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Showing posts with label Frank Zhou. Show all posts
Showing posts with label Frank Zhou. Show all posts

Thursday, May 26, 2016

That World

That world

When I was in the seventh grade
I met two people
Who would give me the memories
Of a lifetime.

Well, I guess
I didn’t really “meet” them.

I found them
In a landscape
That I had run away to
When I had nowhere else to go.

A place that I ran to
Because I wished I could be someone else, someone different.
Because while I seeked entertainment,
I seeked a place to belong.
Because I did everything I could
To leave the identity I had behind
And create a new one in that world.

I looked different in that world.
The chubby cheeks gone.
The proud belly, a six pack.
My body, redrawn.

I acted different in that world.
My fear turned to courage.
My actions in righteousness.

I sounded different in that world.
In that silent world,
Where nobody could do anything but grunt and yell
My unpleasant, monotone voice no longer distinguished me.

In that world I found them.

A boy who had been suspended
Because he had beaten up
another student.

A girl who I imagined
Would have been called a slut.

And me.
A lazy, unfit middle schooler
Who only enjoyed playing video games.

A band of misfits.
An unlikely trio.
A bunch of immature kids.
A group of friends.

That is what we were.

How strange.
How they could accept my immaturity
And that I could accept their background.

How time passed on
And I found that my time with them
Became just as enjoyable
As my time in the this world.

How I could sit down in a room
For two hours after I finished what I had to do
And do nothing but talk about life with someone
I had never really met.
Someone I had never really seen the face of.
Someone I had never really heard the voice of.

And yet, I wondered how something as quiet
As the text on a screen
Could speak so loudly,
So vividly,
So kindly, to me.

But one day,
We all left that world behind.
We went back to where we came from.
And we abandoned that brilliant world.
Because we knew, I knew.
That this world must be bad for me,
I was sure of it.

When I was in the ninth grade
I met someone again
Who would leave me with a story
That I would never forget.

I revisited that world once more.
And as I had returned,
I found that he was there too.
Like that time you saw your friend
At the same Costco as you.

A boy
Who was now out of school
But had taken up the difficult task
of taking on not only society
But depression,
The betrayal of his friends and parents,
The death of his closest friend.

And it was then that I realized
That what mattered most
Were not the grades I earned
Or the highscores I achieved.

But the people I met.
In both this world
And that world.

That wonderful world,
Where I spent hours procrastinating.

That world
That my parents tried to keep me from,
Because it was bad for me.

That world
That others told me was a waste of time,
Because there were better things to do in life.

That world
That people told me destroyed your social interactions.
Because it was filled with nerds and losers.

That world
Where I met some of the most wonderful people,
Despite their flaws and mistakes.

That world
Where you couldn’t be judged for the outside
Because the only thing that you could see
Was the inside.

That world
Where I was told to be careful
Of the people who lurked there.

That world
Where even if they gave me delusions,
I still fell in love with those illusions.

That world
Where I accepted my identity
My real identity,
And left behind the friends
Whom I had never really met.
Who I had never really seen.
Who I had never really heard.

Because even then,
I still look to that world sometimes.
Because I want to believe

That someday, perhaps I’ll meet them again.


Monday, April 4, 2016

Road to Redemption


This image represents Amir's road to redemption. After Amir witnesses Hassan's rape and fails to intervene, he harbors immense guilt, represented by the dead mass of twigs in the bottom left corner. As Amir grows older, Amir still feels guilt. However, through his journey in Afghanistan, his guilt is slowly alleviated, shown by emerging specks of greenery, contrasting with the dead bush. He is slowly repenting through doing kind actions. For example, he leaves money for Wahid's family under the mattress. Finally, this all culminates in his rescue of Sohrab and his fight with Assef, represented by the large fern, his ultimate act of redemption. While his inaction is represented by the dead bush, his fight with Assef, something he feels he should have done long ago, is a large fern. When Amir gets beaten up, he states he finally feels at peace and alleviated of guilt, stepping out the shadow and into the light.

Tuesday, March 15, 2016

Africa's Failing Education

Africa’s Failing Education


Do you remember at what age you learned to read? Reading is a basic skill needed in order to survive, and yet its absence appears to be ubiquitous in Africa where 61 out of 128 million kids are estimated to reach their adolescent years without being able to read (Watkins). And so it begs the question, why are African children not being educated?
Several millions of these children will be unable to read due to a lack of access to education and a late start in school, but even more surprising is that half of them will have already spent at least four years in school. With the importance of such a skill as basic and necessary as reading, this means that for four years in school, the students learn next to nothing. At the same time, with the strong appearance of rural poverty, many of these kids live in rural communities and are effected the most because rural schools have less qualified teachers and never enough of them in proportion to the kids attending (Agbor).
One of the main reasons for Africa’s education crisis is the lack of access to schools. From the 128 million children, about 33 million who are of primary age are not attending school (Fleet, Watkins, Greubel). Furthermore, 17 million will never attend school at all during their lifetime (Fleet). This is largely due to the ongoing poverty cycle in Africa. Impoverished parents have a difficult time supporting their families. In order to help, children often find jobs of their own and as a result cannot spend time at school. When these children mature into adults, life will become increasingly difficult because they never went to school. With low incomes, these adults will be unable to support their children, restarting the cycle. This vicious cycle keeps generations of families away from school and below the poverty line.
Although access is important, what may be even more crucial is that those who are lucky enough to be in school hardly learn any more than those who don’t attend school. According to data from regional assessments show that only 28% of Tanzanian 6th graders are reading at their proper grade level, 19% in Kenya, and less than even 10% in Uganda (Mwabu, Ackerman). Once again, this problem stems from financial issues. Schools are missing both books and qualified teachers. In the town of Bodinga more than 50 students are stuffed into a single room, where only a few will be lucky enough to have textbooks. If they are even luckier, a teacher will be present, and they will receive long periods of reading off papers that promote rote learning (Watkins). Schools are unequipped to handle the educational needs of their students because of their lack of funding, making them unable to acquire basic resources such as books and qualified teachers.

While there are several large issues that plague Africa today, one of the largest is education. Many solutions are proposed, but what is necessary overall is for governments to implement policies aimed at reducing poverty levels and funding schools. These policies should reinforce the infrastructure of rural areas in Africa in order to increase the children’s access to school (Agbor), and should spend money purchasing books and hiring effective teachers in order to make sure that the students who gain access to school attend for a noteworthy reason. With half of the continent’s child population not attending or wasting their time in school,  Africa’s lack of education halts the continent’s progress as a whole, preventing the urbanization that Africa requires in order to industrialize and grow economically.

Works Cited:

Agbor, Julius. "Poverty, Inequality and Africa's Education Crisis." The Brookings Institution. N.p., 26 Sept. 2012. Web. 16 Mar. 2016.
Mwabu, Germano, and Xanthe Ackerman. "Focusing on Quality Education in Sub-Saharan Africa." The Brookings Institution. N.p., 28 May 2013.
Watkins, Kevin. "Too Little Access, Not Enough Learning: Africa's Twin Deficit in Education." The Brookings Institution. N.p., 16 Jan. 2013. Web. 16 Mar. 2016.
Van Fleet, Justin W. "Africa's Education Crisis: In School But Not Learning."The Brookings Institution. N.p., 17 Sept. 2012. Web. 16 Mar. 2016.
Van Fleet, Justin W., Kevin Watkins, and Lauren Greubel. "Africa Learning Barometer." The Brookings Institution. N.p., n.d. Web. 16 Mar. 2016.


Friday, October 9, 2015

水牛 (Buffalo)

Image result for chinese buffaloImage result for chinese buffalo

"The creature halted, then heaved from side to side, trampling the muddy bed with vigor, as though intent upon crushing the submerged spectacles with it's hooves or the lurching ploughshare" (47).

"It was exceptionally long, and no doubt once belonged to the unfortunate buffalo responsible for breaking capital Four-Eyes's glasses" (105).

These two quotes relate to the symbol of the buffalo because of how Four-Eyes interacts with it. The buffalo symbolizes and illustrates an idea of coming to age, shown through its relationship with Four-Eyes. In the first quote, Four-Eyes is seen struggling intensely with the buffalo, with the buffalo trampling his glasses and whipping his tail into his face. The buffalo is dominant. However, in the second quote, time has passed and Four-Eyes is now returning home. The buffalo is slaughtered in celebration for his returning home, and almost like a trinket or trophy, Four-Eyes decides to keep the long tail of the very same buffalo that had trampled his glasses and caused him so much trouble so long ago. This shows the change in Four-Eyes and how he has now "come to age," and is now dominant over the buffalo. His more figurative "aging" has caused him to become more powerful over the buffalo. The buffalo acts as an obstacle for him, and his coming to age leads into his overcoming of the buffalo.

By Frank Zhou
Akhil Jakatdar
Caroline Schachter
Christy Torres