Characters of Zodiac Signs

What are zodiac signs? What do these signs represent? The zodiac is an annual cycle of twelve station or, (signs) along the ecliptic, path of the sun and across the heavens and recognized as the first known celestial coordinates system. Zodiac signs consist of twelve sign which are Aries the first sign, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, and Pisces being the last of the signs. Zodiac signs belong to four different elements: Fire, Air, Water, and Earth. Fire is a positive element as well as the element air. Fire focuses on a change of form to another, as for air is associated with the spiritual part of life. However earth and water is a negative element. Earth is a solid approve with people on earth, as for water tends to mysterious cause water has no shape form or density. How do you know your zodiac sign? When you are born within a certain day of the month you are automatically assigned a zodiac sign. For example Aries are born between the days of March 21 thru April 20, Taurus born April 21 thru May 21, Gemini born May 22 thru June 21, Cancer born June 22 thru July 22, Leo born July 23 thru August 21, Virgo born August 22 thru September 23, Libra born September 24 thru October 23, Scorpio born October 24 thru November 22, Sagittarius born November 23 thru December 22, Capricorn born December 23 thru January 20, Aquarius born January 21 thru February 19, Pisces born February 20 thru March 20. However all 12 signs are similar in ways. In my research, I identify my zodiac sign its characters Along with two other zodiac signs that interest e along my research. For my birthday are 14 July, my zodiac sign is the cancer that is symbolized as the crab. Cancer’s are ruled by the moon, Cancers are very compassionate and caring with friends, family, and lovers, and very emotional. But like the crab, the cancer protects their selves with an emotional shield. Cancers can be very moody that changes with his/her environment. Like the moon it goes through phases, starting with the new phase to the full phase. Cancer also goes through similar phases. Most cancer’s feel one way that day then totally feel different the next day. But this characteristic is part of their charm. Love and romance plays a most important role to a cancer. No other sign romance is better than a cancer, and no other sign takes its emotion badly when things go sour. With their changeable native cancers are fascinating, mysterious, and stimulating personalities. A cancer most secret desire is to feel safe, secure, and spiritual. Cancer is a very sensitive sign other than the other sign. Cancer also is inappreciative to criticism. Aries being the first zodiac sign gave me a great deal of interest due to their trait and characteristic that they hold. Aries are natural born leaders, excellent pioneer, very active and very naive. Aries is ruled by mars and is a fire sign like its element Aries tend to be adventurous and very accident prone due to their adventures. Aries live for the thrill in life. Also Aries tend to be a confused sign because of it complex combination of masculine and feminine expression all combined as one. Aries are doer not talker. This is why most Aries tend to have drama in their lives. Another good quality that this sign posse is that it thrives on competition and challenges. Aries are born between, March 21 thru April 20. The third zodiac sign that most interest me is the Libra. Libras’ are ruled by the planet Venus. Libras are born between, September 24 thru October 23. Virgos are symbolized by a scale. Virgo is the only sign that is not represented by an animal or person and is the seventh zodiac sign. Libras seek equality, humanity, and balanced through life. Like the scale Libras represent balance nature. Libras are peace-loving, eager to learn, and sociable. Therefore this trait Libras has makes it easy for this sign to communication. Libras qualities that it has are very simple. Libras tend to live a no complicated life, make everybody happy lifestyle. The final zodiac sign that grabbed my interest would be the Sagittarius. Which is ruled by the planet Jupiter, which this sign is a fire sign. This sign is very much a unique sign that is symbolized by both man and animal called the archer. Sagittarius are very stern and to the point, like the symbol itself. The Sagittarius is half man and half horse aiming a bow and arrow. The symbol also represents the way of man and animal. Sagittarius are curious learner and very idealistic. This sign is also quick in temper due to it being a fire sign. In conclusion, Astrology has been dated back to 2300 B. C. Astrology is a type of prophetic look into the future and past, using the solar system. True astrology is very complex because it can be real or not. Science and astrology are based on two diametrically points of views. Everyday modern science makes new discovery about the cosmos, while knowledge of astrology is based on ancient beliefs, which all that exist and has already been discovered. Traditionally astrology is based relative positions and the movement of the celestial bodies. One thing that astrology claims to provide is the understanding of personal traits and physical characteristics. Astrology believes that each person has a predestined life and that life can be reflected and be told a story in the sky. In conclusion Zodiac signs are a big part of an astrologist. Astrologers’ believe that astrology is the missing pages from the biblical bible. Could astrology be fact or fiction? Upon my research on astrology only one who devotes his time into astrology as well as its interest in the solar system would know that answer.

Citizenship education Essay

The purpose of citizenship education is to contribute to the health of our democracy1 and to empower students â€Å"to translate their beliefs into actions and their ideas into policies.† The primary goal of the Delaware Civics Standards is student understanding of the purpose and means of authority2 and freedom3 and the relationship between them. Civics directly addresses citizenship education within the context of political systems. Students study the assumptions upon which governments are founded, and the organizations and strategies governments employ to achieve their goals. With specific respect to the United States, students learn the underlying principles of representative democracy, the constitutional separation of powers, and the rule of law. They need to comprehend that an essential premise of representative democracy is the willingness of citizens to place a high premium on their own personal responsibility for participation in social decision-making. see more:understand the context of supporting skills for everyday life Students develop the skills which citizens must possess in order to discharge those responsibilities while protecting their rights and the rights of others. The study of civics prepares students to translate their beliefs into actions and their ideas into policies. Governments exist and are instituted for specific purposes and employ a variety of organizational structures to pursue their objectives. Constitutional democracy attempts to balance individual freedom with the needs of the society as a whole. American citizens need a basic understanding of the structure of different forms of government and a detailed knowledge of a constitutional democracy. Students will learn the underlying principles of representative democracy,4 the constitutional separation of powers,5 and the rule of law,6 with specific respect to the United States. The American political system was intentionally created to rest on a foundation of individual liberty, freedom of religion, representative democracy, equal opportunity, and equal protection under the law. These principles and ideals are codified in the United States Constitution, the Bill of Rights, and other significant documents. Understanding, achieving, and upholding these principles and ideals represent a major challenge to each succeeding generation of American  citizens. Students will develop the skills which citizens must possess in order to accept their responsibilities while protecting their rights and the rights of others. The political, religious, and economic freedoms provided to American citizens are accompanied by the responsibility of active civic participation at the individual, community, state, and national levels. Effective citizens need to understand the dedication and commitment necessary to safeguard those rights for themselves and future generations as well as the potential consequences of inaction. They should also be able to distinguish between rights and privileges. Students will learn to translate their beliefs into actions and their ideas into policies. The intent to participate in the American political system must be matched with the specific skills necessary to be effective. Such skills include, but are not limited to, registering to vote, interacting successfully with government agencies, organizing and working in civic groups, researching and advocating a position, or serving in an office of public trust. The Delaware Civics Standards call for understanding the purposes,7 principles,8 and generalizations9 that infuse the concepts in the standards with their contextual meaning. CIVICS STANDARD ONE: Students will examine the structure and purposes of governments with specific empha sis on constitutional democracy [Government]. Enduring Understandings Students will understand that: Constitutional democracy10 as a structure of government developed from the tension between the need for authority and the need to constrain authority. Governments are structured to address the basic needs of the people in a society. The key to understanding the purposes, principles, and generalizations called for in the standards is to begin with the question â€Å"Why?† For example, Standard One says, â€Å"Students will examine the structure and purposes of governments with specific emphasis on constitutional democracy.† The purposes of governments, of course, are the â€Å"why† of governments. Beginning with the question, â€Å"Why do we have government?† yields the question, â€Å"What needs does government address?† The answer to this question is the foundational understanding for the benchmarks of the standard. The structure of governments is determined in part by history and custom, but mostly they grow from what reason and experience have ta ught  societies about the organizational requirements for achieving the purposes of government. 11 You can derive the basic purposes of government by imagining a community and questioning what needs of a community might require authority to address. In fact, most famous political philosophers (Plato, Aristotle, Hobbes, Locke, Rousseau, for example) have used the device of the imaginary community to explain their version of the purposes of the state in terms so simple that even grade school students can easily understand them. All governments invariably address basically the same needs: security, order, and the welfare of the commonwealth. They all make, enforce, and adjudicate law to meet the need for order, organize the common defense, and provide services to promote the welfare of the citizens. The structures of governments reflect the ways governments are organized to perform these functions. The basic purposes and principles of government—including the responsibilities of citizenship12 in a general sense—can be illuminated with the experiences of the students. Families meet needs of security, order, and welfare with the principle of authority, as do schools and communities. The themes of authority, obedience, responsibility—and the very important constraints on authority for the protection and freedom of the ruled—are found in the social context of every student. If students can learn how to see the purposes, principles, and generalizations suggested by the standard in their own experiences, they become easier to understand and retain and more relevant. The emphasis on constitutional democracy called for in the standard reflects the enduring human struggle to find a way to protect ourselves from our protectors. The tension between the need for authority and the need to constrain authority is a prominent theme of history and is an inherent condition of life. The historically remarkable rise and spread of constitutional democracy evolved from both the abuse of authority13 and a rekindled belief in the desirability of individual freedom14. The embedded concepts of a higher law15 that constrains the makers and enforcers of law (constitutions), accountability of rulers (democratic processes), and civil rights16 arose from an abundantly justified distrust of power and a growing consensus that one of the purposes of the state is the protection and promotion of the freedom of its citizens. New structures of government were devised to better fulfill and secure this new purpose of government. The need for  authority and the need to constrain it is the foundational understanding called for by Civics Standard One. The structures of modern governments developed from the experiences of people trying to meet these twin needs. Civics Standard One 6-8a: Students will understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy, and make war. Essential Question Why does a government have certain powers? The focus here is on understanding the need for these powers (the why?) and having a general knowledge of what these specific powers entail. The need for order and security within is addressed through the power to make and enforce laws and regulations. The need to promote national interests abroad, especially security and economic interests, is addressed by the power to conduct foreign policy. The power to make war arises primarily from the need for security. The power to levy taxes arises from the need to pay for it all. Open-ended questions that teachers might ask in a classroom include: 1. Why does the government enforce their laws with police rather than allow people to be free? 2. Why does the government take taxes out of our paychecks? 3. Why does the government participate in wars? 4. Who gave the U.S. government the power to enforce laws? Why? 5. What does it mean that governments have powers? Civics Standard One 6-8b: Students will analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs. Essential Question: What different needs should be addressed by the different levels of government? The student should understand the general concept of federalism17: a territorial division of power based on the overall sovereignty of the national government with constitutionally guaranteed powers for state governments within the boundaries of their respective states. In theory, this division of power is clearly delineated and distinguishable. In reality, however, the flow of power has shifted over  time between the federal and state governments and has resulted in alternating periods of cooperation, conflict, and controversy throughout the course of American history. More than 200 years after the signing of the Constitution, Americans continue to disagree about the proper role for these levels of government. Then the student should understand the United States has adopted a federal system for a variety of reasons including our negative experiences with unitary18 (as British colonies) and confederal19 systems (under the Articles of Confederation), the distrust of centralized power, the relative sensitivity of state or local governments to the particular needs and views of their citizens, and the relative efficiency of state or local governments in responding to these needs and views. Advantages to federalism include allowing a variety of â€Å"local† governments to deal with local problems while allowing local voters to hold local officials accountable, permitting more points of access and greater opportunities for political participation, better protections for individual rights, and fewer constraints on innovation. The benchmark also explicitly calls for knowledge of the reasons for the different structures of government at each level, which essentially arise from the differences in needs addressed. Generally stated, the functions of the national government include national defense, monetary policy, and foreign representation. Infrastructure, protection from crime, welfare, education, and other practical needs are more clearly the responsibility of state governments. Sewage, garbage, culture, urban development, and traffic control are usually the tasks of local government. Open-ended questions that teachers might ask in a classroom include: 1. What functions does the federal government have that state governments do not have? Why is there a difference? 2. Why might the different functions of federal, state, and local governments require them to have different organizational structures? 3. Why do states usually leave garbage collection and parking laws up to towns and cities in the state? 4. Why do most cities in America have their own police force? CIVICS STANDARD TWO: Students will understand the principles and ideals underlying the American political system [Politics]. Enduring Understanding Students will understand that: The principles and ideals underlying American democracy are designed to  promote the freedom of the American people. Fundamental ideals are enumerated in the introduction to this standard—individual liberty, freedom of religion, representative democracy, equal opportunity, and equal protection under the law. This is not a complete list of the main ideals of American democracy, but they are umbrella concepts. For example, the principles of limited government and civil rights are means to achieve individual liberty. As with the previous standard, understanding requires answers to the question, â€Å"Why?† Yet the standard calls for a more developed understanding of the meaning and issues involved with liberty and equality. An essential question for this standard as a whole might be, â€Å"Why should people be free?† Fundamental assumptions about the value and competence of human beings and the importance of freedom to human purpose underlie these ideals. These ideals also have a dark side and involve serious tradeoffs and costs. This deeper understanding of American ideals belongs to the free minds of a free people and is required by Civics Standard Two. Civics Standard Two 6-8a: Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system. Essential Questions How might the majority threaten individual and minority rights? Why are citizens protected by the Constitution? Should individual rights be limited? Students should understand that democracy means rule by the people, and that majority votes are just an arbitrary indicator of what the people want. Although that principle is central to the American political system, it is not absolute. People, including large numbers of them (i.e., majorities), sometimes act out of anger, prejudice, or ignorance and are not always well informed. By limiting the principle of majority rule, Americans have attempted to balance the interests of individuals with the common good20. Majority rule places a very important constraint on governmental authority, but it is completely insufficient to protect individual liberty. Every student destined to become an American citizen should understand that the majority can be as much of a tyrant as any dictator. They should understand that the addition of the Bill of Rights21 to the U.S. Constitution was  motivated by the recognition that citizens need protection from abuse of governmental authority, even when the government is theoretically obedient to the will of the majority of the citizens. There are many instances in American history where minority groups once did not receive the same protections as the majority. The benchmark is somewhat misleading in speaking of the â€Å"rights of minorities,† because minorities are not now accorded any more or less rights than members of a majority. What we now call the rights of minorities is founded on individual rights. The Constitution does not specify group rights. So understanding this benchmark really comes down to understanding the meaning and purpose of the Bill of Rights with the expectation that students should also appreciate how these rights protect minorities from discrimination. There are many examples of how minorities were served by political documents and rulings that protected individuals from discrimination. Open-ended questions that teachers might ask in a classroom include: 1. If most people follow one religion, why shouldn’t the government pass a law that restricts the rights of people with other religious beliefs? 2. If most Americans are offended by people who protest a war, why not allow the government to declare protestors â€Å"unpatriotic† and put them all in jail? 3. Why might Americans be unable to prevent newspapers or websites from printing letters that insult other people? 4. What is meant by â€Å"the tyranny of the majority† and why should we fear it? 5. How are minorities protected by individual rights? Civics Standard Two 6-8b: Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers. Essential Questions How are the principles of major American state papers guaranteeing liberty to contemporary Americans? It would be a bit much to insist on an understanding of the whole content of these papers, especially the Federalist Papers22, but students can well achieve an understanding of the main principles reflected in these documents. The overriding principle is individual liberty; most of the other principles concern the means to achieve liberty. The principles of the major state papers are the principles and ideals of  American democracy. The introduction to Civics Standards Two draws specific attention to the fact that â€Å"†¦[t]he American political system was intentionally created to rest on a foundation of individual liberty, freedom of religion, representative democracy, equal opportunity, and equal protection under the law.† Political equality, rights, limited government23, checks and balances, and other principles of American government are pronounced, asserted, and discussed in the state papers. The understanding of the principles called for by this benchmark is the understanding reflected in these papers, which requires some perspective on the times in which they were written. An analysis of what the authors really meant in their assertion of a principle and why they asserted them could help students achieve this benchmark. For example, what did â€Å"all men are created equal† mean at the time of the Declaration of Independence? To truly understand a principle, one must be able to identify its practical applications. Such understanding is addressed more directly in Standard Three, but the focus there is on the Bill of Rights. Students should be able to identify the practical applications of the principles not included in the Bill of Rights. While these principles are sometimes in conflict and while disparities have always existed between the realities of daily life and the ideals of American democracy, the preservation and improvement of American constitutional democracy depends largely on the efforts of each succeeding generation to live up to these principles and narrow the disparities. Open-ended questions that teachers might ask in a classroom include: 1. What is the meaning of â€Å"We the People†? 2. Why is the claim that â€Å"all men are created equal† important to American democracy? How has the meaning of the phrase changed over time? 3. Why was there a debate about whether we should have a strong federal government or not? Should the debate continue? 4. What was the purpose of amending the constitution with the first ten amendments called the Bill of Rights? 5. What was the purpose of the Federalist Papers? 6. Why did the signers of the Declaration of Independence think they had the right to declare independence from Great Britain? Here is a released item from the Social Studies DSTP that illustrates the assessment of this  benchmark. This test item focuses on the inalienable rights stated in the Declaration of Independence and how the Constitution of the United States ensured those rights. The student should provide evidence to support the answer. The item is open ended, which means that there is more than one way to answer this question correctly. The following is an excerpt from the Declaration of Independence: That whenever any form of government becomes destructive of these ends (life, liberty, and the pursuit of happiness), it is the right of the people to alter or to abolish it †¦ How did the writers of the U.S. Constitution ensure that the government would not damage the rights stated in the Declaration of Independence? Support your answer with evidence. A student should provide an answer that gives a valid explanation of how the writers of the U.S. Constitution ensured that the government would not damage the inalienable rights of life, liberty, and the pursuit of happiness. A student should also include evidence to support the explanation. See the DSTP webpage for more items and sample, annotated student responses. http://www.doe.k12.de.us/aab/social_studies/Social_Studies_item_samplers.shtml CIVICS STANDARD THREE: Students will understand the responsibilities, rights, and privileges of United States citizens [Cit izenship]. Enduring Understandings Students will understand that: Effective citizens are committed to protecting rights for themselves, other citizens, and future generations, by upholding their civic responsibilities and are aware of the potential consequences of inaction. Distinctions between a citizen’s rights, responsibilities, and privileges help to define the requirements and limits of personal freedom. Once again, the why of responsibilities and rights, and the distinction between rights and privileges is central to understanding the standard. American citizens have the right to certain individual freedoms and liberties found in the U.S. Constitution. But, individual freedoms and liberties have limits imposed by the fact that others also have the same freedoms and liberties. Respect for the rights of others, for example, limits some individual actions. Suppose two neighbors are in dispute over a tree growing on one’s lawn that extends shade over the other’s lawn. The man who does not want the shade cannot cut  down his neighbor’s tree, only that part of the tree that hangs over his property. His property rights end at the boundary of his property, and the boundary between the two neighbors extends to other rights as well. American democracy imposes a cost on its citizens. For government to be effective, it must have an effective citizenry that understands what is required to maintain individual freedoms and liberties. Citizens have responsibilities that, if met, ensure the health of American democracy. Citizens should hold governmental officials accountable by: Voting and keeping informed; Contributing to the common defense through military service if necessary; Checking the judicial powers of government and safeguarding the rights of the accused by serving on juries; Contributing to public safety and order by obeying the law and reporting violations of the law; and Performing public service when the need arises. Privileges may be defined by what they are not—they are not rights, and thus a citizen has to earn a privilege. For example, it is not a birthright to drive a car. Driving well benefits society and the driver, continues the privilege, and costs the driver and thus all other drivers less in insurance. Driving poorly or dangerously costs more insurance and may even cause loss of a driver’s license. A classroom discussion with students could elicit other examples. Civics Standard Three 6-8a: Students will understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens. Essential Questions In what ways are citizens protected from the government? From each other? How might shared rights lead to conflict between citizens or citizens and the government? To what extent do property rights24 define an individual’s freedom? This benchmark calls for a further elaboration of the ideal of freedom by making a distinction between political and economic freedoms25. At this stage, a student should understand the connection between civil rights and the requirements of democracy, which is the means by which political freedom is secured. Freedom of expression, the right to vote, the right to due process, etc., are clearly necessary to democracy, and thus to  the securing of freedom. Yet the lack of property rights would make even these rights precarious, blurring the distinction between political and economic rights in practice. Some basic property rights can be considered essential protections for political as well as economic freedom. The enormous powers and resources that governments possess pose considerable threats to a relatively defenseless individual. Civil and property rights impose reasonable limits on those who hold power and create the conditions in which fundamental individual liberties might be protected and enjoyed. The center of gravity in this benchmark is the understanding of the connection between property rights and freedom in general. Citizens, by applying civil rights, can acquire property or make economic decisions freely. The student will have to understand the concept of â€Å"economic† freedom to see how property rights relate to the subset of human activities we label economic. In essence, economic freedom is the right to own, use, and dispose of property, but it also involves the right to sell one’s labor. A well-developed understanding would include the realization that property rights can also conflict with freedom, and that they are subject to the same conflicts and tradeoffs as other rights or values and may actually curtail or even deny other people’s liberties (e.g., claiming slaves as property or attempting to keep minorities out of neighborhoods). Open-ended questions that teachers might ask in a classroom include: 1. Why is private ownership of businesses and homes seen as important to freedom? 2. How might the property rights of a business owner threaten the freedom of others? 3. Which is more important: making sure everyone has a job or allowing everyone to choose their job? Why? 4. How do political rights secure political freedom? 5. When might someone’s property rights conflict with the freedom of others? Civics Standard Three 6-8b: Students will understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service. Essential Question Why should American citizens perform certain civic duties? â€Å"Responsibilities† is the word that dominates this benchmark. The benchmark lists examples of what citizenship in a democracy requires, and  understanding why each is necessary elaborates the understanding of the general purpose of citizenship responsibilities. The general purpose, of course, is to meet the requirements of freedom. Demands for freedom create the potential for great disorder unless citizens of a free society act responsibly. Open-ended questions that teachers might ask in a classroom include: 1. How can people be free if they have responsibilities like jury duty and possibly military service? 2. Why are people responsible for obeying the law even if they don’t agree with it? 3. Why should we be concerned if many citizens do not vote in most elections? 4. If voting is a responsibility of citizenship, why are citizens not required by law to vote? 5. Do citizens have responsibilities mainly for the good of the government or for the good of their fell ow citizens? CIVICS STANDARD FOUR: Students will develop and employ the civic skills necessary for effective, participatory citizenship [Participation]. Enduring Understandings Students will understand that: Effective citizens can research issues, form reasoned opinions, support their positions, and engage in the political process. Effective governance requires responsible participation from diverse individuals who translate beliefs and ideas into lawful action and policy. There is a change in focus from understanding to skills with the fourth standard, but understanding is necessary to show evidence of such skills on the test. Why is still important, but how and what have equal billing on this standard. Why does a citizen participate? How does a citizen participate in democracy? What does a citizen do? Civics Standard Four requires students to demonstrate and use effectively the skills of a citizen. Such skills include, but are not limited to: Registering to vote; Interacting successfully with government agencies; Organizing and working in civic groups; Researching and advocating a position; or Serving in an office of public trust. Teachers should use activities in the classroom which simulate or model the skills. Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for  communicating with them while in office. Essential Questions: Which means for communicating with office holders is usually more effective and why? Why is it important to know about the person and circumstances when communicating with an officeholder? This benchmark moves from becoming informed about candidates to staying informed about elected officials. Student understanding of participation is expected to spiral at the grade 6–8 level so that students acquire the skills and understandings needed to monitor the actions of, and communicate effectively with, officials after they have been elected to office. Understanding the mechanisms for communicating with office holders involves why citizens should communicate and awareness of the available means to communicate and their relative effectiveness. What is an effective method of communication depends on the person in office and circumstances. For example, a citizen just cannot walk to the front door of the White House and ask to see the President (at least not anymore). But a citizen could (and often will) call a school board member or other local official at home to discuss issues of importance. A representative democracy is supposed to function at its best when informed citizens communicate a range of ideas, opinions, desires, and concerns to their representatives so that they might enact prudent public policies and serve in ways that honor and promote the common good. Open-ended questions that a teacher might ask in a classroom include: 1. How does a citizen communicate with a member of Congress? 2. How does a citizen find out what an elected official has done since they were elected?

Bilingual Education

In this peer reviewed journal article â€Å"A Speech Community Model of Bilingual Education: Educating Latino Newcomers in the USA† written by Ofelia Garcia and Lesley Bartlett the authors find a way to address the current problem of bilingual education in the US. They do so by conducting a qualitative case study at a segregated bilingual high school for Latino newcomers. They base their study off of a community high school in New York by the name of Gregorio Luperon High School. This specific school has a majority of Dominican students in a city with one of the highest drug and crime rates, however they were able to find success with their Speech Community Model of bilingual education for immigrant youth. The main key to this success was to â€Å"view second language acquisition as a social process building on the speech community itself, and not just as the primary individual process. † (Par. 1) Gregorio Luperon High School is a community high school located in Washington Heights, New York. The school opened back in 1991 when a group of Dominican immigrants joined together to find a way to make acquiring English an easier process for latino immigrant youth. They wanted a solution to the extremely high failure rates of latino youth in the New York City School systems. This school began as just a couple month program before students were put into main stream schools but eventually in 1999 turned into an actually high school. This school comes from a neighborhood that has a majority of Dominicans, as well as one of the highest city crime rates, right behind Harlem. This Schools instructors are also all highly qualified immigrant Dominicans who can relate and connect to their students on a whole different level. Bilingual Education is a topic that has never fully been supported across the US. According to the most recent numbers available from the U. S. Department of Education There were about 5 million students classified as â€Å"English language learners† in the 2009-2010 school year. These English learners are at a distinct disadvantage and are thrown into main stream schools without qualified 2 teachers to instruct them. There is very little consistency in these programs used to educate these students as well as many disagreements with states who favor the â€Å"English-only approach. † Gregorio Luperon High School in Washington Heights wanted better for their immigrant youth and found a better alternative method to acquire the language. This specific High School used a method which they chose to call the speech community model of bilingual education. They focus on macroacquisition; which is learning language on a larger scale. The three factors they choose to focus on that have shown to be the most important in acquiring a second language were; identifying with identity and culture, power structure influencing language and the roles the communities play in learning a language. In this study they conducted they focused on specific research questions The Research conducted by Garcia and Bartlett was taken from a qualitative case study where they introduced an alternative method to meet the needs of latino immigrant youth. In this research these specific questions were addressed; â€Å"How does the model of this school differ from and how is it similar to other models now offered for latino adolescents in the US? †,† What are the characteristics of this model that support newcomer latino youths education as well as their English learning language? † And â€Å"What are the limitations of this model This article written by Garcia and Bartlett point out the important aspects of this alternative model for bilingual education used and show how and why these unique methods are successful for these latino newcomers. In this speech community model used by the school they focused on seven main factors. They believed that these factors would be successful and would be able to make youth more comfortable speaking freely, help them identify and feel more comfortable with their identity as well as equalizing the power relations between English and Spanish. They believe these seven factors are responsible for their students passing the Regents Exam and graduating High School. These successful factors used are ; the absence of students who are native speakers of English, presence of native Spanish-speaking 3 latino teachers as the students models. Also the high status this school gives spanish and specific English language acquisition targets. They use bilingualism as their teaching strategy and use Spanish to educate rigorously and Spanish to connect deeply to each individual student. They conducted this study by observing and gathering data and used an analytic inductive approach. They wrote fieldnotes after each observation and interview and began to find connections to their hypothesis. The authors met together every three weeks to review the data collected and to discuss. From there they were able to form the seven characteristics mentioned earlier that they believed would make Luperon school successful in their mission of helping latino immigrants pass the Regents exam and graduate high school. Garcia and Bartlett did a very thorough job in providing enough information in their article for future professors, bilingual educators and linguists to comprehend. This article not only found a successful alternative method to acquiring english for latino newcomers but it also provided a in depth background of bilingual education being a issue as a whole. Bilingual Education is a hot topic today and many immigrants are being thrown into mainstream schools expecting to pick up English without the proper tools and guidance. Luperon however wanted better for their students. Luperon residing in an Latino community with many latino immigrants formed a program that allowed their students to not only feel comfortable with their culture and in their school settings but receive the skills to pass the Regents Exam and graduate high school. Regardless of the undeniable success that Luperon received in this program, I do believe their were limitations to this study conducted by Garcia and Bartlett. The first limitation of this study being the segregation of these students. Placing these students into this segregated high school may allow them to acquire what they need to graduate high school but what about after that? Passing the Regents Exam and graduating high school is just one small stepping stone they have reached compared to the 4 long journey they have ahead of them. Also by segregating these students the English they acquire is still limited and from what they gain being in this program they lose by not being around english native speakers. Is this english they acquired from this model enough to get them a job? Do any of these students continue their education and go to College? If they do get a job and continue their education is their English strong enough that they will succeed not only academically but in Society and in their Community? These are all questions I would have liked to see answered in this article written by Garcia and Bartlett. Some sort of paragraph where they addressed the â€Å"Aftermath† of this study. They did a great job focusing on the model and why and how it was successful and even what the success rates were but I wish they could have followed up a year or so later on students and found where they were at in life. Doing this I believe would have given the study more credibility, allowing me and other readers to see that this program did not just help the students over this school year but continued to carry on and help them succeed academically and in Society as well. Garcia and Bartlett provide the readers with a successful and alternative method into bilingual education. There is such little consistency in all the bilingual education programs provided all over the US, knowledge of a successful program like this can potentially be a huge step in a positive direction for this controversial topic. Just Simply incorporating some of the ideas that the authors suggested and used in their article can be beneficial for future teachers, linguists and policy makers. They believed that the main key to the success of this model was to view second language acquisition as more of a social process building on the speech community itself , and not just the primary individual process. They did this by choosing to focus on three important factors that seem to be ignored in all other bilingual programs around the US; identifying with identity and culture, power structure influencing language and the roles the communities play in learning a language. â€Å"This speech community model of the school provides the oxygen in the safe island these students need to learn and succeed socially and 5 academically. † This is a program that hopefully can be adapted by schools all around the US, to give the immigrants a chance to succeed not only academically but socially as well.

Power and risk management in organizational context Essay

Power and risk management in organizational context - Essay Example Power according to organization context is defined differently by various scholars. The description by Max Weber (1947) as reported by Lindley (2006); defines Power as the likelihood that a performer within a social relationship will be in a position to do whatever he or she desires despite the resistant. However, Pfeffer (1992) as reported by Walker (2011); defines Power as the potential ability of a person to change the course of occurrence, make people do things that they would rather not do and to overcome resistant. Hatfield & Rapson says that Psychologist Bertram Raven and John French, confirms that power can be classified into five different categories. These grouping may include the Reward power, legitimate power, Expert power, and Coercive power and Referent power.Reward PowerReward power majorly depends on the resources and ability that a person has to reward others (Bertocci, 2009). For it to be effective, the target group must value the reward being offered. When consider ing an organization, managers have many possible rewards. These rewards may include promotion, more responsibility, praise, and recognition. Some may also include pay increment, favorable working assignment, new equipment, and feedback. Even though the managers have the power to implement positive reinforcement, the recipients are the one who holds the key. If the manager does not think that he or she is giving reward through listening, but subordinate sees this as rewarding, then, the manager poses a rewarding power.

Selling & Sales Management Best Practices Assignment

Selling & Sales Management Best Practices - Assignment Example Customers have become more selective and look for high value in return of their money. This has increase the competition among different companies in order to capture the larger share of wallet of the customers. As a result there has been increasing pressure on the sales team of the organisation. This current recession has increased pressure on organizations and sales teams to be successful. It is critical for organizations to carefully analyse and explore the situation and factors influencing the industry in which an organisation operates and methods used for analysing their internal and external environment in order to come up with victorious sales strategies and tactics. Organisations need to carefully monitor and evaluate the overall industry and identify important trends or patterns. The exploration of the overall size and dynamics of the industry facilitate the organisation in the process of identifying different opportunities and threats and allow the organisation to understand the changing factors along with the important players of the industry. In order to target the customers the companies can use the demographics and psychographics factors. Miller et al (2011), stresses that psychological factors are crucial to identify the special psychological needs and preferences of the target market. It is important for organisations to monitor their competitors and seek to create a unique point of difference to give them that competitive advantage and differentiation from them. They need to be innovative to capture a larger market share and increase sales. Mitchell (xxxx) recommends creating a clear cut edge on their competitors on the basis of the effective and efficient customer relationship management with the help of the sales personnel and sales team. This can be seen at Louis Coupland, his company created a and unique selling point of difference, where sale phone is made after a sale to

Leadership Plan Addendum Research Paper Example | Topics and Well Written Essays - 2000 words

Leadership Plan Addendum - Research Paper Example Leaders have to go through different stages of learning which will help to avoid the errors that one may encounter in the initial stages when one takes up leadership position. This paper will develop a greater understanding of risk issues that will have an impact on Simcenter, Inc. and their leadership styles. SimCenter, Inc. is one the nation’s leading pilot training facilities in the United States and is privately owned by the George Family from its headquarters in Miami, Florida. SimCenter has been providing flight training instructions for over ten years and has built is reputation on providing the airline industry well trained and highly experienced pilots. Air carriers seek pilots trained by SimCenter both nationally and internationally because of their professionalism. Although SimCenter has primarily been a training center for commercial carriers that have large aircraft such as Airbus300 series, Boeing 737s, and Boeing 757s; it is uniquely positioned to profit from both current pilot shortages and hiring requirements of National and International carriers by leasing pilots and creating a charter airline to the Bahamas. This new venture is based on Porter’s Value Chain Theory, which explains the need of producers to provide products and services at the same level of customer demands (Value Chain, 2005). Value chain of any organization reflects its history, the strategy and the approach to implementing the strategy, and the economics of the activities. The purpose of a value chain is to create a process or product that would generate profits. According to Porter, adding value is a strategic means to achieve profit and competitive advantage. Traditionally different business functions perceived and created value differently. Under Porter’s model profitability and market control can be maintained if an organization controls all aspects of the buying experience including supplies,

Concept of terrorism by state Essay Example | Topics and Well Written Essays - 250 words

Concept of terrorism by state - Essay Example Terrorism refers to the acts of violence that are aimed at causing terror, fear, and instability in a given population, country or state. The acts may include bombing, shooting, kidnapping people and asking for ransom and destruction of property of some selected people. Through the terror attacks the people who are involved aim at undermining a certain group maybe a government and show that it’s not credible as it has failed to offer security to its population. According to Comb, terror attacks may have diverse aims ranging from political, religion, economic and social differences. Those people who feel they are alienated e.g. some groups of Muslims in Somalia, Africa and who feel that they are being oppressed may turn to terrorism as a revenge mechanism to solve the differences with their enemies. In some countries where some people lose in elections he or she may recruit terror gangs that will bring instability and hence making the person who won not to rule in peace. Social differences have also led to increase in terrorism as some communities feel they have been alienated and so they find terrorism as a good way to show their existence. This has been facilitated by the rise and advancement in technology especially with the use of nuclear and atomic energy which can lead to making of weapons of mass destruction (Cynthia C. Combs, Terrorism in the 21st Century). Economic struggles have also led to acts of terrorism. Pilates hijack ships on the ocean and then ask for huge sums of money to let the ship free. This makes them to get so much cash which they use to fund their criminal activities. In the modern word terrorism has become so common, suicide bombers are everywhere especially in the Jewish countries like Israel. This has been caused by political religion and social dif ferences. The Muslim countries like Iraq have been against the USA the climax being the

Critically evaluate John Rawls claim in political liberalism to Term Paper

Critically evaluate John Rawls claim in political liberalism to justify Justice as Fairness as a political conception - Term Paper Example In liberalism, the individual, which is the moral and ethical foundation in which it is established, asserts that it is under democracy, â€Å"the whole force of the community, the person and goods of every associate, and by means of which each, uniting with all, nevertheless obeys only himself, and remains as free as before† (Rousseau 1989 bk 1 ch 6). As such, the free, rational, and autonomous individual serves as the main image of human persons. However, these attributes give rise to the question how can liberal strangers be turned into democratic citizens. In other words, how can the free and rational individual (liberal strangers) be political (become democratic citizens)? John Rawls’ political liberalism is one of the several approaches use in determining the connection between the individual and the state while taking into account the reality of pluralism and diversity of worldviews that frames the social life of the individual. In the face of this reality, one c annot maintain the position of indifference towards the state and assert that as â€Å"long as the vast terrain of social relationships and communities existing alongside the individual†¦ the state is not taken into account† (Chaplin, 1994, p. 81). ... nsive views there is the possibility of shared ideals pertaining to justice, which then, enables the formulation of the basic structure of society and the foundation for social-cooperation (Lehning, 1998). In this regard, this paper will undertake a critical evaluation of political liberalism to justify â€Å"justice as fairness† as a political conception. To achieve this, the paper will be divided into eight sections. Each section will be dealing with critical concepts that are essential to clarify the issue being raised in this research. The first section is the introduction wherein the reader is introduced to the subject and structure of the research. This section serves as a guide as to what may be expected from the entire paper. The second part will provide a brief explication of â€Å"justice as fairness†. This helps in knowing Rawls’ conception of justice. Likewise, it serves as a platform in understanding how Rawls’ political liberalism justifies à ¢â‚¬Å"justice as fairness† as a political conception. The third part deals with the notion of comprehensive views. This will look into the private-individual and public divide. This will assist in clarifying the relationship between â€Å"reasonable comprehensive views† and the idea of conception as discussed by Rawls. The fourth segment will take a more thorough look on comprehensive views and the notion of overlapping consensus. These two doctrines are central in understanding the pluralist’s condition that forms the basic concern of Rawls, â€Å"How is it possible for there to exist over time a just and stable society of free and equal citizens, who remain profoundly divided by reasonable religious, philosophical, and moral doctrines† (Rawls, 1993, p xxvii). The fifth segment will deal with the reasonable

Hospitality industry Essay Example | Topics and Well Written Essays - 1000 words

Hospitality industry - Essay Example The activities include business, leisure and for other purposes. A tour operator is a person or a company that creates and markets inclusive tours with the sub-contractors to make a package. Most of the tour operators sell through travel agencies and directly to the clients. The player gathers and distributes marketing research and helpful information about the marketing information. They find the customers and use persuasive language to convince the tourist to take the offers made by the tour site owners and operators. The people shape and match the offers with the tourist’s needs and budget for the best offer (Page 2011). They agree to the terms of payment between the customer and owner and assume financial risks. Aer Lingus are tour operators who take their visitors right from Bournemouth Airport. The operators book their clients in sea-view beach resorts. It is a convenient place for their customers as it is easy for the players to take them for boat rides and snorkelling. The heritage site is also a nice place to take the tourists as it shows the culture of the Bournemouth people. Old people in Bournemouth are caring and welcoming to foreigners. Most of the tourists that visit Bournemouth are older couples who look forward to a relaxing vacation. Travel agents purpose is to Plan and sells transportation and accommodations for the tour operators and travel agency clients. The companies determine the destinations for the tourists, means of transport, cost, travel dates and the housing required. Some travel agents also sell tour packages to the tourists. Hays Travel is the largest travel agency in the United Kingdom that transports tourist to and from the UK. The travel agency advises clients on the particular type of hotel they need to stay while on tour. The cottages are also an option if one does not like hotels. The travel agency can fly one from Bournemouth to Antalya, Turkey. It is a coastal town

Similarities and Differences in Tourist Attractions in Northerrn and Essay

Similarities and Differences in Tourist Attractions in Northerrn and Southern California - Essay Example Northern and Southern California are the leading travel destination in California. Both regions have tourist attractions, which attract tourists throughout the year (94). However, Northern California has more destinations as compared to Southern California in terms of parks and Gold mining. Therefore, although California is a  prime  tourist destination in the United States, Northern California contributes more to the tourism industry as compared to the Southern California. This paper compares and contrasts Northern and Southern California in terms of their similarities and differences in entertainment, tourist attractions, and lifestyles. In Northern California, in El Dorado County, Coloma, Marshall Gold Discovery State Historic Park is an  outstanding  tourist attraction. The park is situated 18 miles in the south of Auburn, or on Highway 49, 9 miles on the Northern part of Placerville (95). The park has tree-lined streets, which are  quiet  all year long. A significant number of visitors visit the park in summer or for any special events in the year. One of the  memorable  events that attract visitors is the  yearly  commemoration of the gold discovery of 1848 in every January (96-7). The park attractions sites include buildings that have continued to exist from the gold rush, trails, picnic areas, and a replica of Sutter's Mill. In addition, the Gold Discovery Museum signifies gold-rush-era exhibits that include mining tools and other memorabilia (98). The park  is opened  daily while the buildings and museum  are opened  daily except on Christmas, New Year day, and Thanksgiving Day. Gold Bug Park is another tourist attraction in Northern California. The park  is situated  in Placerville; 1 mile north of Highway 50 on Bedford Avenue (99). The park’s outstanding characteristic is the Gold Bug Mine, which is a  tiny, hard rock gold mine. The Gold Bug Mine contains two lighted streams, which are accessible to the  com munity  for self-guided trips. The streams are 147 feet and 362 feet correspondingly (100). In Addition, there are gift shop hill-walking trails, historical museum of the public area,  stamp  mill and picnic sites. The Empire Mine State Historic Park found in the Northern California, Nevada County, is also a tourist attraction. Grass valley is where the park  is situated. In California, the Empire Mine  is recognized  as the biggest, highest and the deepest operating hard rock mine. The mine produces about 6 million ounces of bullion (102). Mine’s buildings, restored gardens and the vendors’  residence  surround the park. In addition, it has trails of 10 miles. The park offers travels of the owner’s  home  and the  mine’s  home. In addition, Malakoff Diggins State Historic Park attracts a significant number of tourists in Northern California. The park  is located  26 miles northeast of Nevada City on North Bloomfield Road (103) . The park has  enormous  cliffs as a result of  mighty  streams water that washes the entire mountains for miners to find gold. In addition, the park has a 7,847-foot  bedrock  passageway that  acts  as a drain. The  tourist  centre comprises displays on life in the old mining town of North Bloomfield (104-5). South Yuba River State Park is also a tourist attraction in northern California. The park  is situated  5 miles in the Northern city of Nevada. It extends along more than twenty miles of the South Yuba River

Let’s Go to the Beach Essay Example for Free

Let’s Go to the Beach Essay It was summer, last year; in July 15th the hotter day of the season made me took to my young son, my niece, and my mom to the beach. It was noon, when I noticed that my mom to come from Mexico who was visiting me for some months was getting bore at home. Because she loves to be in Mexico, when she visited me I have to do fun thinks to extend her stay with me. Thinking what should I do to make her happy I had a great idea come to me and I told them â€Å"let’s go to the beach†. Without hesitation my mom said â€Å"yes†. I asked my ten years old son and my fourteen years old niece if they could help me to hold her because my mom’s troubles to walk alone. With a very blue sky, hot and yellow sun and the kid’s support with my mom I thought that it would be a perfect day to take my mom to the beach. My mom and I would not expect that going to the beach at a beautiful day, in a blink we will be terrified and involved others to spoil their beautiful day too. Planning to have a perfect day at Seascape Beach Resort, I learn that by my mistake inadvertence the brighter day, would become in a nightmare turning our day in a darkness day. After to invite my family to the beach, quickly I had to package some staff that we need to spend all day at the beach. I gave to my niece some appropriately cloths to go to the beach, my son wore his sandals, short and a light t shirt. Faster, I dressed a short and sandals too but my mom who though that she wont get wet to the beach, she did not want to change her beautiful light green pants and her write blouse that she was wearing. After we changed our clothes, I got four towels, my sunglasses, and a cap. As my purpose was to stay six hours at the beach, I made some sandwiches, water bottlers I cut a sweet watermelon, a cantaloupe, and bananas. Having it, I tough it is all that we need to get fun at the beach. Exited to be at the beach, my mom and the kids were into my car happily where my mom was in the font, my niece and my son on the back sets. Taking the 101 north highway, I drove to the road of the Seascape Beach Resort. While I was driving, we were listening Spanish music to made my mom felt much more relax. Even though the day was hot we were happy because I turned the air condition in and there was not traffic and we laughed, joked each other, and we talked about the beautiful day that we would expected to have. After twenty minutes driving, we arrived to the parking lot As I worked at Seascape Beach Resort for seven years, I knew where I should park my car safety for a long time and how to get to the beach while we can enjoy the scene of the path. Getting out towels and food, I was trying to leave my cell phone in my car, when my mom saw it she told me â€Å"bring it I’ll take care of it, I won’t be wet in the beach. † Easily, she convinced me and she put my cell in her pans packet. Because the hotter day, anxiously my niece and my son wanted to get wet and play with the sand, so they walk faster. Feeling my niece and my son the smell of the beach, they could not wait to touch the cold water. Recently my mom got a total knee replay surgery; she was unable to walk faster as my niece and my son. Taking the path of the beach, they let my mom and me behind. Frequently, I used to take my son at this beach, so they knew the path very well that tis why I allowed them to walk quickly. Whishing this beautiful day for my mom were unforgettable we walked slowly holding my moms hand, enjoying the view through the beachs path. Feeling the freshener of the green threes, getting relax with a beautiful fountains, looking at the flower gardens, and when we were close to the beach we enjoy the smell of the beach. After a few minutes with an enjoyable rode of the beach, we finally were at the beach. Before this day I took my mom to the same beach to watch the waves sitting on the beach’s bench and got refresh because her weakness of her knee. I wanted my mom has a perfect day, pampering her, I said yes for that entire she wanted without though that a nightmare will happen to us. Feeling my mom attracted to the waves and the beachs freshness and the smell of the breeze she asked me if she could get wet her feet. â€Å"Why not†, I said her. Caring my mom shoes in my left hand and my right hand holding her, slowly, we started to walk. Felling the burner sand in our feet, we continued to walk into the wet sand. With a very beautiful blue sky, and fresh waves, my mom feet happy and relax. After, we met with my son and my niece, who were playing with the sand and getting wet with the waves; I told them â€Å"my mom wants her feet get wet, we will be walking right there to the beach†. With Disregard they said â€Å"yes† because they were very busy with the waves. A few minutes ago, still walking under the wet sand, my mom wanted her feet touch the cooler water. Feeling the coolness of the breeze, touching our face and smelling the fragrance of the beach, my mom feet got wet. Two minutes later, walking still slowly under the sand a very small wave was coming to us. Happily, my mom and I, we were waiting the wave. Suddenly, I saw a very big wave coming to us. Immediately, I told my mom: lets go back quickly a big wave is coming towards us†. Even though I want to walk faster, my mom was unable to do because my mom’s knee weakness. Then, the big wave reached us soon. Holding my mom’s hand she, felt down lay at the water. Because my back injured I was incapable to stand up her. Terrify, for a few seconds, and unable to help my mom, I saw some people far of us. Frighten, and desperate because my mom was in danger to be driven for more big waves that were coming to us, I was holding tightly my moms hand; with my other hand I made some signal wishing the American’s family help. Fortunately, they saw my hands signal, so they guest that we need help. Two minutes later, they were coming one by one to help us. First it was just a lady who was trying to stand up by pulling my mom, while I tried to push her, but we could not stand up her. Soon, they were four more people who arrived to get her up. Thankfully to the kindly family help, by my negligence to allow my niece and my son to separate of my mom instead of held them to be close to my mom while she waked I spoiled the beautiful day to this family also. My mom, totally wet and dirty her light green pants and white blouse when her shoes were driven by the waves too, finally, we got my mom up. Immediately, the kindly family called to Seascape beach life guard to be sure that my mom was not injured. Because she was shaking for the tragedy and the cold water friendly, they sat her down in one of their chair that they had, trying to calm down, cleaning and drying, her with their big new towels that they had. Pampering my mom and waiting for the safe guard they frequently, need me, to asked her if she was fine because my mom cannot speak any English word. After twenty minutes of my moms tragedy I remembered that my son and my niece also were there. Still trembling I told the family members that there were two kids with us. Then, my son and my niece were called by one lady of this family witch let they know about my mom tragedy. Generously, around half an hour, my mom was pampering by this family while we were still waiting for the life guard, such us surrounding her, warming, hugging, and trying to make her safe outside the water. A few minutes later, the life guard came to us, when in detail, the family explained to the guy all about my moms accident and telling the guy about my mom’s recently knee surgery. Immediately, her blood pressure, her knee surgery, and everything of my mom were examined by the safe guard. Patiently, they helped her to ride the big truck when she was transported the outside of the beach. They also arranged with the bell men to give us a shuttle to my car because my moms shoes were missing, even though the bell boy was known to me because we were co-workers. Helplessness, how as humans bad things can happened and we cannot help ourselves, so we just ask others for help. Luckily, the generosity of this family save my mom to be browned at the beach, this nightmare taught me that they are some places when should I not take my mom by myself. Even though I have been giving the best care at my home for a long time, with my mom’s back, hip, and knee problems and her seven and eight years old and my back problem it was my big mistake to took her to the beach alone. With our short stance and bad experience at the beach, we back inside my car quite grateful with the American family who save my mom life.

Fiction - literature Essay Example for Free

Fiction literature Essay Hemingways modernist style of storytelling requires an impersonal narrator. The narrator describes the scene, and interjects small actions into the dialogue, but remains a facilitator for the reader to concentrate on the dialogue and the action of the story. The narrator in this story seems to tell the story as if it were a video clip, a nameless railway station somewhere between Barcelona and Madrid, ghostly white hills, a faceless waitress and an anonymous couple. The use of this narrator makes the reader look much deeper into the dialogue of the couple, because without the narrator spelling out the action for the reader, one is forced to interpret much more from the characters words. This modernist device tends to separate the reader momentarily from the text, so that the full impact of the story is not truly felt until one is finished reading. However, this device serves to make the story connect on a deeper level, and to have more impact as it hits one suddenly, instead of being built into a slow climax. From almost the beginning of his writing career, Hemingway employed a distinctive style which drew comment from many critics. Hemingway does not give way to lengthy geographical and psychological description. His style has been said to lack substance because he avoids direct statements and descriptions of emotion. Basically his style is simple, direct and somewhat plain. He developed a forceful prose style characterized by simple sentences and few adverbs or adjectives. He wrote concise, vivid dialogue and exact description of places and things. Critic Harry Levin pointed out the weakness of syntax and diction in Hemingways writing, but was quick to praise his ability to convey action The majority of his early novels were narrated in the first person and enclosed within a single point of view, however, when Hemingway wrote For Whom the Bell Tolls, he used several different narrative techniques. He employed the use of internal monologues (where the reader is in the mind of a particular character), objective descriptions, rapid shifts of point of view, and in general a looser structure than in his earlier works. Hemingway believed that a writers style should be direct and personal, his imagery rich and earthy, and his words simple and vigorous. The greatest writers have the gift of brevity, are hard workers, diligent scholars and competent stylistsÃ'Ž To explain Hemingways style in a few paragraphs in such a manner as to satisfy those who have read his articles and books is almost impossible. It is a simple style, straight forward and modest. Hemingways prose is unadorned as a result of his abstaining from using adjectives as much as possible. He relates a story in the form of straight journalism, but because he is a master of transmitting emotion with out embelli

Comparison of Booker T. Washington and W.E.B. Du Bois

Comparison of Booker T. Washington and W.E.B. Du Bois Booker T. Washington and W.E.B. Du Bois had contrasting views on how to deal with the problems facing American-Americans. Which was superior in dealing with these conflicts? Booker T. Washington and WEB Du Bois are perhaps the two most important and influential African-Americans of the late nineteenth century and they both played pivotal roles in the Civil Rights movement. However, as the question suggests, they also had very contrasting political beliefs when it came to impacting the African-American movement. To fully understand where the two leaders had similarities and contrasts in their political views, I will first study Washingtons contributions to the African-American cause, and the reasons behind his choices. Focus will then shift to Du Bois views and his main criticisms of Washington, and whether these criticisms were valid or not. To understand the methods and reactions of Washington and Du Bois it is first essential to understand the background they were functioning in. During the late nineteenth century, when Washington and Du Bois were at their peak, Reconstruction had failed and life for many African-Americans was considerably worse then it had been before the American Civil War and the abolishment of slavery. African-Americans found themselves in the worse paid jobs in both rural areas, where they were exploited by an unfair sharecropping system, and in more urban areas, where the industrial revolution was beginning to take hold. Segregation was also rapidly moving throughout American society being reinforced in 1896 by the Plessy vs. Fergusoncase where it was decided that segregation was constitutional under the argument that it was â€Å"separate but equal†. More worryingly, during this time the number of African-Americans falling victim to lynching was rapidly growing. Due to these worsening con ditions many African-American leaders of the time developed a tolerating attitude towards the obvious oppression there people were suffering, believing that outspoken protest would only make situations worse, and so instead they would appeal for aid from wealthy and influential whites and encourage African-Americans to â€Å"lift themselves by their bootstraps†[1]. When looking at the background context it becomes clear why Washington and Du Bois had differing views when it came to Civil Rights. Washington had been born a slave in the South and grew up poorly fed and clothed and was denied an education. Growing up in the South Washington would have had first hand experience with the sort of discrimination many African-Americans were faced with at the time and would have also understood the real fear many African-Americans had of lynching. With this in mind it can be seen why Washington would have been more cautious in his methods of progressing Civil Rights. Du Bois by contrast was born a freeman in the North and didnt suffer discrimination until he entered higher education, and so it is understandable why he would not have had the same reservations as Washington when it came to a more radical approach to dealing with the oppression of African-Americans. Washingtons work for the African-American race can be most clearly seen when looking at the Tuskegee Institution, which still exists today. The school opened in July 1881 and was at the outset only space rented from a local church, with only one teacher, that being Washington. The following year Washington was able to purchase a former plantation, which became the permanent site of the school, and the students themselves erected and fitted the buildings, as well as growing their own crops and rearing their own livestock. While the Tuskegee Institute did offer some academic training for teachers, its main focus was on providing practical skills needed to survive in rural areas, such as carpentry and modern agricultural techniques. It can be argued that this more vocational slant towards teaching was damaging in the progression of African-American rights, however Washington believed that to become socially equal to whites, African-Americans must first become economically equal and show that they are responsible American citizens, who had something to offer society. Also, it can be argued that the practical teaching of the Tuskegee Institute was far more beneficial for the time than academic teaching would have been. The Institute is also a good example of why perhaps Washington had some merit with his views of appeasement. Washington was able to use his friendship with powerful white men to help finance the school and even got ex-slave owners, such as George W. Campbell, to support the new school. Without this aid it is unlikely that the Tuskegee Institute would have ever evolved from a small rented room into the huge institution that it is today. While the Tuskegee Institute showcased Washingtons views on education the Atlanta Expedition Address illustrated what he supposedly believed African-Americans place in society should be. Washington delivered the address in 1895, and was designed to â€Å"cement the friendship of the races and bring about hearty cooperation between them† [2]. Washingtons main purpose with the Atlanta Address was to help achieve a realistic settlement between Southern Whites, Northern Whites and the African-American community in a time when race relations were only getting worse. Washington was no doubt anxious not to antagonise the white population who held African-Americans at their mercy, and so he â€Å"urged blacks to remain in the South, work at the ‘common occupations of life, and accept the fact of white supremacy† [3]. When addressing the white population in his speech Washington reassured them that African-Americans had no intention or interest in securing social equality, that all they required was economic cooperation, â€Å"In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress† [4]. The work Washington did for African-American crossed over into the twentieth century with the creation of the National Negro Business Leaguein 1900. The aim of the League was to help promote and further the commercial and financial development of African-American business [5], not only in the South but also the North of America. The creation of the League empathized Washingtons belief that to become socially equal to whites that African-Americans must first become economically equal. However it can be argued that the League held little importance when considering African-American business as it did little to assist, but that it allowed Washington to have a â€Å"stronghold† of men in every black population of importance [6]. Compared to Washington Du Bois political views can be seen as being quite radical for the social climate of the time. Du Bois probably had more radical views because of his different background, as he didnt have a history of slavery and did live in fear of lynching the way many African-Americans did at the time. However, Du Bois did share some similarities in thought with Washington, for example Du Bois also believed that African-Americans needed to help bring themselves out of social inequality. However, unlike Washington, Du Bois believed that African-Americans needed leadership from a college-educated elite and that simple vocational education wasnt enough to elevate the position of African-Americans in society, â€Å"Men we shall have only as we make manhood the object of the work of the schools intelligence, broad sympathy, knowledge of the world that was and is, and of the relation of men to it this is the curriculum of that Higher Education which must underlie true life.On this foundation we may build bread winning, skill of hand and quickness of brain, with never a fear lest the child and man mistake the means of living for the object of life†[7], Du Bois set out the ideas of an elite group of African-Americans teaching other African-Americans in his â€Å"The Talented Tenth† article, the idea being that there was one in ten African-Americans, the talented tenth, was capable of becoming an influential leader, who would lead other African-Americans to a better future. Du Bois had many criticism of Washington, many of which he set out in an essay in 1903 titled â€Å"Of Mr Booker T Washington and Others†. Du Bois felt that Washington focused too much on vocational education and that â€Å"his educational program was too narrow† [8]. This particular criticism no doubt evolved from Du Bois own education which was wide and varied, and his more privileged background which allowed him the luxury of exploring avenues of education that wouldnt directly lead to work. Du Bois also believed that Washingtons methods and arguments â€Å"practically accepts the alleged inferiority of the Negro races†[9]. This criticism is almost entirely valid as Washington himself stated that African-Americans should accept White Supremacy in his Atlanta Expedition Address, and while it is doubtful that Washington himself saw the African-American race as inferior, he did little to try and convince the general population otherwise. Washington urged African-Americans to earn security through economic means and technical skills, and he put little importance on higher education and political and social rights, believing that they would follow naturally from economic freedom. However Du Bois argued that this approach would lead to many African-Americans living below the poverty line, because he believed that it was impossible for most people to gain economic rights and freedoms when they were unequal socially. Du Bois also clashed with Washington due to their differing political ideologies. While Washington championed capitalist ideals, Du Bois, who became a leading Black Marxist, felt that any social freedoms gained by economic progress would make the African-American population into dishonest money makers [10]. Du Bois Marxist views came into play with other disparagements he had with Washington, most apparent in 1903 when Du Bois tried to prove Washington was using â€Å"hush money† to control the African-American press, to make sure his own views were the more favoured in print [11]. To some degree Du Bois criticisms of Washington were valid, as Washington did little to resolve the social issues that plagued the African-American race, so as not to seem controversial or threatening to the white population. However, when looking at the backgrounds of the two leaders it becomes obvious why they had such opposing views. Washington had been born a Slave in the South and so he would naturally be more cautious and reserved when dealing with the white population as he knew the damage that a majority population could cause to African-Americans. He matured in a time when the number of lynchings was ever growing, and so he would fully recognise and understand the fear most African-Americans lived with. Du Bois by contrast, was born a freeman in the North, which was far more liberal and accepting than the South and so he didnt have a proper grasp of the everyday problems and anxieties many African-Americans dealt with. It can also be argued that while Du Bois spent large amo unts of his time criticising Washington, he actually did nothing practical to forward the progress of African-Americans the way Washington did with the Tuskegee Institute. While Du Bois was Washingtons most vocal and famous opponent, he was far from the only challenger. A black president of Atlanta University, John Hope, was vocal of his disagreement with Washingtons Atlanta Address, stating in 1896 â€Å"I regard it as cowardly and dishonest for any of our coloured men to tell white people and coloured people that we are not struggling for equality. Now catch your breath, for I am going to say that we demand social equality† [12]. While this view was to be expected among Northern black leaders, Hope shattered the illusion that all African-Americans in the South were willing to simply accept their lowered social status. William Monroe Trotter, editor of the Boston Guardian, was another of Washingtons most unforgiving critics and claimed that â€Å"[Washington], whatever good he may do, has injured and is injuring the race more than he can aid it by his school. Let us hope that Booker Washington will remain mouth-closed at Tuskegee. If he will do this, all his former sins will be forgiven†[13]. Trotters views are to some degree far harsher than Du Bois were, but the general idea theme is the same, that Washington was not helping the African-American race by deemphasising the importance of social equality, and that he was in fact hindering to movement. Trotter also challenged Washington at a National Negro Business League meeting in Boston while Washington was giving a speech. Trotter posed a number of questions that challenged Washington and his views, before he was arrested. While Washington did not respond to the challenges, Trotter made his point and the incident was reported as â€Å"The Boston Riot† the next day in papers. As can be seen, Washington and Du Bois had to some degree very opposing views on how to handle and progress the African-American race. Washington put great empathise on vocational education that would give practical skills to African-Americans living in the South. Rather than focus on social and political equality, Washington stressed the importance of economic advancement, believing that once the average African-American had the power of wealth that political and social freedoms and powers would follow. Washington felt there was great importance in appeasing the white majority, for the economic and political power it affording him in furthering the African-American cause and because he lived in the turbulent South, where it was dangerous to be a radical black man. Du Bois political ideas contrasted with Washingtons idea of â€Å"appeasement† and he had a far more radical approach to Civil Rights. Du Bois didnt think that it was possible for African-Americans to achieve econom ic equality before they had achieved social and political equality. Du Bois more radical approach stems from his background, as he did not share the same fear as Washington and did not experience the same forms of racism. Bu Bois could afford to be more radical has he had not experienced slavery and his placement in the North meant that he did not share the fear of lynching that many in the South had. Du Bois also put more empathise on academic teaching and did not feel that Washingtons vocational education would be useful in helping the progress of African-Americans. However, Washington and Du Bois did share some similarities in political thought. They both recognised the importance of having the support of powerful white men, who could both finance and encourage their cause. While both Washington and Du Bois had good arguments for doing things in their particular ways, it is probably safe to say that neither had perfect strategies. Washington was too timid to argue for equality, and Du Bois had no practical ideas he could implement. It is fair to suggest that a mixture of their two views would have been the best way to progress the African-American cause, as Washington had practical methods of improved the average African-Americans life, such as the Tuskegee Institute, and Du Bois was able to protest the obvious oppression that African-Americans suffered. Bibliography American Memory from the Library of Congress, 2008, National Negro Business League, http://lcweb2.loc.gov:8081/ammem/amrlhtml/dtnegbus.html Fairclough, Adam, 2002, Better Day Coming: Blacks and Equality, 1890-2000, New York: Penguin Books Franklin, John H., Meier, August, 1982, Black Leaders of the Twentieth Century, Illinois: University of Illinois Press History Matters, 2006, Booker T. Washington Delivers the 1895 Atlanta Compromise Speech, http://historymatters.gmu.edu/d/39/ History Matters, 2006, W.E.B. DuBois Critiques Booker T. Washington: Of Mr. Booker T. Washington and Others, http://historymatters.gmu.edu/d/40 TeachingAmericanHistory.org, 2008, The Talented Tenth by WEB Du Bois, http://teachingamericanhistory.org/library/index.asp?document=174 White, John,1985, Black Leadership in America 1895-1968, New York: Longman Inc.

Forgetting and Hope :: essays research papers

Forgetting, as defined by the Webster dictionary, means to be unable or fail to remember. There are many theories as to why people forget. Some of which include encoding failure, decay theory, interference, consolidation failure, motivated forgetting, and prospective forgetting. Encoding failure happens when the information was not stored in long-term memory in the first place. If information did not transfer from short-term memory to long-term memory, most likely the information will not be retained. Probably the oldest theory of forgetting, decay theory, assumes that memories, if not used, fade with time and ultimately disappears entirely. The â€Å"neural trace† or physiological record of an experience may decay within a very short period or over a much longer period. (Boyd, D., Wood, Ellen Green, & Wood, Samuel E. (2004). Mastering the World of Psychology, Pearson Education, Inc.) Another cause of forgetting is interference. There are two types of interference forgetting. The first, proactive interference happens when information already stored in long-term memory makes the tasks of remembering newer information difficult. For example, you may already know a particular version of software and an upgraded version may not have the some â€Å"short cut† keys that have been stored in long-term memory. The second type of interference forgetting is retroactive interference. Retroactive interference occurs when new learning interferes with the ability to retain previously learned information. The more similarities there are to the new learning’s, the more interference there may be When memories are being encoded into stores memory, a process called consolidation is occurring. If a tragic incident, such as a car accident leading to the loss of consciousness during the time of the consolidation process happens, the memory may not make it to long-term memory. Therefore, there many be loss of memory or events taking place before the accident, referred to as consolidation failure. Occasionally events happen in our life that we may choose to forget because the even was painful or unpleasant. Forgetting that these events took place is called motivated forgetting. There are two types of motivated forgetting. Sometimes a person is still aware that an event happened even after making an effort to put it out of their mind, referred to as suppression. Other times, during repression, a person is able to remove the memory from consciousness and are not longer aware the event occurred. Lastly, prospective forgetting happens when people forget to so something that may seem unpleasant, like going to the dentist.

An Analytical Essay on Hamlet as Ghost Story, Detective Story and Revenge Story :: The Tragedy of Hamlet Essays

An Analytical Essay on Hamlet as Ghost Story, Detective Story and Revenge Story    William Shakespeare's play Hamlet, is a ghost story, a detective story and a revenge story all within one plot. Throughout the play, qualities of all three types of stories are displayed. The ghost story consists of Hamlet Senior and the circumstances surrounding his untimely demise at the hands of the present King, Claudius. He is being tortured in hell until his death is properly avenged. The detective aspect of Hamlet is brought about by Hamlet trying to figure out whether or not his fathers ghost was real and also to what, if any extent, his mother the "virtuous" Queen Gertrude was involved with the murder of his Father. Both Hamlet and Laertes, bring yet another aspect to this most versatile play, by seeking revenge for their fathers death, each in their own way. By viewing the play as either one or all of these different aspects we learn to have different perspectives on the play.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The story of Hamlet Senior's death is the ghost story aspect of the play. Hamlet Senior, the late king, was being tormented in hell throughout the daylight hours and during the night he was forced to walk the castle. He stated that he was "Doom'd for a certain term to walk the night, And for the day confin'd to fast in fires, Till the foul crimes done in my [being the late King's] days of nature Are burnt and purg'd away (50 lines 10-13). His release from this torture would not be permitted until his avenger is retaliated against by his son. Hamlet, Francisco and Bernardo all see the ghost of the late king, but the apparition will only speak to his son. The ghost brings an unnatural feel to the drama and leaves the reader/viewer wondering if it was real or all in Hamlet's mind.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet is made to do some detective work in this melodrama. His first order of business was to figure out if the ghost of his father that he thought he saw, was in fact real and if it was, was it unfeigned or a demon. Then, he must decide if the ghost of his father was truthful about Claudius, his father's brother, Hamlet's uncle who was also the reigning King, committing fratricide against his father. To find evidence of Claudius' involvement, Hamlet uses the players, to bring about his uncles deep seated feelings hopefully lodged in his conscience.

It is Important to have Knowledge of History Essay -- Patricia Nelson

It is Important to have Knowledge of History Though the past may bring "a revival and restoration of the misery"(Limerick 473), I believe it is necessary to know and study our past. Through this essay I shall explain how knowledge of the past helps improve the quality of future output, satisfy our human thirst for knowledge, and understand certain polices and regulations.   Ã‚  Ã‚  Ã‚  Ã‚  Even in our everyday life we can see how past knowledge helps to improve the future's outcome. Whether it is improvement of policies, electronics or automobiles improvement is always occurring. The computer is one such item which has come a long way. It would taking up entire rooms, run very slowly, and create tremendous amounts of heat. As improvement began they became smaller, faster and more energy efficient. Today they are very small, and run at tremendously high speeds while producing very little heat. Each improvement in the computers history could not have been made without knowledge of its predecessor's blueprints. Without this knowledge improvement would be impossible, always building the same exact computers with the same problems and never realizing it could have been built in a different way perhaps with better materials or a different more efficient computer language.   Ã‚  Ã‚  Ã‚  Ã‚   In the same way as knowledge of the past helps to improve computers, it also improves the quality of life for mankind. Knowledge of our past helps us to see how humans react and deal with situations. this allows us to take preventative measures. There was a time when mankind was always at war with each other. Everyone was fighting to take each others land, food, and technology. Since then the United Nations have been created to prevent such types of pointless wars and now there are police which enforce the law and a government in which power lies in the people. There have been many bad times for humans in all parts of the world throughout history. There have been big and small wars with huge death tolls, small battles, famines, depressions, slavery and countless others events which could have been prevented if we had known what the outcome would be. Just as a person learns from their mistakes, knowledge of our history helps us to learn from our mistakes giving us insight into the fut ure. Many events that have happened in our past no longer plague the world today. Slavery used to be prevalent ... ...n that long that blacks have been able to educate themselves without the obstacle of segregation or harassment, though the lack of money still remains amongst many blacks. When faced with this knowledge of the black Americans past Caucasians can come to see how opportunities they have always had and maybe taken for granted were never given to Blacks. This allows acceptance of such biased policies such as affirmative action. In the past wars would have started over such a policy, but history helps us to understand there reasons for being and allow them. Though our history may bring back horrible memories of the ?grimmest dimensions of human nature? (Limerick 472), it is necessary to have a good historical background. History gives us the ability to improve future outputs, satisfy our unending need for knowledge, and understand how many policies and regulations have come to be. Without history mankind would be very primitive and ununified. Our complete molding of the world today is almost completely dependent on the fact that we study our history. Without history present day humans would be nothing more than cavemen. Source Cited Patricia Nelson Limerick, Haunted America.

Office Management Essay

In the present, technology has already advanced so much that it has affected in significant level almost all of aspect of life of the society. Humanity’s lifestyles, works and basic responsibilities are now made easier and as efficient as possible including the field of professional dentistry. In this aspect, integration of the modern technology to the systematic processes in the office dentistry has optimized its production and improved the quality of its services in a significant level raising the standards in this field higher. Application of technology in the office dentistry has been determined to affect several tasks and processes in the said field in a positive manner. One is that it helps to promote the diagnostic communication between the practitioner and the patient through the advancements such as digital imagery and X-rays. With the aid of technology, dentist can now elaborate the situation of their patient through visual tools. Another is that technology widens the available services of each dentist practitioner by innovating several machines that are capable of the complicated tasks in the dentistry field. Also, technological application is known also to reduce the tiresome works in the dentist office such as the accounting responsibility with the aid of programs and softwares that can efficient handle the said tasks. In addition, the tasks of practice management is also optimized by technology as it promotes several aspects such as the communication between concerned parties, organization of paper works and files, and aid the plan of the financial matters of the office. Indeed, technology can significant boosts the service quality and efficiency of the dentistry office. Also, it can reduce the stress and tiresome tasks that the practitioner must handle allocating more time for the professional to invest in his or her field of expertise. However, in the course of integrating technological advancement in the office management and process, involved individual must plan two important aspects to maximize the effectivity of the said approach. First is that the financial investment must be thoroughly planned for the complete application. Second, the future budget allocation must also be considered for the upgrades and updates of the technology integrated in the dentistry office. With these factors completely addressed, the office can now integrate modern technology to its system to optimized their service quality for their patients.