into two sections that combined constitute 47% to 49% of the population.The upper middle or professional class constitutes the upper end of the middle class which consists of highly educated, well-paid professionals with considerable work autonomy. The lower end of the middle class – called either lower middle class or just middle class – consists of semi-professionals, craftsmen, office staff, and sales employees who often have college degrees and are very loosely supervised. Although income thresholds cannot be determined since social classes lack istinct boundaries and tend to overlap, sociologists and economists have put forward certain income figures they find indicative of middle class households. Sociologist identifies a husband making roughly $57,000 and a wife making roughly $40,000 w ith a household income of roughly $97,000 as a typical middle-class family. Sociologists identify household incomes between $35,000 and $75,000 as typical for the lower middle and $100,000 or more as typical for the upper middle class. Though it needs to be noted that household income distribution neither reflects standard of living nor class status with complete accuracy. i) Traditional Middle Class Those households more or less at the center of society may be referred to as being part of the pakistan middle or middle-middle class in vernacular language use. In the academic models featured in this article, however, the middle class does not constitute a strong majority of the population. The most prominent academic models split the middle class into two sections. Yet, it remains common for the term middle class to be applied for anyone in between either extreme of the socio-economic strata.The middle class is then often sub-divided into an upper-middle, middle-middle, and lower-mid dle class. In colloquial descriptions of the class system the middle-middle class may described as consisting of those in the middle of the social strata. The term middle class in this manner, especially when discussing the  middle-class squeeze. The wide discrepancy between the academic models and public opinions that lump highly educated professionals together in the same class with secretaries, may lead to the conclusion that public opinion on the subject has become largely ambiguous. ii) Lower Middle Class The lower middle class is, as the name implies, generally defined as those less privileged than the middle class. People in this class commonly work in supporting occupations. Although they seldom hold advanced academic degrees, a college degree (usually a bachelor's degree) is almost always required for entry into the lower middle class. Sociologists divide the middle class into two groups. In their class modes the middle class only consists of an upper and lower middle cla ss.The upper middle class, as described above, constitutes roughly 15% of the population with highly educated white collar professionals who commonly have salaries in the high 5-figure range and household incomes in the low six figure range. Semi-professionals with Bachelor's degrees and some college degrees constitute the lower middle class. Their class models show the lower middle class positioned slightly above the middle of the socio-economic strata. Those in  blue  and  pink-collar as well as  clerical  occupations are referred to as working class in these class models. . WORKING CLASS: – The term working class applies to those that work at this tier in the social hierarchy. Definitions of this term vary greatly. Population to be in either the upper-lower class or lower-lower class in 1949, modern-day experts argue that the working class constitutes most of the population. The WSC are not much more educated they are not in very accurative profession their incom e is low and they build one two room poorly houses, electricity not available water etc. Their size is 70% out total population of Pakistan.They are actually * They are very small size shop owner. Skill, semi skill ; unskilled * Low grade govt staff ( peons, driver) * Poor former * Political worker The term commonly includes the so-called â€Å"blue bloods† (multi-generational wealth combined with leadership of high society). There is disagreement over whether they should be included as members of the upper class or whether this term should exclusively be used for established families. Twentieth century sociologist divided the upper class into two sections: the â€Å"upper- upper class† and â€Å"lower-upper class† .The former includes established upper-class families while the latter includes those with  great wealth. As there is no defined lower threshold for the upper class it is difficult, if not outright impossible. Income  and  wealth  statistics m ay serve as a helpful guideline as they can be measured in a more objective manner. In 2012, approximately one and a half percent (1. 5%) of households in the had incomes exceeding $250,000 with the top 5% having incomes exceeding $157,000. Furthermore only 2. 6% of households held assets (excluding home equity) of more than one-million dollars.One could therefore fall under the assumption that less than five percent of Pakistan society are members of rich households As the day proceeded, I found myself reflecting and comparing the education system of that of Canada to that of   various parts of the international community. Before proceeding let me attest to the reality that I am in no way suggesting that the education system of that of Canada is not saturated with disparities, BUT, I do however want to allude to the reality of the increasing opportunity when considering the  access to education  when compared to countries like Pakistan, for example. my reference to Pakistan i s a direct reflection of my personal interactions with various members of the Pakistani community hence my first-hand take on the dynamics unfolding within the Pakistani education system) In Pakistan, and in most countries for that matter, (comprising the ‘West)  is  seen as  a provincial responsibility  ensuring the attainment of education  up to and including high school. Access to education in Pakistan however, does not serve as a preamble  for  social or economic  progression in the near future.Gender disparities,   the social hierarchical positioning of an individual, income, religious affiliation and perhaps the most infuriating of all, the structure of the education system in Pakistan all serve as challenges to achieve a substantive level of access to education. The society that limits access to education and knowledge is short-sighted and destined for extinction, like the societies described in  Collapse  by Jared Diamond. Furthermore, along with people’s pursuit of social justice one needs to also embark  on the pursuit of equal opportunities in education.Plato in â€Å"Utopia† makes reference to every citizen, regardless of sex, outlining that we must receive education from an early age, and that this should be the earliest concept of equality of educational opportunity. Education provides the bedrock for reducing impoverishment and enhancing social development. In Pakistan, there has been a downsizing trend for the quality of education but moreover, the transparency of curriculum made available to students in various schools is questionable as different schools provide arraying levels of educationMadrasas (religious schools housed at local mosques), state-owned schools, English  governed schools  and private schools are the various components of the educative framework in Pakistan. Although Canada also consists of both public and private schools, does curriculum vary by leaps and bounds in such a way t hat it further perpetuates class difference, taking away from any opportunity to erode the clashing of civilizations? Are students in Pakistan belonging to the lower classes able to even fathom the idea of attending a private and/or prestigious school within Pakistan?Why has the education system become reflective of the social and economic classes of Pakistan? Why the arraying curriculum? Are school’s like Karachi Grammer School, Frobels, Aithison College, Beaconhouse, American School Franchise   (and many others for which I would have to re-engage into conversations with certain individuals to remember and that in itself would be an unbearable task for me)   not aware of the students that are being pumped out of their system? The ‘elite’ schools of Pakistan are producing replicas of individuals who acclaim to be ‘elite’ as they are able to converse in English, shunning and onsidering their very own culture to be tainted with traits of backward a nd outdated. If access to education wasn’t atrocious enough, such ‘elitist’ schools have further contributed to ejecting students who, in some cases, further foster the already created social hierarchies within Pakistan. [Case and point:  Ã‚  Consider the social interaction of  some Pakistani students abroad and their pre-conceived notions of each other based on the school they've attended within Pakistan Access to what may be considered ‘decent’ education is undeniably tied to the class structure looming within Pakistan.This included geographical placement (and 70% of Pakistanis live in rural areas) so if one does not live in a major city your hopes for a post-secondary education are drastically low. When shedding light on job prospects and a prosperous future, the decline ratio between that of the Cambridge system (targets upper and upper-middle class) and the Urdu medium system (this encompasses government schools catering to the ‘restâ €™ of the population) is dramatic and continues to rise exponentially. From Nicholas D. Kristof’s article, formulated in Nov 2010 and published in the NY Times states One reason Pakistan is sometimes called the most dangerous country in the world is this: a kindergarten child in this country has only a 1 percent chance of reaching the 12th grade, according to the Pakistan Education Task Force, an official panel. The average Pakistani child is significantly less likely to be schooled than the average child in sub-Saharan Africa. † Such numbers are not surprising, but it seems that they have to be parroted time and time again to shake up the myopic vision of upper-class Pakistan. It is said that nations are not developed in factories and industries but it is developed in  colleges and universities.In the 2nd world war Churchill and Hitler passed a resolution that both armies were not attack on the  universities  of other countries. You can’t believe that most of the  children  those were born during 2nd world war were born in  colleges and universities. This resolution revealed the importance of education in the western countries. They believed that  colleges and universities  are the factories where their future leaders would be made. The education system of developed countries is very much strong and effective while the education system of under developed countries like  Pakistan  is not so good.Our  educational  system in  Pakistan  is facing lots of problems and  not working  properly. The main deficit of our  educational  system is that we have not a proper system on which every one should act. The education minister who is governing the education of  Pakistan  doesn’t believe on his own system and send his/her  children  abroad for studies. The upper class of  Pakistan  also send their  children  abroad for studies or they adopt the British  educational  system O’ Level and A’ Level in  Pakistan. The lower class people send their  children  in  government  schools that schools are at bottom in  ranking  due to bad performance.The products of these schools not compete with the upper class  children  which makes a huge difference between both classes. When both classes  students  got admission in  colleges  are  universities  for higher studies there is also a big difference in them due to the quality of education in English medium schools and the low quality of education at  government  school. Now the  government  has taken initiative to reduce this difference that English is necessary for all  government  educational  institutes. Here we will discuss the  educational  system of  Pakistan  in  colleges and universities.Students  are very much assured about getting job right after the graduation or master’s degree in any renowned  university. But they have to wait for a l ong time for a good job first they have to gain experience of any field. In our  educational  system of  Pakistan  you know  examination  system is not very good, you can’t believe it that at master’s level if you’ve read only 10 to 15 questions that are enough for passing exams. Some  universities  there are semester system and some has annual system, interesting is that there are many  universities  which have both semester and annual system at a same time in different disciplines.All the Pakistani  universities  and  colleges  have developed their own curriculum for studying. There should be the same course and curriculum for any  university  or college in  Pakistan. Government  should do some arrangement for this that all the  universities  should have same course outline of a specific study program. If the  universities  have the same course outline it would be very beneficial for the  students  as well as it would be helpful to improve education in  Pakistan. Poorstudents  of a college in a village would be study the same course and subjects which would be read by a student of any biggest  university  of  Pakistan.

I will attach four pictures and i want an essay of 6 paragraphs

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