County Community College Should Provide On-Campus Housing Homework Essay Sample

When I moved to California two weeks before school started, I had difficulty looking for places to live around County Community College. This is because community colleges don’t usually have on-campus housing facilities for students. This made life very difficult for me because I was brand new to the area and I knew no one. My dad did help me by calling up one of his friends and asked if I could stay at their house temporarily until I was able to find a place I could live at, that was near school because I didn’t have a car at the time. The day I finally found a place to live, school was almost about to start.

When I went to check the house out, I really disliked it there because there was no cooking allowed, the only time I could use the stove was to boil water. There were even curfews enforced because poor wooden floorboards would alert everyone whenever someone would walk around just to grab a cup of water or a snack at night. Another limitation was that the landlady had ridiculous shower curfews that I had to follow. The house was very unclean and unhygienic due to the lack of maintenance and care provided for the building. There was no other choice but to live there because it was the closest place to school, that was within walking or biking distance, I could find because I didn’t know how to take the bus in this new country. This is what leads me to believe that County Community College should see if it’s feasible to construct an on-campus housing facility for students because it is able to help a large variety of students in various ways. County Community is a college that is known for its successful transfer rates. An article on CNN Money discussed about County Community’s fine transferring rates, “County Community s.

. .enefits that can affect current and future students. However, County Community may choose to overlook some obstacles due to the great convenience and the great benefits that it may provide for both staff and students. County Community should not disregard this great opportunity that may change lives for staff and students, but look further more into this.

Works Cited

  1. Aquije, Omar. “Most Community Colleges say Building Dorms is Good Plan.” Glens Falls Post-Star, 13 August. 2011. Web. 7 Nov 2013.
  2. Clark, Kim. “Community College: How to Avoid ‘dropout factories.’” Cable News Network, 07 June. 2012. Web. 7 Nov 2013.
  3. Driscoll, Emily. “Great Housing Debate: Living On or Off Campus.” Fox Business. Fox News Network, 19 July. 2013. Web. 7 Nov 2013.
  4. Staff, CB. “Campus Living: On Campus Vs. Off Campus.” College Bound Network, 08 August. 2011. Web. 7 Nov 2013.

Different Is Not Bad

Is it really so bad to be different? Jook-Liang is deeply influenced by the Canadian culture and behaves as if she is solely Canadian rather than Chinese-Canadian. Poh-Poh remarks, “You are not Canada, Liang” (page 34). Jook-Liang desires to conform to the Canadian way of doing things. She longs to use the “paper years” system to determine her age as fourteen, while her parents adhere to the Chinese way, making her age only nine. Jook-Liang questions, “Am I Clark 2 ourteen?” (page 49).

Jook-Liang’s parents brought her up with a strong emphasis on proper behavior. Even at the young age of five, Jook-Liang understood the importance of treating others with respect. As she explained, respect meant refraining from mocking or asking insensitive questions about someone’s differences. Unfortunately, Jook-Liang’s family perceived her differently because of her admiration for Shirley Temple, as she revealed that her favorite movies featured the beloved actress.

Jook-Liang’s family disapproves of her admiration for someone outside the Chinese culture, as Poh-Poh remarks, “This useless only-granddaughter wants to be Shir-lee Tem-po-lah” (page 37). However, Jook-Liang manages to overcome this negative perception by embracing the Canadian culture and finding support from her friend Wong Suk. Among all her family members, Wong Suk is the only one who believes in her and attends all of her performances, as Jook-Liang mentions, “I was going to delight Wong Suk with my best performance” (page 37).

According to Chinese cultural beliefs, Jook-Liang’s family perceives her differently due to her gender. In their eyes, girls are often deemed as “useless”. Poh-Poh reinforced this belief by stating “Mo yung girl” on page 33. Furthermore, Poh-Poh refused to impart her knowledge of making simple toys, such as paper cranes, toss rings, and wind chimes, to Jook-Liang. Poh-Poh’s reasoning for withholding these skills from Jook-Liang stemmed from considering her as “useless”. This sentiment is evident from Poh-Poh’s statement “Job too good for mo yung girl!” on page 32.

Despite Jook-Liang facing discrimination for being a girl, her brothers Sek-Lung and Jung-Sum also experienced unequal treatment. Poh-Poh gave Jung-Sum a moon piece, remarking that each piece is unique and valuable. By referring to the jade pieces, Poh-Poh was actually conveying the message that everyone is distinct and valuable. Each person possesses their own individuality, and this should not diminish their importance in relation to others.

Disjunctureand Difference In The Global Cultural Economy, The Author Arjun Appadurai

The article “Disjuncture and Difference in the Global Cultural Economy” by Arjun Appadurai discusses global culture from two perspectives. The first part focuses on the history of cultural interactions, leading to cultural globalization. The second part explores the complex relationship between cultural homogenization and heterogenization in today’s global culture. Additionally, Appadurai presents his model for examining cultural disjuncture among five dimensions of global cultural flows: ethnoscapes, mediascapes, technoscapes, financescapes, and ideoscapes (Appadurai, 2012, p.98). In the historical context, Appadurai identifies two main obstacles to cultural interactions prior to the late 1800s: objective facts and subjective resistance. These objective facts include geographical and ecological factors (Appadurai, 2012, p.95), such as mountains, deserts, and tropical climates. These factors impeded communication and cultural interactions due to limited knowledge and tools for navigating nature. Subjective resistance refers to seclusion policies found in Chinese and Japanese history (Appadurai, 2012, p.95).Restricting cultural interactions among nations, the governments of two countries chose to close their doors to each other for a certain period.

On the contrary, this article discusses two primary factors that contributed to ongoing cultural exchange before the late 1800s: warfare and the religion of c.

The Globalization Reader (pp. 109-113). West Sussex, UK: John Wiley & Sons, Ltd.

Hannerz, Ulf. (1992). The Global Ecumene. Cultural Complexity: Studies in the Social Organization of Meaning. Columbia University Press.

The article “Travels of Hsuan-Tsang – Buddhist Pilgrim of the Seventh Century” by Marx, Irma is available on the Silkroad Foundation website. Access it at Another relevant resource is “Etiquette Guide to Japan: Know the rules that make the difference” by Boye Lafayette De Mente, published in 2008 by Tuttle Publishing in Vermont, USA.

Miyagawa, Shigeru. (Oct. 13, 1999). The Japanese Language. Massachusetts Institute of Technology. Retrieved from JP NET website: Watson, James L. (2012). McDonald’s in Hong Kong. In Frank J. Lechner and John Boli (Eds.), The Globalization Reader (pp.114-122). West Sussex, UK: John Wiley & Sons, Ltd.

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