Student's Demands on and Expectations Essay Example | Topics and Well Written Essays - 750 words

Student's Demands on and Expectations - Essay Example But still, they are not mature enough to take complete responsibility (although partial) for their actions and reactions. University students, on the other hand, are much more mature and are completely able to live a life on their own. They can take their own decisions, make their own choices and are able to take the responsibility for their actions and reactions, whatsoever. There are thousands of all kinds of expectations and demands made on high school students. These demands create an environment that puts a pressure on the students enabling them to familiarize with competition and professionalism. These demands help them become more realistic, more practical, more familiarized with the outer world (outside their innocent nutshells) and come out of their childhood fantasy-world. Teachers demand students to be more mature in their studies, mainly assignments, writings, papers, reports, presentations, etc. They also demand them to be less childish and more grown-up for that matter. After so many things expected from high school students, they have some expectations in turn too. They expect their elders to be more cooperating and helping as their lives become more and more challenging so that they get thorough this very difficult, yet interesting and very memorable part of their lives. They expect their teachers to assist them in the more challenging jobs and assignments assigned to them and want a little leniency, at least in the attitude, to help them cope with these new challenges. Demands on University Students: University students are subjected to similar expectations as the high school students as well but on a much higher level. Since they are considered to be much more grown up and mature. Considered to be old enough, they are expected to portray a bit more adult behavior than high school students. Their teachers expect them to be more professional and able to understand harder things easily. Since they are about to enter the actual professional world soon enough, they are expected to come out of books, understand the practical world and act accordingly. The environment of a university is rather professional than educational since the main thing to be taught at this level is professionalism and practicality and not education (since that is what is done throughout their previous years - like high school) Parents expect them to be almost completely on their own. Sometimes, they are even expected to fulfill their financial requirements themselves through some part-time job etc (unlike high school students who are completely dependent upon parents). Expectations of University Students: Unlike high school students, the expectations of university students are comparatively more practical and realistic. They try to be on their own as much as they can but obviously they are not independent grown-ups (but on the verge of being one). So they expect at least some leverage in some such regards. Similarly, they are not

An Analysis of Amy Tan's The Joy Luck Club Essay

An Analysis of Amy Tan's The Joy Luck Club - Essay Example Four sets of mothers and daughters, namely, (1) Ying-Ying St. Claire and Lena, (2) Suyuan Woo and Jing-Mei, (3) Lindo Jong and Waverly, and (4) An-Mei Hsu and Rose, are divided along the lines of culture and generation. The mothers, or the older generation, are still attached to the ancestral tradition of their native soil. In contrast, the daughters, or the younger generation, caught between their ancestral background and their Westernized education, are having a great difficulty integrating into Western culture. However, Jing-Mei is compelled to take on a ‘different mindset’ when she is summoned by the Joy Luck Club to continue the membership of her deceased mother. Jing-Mei is anxious that she may not possess the character to take the place of her mother, but the other mothers view her ‘being there’ as a chance to restore their ties with their own daughters. The mothers help Jing-Mei rediscover her heritage and her ties with her mother by guiding her in r ecreating her mother’s memoirs. Jing-Mei, in the end, accomplishes the dying hope of her mother to locate the children she abandoned in China, and her personal hope to restore her ties with her half-siblings and her ancestral identity. So what does this say about Jing-Mei’s relationship with her mother? The mother-daughter relationship between Jing-Mei and Suyuan is burdened with disagreement, mostly due to generational gap, but in the end founded on empathy, affinity, and devotion for one another. Due to major disparities in their upbringing, cultural backgrounds, and experiences, this mother and daughter have plenty of clashing beliefs and values. These problems, besides their severed connection, brought a lot of problems throughout their relationship. Jing-Mei even admits: â€Å"My mother and I never really understood each other. We translated each other’s meanings and I seemed to hear less than what was said, while my mother heard more† (Tan 2006, 37) . These gaps are bridged when Jing-Mei rediscovers the life story of her mother and appreciates their generational differences. Likewise, An-Mei Hsu and Rose have opposing perspectives on life. This clash can be attributed to the fact that Rose has been reared in a totally different culture from that of her ancestral tradition. She does not have sympathy for her mother’s beliefs and life perspective. Rose thinks her mother is not being true to herself when she expressed resentment against her impending divorce. She believes this because she witnessed when her mother became distrustful of religion. Nevertheless, when looking at this mother-daughter relationship, it becomes apparent that their connection is sustained by the strength of An-Mei. She tries to instill in her daughter the strength of facing one’s own problems and fears. Rose and An-Mei confront generational differences as well because Rose chooses an American husband. Thus, when her mother tries to persuade h er to keep her marriage, Rose says, â€Å"think[s] it’s that my mother wants me to fight divorce† (Tan 2006, 117). Evidently, this mother-daughter relationship is burdened with conflict because of cultural differences and generational gaps. As illustrated, they would attempt to accomplish totally different answers to the same issues. Rose only wants happiness for herself—a Westernized attitude-- whereas An-Mei tries to persuade