Anthony Dionisi
Period 1
US HIstory
The Populist Movement
The Populist Movement began in 1880's by southern and western farmers. The Populist Party was founded by the alliances of the farmers. The Populist party endorsed the direct election of senators electoral reform, tariffs, reduced. They also wanted graduated income tax, public ownership of the railroads, and "Free Silver".
The farmers were the main influences of the populist. The populist party start with farmers that were had many problems with the government. The farmer were upset that the government was unresponsive to their grievances. The falling agricultural prices and a tight money supply made it had for the farmers. Also the Industrial and railroad rates were really high and made it had for the farmers to make a living. So the farmers got together and formed separate alliances was not until the 1880's when the formed one big group. That is when they started to have any effect on america and congress.
The Populist Party led to many movement and many different thing. The control of monopoly's and transportation. It also led to the realize of seductive influence of corporate wealth and power. This led to the dislike of Republicans which were involved in these certain things. The protection from all unlawful combinations and unjust exactions of aggregated capital and corporate power was cause by this movement. Mary Lease said" common people of this country are slaves, and the monopoly is the master" this lead to the control of big corporations. This movement also led to the more equal rights and a safer american.
As show above the Populist Party was first just a little group of farmer and then grew into a big political party. The Populist Party and many good effects on the common good of the common and not common man. The Populist help not to make rich companies more rich,and give more money for the farmers. That was the effects of Farming alliances of the Populist movement.
27 Temmuz 2007 Cuma
Supernatural essay
Supernatural...
The supernatural... there are a myriad examples for this notion. A memory of someone else’s experience, a premonition, intuition, or even a visit from another world... Perhaps it is not as cryptic and mysterious as it is made out to be. I wonder why so many people desire a liaison with such forces, enough to sometimes convince themselves that certain things really happened, when in fact their lives are as normal as their next-door neighbors. It makes one wonder about the next-door neighbors...
For centuries, there have been tales of magic and the otherworld, stories of fantastic journeys and strange acquaintances. Such talk has been publicly shunned, shrugged off as “nonsense” or “delirium”. In some cases, there have been deaths caused by the debates on this issue. But secretly, everyone wants to know and be a part of it all. Maybe even they themselves do not know why.
There must be something intriguing about being different, being able to do things no on else can ever do. It is considered valuable to have such a secret. Some people want powers to get revenge on their enemies. Some simply feel the need to assuage their thirst for something dissimilar. Considering we live in a world where everyone wants to “fit in”, I am inclined to wonder why there is such a craving to belong somewhere else.
But what of those people who actually know what it is like? I can not imagine that the supernatural does not take place at all. There must be someone out there who can move things with the snap of a finger, start a fire by blowing a kiss, or know what you are thinking before it reaches past your lips. And I wonder whether those people would ever be willing to live like the rest of us. Apparently, everyday life would be relatively easy – but according to the tacit laws of balance, their problems must be much worse.
Even if one does not possess such gifts, one may let desire grow into obsession until he or she finds it a challenge to differentiate reality from fantasy. Ordinary days would not be worth lingering upon, and would only be breezed through with hopes that the next day would hold more surprises than the last. The people with this outlook may easily lose focus in real life and eventually begin living in their own heads... maybe not literally, but the results could be just as devastating. This must be how anti-socials are created. I wonder why a supernatural life would be so preferable to the one we all know as “normal”.
Sometimes, in order to keep up with everyone else, one might end up hanging a bit too far off the edge, almost ready to let go. A parallel ledge of reality to reach out to could be just the haven many overwhelmed people may need. Sometimes, life is simply too slow. Every day may follow a routine identical to the one before. One may pine for adventure and challenge because what he or she currently does is too easy. Many just want to know what it is like to do something which they would be considered important and powerful for. Often, a person’s own world depicts them as a better looking, stronger, braver, more charismatic character than he or she truly is. A single accidental premonition could drive one around the world to the extremes on a personal “quest”, only to end up back at his or her doorstep with nothing more than the realization that there is nothing special out there.
I wonder why it hurts so much, being slammed back into the norm, although it is a known fact that all odds are against any supernatural dream coming true. Yet, this hope is always present in the “saved” files of every mind... saved from those memories of childhood in which anything seemed possible.
I wonder whether it still is, and if we have simply labeled it impossible because we have lost that credence which kept us so happy once upon a time. Sometimes I wonder why even believers are torn from this notion by others for whom it has failed to electrify as it once would have done.
There can be an infinite number of reasons as to why people desire the supernatural! What with it differing from mind to mind, each flame may take life from a different spark. And as much as we may burn for unreality, all we can do for ourselves is wonder, “why”.
The supernatural... there are a myriad examples for this notion. A memory of someone else’s experience, a premonition, intuition, or even a visit from another world... Perhaps it is not as cryptic and mysterious as it is made out to be. I wonder why so many people desire a liaison with such forces, enough to sometimes convince themselves that certain things really happened, when in fact their lives are as normal as their next-door neighbors. It makes one wonder about the next-door neighbors...
For centuries, there have been tales of magic and the otherworld, stories of fantastic journeys and strange acquaintances. Such talk has been publicly shunned, shrugged off as “nonsense” or “delirium”. In some cases, there have been deaths caused by the debates on this issue. But secretly, everyone wants to know and be a part of it all. Maybe even they themselves do not know why.
There must be something intriguing about being different, being able to do things no on else can ever do. It is considered valuable to have such a secret. Some people want powers to get revenge on their enemies. Some simply feel the need to assuage their thirst for something dissimilar. Considering we live in a world where everyone wants to “fit in”, I am inclined to wonder why there is such a craving to belong somewhere else.
But what of those people who actually know what it is like? I can not imagine that the supernatural does not take place at all. There must be someone out there who can move things with the snap of a finger, start a fire by blowing a kiss, or know what you are thinking before it reaches past your lips. And I wonder whether those people would ever be willing to live like the rest of us. Apparently, everyday life would be relatively easy – but according to the tacit laws of balance, their problems must be much worse.
Even if one does not possess such gifts, one may let desire grow into obsession until he or she finds it a challenge to differentiate reality from fantasy. Ordinary days would not be worth lingering upon, and would only be breezed through with hopes that the next day would hold more surprises than the last. The people with this outlook may easily lose focus in real life and eventually begin living in their own heads... maybe not literally, but the results could be just as devastating. This must be how anti-socials are created. I wonder why a supernatural life would be so preferable to the one we all know as “normal”.
Sometimes, in order to keep up with everyone else, one might end up hanging a bit too far off the edge, almost ready to let go. A parallel ledge of reality to reach out to could be just the haven many overwhelmed people may need. Sometimes, life is simply too slow. Every day may follow a routine identical to the one before. One may pine for adventure and challenge because what he or she currently does is too easy. Many just want to know what it is like to do something which they would be considered important and powerful for. Often, a person’s own world depicts them as a better looking, stronger, braver, more charismatic character than he or she truly is. A single accidental premonition could drive one around the world to the extremes on a personal “quest”, only to end up back at his or her doorstep with nothing more than the realization that there is nothing special out there.
I wonder why it hurts so much, being slammed back into the norm, although it is a known fact that all odds are against any supernatural dream coming true. Yet, this hope is always present in the “saved” files of every mind... saved from those memories of childhood in which anything seemed possible.
I wonder whether it still is, and if we have simply labeled it impossible because we have lost that credence which kept us so happy once upon a time. Sometimes I wonder why even believers are torn from this notion by others for whom it has failed to electrify as it once would have done.
There can be an infinite number of reasons as to why people desire the supernatural! What with it differing from mind to mind, each flame may take life from a different spark. And as much as we may burn for unreality, all we can do for ourselves is wonder, “why”.
SCHOLARSHIP ESSAY
SCHOLARSHIP ESSAY
by Jarrett Robinson
My name is Jarrett Robinson and I am a sophomore majoring in telecommunications at the Pennsylvania State University. After graduating from Penn State my career aspirations are to be a news anchor or a radio show personality. I currently work part-time in the school’s cafeteria to help support myself while in school. This five hundred dollar stipend would supplement my income in order to provide for some essentials such as rent and books; this would enable me to focus more on my studies.
As a freshman I had the opportunity to host my very own radio show while at Cheney University. It was there that I had the opportunity to become exposed to different genres of music and debut the talents of my peers. After that experience, it confirmed my desire to become a television or radio personality. I am confident that a college degree would facilitate my entry into the field of telecommunications. Therefore, I would greatly appreciate this additional financial assistance that will help accomplish my goal.
Upon completion of my studies at Penn State, I will be the first male in my family to graduate from college. In order to make this a reality and not just a dream, I could use any and all financial support. There are a number of obstacles that a young, black male in college must face and I believe that with your prayers and financial support, it will help me overcome these challenges.
by Jarrett Robinson
My name is Jarrett Robinson and I am a sophomore majoring in telecommunications at the Pennsylvania State University. After graduating from Penn State my career aspirations are to be a news anchor or a radio show personality. I currently work part-time in the school’s cafeteria to help support myself while in school. This five hundred dollar stipend would supplement my income in order to provide for some essentials such as rent and books; this would enable me to focus more on my studies.
As a freshman I had the opportunity to host my very own radio show while at Cheney University. It was there that I had the opportunity to become exposed to different genres of music and debut the talents of my peers. After that experience, it confirmed my desire to become a television or radio personality. I am confident that a college degree would facilitate my entry into the field of telecommunications. Therefore, I would greatly appreciate this additional financial assistance that will help accomplish my goal.
Upon completion of my studies at Penn State, I will be the first male in my family to graduate from college. In order to make this a reality and not just a dream, I could use any and all financial support. There are a number of obstacles that a young, black male in college must face and I believe that with your prayers and financial support, it will help me overcome these challenges.
Romeo and Juliet Literary Analysis Essay
Winston Douglass
English I Acc. Per. 2
March 3, 2006
Romeo and Juliet Literary Analysis Essay
In a well read book, seven deadly sins are listed. The sins list what every person should refrain from doing in his or her life. One of these sins is pride which by reading Shakespeare’s tragedy, Romeo and Juliet, we know can be deadly. While Juliet and Romeo love each other, their families focus on pride eventually destroys their love, the town, and their families. Pride is the main reason why Romeo and Juliet’s marriage fails.
Pride was what originally separated the Montague and Capulet houses. This continually disrupts Romeo and Juliet’s relationship. The families hate each other so much that it already demeans their opinion on each other before even meeting. When Juliet asks the nurse who the stranger was that just kissed her, the nurse says it was Romeo of the Montague house. Juliet, in disbelief, says “My only love sprung from my only hate!” (I. v. 152) She doesn’t know anything about Romeo, but she already is weary of him due to the fact that he is a Montague. After this revelation, she then professes her love for Romeo by saying, “…Or, if thou wilt not, be but sworn my love, / and I’ll no longer be a Capulet.”(II. i. 38-39) She acknowledges her born hatred and releases it at the same time. Pride is capable of many horrible things, but Romeo and Juliet elude most of it.
The pride factor between the Capulet and the Montagues not only cause great turmoil in the families, but also in the town and government. The Prince has had enough with the fighting to the point where he decrees, “If ever you disturb our streets again, /your lives shall pay for the forfeit of the peace,”(I. i. 98-99) The fights have gone on so long that the prince has to issue a death warrant before things can get better. Regardless of the hatred between two people, or a group of people for that matter, the threat of inevitable death normally drives the desire to kill down a lot. Even so, Mercutio was slain and the prince was very frustrated when he states, “…my blood from your rude brawls lie a-bleeding.”(III. ii. 199) His friend, and a friend of the city, was slain. Since Romeo, in a fit of rage, killed Tybalt, the prince exiled Romeo causing another While the families take most of the hits from this feud, the city also suffers quite a bit.
In the end, pride is what drives Romeo and Juliet to kill themselves. When Juliet is forced to marry Paris, she shows signs of suicide when she says, “O bid me leap, rather than marry Paris…” (IV. I. 78) She would rather kill herself than be shamed by marrying twice. Romeo also would have killed himself if not for the fact that Juliet would be upset if he died. When she supposedly dies, he lets his desire to be with her drive him to suicide. This is evident when he says, “Well, Juliet, I will lie with thee tonight.”(V. i. 37) He was shamed because he couldn’t help Juliet and he thought he would make it up to her if he took his life. While there were many other factors leading up to this tragic climax, pride was the biggest one.
A good book tells us that there are seven things never to do. One of them, pride, most people use and never think twice. Romeo and Juliet illustrate the reason why we should care about this more often. Can a city, a love, and two families be destroyed with a focus on pride? By observing two foolish youths, we can say yes. In reality, this specific example does not occur, but people still let pride get in the way. When someone has to decide between going to college or running the family business, pride plays a factor there too. Whether in Verona’s Shakespearian era city, or Chicago’s modern day turmoil, the price one has to pay to retain there pride is immense. Yet, we realize it only too late most of the times.
English I Acc. Per. 2
March 3, 2006
Romeo and Juliet Literary Analysis Essay
In a well read book, seven deadly sins are listed. The sins list what every person should refrain from doing in his or her life. One of these sins is pride which by reading Shakespeare’s tragedy, Romeo and Juliet, we know can be deadly. While Juliet and Romeo love each other, their families focus on pride eventually destroys their love, the town, and their families. Pride is the main reason why Romeo and Juliet’s marriage fails.
Pride was what originally separated the Montague and Capulet houses. This continually disrupts Romeo and Juliet’s relationship. The families hate each other so much that it already demeans their opinion on each other before even meeting. When Juliet asks the nurse who the stranger was that just kissed her, the nurse says it was Romeo of the Montague house. Juliet, in disbelief, says “My only love sprung from my only hate!” (I. v. 152) She doesn’t know anything about Romeo, but she already is weary of him due to the fact that he is a Montague. After this revelation, she then professes her love for Romeo by saying, “…Or, if thou wilt not, be but sworn my love, / and I’ll no longer be a Capulet.”(II. i. 38-39) She acknowledges her born hatred and releases it at the same time. Pride is capable of many horrible things, but Romeo and Juliet elude most of it.
The pride factor between the Capulet and the Montagues not only cause great turmoil in the families, but also in the town and government. The Prince has had enough with the fighting to the point where he decrees, “If ever you disturb our streets again, /your lives shall pay for the forfeit of the peace,”(I. i. 98-99) The fights have gone on so long that the prince has to issue a death warrant before things can get better. Regardless of the hatred between two people, or a group of people for that matter, the threat of inevitable death normally drives the desire to kill down a lot. Even so, Mercutio was slain and the prince was very frustrated when he states, “…my blood from your rude brawls lie a-bleeding.”(III. ii. 199) His friend, and a friend of the city, was slain. Since Romeo, in a fit of rage, killed Tybalt, the prince exiled Romeo causing another While the families take most of the hits from this feud, the city also suffers quite a bit.
In the end, pride is what drives Romeo and Juliet to kill themselves. When Juliet is forced to marry Paris, she shows signs of suicide when she says, “O bid me leap, rather than marry Paris…” (IV. I. 78) She would rather kill herself than be shamed by marrying twice. Romeo also would have killed himself if not for the fact that Juliet would be upset if he died. When she supposedly dies, he lets his desire to be with her drive him to suicide. This is evident when he says, “Well, Juliet, I will lie with thee tonight.”(V. i. 37) He was shamed because he couldn’t help Juliet and he thought he would make it up to her if he took his life. While there were many other factors leading up to this tragic climax, pride was the biggest one.
A good book tells us that there are seven things never to do. One of them, pride, most people use and never think twice. Romeo and Juliet illustrate the reason why we should care about this more often. Can a city, a love, and two families be destroyed with a focus on pride? By observing two foolish youths, we can say yes. In reality, this specific example does not occur, but people still let pride get in the way. When someone has to decide between going to college or running the family business, pride plays a factor there too. Whether in Verona’s Shakespearian era city, or Chicago’s modern day turmoil, the price one has to pay to retain there pride is immense. Yet, we realize it only too late most of the times.
essay essay writing
My name is Katie Cugini and I am a senior at Tomball High School. I’d like to think of myself as a very accomplished individual, who excels in many different activities. I am in the top 5% of my class, I’m a member of NHS, and I have also been committed to athletics my entire high school career. My freshman and sophomore year I played basketball and ran track, then my junior and senior year I swam and played water polo. I also have two jobs at Tri State Smokehouse Grill and the other at La Parmigiana Italian restaurant. I am very active in my youth group at Prince of Peace
Catholic church. I believe I deserve this scholarship because I am a very well rounded individual, I’m a good role model, and I dedicated myself one hundred percent to all my commitments. I have very high goals and standards for myself so everything I do, whether it be academics, athletics, church or my job, I devote all my time and effort into accomplishing my goals. I also have important goals regarding my future.
In the fall of 2007 I will attend school at Texas A&M to major in Kinesiology. I chose a degree in Kinesiology because it will prepare me for my dream of getting into physical therapy school and becoming a physical therapist. I have felt motivated to become a physical therapist ever since I was a young child. My cousin, Nick, was born with cerebral palsy, which has hindered him doing many things we take for granted in our lives, such as walking or participating in sports. When I was young I used to go with Nick to his physical therapy sessions, and I would watch as the therapist did various exercises that would hopefully help my cousin live an easier, more independent life. Growing up with Nick, I have watched him struggle to do little things we take for granted like brushing our teeth or playing baseball. Yet, the therapist had the power to help teach Nick how to overcome and accomplish those difficult tasks. It used to be difficult for him turn over his hands and swim, but after years of physical therapy it helped Nick to do things like receive candy handed to him at Halloween, and play with the other kids in the pool. I have had the privilege of seeing the impact Nick’s physical therapist has had on his life, and I feel inspired to have that same impact on other children’s lives. Children with physical disabilities have been given a life full of challenges and adversity, and as a physical therapist I feel like I can help them to overcome those challenges and adversity, and help them to live the best life possible. Therefore, to become a physical therapist I need to receive a bachelor’s degree, then at least two years of physical therapy school.
Knowing I have at least six years of schooling ahead of me makes me realize that it will be a huge financial investment for my family and I. Although my family is finically stable I still have a great need to receive scholarships because I do not want to be fully dependant on my parents to get me through college. I am a very independent individual and I would like to do anything I can to help my parents pay for my college education. I am also a very responsible individual, which is why I am now working two jobs to save for my college education. I am also concerned because I have my younger sister coming into college only two short years after me, and I want to help carry the burden of financing two kids through college as much as possible. The past four years of high school I have been taking AP and honor classes and maintaining an A+ GPA, while playing sports so that I would be eligible for various scholarships. I believe I would be a perfect and deserving recipient of the John Hassell Memorial Scholarship because I have a passion to pursue a health science career, and I am a qualified, well-rounded individual.
Catholic church. I believe I deserve this scholarship because I am a very well rounded individual, I’m a good role model, and I dedicated myself one hundred percent to all my commitments. I have very high goals and standards for myself so everything I do, whether it be academics, athletics, church or my job, I devote all my time and effort into accomplishing my goals. I also have important goals regarding my future.
In the fall of 2007 I will attend school at Texas A&M to major in Kinesiology. I chose a degree in Kinesiology because it will prepare me for my dream of getting into physical therapy school and becoming a physical therapist. I have felt motivated to become a physical therapist ever since I was a young child. My cousin, Nick, was born with cerebral palsy, which has hindered him doing many things we take for granted in our lives, such as walking or participating in sports. When I was young I used to go with Nick to his physical therapy sessions, and I would watch as the therapist did various exercises that would hopefully help my cousin live an easier, more independent life. Growing up with Nick, I have watched him struggle to do little things we take for granted like brushing our teeth or playing baseball. Yet, the therapist had the power to help teach Nick how to overcome and accomplish those difficult tasks. It used to be difficult for him turn over his hands and swim, but after years of physical therapy it helped Nick to do things like receive candy handed to him at Halloween, and play with the other kids in the pool. I have had the privilege of seeing the impact Nick’s physical therapist has had on his life, and I feel inspired to have that same impact on other children’s lives. Children with physical disabilities have been given a life full of challenges and adversity, and as a physical therapist I feel like I can help them to overcome those challenges and adversity, and help them to live the best life possible. Therefore, to become a physical therapist I need to receive a bachelor’s degree, then at least two years of physical therapy school.
Knowing I have at least six years of schooling ahead of me makes me realize that it will be a huge financial investment for my family and I. Although my family is finically stable I still have a great need to receive scholarships because I do not want to be fully dependant on my parents to get me through college. I am a very independent individual and I would like to do anything I can to help my parents pay for my college education. I am also a very responsible individual, which is why I am now working two jobs to save for my college education. I am also concerned because I have my younger sister coming into college only two short years after me, and I want to help carry the burden of financing two kids through college as much as possible. The past four years of high school I have been taking AP and honor classes and maintaining an A+ GPA, while playing sports so that I would be eligible for various scholarships. I believe I would be a perfect and deserving recipient of the John Hassell Memorial Scholarship because I have a passion to pursue a health science career, and I am a qualified, well-rounded individual.
essay about computer
Katie Cugini Cugini 1
Mrs. Greco
English IV – 2
April 11, 2007
Loneliness
Loneliness is a very real and relatable feeling that all living things can experience. Therefore, the theme of loneliness has been expressed in several forms of art like music or movies. In the classic Disney movie, The Beauty and the Beast, the movie Castaway, and the movie How the Grinch Stole Christmas, all of the main characters are dealing with some form of loneliness. Also, in the classic song All By Myself by Eric Carmen and Long Trip Alone by Dierks Bentley the singer expresses their fear of being alone and how they don’t want to be all by themselves.
In Disney’s Beauty and the Beast, the Beast hides away in his castle, with only his castle servants for company. The Beast was put under a curse that makes him hideous until he learned to love another, and that person loved him back. He spent ten miserable years alone and unloved, and this made the Beast very bitter. Then, he met Belle, who was also lonely in another sense. She felt trapped in her village, and desired to see the world. The two learned to see past each others differences and fell in love. The loneliness they both felt was overcome by their love for each other.
The 2001 movie, Castaway, starring Tom Hanks is the ultimate story of learning to survive nature and loneliness. The main character, Chuck Noland, finds him self stranded on an island after a plane crash. He must learn to survive on the island, while being all-alone. Without the companionship of another human being, Chuck turns to
Cugini 2
volleyball that he names Wilson. He paints a face on it, and talks to Wilson like he is his friend. Having something to talk to, even if it couldn’t talk back, kept Chuck from losing hope and giving up on survival. Despite Wilson, Chuck was so lonely on the deserted island he contemplated suicide many times. This movie was a great example of how a strong will to live can overcome the depression and loneliness that comes with being isolated.
In Universal Picture’s, How the Grinch Stole Christmas, the Grinch also represents a lonely person. He was banished and rejected from Whoville, and lives all alone on top of Mt. Crumpit. His only companion is his dog, Max, who can’t talk back to the Grinch. The Grinch is forced to live without any interaction with others, and this makes him very bitter and angry. Despite his anger and bitterness, the Grinch is truly seeking companionship and is accepted into Whoville after he reconciles with the Whos.
The classic song, All By Myself, also expresses the feelings of someone who is lonely. The singer says “don’t wanna be all by myself.” This song represents the human spirit because as humans we need love and companionship. Nobody wants to “live all alone” or have no friends like the person in the song does. Another song that conveys the theme of loneliness is Long Trop Alone by Dierks Bentley. He talks about how life can be long and lonely when your all alone, but its much easier and more enjoyable when you have someone at your side. He also expresses that life is short, too short to go through it lonely and friendless.
All of these movies and songs have one thing in common, the people or characters
are lonely and are seeking companionship. Friendship is what ended all of these cases of
Cugini 3
loneliness and friendship is what keeps us from becoming lonely. Loneliness is something that everyone experiences at one point or another in their lives, that is why it is a very common theme in songs and movies.
Mrs. Greco
English IV – 2
April 11, 2007
Loneliness
Loneliness is a very real and relatable feeling that all living things can experience. Therefore, the theme of loneliness has been expressed in several forms of art like music or movies. In the classic Disney movie, The Beauty and the Beast, the movie Castaway, and the movie How the Grinch Stole Christmas, all of the main characters are dealing with some form of loneliness. Also, in the classic song All By Myself by Eric Carmen and Long Trip Alone by Dierks Bentley the singer expresses their fear of being alone and how they don’t want to be all by themselves.
In Disney’s Beauty and the Beast, the Beast hides away in his castle, with only his castle servants for company. The Beast was put under a curse that makes him hideous until he learned to love another, and that person loved him back. He spent ten miserable years alone and unloved, and this made the Beast very bitter. Then, he met Belle, who was also lonely in another sense. She felt trapped in her village, and desired to see the world. The two learned to see past each others differences and fell in love. The loneliness they both felt was overcome by their love for each other.
The 2001 movie, Castaway, starring Tom Hanks is the ultimate story of learning to survive nature and loneliness. The main character, Chuck Noland, finds him self stranded on an island after a plane crash. He must learn to survive on the island, while being all-alone. Without the companionship of another human being, Chuck turns to
Cugini 2
volleyball that he names Wilson. He paints a face on it, and talks to Wilson like he is his friend. Having something to talk to, even if it couldn’t talk back, kept Chuck from losing hope and giving up on survival. Despite Wilson, Chuck was so lonely on the deserted island he contemplated suicide many times. This movie was a great example of how a strong will to live can overcome the depression and loneliness that comes with being isolated.
In Universal Picture’s, How the Grinch Stole Christmas, the Grinch also represents a lonely person. He was banished and rejected from Whoville, and lives all alone on top of Mt. Crumpit. His only companion is his dog, Max, who can’t talk back to the Grinch. The Grinch is forced to live without any interaction with others, and this makes him very bitter and angry. Despite his anger and bitterness, the Grinch is truly seeking companionship and is accepted into Whoville after he reconciles with the Whos.
The classic song, All By Myself, also expresses the feelings of someone who is lonely. The singer says “don’t wanna be all by myself.” This song represents the human spirit because as humans we need love and companionship. Nobody wants to “live all alone” or have no friends like the person in the song does. Another song that conveys the theme of loneliness is Long Trop Alone by Dierks Bentley. He talks about how life can be long and lonely when your all alone, but its much easier and more enjoyable when you have someone at your side. He also expresses that life is short, too short to go through it lonely and friendless.
All of these movies and songs have one thing in common, the people or characters
are lonely and are seeking companionship. Friendship is what ended all of these cases of
Cugini 3
loneliness and friendship is what keeps us from becoming lonely. Loneliness is something that everyone experiences at one point or another in their lives, that is why it is a very common theme in songs and movies.
History of mathematics
History of mathematics
QUIZ
Task 1. Write down an overview of the history of mathematics focusing on the following topics:
- mathematical achievements of the period in question
- famous mathematicians and their work
Task 2. Answer the following questions.
Who discovered the correct formula for the volume of a pyramid?
Who discovered that the areas of crescent-shaped figures bounded by arcs of circles are equal to areas of certain triangles?
Whose name, incidentally, is the source of the word algorithm, and the title of one of his books is the source of the word algebra?
Which discovery did the Italian mathematician Gerolamo Cardano publish in 1545? What was the title of his work?
What numeration system do the earliest Egyptian texts, composed about 1800 BC, reveal?
What does a sexagesimal system refer to? Who used it?
Who are the three scientists whose work led to the invention of the programmable digital computer? Which century/centuries did they work in?
What is a papyrus? What problems do they deal with?
What are tablets?
When was non-Euclidean geometry discovered? Who was it discovered by first? Who was it rediscovered by?
QUIZ
Task 1. Write down an overview of the history of mathematics focusing on the following topics:
- mathematical achievements of the period in question
- famous mathematicians and their work
Task 2. Answer the following questions.
Who discovered the correct formula for the volume of a pyramid?
Who discovered that the areas of crescent-shaped figures bounded by arcs of circles are equal to areas of certain triangles?
Whose name, incidentally, is the source of the word algorithm, and the title of one of his books is the source of the word algebra?
Which discovery did the Italian mathematician Gerolamo Cardano publish in 1545? What was the title of his work?
What numeration system do the earliest Egyptian texts, composed about 1800 BC, reveal?
What does a sexagesimal system refer to? Who used it?
Who are the three scientists whose work led to the invention of the programmable digital computer? Which century/centuries did they work in?
What is a papyrus? What problems do they deal with?
What are tablets?
When was non-Euclidean geometry discovered? Who was it discovered by first? Who was it rediscovered by?
FINAL ESSAY
FINAL ESSAY
BIOGRAPHY OF DENISE CHAVEZ
By Michelle Villa
December 7, 2006
Denise Elia Chavez is a modern day literary figure. She was born August 15, 1948, in Las Cruces, New Mexico, in the home on La Colonia Street that her grandmother once owned. Her father’s name is Epifanio E. Chavez and her mother’s name was Delfina Rede. She has two sisters, Faride Conway and Margo Chavez. Denise’s dad was a lawyer and her mother was a school teacher. There was a big emphasis on education in the household. Her family is Roman Catholic, and Denise is a Democrat.
Denise’s mother and father divorced when she was only ten, so she had a strong female influence growing up. Her mother spoke flawless English and Spanish and expected the same of her children. It was this and the Mexican and American women who cooked, cleaned the house and helped raise Denise and her sisters that drew her into the “art of bilingualism” (???) She did only live forty miles from the Mexican border. She lived in the prime location, being so close to the border and having community involvement, to have the opportunity to value “conversations, prayers, tales, and legends” spoken in such a musical language(???). Another influence on Denise as she grew up was all the storytelling she heard as a child. The tradition of oral storytelling was of great influence to her. This is why she later refers to herself as a “performance writer”.
As a child, hearing all of these stories, and loving it, she did not aspire to be a writer. Although, she did keep a diary to keep the stories that she heard from family members while visiting them in west Texas in the summertime. She told a reporter from the Los Angeles Times once that it was “the untold stories were always the ones that, as kids, we found the most interesting.” She comments on the story about her one of her “uncles had only half an ear. The story was that he’d been in a terrible accident, but we knew there was more to it.” Even with this kind of start, Denise did not want to become a writer. Her childhood is full of story telling and book reading. Her grandmother was an avid book reader.
While working in a local hospital in her teenage years, Denise wanted to be an actress. While attending Madonna High School, an all girls Catholic school in Mesilla, New Mexico, she enrolled into a theater/drama class. She performed in drama plays and learned it was a way to “integrate the different aspects of her artistic inclinations” and of personal expression (???). It was here, in the drama department, where she really excelled, earning a scholarship award to New Mexico State University. She majored in drama and studied with Mark Medoff, the author of the play Children of a Lesser God. She wrote her first play, The Wait, while attending this university. Her first play won the New Mexico State University Best Play award. In 1971, she received her bachelor’s degree in
BIOGRAPHY OF DENISE CHAVEZ
By Michelle Villa
December 7, 2006
Denise Elia Chavez is a modern day literary figure. She was born August 15, 1948, in Las Cruces, New Mexico, in the home on La Colonia Street that her grandmother once owned. Her father’s name is Epifanio E. Chavez and her mother’s name was Delfina Rede. She has two sisters, Faride Conway and Margo Chavez. Denise’s dad was a lawyer and her mother was a school teacher. There was a big emphasis on education in the household. Her family is Roman Catholic, and Denise is a Democrat.
Denise’s mother and father divorced when she was only ten, so she had a strong female influence growing up. Her mother spoke flawless English and Spanish and expected the same of her children. It was this and the Mexican and American women who cooked, cleaned the house and helped raise Denise and her sisters that drew her into the “art of bilingualism” (???) She did only live forty miles from the Mexican border. She lived in the prime location, being so close to the border and having community involvement, to have the opportunity to value “conversations, prayers, tales, and legends” spoken in such a musical language(???). Another influence on Denise as she grew up was all the storytelling she heard as a child. The tradition of oral storytelling was of great influence to her. This is why she later refers to herself as a “performance writer”.
As a child, hearing all of these stories, and loving it, she did not aspire to be a writer. Although, she did keep a diary to keep the stories that she heard from family members while visiting them in west Texas in the summertime. She told a reporter from the Los Angeles Times once that it was “the untold stories were always the ones that, as kids, we found the most interesting.” She comments on the story about her one of her “uncles had only half an ear. The story was that he’d been in a terrible accident, but we knew there was more to it.” Even with this kind of start, Denise did not want to become a writer. Her childhood is full of story telling and book reading. Her grandmother was an avid book reader.
While working in a local hospital in her teenage years, Denise wanted to be an actress. While attending Madonna High School, an all girls Catholic school in Mesilla, New Mexico, she enrolled into a theater/drama class. She performed in drama plays and learned it was a way to “integrate the different aspects of her artistic inclinations” and of personal expression (???). It was here, in the drama department, where she really excelled, earning a scholarship award to New Mexico State University. She majored in drama and studied with Mark Medoff, the author of the play Children of a Lesser God. She wrote her first play, The Wait, while attending this university. Her first play won the New Mexico State University Best Play award. In 1971, she received her bachelor’s degree in
Compare and Contrast essay
Fahrenheit 451 – Compare and Contrast
Ray Bradbury, author of Fahrenheit 451, had created a strong character named Clarisse McClellan, who greatly impacted the world in which she lived. This was a society bent on censoring every book in existence, because of the simple fact that the pages contained too much of the reality of life. In the book, Clarisse was particularized as an enchanting girl who opened the eyes of the company which she kept, namely a fireman known as Guy Montag, whom she became very close to. When the dramatization was produced in 1966, however, a few differences were present, especially in Clarisse’s relationships with Montag and other characters. Some events occurred in an unlike way between the two productions.
Quite a few things did tie together between the movie and the novel, including Clarisse’s personality. She had the same manner, her talk full of knowledge of everything around her. She had given everything and everyone a chance to understand her, but the world insisted on moving too fast to care about anything but staying two steps ahead of life. She succeeded in changing Montag from one of them to an individual, by asking him for the reason why society stubbornly stayed so ignorant and burned books, their only source of reality. He had no answer, other than, “It’s always been this way.” Clarisse kept him aware that despite what he said, he is very unhappy with the way everyone’s lives were going, and that depth of thought was mandatory in an otherwise shallow world. For her way of thinking, Clarisse was shunned by every person besides Montag, others with her ideas, and her uncle, who influenced her “anti-social” ways. Montag could not help but to think about her philosophies and he added on to all of them day by day.
But past this, the differences arise. In the book, Clarisse is only seventeen years old, but in the movie she approached Montag as a twenty year old woman, and their relationship changed somewhat. They met not on a dark street, but n a monorail they both rode after work. Her status had been changed from a high school student to a teacher.
She was familiar with other “rebels” including an old woman who commits suicide rather than parting with her books. Clarisse was not killed by a speeding car full of kids, but lived and was taken in by the book people. In the written version, Clarisse had no acquaintance with any of these people. This probably showed that she really was as important as the novel said she was, because to give that sort of emphasis on a character is harder in a movie than in a book.
There was a character in the novel named Faber, an old man who helped Montag see the purpose of books. In the movie, he was replaced by Clarisse for two reasons: she talked to Montag about all the things Faber would have said (because she needed to have a purpose for staying alive), and because all the main reasons that books were important Montag figured out himself throughout the duration of the movie.
Many similarities and differences can be pointed out between the film and the novel. Not all of them feature Clarisse, but they are just as important. They bring into light the ways of portraying the world of Fahrenheit 451.
Ray Bradbury, author of Fahrenheit 451, had created a strong character named Clarisse McClellan, who greatly impacted the world in which she lived. This was a society bent on censoring every book in existence, because of the simple fact that the pages contained too much of the reality of life. In the book, Clarisse was particularized as an enchanting girl who opened the eyes of the company which she kept, namely a fireman known as Guy Montag, whom she became very close to. When the dramatization was produced in 1966, however, a few differences were present, especially in Clarisse’s relationships with Montag and other characters. Some events occurred in an unlike way between the two productions.
Quite a few things did tie together between the movie and the novel, including Clarisse’s personality. She had the same manner, her talk full of knowledge of everything around her. She had given everything and everyone a chance to understand her, but the world insisted on moving too fast to care about anything but staying two steps ahead of life. She succeeded in changing Montag from one of them to an individual, by asking him for the reason why society stubbornly stayed so ignorant and burned books, their only source of reality. He had no answer, other than, “It’s always been this way.” Clarisse kept him aware that despite what he said, he is very unhappy with the way everyone’s lives were going, and that depth of thought was mandatory in an otherwise shallow world. For her way of thinking, Clarisse was shunned by every person besides Montag, others with her ideas, and her uncle, who influenced her “anti-social” ways. Montag could not help but to think about her philosophies and he added on to all of them day by day.
But past this, the differences arise. In the book, Clarisse is only seventeen years old, but in the movie she approached Montag as a twenty year old woman, and their relationship changed somewhat. They met not on a dark street, but n a monorail they both rode after work. Her status had been changed from a high school student to a teacher.
She was familiar with other “rebels” including an old woman who commits suicide rather than parting with her books. Clarisse was not killed by a speeding car full of kids, but lived and was taken in by the book people. In the written version, Clarisse had no acquaintance with any of these people. This probably showed that she really was as important as the novel said she was, because to give that sort of emphasis on a character is harder in a movie than in a book.
There was a character in the novel named Faber, an old man who helped Montag see the purpose of books. In the movie, he was replaced by Clarisse for two reasons: she talked to Montag about all the things Faber would have said (because she needed to have a purpose for staying alive), and because all the main reasons that books were important Montag figured out himself throughout the duration of the movie.
Many similarities and differences can be pointed out between the film and the novel. Not all of them feature Clarisse, but they are just as important. They bring into light the ways of portraying the world of Fahrenheit 451.
Essay question
Chapter One: Foundations
Essay question
“Common law and equity are working in different ways towards the same ends, and it is therefore as wrong to assert the independence of one from the other as it is to assert that there is no difference between them”.
Critically discuss the above statement.
Guidance
Introduction
What immediately strikes one about the quote is that there are two distinct parts to it. The first asserts that, despite a shared aim, the common law and equity work in different ways, which is to say that they are methodologically distinct. With particular reference to equity, we will question whether or not it is strictly accurate to distinguish its aims from the means it uses to achieve those aims. It may be that this inquiry will lead us to conclude that the common law and equity are not trying to achieve the same things at all. The second part of the question asserts that the shared aims of common law and equity necessitate mutual dependence. Let us consider these two key assertions in turn.
Common law and equity are working in different ways towards the same ends
The first thing to ask is whether common law and equity are, indeed, ‘working in different ways’. In other words, are they methodologically distinct. The first thing to state is that the Judicature Acts 1873–5 did not entirely do away with the historical distinction between law and equity. Professor J.H. Baker (An Introduction to English Legal History) observed that:
If, for reasons of history, equity had become the law peculiar to the Court of Chancery, nevertheless in broad theory equity was an approach to justice which give more weight than did the law to particular circumstances and hard cases.
Professor Baker is suggesting that equity is a distinctive type of legal methodology, a particular form of legal reasoning and practice. I would agree. Equity is typified by an attention to justice in individual ‘hard’ cases or in personam justice, based on the desire to ensure that legal powers and rights available to society at large are exercised in good conscience in individual cases. This does not mean that equity is a form of morality, but it does mean that whereas the common law seeks to establish a form of law common to all citizens, by way of rights that are enforceable against all-comers, equity seeks to restrain the unconscionable exercise of those rights in the particular case.
A classic illustration is equity’s concern for substance over form. Thus, whereas the common law requires that all transfers of legal title to land must be made by a formal deed (Law of Property Act 1925, s. 52), equity does not always require formal documentation before it will acknowledge that an equitable interest has been created in land. Thus where a legal freeholder invites a stranger to enter and build upon his land, and the stranger does so at his own expense in the reasonable expectation encouraged by the freeholder that he will thereby acquire a right in the land itself. Equity (by virtue of the doctrine or proprietory estoppel) stops the freeholder from asserting his one hundred per cent legal ownership against the stranger. In short, the legal owner will not be permitted to exercise his legal right to evict the stranger as he might a common trespasser. This example illustrates equity’s concern to ensure the conscionable use of legal rights, and to achieve in personam justice, even though the political interest in ensuring certainty through legal formalities might thereby be sacrificed to some extent.
This example also illustrates another distinct feature of equitable methodology, namely recourse to maxims (‘equity looks to substance not form’) to dispose of hard cases. The common law does not appear to use maxims in quite the same way.
The second issue is whether the common law and equity are working towards the same ends. As the discussion so far suggests, the short-term, immediate aims of equity are quite different to the short-term immediate aims of the common law. We have seen that equity acts in competition with, or as a check upon, the operation of the common law. However, leaving aside this first-level distinction, it is clear that the common law and equity share the same ultimate aim. Namely, to establish a legal system that balances the need for certainty in the law, and hence a just scheme for regulating relations between members of society at large, with the need for justice in individual cases.
It is wrong to assert the independence of the common law from equity.
According to the way in which we have just outlined the methodology and function of equity, it is clear that equity has no existence or utility apart from the law. As the equitable maxim puts it: equity follows the law. It is therefore by its very nature dependent upon the law. Although not every jurist would agree with this ‘dependent’ conception of equity. In fact, Sir Anthony Mason has commented extra-judicially that: ‘by providing for the administration of the two systems of law by the one system of courts and by prescribing the paramountcy of equity, the Judicature Acts freed equity from its position on the coat-tails of the common law and positioned it for advances beyond its old frontiers’ (‘The Place of Equity and Equitable Remedies in the Contemporary Common Law World’ (1994) 110 LQR 238, 239).
Conclusion
Whilst the common law and equity do work in different ways, and have quite different immediate aims, they certainly agree upon their ultimate aim of setting in place a system of law that achieves the correct balance between certainty and justice. To this end it is obvious that the common law and equity are dependent upon one another. However, this is because the English system has tended largely to equate the common law with certainty, and to equate equity with justice in individual cases (in personam justice). To the extent that this equation is a proper one, the quotation is accurate. But if it is accurate it is also something of a truism. Namely, that in order to achieve a legal system that comprises both law and equity, equity and law must be dependent upon one another.
Essay question
“Common law and equity are working in different ways towards the same ends, and it is therefore as wrong to assert the independence of one from the other as it is to assert that there is no difference between them”.
Critically discuss the above statement.
Guidance
Introduction
What immediately strikes one about the quote is that there are two distinct parts to it. The first asserts that, despite a shared aim, the common law and equity work in different ways, which is to say that they are methodologically distinct. With particular reference to equity, we will question whether or not it is strictly accurate to distinguish its aims from the means it uses to achieve those aims. It may be that this inquiry will lead us to conclude that the common law and equity are not trying to achieve the same things at all. The second part of the question asserts that the shared aims of common law and equity necessitate mutual dependence. Let us consider these two key assertions in turn.
Common law and equity are working in different ways towards the same ends
The first thing to ask is whether common law and equity are, indeed, ‘working in different ways’. In other words, are they methodologically distinct. The first thing to state is that the Judicature Acts 1873–5 did not entirely do away with the historical distinction between law and equity. Professor J.H. Baker (An Introduction to English Legal History) observed that:
If, for reasons of history, equity had become the law peculiar to the Court of Chancery, nevertheless in broad theory equity was an approach to justice which give more weight than did the law to particular circumstances and hard cases.
Professor Baker is suggesting that equity is a distinctive type of legal methodology, a particular form of legal reasoning and practice. I would agree. Equity is typified by an attention to justice in individual ‘hard’ cases or in personam justice, based on the desire to ensure that legal powers and rights available to society at large are exercised in good conscience in individual cases. This does not mean that equity is a form of morality, but it does mean that whereas the common law seeks to establish a form of law common to all citizens, by way of rights that are enforceable against all-comers, equity seeks to restrain the unconscionable exercise of those rights in the particular case.
A classic illustration is equity’s concern for substance over form. Thus, whereas the common law requires that all transfers of legal title to land must be made by a formal deed (Law of Property Act 1925, s. 52), equity does not always require formal documentation before it will acknowledge that an equitable interest has been created in land. Thus where a legal freeholder invites a stranger to enter and build upon his land, and the stranger does so at his own expense in the reasonable expectation encouraged by the freeholder that he will thereby acquire a right in the land itself. Equity (by virtue of the doctrine or proprietory estoppel) stops the freeholder from asserting his one hundred per cent legal ownership against the stranger. In short, the legal owner will not be permitted to exercise his legal right to evict the stranger as he might a common trespasser. This example illustrates equity’s concern to ensure the conscionable use of legal rights, and to achieve in personam justice, even though the political interest in ensuring certainty through legal formalities might thereby be sacrificed to some extent.
This example also illustrates another distinct feature of equitable methodology, namely recourse to maxims (‘equity looks to substance not form’) to dispose of hard cases. The common law does not appear to use maxims in quite the same way.
The second issue is whether the common law and equity are working towards the same ends. As the discussion so far suggests, the short-term, immediate aims of equity are quite different to the short-term immediate aims of the common law. We have seen that equity acts in competition with, or as a check upon, the operation of the common law. However, leaving aside this first-level distinction, it is clear that the common law and equity share the same ultimate aim. Namely, to establish a legal system that balances the need for certainty in the law, and hence a just scheme for regulating relations between members of society at large, with the need for justice in individual cases.
It is wrong to assert the independence of the common law from equity.
According to the way in which we have just outlined the methodology and function of equity, it is clear that equity has no existence or utility apart from the law. As the equitable maxim puts it: equity follows the law. It is therefore by its very nature dependent upon the law. Although not every jurist would agree with this ‘dependent’ conception of equity. In fact, Sir Anthony Mason has commented extra-judicially that: ‘by providing for the administration of the two systems of law by the one system of courts and by prescribing the paramountcy of equity, the Judicature Acts freed equity from its position on the coat-tails of the common law and positioned it for advances beyond its old frontiers’ (‘The Place of Equity and Equitable Remedies in the Contemporary Common Law World’ (1994) 110 LQR 238, 239).
Conclusion
Whilst the common law and equity do work in different ways, and have quite different immediate aims, they certainly agree upon their ultimate aim of setting in place a system of law that achieves the correct balance between certainty and justice. To this end it is obvious that the common law and equity are dependent upon one another. However, this is because the English system has tended largely to equate the common law with certainty, and to equate equity with justice in individual cases (in personam justice). To the extent that this equation is a proper one, the quotation is accurate. But if it is accurate it is also something of a truism. Namely, that in order to achieve a legal system that comprises both law and equity, equity and law must be dependent upon one another.
Essay 21
Essay 2
Behind every person’s response is a reason based around that person’s perspective. The decision made by Arnold Schwarzenegger to deny clemency for Stan Tookie Williams created different perspectives both positive and negative, nationally and globally which has had mixed reactions from different levels of society. This is because different groups of people had different perceptions on the justice system that Arnold Schwarzenegger was trying to enforce. Protesting occurred globally as well as celebrities who used their status as role models and exercised the human right of freedom of speech to inform and to speak to the public to voice their beliefs, values and opinions on the current social issue. Supporters however seemed to mainly use the media to voice their gratitude toward Schwarzenegger’s values position. There is evidence that Tookie had built a violent reputation in lower L.A back in his troubled past, however in his later life he had shown signs of redemption which Schwarzenegger believed couldn’t redeem what he had done. This lead to the execution of the former gang leader on 13/12/03.
Essay 1
Conclusion
In conclusion, the perspectives that had formed around the current social issue resulted in many responses; both social and political. Many saw fit to abuse the authority they had to voice protest or praise towards Schwarzenegger’s values position on many different occasions. This was because they had status in the communities and countries they lived in, and most in the spotlight of the media aspired to social change regarding capital punishment starting with clemency being granted for Tookie.
Behind every person’s response is a reason based around that person’s perspective. The decision made by Arnold Schwarzenegger to deny clemency for Stan Tookie Williams created different perspectives both positive and negative, nationally and globally which has had mixed reactions from different levels of society. This is because different groups of people had different perceptions on the justice system that Arnold Schwarzenegger was trying to enforce. Protesting occurred globally as well as celebrities who used their status as role models and exercised the human right of freedom of speech to inform and to speak to the public to voice their beliefs, values and opinions on the current social issue. Supporters however seemed to mainly use the media to voice their gratitude toward Schwarzenegger’s values position. There is evidence that Tookie had built a violent reputation in lower L.A back in his troubled past, however in his later life he had shown signs of redemption which Schwarzenegger believed couldn’t redeem what he had done. This lead to the execution of the former gang leader on 13/12/03.
Essay 1
Conclusion
In conclusion, the perspectives that had formed around the current social issue resulted in many responses; both social and political. Many saw fit to abuse the authority they had to voice protest or praise towards Schwarzenegger’s values position on many different occasions. This was because they had status in the communities and countries they lived in, and most in the spotlight of the media aspired to social change regarding capital punishment starting with clemency being granted for Tookie.
‘Don’t judge a book by its cover’ is this true about Frankenstein’s creation? essay
Pre –1914 prose
‘Don’t judge a book by its cover’ is this true about Frankenstein’s creation?
‘Don’t judge a book by its cover’ is a proverb. A proverb is a saying and often has two meanings. They also teach us things. This proverb means don’t judge people by the way they look. This proverb has some relevance because everyone judged him by the way he looked because he was so ugly and people thought he was evil.
When the creation first comes to life it has a macabre appearance because he was created by Victor Frankenstein and he is made out of dead body parts from different people victor took the best parts from different people and sewed it all together.
Although the creature has an ugly exterior/ it does many good things in the story for instance, while in the forest it feels happy because it’s on its own and nobody is there to hurt it. It fells free and good about itself E.g.’ I was delighted when I first discovered that a pleasant sound, which often slaughted my ears, proceed form the throats of the little winged animals’
Many off the good deeds for the cottagers include collecting food and fore wood, which really helps as they have no food or firewood and it’s also winter and freezing cold. The creation does this because he wants to feel loved and part of a family E.g. ‘ the young women… appeared greatly astonished on seeing a great pile of wood… I observed with pleasure’ because he was abandoned by Frankenstein at the beginning. But after they have attacked it it leaves, although it could easily have harmed them, which shows it cares and is good at heart and doesn’t want to harm anyone.
When a young girl falls in the river the creation saves her it is then repaid by her father shooting him in the shoulder, this is because her father thinks it is attacking her because of the way he looks. This proves that he wants to do good but no one trusts him. The creation also teaches itself to read and write and speak he does this by watching a family from a hut and learning how to speak at the novels end, despite events the creature reacts to Frankenstein’s death by mourning over his dead body and wanting him back E.g. ‘when I felt the cheering warmth of summer and heard the rustling of the leaves and warbling of the birds, and these were all to me, I should have wept to die, now it is my only consolation’.
All of these things prove that the creation is capable of kindness and being nice despite the way it looks and although the villagers it first meets attack it because of the way it appears, they are wrong to do this because you shouldn’t judge a book by its cover and you should never dislike a person just because of the way they look.
In this respect the proverb is true for the creature as it is ugly but everyone dislikes it because of its appearance and everyone is scared of it. ‘ Despite these good deeds, the creation also inflicts much pain upon others in the story’ during the book, it murders several characters it kills Frankenstein’s brother William because he’s just trying to shut him up he doesn’t mean to kill him but once it has killed William it feels a hellish joy e.g. ‘ I gazed on my victim, and my heart swelled with exultation and hellish triumph’ which proves that he didn’t mean to hurt him but once he has he feels good about it because he realises he’s related to victor he feels a hellish joy.
The creature also murders Henry and most brutally, Elizabeth. This is a cruel killing as it was her wedding night and he only did it to hurt victor she had nothing to do with it. Once Frankenstein found Elizabeth dead, he sees the creation gloating at the window. This indicates that it carried out the murder to get back at him because he didn’t create another monster so the creation could have a friend.
The proverb ‘ don’t judge a book by its cover’ is true to some extent because Frankenstein’s creation was ugly and looked evil but was a good kind person at the heart and didn’t mean to hurt anyone. However it may also be argues that he was evil and a killer because he killed Elizabeth just to get back at victor.
Laura Berrett 10.s
‘Don’t judge a book by its cover’ is this true about Frankenstein’s creation?
‘Don’t judge a book by its cover’ is a proverb. A proverb is a saying and often has two meanings. They also teach us things. This proverb means don’t judge people by the way they look. This proverb has some relevance because everyone judged him by the way he looked because he was so ugly and people thought he was evil.
When the creation first comes to life it has a macabre appearance because he was created by Victor Frankenstein and he is made out of dead body parts from different people victor took the best parts from different people and sewed it all together.
Although the creature has an ugly exterior/ it does many good things in the story for instance, while in the forest it feels happy because it’s on its own and nobody is there to hurt it. It fells free and good about itself E.g.’ I was delighted when I first discovered that a pleasant sound, which often slaughted my ears, proceed form the throats of the little winged animals’
Many off the good deeds for the cottagers include collecting food and fore wood, which really helps as they have no food or firewood and it’s also winter and freezing cold. The creation does this because he wants to feel loved and part of a family E.g. ‘ the young women… appeared greatly astonished on seeing a great pile of wood… I observed with pleasure’ because he was abandoned by Frankenstein at the beginning. But after they have attacked it it leaves, although it could easily have harmed them, which shows it cares and is good at heart and doesn’t want to harm anyone.
When a young girl falls in the river the creation saves her it is then repaid by her father shooting him in the shoulder, this is because her father thinks it is attacking her because of the way he looks. This proves that he wants to do good but no one trusts him. The creation also teaches itself to read and write and speak he does this by watching a family from a hut and learning how to speak at the novels end, despite events the creature reacts to Frankenstein’s death by mourning over his dead body and wanting him back E.g. ‘when I felt the cheering warmth of summer and heard the rustling of the leaves and warbling of the birds, and these were all to me, I should have wept to die, now it is my only consolation’.
All of these things prove that the creation is capable of kindness and being nice despite the way it looks and although the villagers it first meets attack it because of the way it appears, they are wrong to do this because you shouldn’t judge a book by its cover and you should never dislike a person just because of the way they look.
In this respect the proverb is true for the creature as it is ugly but everyone dislikes it because of its appearance and everyone is scared of it. ‘ Despite these good deeds, the creation also inflicts much pain upon others in the story’ during the book, it murders several characters it kills Frankenstein’s brother William because he’s just trying to shut him up he doesn’t mean to kill him but once it has killed William it feels a hellish joy e.g. ‘ I gazed on my victim, and my heart swelled with exultation and hellish triumph’ which proves that he didn’t mean to hurt him but once he has he feels good about it because he realises he’s related to victor he feels a hellish joy.
The creature also murders Henry and most brutally, Elizabeth. This is a cruel killing as it was her wedding night and he only did it to hurt victor she had nothing to do with it. Once Frankenstein found Elizabeth dead, he sees the creation gloating at the window. This indicates that it carried out the murder to get back at him because he didn’t create another monster so the creation could have a friend.
The proverb ‘ don’t judge a book by its cover’ is true to some extent because Frankenstein’s creation was ugly and looked evil but was a good kind person at the heart and didn’t mean to hurt anyone. However it may also be argues that he was evil and a killer because he killed Elizabeth just to get back at victor.
Laura Berrett 10.s
PREGNANCY DISCRIMINATION AT WORK
PREGNANCY DISCRIMINATION AT WORK
In 1978, Congress amended the Civil Rights Act of 1964 to include a more specific prohibition on pregnancy-related discrimination. Ever since then, it has been unlawful for employers having 15 or more employees to discriminate on the basis of pregnancy, childbirth, and related medical conditions.
The most clear-cut forms of pregnancy discrimination occur when an employer refuses to hire an applicant because she is pregnant or fires an existing employee because she becomes pregnant. But there are more subtle, but no less prohibited, forms of pregnancy discrimination, such as in the areas of accrual and crediting of seniority, compensation, leave from work, health insurance, and other fringe benefits. Although pregnancy is in many ways a unique condition, a rule of thumb for employers is that they may not treat pregnant employees adversely as compared with employees having comparable temporary medical conditions.
If, because of her pregnancy, an employee is temporarily unable to work, she must be treated like any other temporarily disabled employee. This standard does not render an employer powerless to require anything of the employee, but the approach must be even-handed. For example, if the employer normally requires a doctor's statement verifying an inability to work, the same can be required of a pregnant employee.
If the employer has a policy allowing temporarily disabled workers to ease back into work with modified tasks or different assignments, similar flexibility must be shown to the pregnant worker. If an employer generally holds open a job for a certain period of time for someone out on sick leave or disability leave, a pregnant employee is entitled to such treatment, no more or less.
Ironclad rules are more likely to expose companies to liability under the federal discrimination law. A rule requiring a pregnant employee on leave to stay on leave until the baby is born, regardless of whether she may have recovered from the condition related to the pregnancy, invites a lawsuit. Employers also cannot have a policy that prohibits an employee from returning to work for a predetermined time period after giving birth.
Job applicants with African-American-sounding names are far less likely to get a callback than are similarly qualified "white" candidates, according to researchers at the University of Chicago and MIT, who submitted 5,000 bogus resumes in response to job ads. Half the resumes bore stereotypical African-American names such as Latonya and Tyrone; half sported traditionally Anglo names like Kristin and Brad.
Candidates with Caucasian-sounding names were contacted more frequently than those with a presumed ethnic identity and identical resume. That is, 10 percent of those with typically white names were called back, compared to just 6.7 percent with black-sounding names. Some names may be especially unpalatable for employers: Tamika was called back 5 percent of the time; Aisha, a scant 2 percent.
Marianne Bertrand, Ph.D., a professor at the University of Chicago, also found that highly qualified "black" candidates had no advantage over their less qualified black peers, but "white" candidates' odds of an interview skyrocketed with increased skills.
Cancer sufferers still face discrimination at work despite amendments to Disability Discrimination Act
05 October 2006 10:16
Employers are still discriminating against women with cancer despite changes in the law aimed at protecting workers from unfair treatment.
Figures from the Disability Rights Commission's (DRC) helpline show that this year the DRC has taken on average two calls a week from women with breast cancer complaining of unfair treatment at work.
In total, more than 70 women with breast cancer and 103 people with other forms of cancer have called its helpline complaining of problems with their employers.
And in December 2005 means people with these conditions receive legal protection from the point of diagnosis.
Among callers with other cancers, most (82%) cited employers failing to make reasonable adjustments that would keep them in work; nearly one in five callers reported having been dismissed; a further 13% of callers complained of facing threats of dismissal; and nearly 6% of callers were facing disciplinary action.
For workers with cancer, reasonable adjustments could include flexible working, alterations to working hours and time off for medical treatment.
Agnes Fletcher, assistant director of communications at the DRC, said: "Despite changes in the law to protect people with cancer and long-term health conditions from unfair treatment at work, many employers still haven't got the message.
"Direct discrimination and failures to make adjustments is turning the world of work into a very hostile environment for workers with these disabilities."
As I promised, when I published "The American Way" I am ready to broach the subject of workplace discrimination in the 21st century. Although, again, if you will find yourself offended by this topic, please read no further.
The basis of this article is a topic close to my heart. As you already know, if you have read the above-mentioned, I am married to a black man and live in the heart of the Deep South.
What you don't know is since I lost my job, in January, 1999, I have been a self-employed jane of all trades in order to avoid putting myself in the same situation again, and having to watch others being exploited and passed over lateral transfers or promotions because of their gender or race. The things I saw in the corporate world of this particular organization sent my head reeling.
For a little background:
I started out with the company in the file room as a temp, and was granted the opportunity to post for an internal position because of my work performance. I tested for and was hired for the position.
My boss was ecstatic with my work. He praised me all over the building, from Human Resources to the company president. I was the best secretary he'd ever had.
Four months into my probationary period, a job came open for which I was highly qualified and that would pay more that $2000 a year more. So I posted for it. There was no harm in trying.
Then I got sick. I had to be off work for over a week, doctor's orders. While I was at home, recovering, I decided to get some pictures together to put on my desk as work.
The Monday I went back to work, I made sure I was there a few minutes early so I could put up my pictures and make my desk my own. My boss came back from a business trip the next afternoon. When I came back from lunch, he wrote me up for being off work, after he had been so nice about my getting well.
A short time later, I was told that I would have to have him sign a paper and referral in order to be considered for the new position. I gave him the paper. What I got back was apalling. I couldn't believe the terrible things he had to say about my work. I knew what had happened, and I knew why, but because he did it in such a sly way, there was no way for me to fight it.
Although I got the new position, I was watched constantly and was made to perform at a rate much higher that the others in the department. I received no training and was expected to complete tasks based on former knowledge. It was a hopeless situation. It wasn't long before I was asked to resign. There had been too many complaints. There had been too much work returned. The me interject here that my work was exemplary and my error ratio was less than 3%. My co-workers' error ratios, from what I could tell, were closer to 10%. So, I asked what was an acceptable ratio. Upon being told that it is up to the discretion of the supervisor, I knew I was gone. There is no way to fight termination when the state you live in has "at will" termination for all employers, and the company has no ground rules, with one exception. That exception being dress code for the women. We weren't allowed to go to work without pantyhose or stockings under our skirts.
So I resigned.
In the meantime, I had learned from many people who'd worked there for years, that women and non-whites were never promoted beyond supervisory level. There was only one black male working in a position above that of custodian in the entire state, and his was a field position. No female in the company ever managed to get above a grade 9 pay scale because the management positions were strictly for the men.
Black women were passed over for promotion on a regular basis, and the jobs were filled from outside, with white employees who had fewer skills and qualifications. No explanation, or even an apology.
New discrimination, or just the old stuff being handled in a way that won't get the company in trouble? You tell me. I would love to hear your comments.
Next time...segregation and racial/sexual discrimination within a county school district that is so blatantly obvious I don't know how they get away with it.
In 1978, Congress amended the Civil Rights Act of 1964 to include a more specific prohibition on pregnancy-related discrimination. Ever since then, it has been unlawful for employers having 15 or more employees to discriminate on the basis of pregnancy, childbirth, and related medical conditions.
The most clear-cut forms of pregnancy discrimination occur when an employer refuses to hire an applicant because she is pregnant or fires an existing employee because she becomes pregnant. But there are more subtle, but no less prohibited, forms of pregnancy discrimination, such as in the areas of accrual and crediting of seniority, compensation, leave from work, health insurance, and other fringe benefits. Although pregnancy is in many ways a unique condition, a rule of thumb for employers is that they may not treat pregnant employees adversely as compared with employees having comparable temporary medical conditions.
If, because of her pregnancy, an employee is temporarily unable to work, she must be treated like any other temporarily disabled employee. This standard does not render an employer powerless to require anything of the employee, but the approach must be even-handed. For example, if the employer normally requires a doctor's statement verifying an inability to work, the same can be required of a pregnant employee.
If the employer has a policy allowing temporarily disabled workers to ease back into work with modified tasks or different assignments, similar flexibility must be shown to the pregnant worker. If an employer generally holds open a job for a certain period of time for someone out on sick leave or disability leave, a pregnant employee is entitled to such treatment, no more or less.
Ironclad rules are more likely to expose companies to liability under the federal discrimination law. A rule requiring a pregnant employee on leave to stay on leave until the baby is born, regardless of whether she may have recovered from the condition related to the pregnancy, invites a lawsuit. Employers also cannot have a policy that prohibits an employee from returning to work for a predetermined time period after giving birth.
Job applicants with African-American-sounding names are far less likely to get a callback than are similarly qualified "white" candidates, according to researchers at the University of Chicago and MIT, who submitted 5,000 bogus resumes in response to job ads. Half the resumes bore stereotypical African-American names such as Latonya and Tyrone; half sported traditionally Anglo names like Kristin and Brad.
Candidates with Caucasian-sounding names were contacted more frequently than those with a presumed ethnic identity and identical resume. That is, 10 percent of those with typically white names were called back, compared to just 6.7 percent with black-sounding names. Some names may be especially unpalatable for employers: Tamika was called back 5 percent of the time; Aisha, a scant 2 percent.
Marianne Bertrand, Ph.D., a professor at the University of Chicago, also found that highly qualified "black" candidates had no advantage over their less qualified black peers, but "white" candidates' odds of an interview skyrocketed with increased skills.
Cancer sufferers still face discrimination at work despite amendments to Disability Discrimination Act
05 October 2006 10:16
Employers are still discriminating against women with cancer despite changes in the law aimed at protecting workers from unfair treatment.
Figures from the Disability Rights Commission's (DRC) helpline show that this year the DRC has taken on average two calls a week from women with breast cancer complaining of unfair treatment at work.
In total, more than 70 women with breast cancer and 103 people with other forms of cancer have called its helpline complaining of problems with their employers.
And in December 2005 means people with these conditions receive legal protection from the point of diagnosis.
Among callers with other cancers, most (82%) cited employers failing to make reasonable adjustments that would keep them in work; nearly one in five callers reported having been dismissed; a further 13% of callers complained of facing threats of dismissal; and nearly 6% of callers were facing disciplinary action.
For workers with cancer, reasonable adjustments could include flexible working, alterations to working hours and time off for medical treatment.
Agnes Fletcher, assistant director of communications at the DRC, said: "Despite changes in the law to protect people with cancer and long-term health conditions from unfair treatment at work, many employers still haven't got the message.
"Direct discrimination and failures to make adjustments is turning the world of work into a very hostile environment for workers with these disabilities."
As I promised, when I published "The American Way" I am ready to broach the subject of workplace discrimination in the 21st century. Although, again, if you will find yourself offended by this topic, please read no further.
The basis of this article is a topic close to my heart. As you already know, if you have read the above-mentioned, I am married to a black man and live in the heart of the Deep South.
What you don't know is since I lost my job, in January, 1999, I have been a self-employed jane of all trades in order to avoid putting myself in the same situation again, and having to watch others being exploited and passed over lateral transfers or promotions because of their gender or race. The things I saw in the corporate world of this particular organization sent my head reeling.
For a little background:
I started out with the company in the file room as a temp, and was granted the opportunity to post for an internal position because of my work performance. I tested for and was hired for the position.
My boss was ecstatic with my work. He praised me all over the building, from Human Resources to the company president. I was the best secretary he'd ever had.
Four months into my probationary period, a job came open for which I was highly qualified and that would pay more that $2000 a year more. So I posted for it. There was no harm in trying.
Then I got sick. I had to be off work for over a week, doctor's orders. While I was at home, recovering, I decided to get some pictures together to put on my desk as work.
The Monday I went back to work, I made sure I was there a few minutes early so I could put up my pictures and make my desk my own. My boss came back from a business trip the next afternoon. When I came back from lunch, he wrote me up for being off work, after he had been so nice about my getting well.
A short time later, I was told that I would have to have him sign a paper and referral in order to be considered for the new position. I gave him the paper. What I got back was apalling. I couldn't believe the terrible things he had to say about my work. I knew what had happened, and I knew why, but because he did it in such a sly way, there was no way for me to fight it.
Although I got the new position, I was watched constantly and was made to perform at a rate much higher that the others in the department. I received no training and was expected to complete tasks based on former knowledge. It was a hopeless situation. It wasn't long before I was asked to resign. There had been too many complaints. There had been too much work returned. The me interject here that my work was exemplary and my error ratio was less than 3%. My co-workers' error ratios, from what I could tell, were closer to 10%. So, I asked what was an acceptable ratio. Upon being told that it is up to the discretion of the supervisor, I knew I was gone. There is no way to fight termination when the state you live in has "at will" termination for all employers, and the company has no ground rules, with one exception. That exception being dress code for the women. We weren't allowed to go to work without pantyhose or stockings under our skirts.
So I resigned.
In the meantime, I had learned from many people who'd worked there for years, that women and non-whites were never promoted beyond supervisory level. There was only one black male working in a position above that of custodian in the entire state, and his was a field position. No female in the company ever managed to get above a grade 9 pay scale because the management positions were strictly for the men.
Black women were passed over for promotion on a regular basis, and the jobs were filled from outside, with white employees who had fewer skills and qualifications. No explanation, or even an apology.
New discrimination, or just the old stuff being handled in a way that won't get the company in trouble? You tell me. I would love to hear your comments.
Next time...segregation and racial/sexual discrimination within a county school district that is so blatantly obvious I don't know how they get away with it.
college Essay
Essay
My first years of high school weren’t too good. My parents were in the middle of splitting up and it was affecting me in all aspects of my life. Since my parents had been together for most of my life I couldn’t understand why they were slitting up after 20 years of marriage. My first two years of high school were also affected by this; I was not doing well in school or at home with my family.
It was my junior year when things finally started to pick back up for me. My parents were getting back together and my life was coming back together. I knew I messed up my first two years of high school but there was still time to fix some of my mistakes. Junior year was a complete turnaround for me in school and at home. My grades went up in all my classes and I received honor roll all four marking periods my junior year. I finished my junior year with a more positive outlook on life and almost straight A’s in school. I was a different person then what I used to be and it was all for the better. I was getting along with my family and teachers and on the road to success.
Now its senior year and I’m still feeling good about school and doing better then ever. My first marking period grades were very good and I’m excited for college. College is the next big step I’m going to have to take in my life and I’m excited for the fun times and challenges it’s going to bring me throughout the next four years.
My first years of high school weren’t too good. My parents were in the middle of splitting up and it was affecting me in all aspects of my life. Since my parents had been together for most of my life I couldn’t understand why they were slitting up after 20 years of marriage. My first two years of high school were also affected by this; I was not doing well in school or at home with my family.
It was my junior year when things finally started to pick back up for me. My parents were getting back together and my life was coming back together. I knew I messed up my first two years of high school but there was still time to fix some of my mistakes. Junior year was a complete turnaround for me in school and at home. My grades went up in all my classes and I received honor roll all four marking periods my junior year. I finished my junior year with a more positive outlook on life and almost straight A’s in school. I was a different person then what I used to be and it was all for the better. I was getting along with my family and teachers and on the road to success.
Now its senior year and I’m still feeling good about school and doing better then ever. My first marking period grades were very good and I’m excited for college. College is the next big step I’m going to have to take in my life and I’m excited for the fun times and challenges it’s going to bring me throughout the next four years.
english, essay, examples, list, listening, reading, world, writing
Roberts Is Sworn In as Chief Justice of U.S.
By DAVID STOUT
Published: September 29, 2005
WASHINGTON, Sept. 29 - John G. Roberts Jr. was confirmed as the 17th chief justice of the United States today in a formality that intensified speculation over who will be President Bush's next Supreme Court nominee.
The Senate confirmed the nominee by a vote of 78 to 22, with unanimous support from Republicans and with half the Democrats voting for him as well. He was sworn in at the White House this afternoon by Supreme Court Justice John Paul Stevens amid expectations that the president will announce his next choice for the court very soon.
Skip to next paragraph At the White House, the new chief justice thanked President Bush for selecting him. "There is no way to repay the confidence you have shown in me, other than to do the best job I possibly can do," he said. "And I will try to do that every day."
"What Daniel Webster termed 'the miracle of our Constitution' is not something that happens every generation," he said. "But every generation in its turn must accept the responsibility of supporting and defending the Constitution and bearing truth faith and allegiance to it."
There has been widespread speculation that Mr. Bush will tap a woman or a member of a minority group for the remaining court vacancy. The president encouraged such speculation early this week when he commented on the need for diversity on the court. No one will be surprised if the president nominates a Hispanic, since there has never been one on the high court.
Mr. Bush did not mention the remaining vacancy at the White House ceremony. "The nomination power is one of the most serious responsibilities of a president," Mr. Bush said. "When a president chooses a Supreme Court justice, he is placing in human hands the full authority and majesty of the law."
Chief Justice Roberts will preside over the Supreme Court term that begins on Monday, and in all likelihood over many terms thereafter, since he is only 50 years old. In moving up from the United States Court of Appeals for the District of Columbia Circuit, he succeeds Chief Justice William H. Rehnquist, for whom he was once a law clerk.
Justice Stevens is 85 years old, and shows no sign of flagging. Should Chief Justice Roberts serve until he is as old as Justice Stevens, he will still be chief justice in the year 2040.
Chief Justice Roberts and his wife, Jane, a lawyer, had lunch with President Bush at the White House today before the swearing-in and after watching the Senate vote from the Roosevelt Room of the White House.
The new chief justice was originally nominated to succeed the retiring Justice Sandra Day O'Connor. But with the death of Chief Justice Rehnquist on Sept. 3, President Bush renominated Judge Roberts to be chief - leaving Justice O'Connor's post unfilled. She has said she will stay on the court until her successor is confirmed.
"With the confirmation of John Roberts, the Supreme Court will embark upon a new era in its history, the Roberts era," Senator Bill Frist of Tennessee, the Republican majority leader, said before the vote. "For many years to come, long after many of us have left public service, the Roberts court will be deliberating on some of the most difficult and fundamental questions of U.S. law."
Those issues include abortion and assisted suicide, issues that caused his Democratic opponents to view him with suspicion. During hearings before the Senate Judiciary Committee, Democrats pressed him on those topics and on whether his views on civil rights and women's rights had changed since his days as a young lawyer in the Reagan administration. The judge told his questioners that his Catholic faith would not determine how he rules on matters of law.
The Democrats who opposed him said he had not been frank enough during the hearings and had been downright evasive at times. Senator Edward M. Kennedy of Massachusetts, a member of the Judiciary Committee, was a leading opponent.
"I hope I am proved wrong about John Roberts," Mr. Kennedy said today. "I have been proved wrong before on my confirmation votes."
Even his critics have conceded his intellectual brilliance and his accomplishments as a lawyer. And after the Judiciary Committee endorsed him, 13 to 5, one week ago, with three of the panel's eight Democrats backing him, any suspense about the nomination evaporated.
Senator Harry Reid of Nevada, the Democratic minority leader and an opponent of the nominee, said before the vote that he had not tried to twist the arms of any Democrats. "They will vote their conscience," he said.
Twenty-two Democrats voted for confirmation today, and 22 voted against. The Senate's lone independent, James Jeffords of Vermont, voted in favor. Vermont's other senator, Patrick J. Leahy, the ranking Democrat on the Judiciary Committee, voted for confirmation.
Senator Charles E. Schumer, Democrat of New York and a member of the Judiciary Committee, said he hoped that his opposition would turn out to be a mistake.
"I decided that while there was a very good chance that Judge Roberts would be a mainstream, very conservative but mainstream justice without an ideological agenda, that he was not convincing enough," Mr. Schumer said.
Senator Hillary Rodham Clinton, Democrat of New York, also voted no. So did Senators Jon S. Corzine and Frank R. Lautenberg, Democrats of New Jersey. Senators Joseph I. Lieberman and Christopher Dodd, Democrats from Connecticut, voted for the nominee.
Democrats who opposed the nominee made it clear early on that they would not try to block his confirmation through parliamentary moves. But they have signaled that they will consider such tactics if Mr. Bush nominates someone whom they consider a conservative ideologue.
"The curtain is about to rise on the nomination of a replacement for Justice Sandra Day O'Connor," Mr. Schumer said. "If ever there was a time that cried out for consensus, the time is now."
Senate Panel Begins Hearings on Nomination for Chief Justice
Bottom of Form
By DAVID STOUT
Published: September 12, 2005
WASHINGTON, Sept. 12 - Judge John G. Roberts Jr. expressed reverence today for the United States, its Constitution and the Supreme Court, which he pledged to preside over "without fear or favor" and with deep respect for the rule of law.
"I come before the committee with no agenda," he told members of the Senate
If confirmed as the 17th chief justice of the United States, he said, "I will confront every case with an open mind."
Judges ought to perform with "a certain humility," knowing that they are "servants of the law," the nominee said.
"Nobody ever went to a ball game to see an umpire," he said, promising panel members that he would always remember that his job would be to "call balls and strikes, not to pitch or bat."
Speaking without notes for about seven minutes, Judge Roberts recalled "the endless fields" of Indiana, where he grew up, and said they symbolize for him "the limitless possibilities of our great land."
His remarks about the ideal humility of a judge, and his basically modest role, were in keeping with his conservative beliefs that jurists should decide cases according to what the law is, not what they think it ought to be.
But, perhaps hoping to alleviate some Democrats' concerns that he is insufficiently sensitive to civil rights, Judge Roberts recalled the awe that he used to feel when arguing before the Supreme Court as a lawyer in the solicitor general's office and telling the justices, "I speak for the United States."
He said he felt just as much awe later, when he was in private practice and occasionally argued against the United States.
"Here was the United States, the most powerful entity in the world, aligned against my client," Judge Roberts said. "And yet all I had to do was convince the court that I was right on the law and the government was wrong and all of that power and might would recede in deference to the rule of law. That is a remarkable thing."
Republicans and Democrats on the Senate Judiciary Committee, viewing the Constitution through somewhat different prisms, promised today to give fair and thorough consideration to the nomination.
As the nominee sat in a Russell Building hearing room where so much history has been made, Republicans expressed the hope that Judge Roberts, if confirmed as the 17th chief justice, would help to steer the Supreme Court back to its intended role as the judiciary branch, not as a sort of super-Congress that too often overrules elected lawmakers.
Democrats, meanwhile, said they wanted the next chief justice to continue America's path toward equality. That America still exists as two societies, separate and unequal, has been painfully obvious in the suffering along the Gulf Coast, where a disproportionate number of the homeless and dead are poor people of color, Democrats said.
"This hearing comes at a time of turbulent partisanship in the United States Senate," said Senator Arlen Specter, the Pennsylvania Republican who heads the 18-member panel. "Turbulent partisanship."
That partisanship has been clear in previous battles over judicial nominees. Today, the lawmakers offered starkly different views on the virtues - or faults - of big government, how the judiciary should function in the American system and, perhaps of most immediate importance for Judge Roberts, how much of an obligation he has to say how he might rule on issues like privacy, abortion and capital punishment.
Members of both parties agreed that the nomination of Judge Roberts, who now sits on the United States Court of Appeals for the District of Columbia Circuit, is especially important. Judge Roberts is 50. If he is confirmed and sits on the high court until he is as old as Justice John Paul Stevens, 85, he will be chief justice until the year 2040.
"We the people have just this one chance," said Senator Patrick J. Leahy of Vermont, the ranking Democrat on the panel. Mr. Leahy said the 100 members of the Senate have a solemn obligation to do right on behalf of some 280 million of their fellow Americans.
Judge Roberts, who made his opening statement after the committee members made theirs, looked intent but unintimidated as he heard the senators' opening remarks. As Mr. Specter noted, the room has been the scene of such historic events as the Army-McCarthy hearings of a half-century ago, the Watergate hearings and the Iran-contra hearings.
The judge smiled slightly as Senator Orrin G. Hatch, Republican of Utah, said that the late Chief Justice William H. Rehnquist would surely be proud to see Judge Roberts, one of his former clerks, in position to succeed him.
Mr. Hatch said he hoped the next chief justice would believe in the proper separation of powers rather than seeing lawmakers as obstacles to their own agendas. Too many people fail to recognize that this proper separation is "the linchpin of limited government and liberty," Mr. Hatch said.
By DAVID STOUT
Published: September 29, 2005
WASHINGTON, Sept. 29 - John G. Roberts Jr. was confirmed as the 17th chief justice of the United States today in a formality that intensified speculation over who will be President Bush's next Supreme Court nominee.
The Senate confirmed the nominee by a vote of 78 to 22, with unanimous support from Republicans and with half the Democrats voting for him as well. He was sworn in at the White House this afternoon by Supreme Court Justice John Paul Stevens amid expectations that the president will announce his next choice for the court very soon.
Skip to next paragraph At the White House, the new chief justice thanked President Bush for selecting him. "There is no way to repay the confidence you have shown in me, other than to do the best job I possibly can do," he said. "And I will try to do that every day."
"What Daniel Webster termed 'the miracle of our Constitution' is not something that happens every generation," he said. "But every generation in its turn must accept the responsibility of supporting and defending the Constitution and bearing truth faith and allegiance to it."
There has been widespread speculation that Mr. Bush will tap a woman or a member of a minority group for the remaining court vacancy. The president encouraged such speculation early this week when he commented on the need for diversity on the court. No one will be surprised if the president nominates a Hispanic, since there has never been one on the high court.
Mr. Bush did not mention the remaining vacancy at the White House ceremony. "The nomination power is one of the most serious responsibilities of a president," Mr. Bush said. "When a president chooses a Supreme Court justice, he is placing in human hands the full authority and majesty of the law."
Chief Justice Roberts will preside over the Supreme Court term that begins on Monday, and in all likelihood over many terms thereafter, since he is only 50 years old. In moving up from the United States Court of Appeals for the District of Columbia Circuit, he succeeds Chief Justice William H. Rehnquist, for whom he was once a law clerk.
Justice Stevens is 85 years old, and shows no sign of flagging. Should Chief Justice Roberts serve until he is as old as Justice Stevens, he will still be chief justice in the year 2040.
Chief Justice Roberts and his wife, Jane, a lawyer, had lunch with President Bush at the White House today before the swearing-in and after watching the Senate vote from the Roosevelt Room of the White House.
The new chief justice was originally nominated to succeed the retiring Justice Sandra Day O'Connor. But with the death of Chief Justice Rehnquist on Sept. 3, President Bush renominated Judge Roberts to be chief - leaving Justice O'Connor's post unfilled. She has said she will stay on the court until her successor is confirmed.
"With the confirmation of John Roberts, the Supreme Court will embark upon a new era in its history, the Roberts era," Senator Bill Frist of Tennessee, the Republican majority leader, said before the vote. "For many years to come, long after many of us have left public service, the Roberts court will be deliberating on some of the most difficult and fundamental questions of U.S. law."
Those issues include abortion and assisted suicide, issues that caused his Democratic opponents to view him with suspicion. During hearings before the Senate Judiciary Committee, Democrats pressed him on those topics and on whether his views on civil rights and women's rights had changed since his days as a young lawyer in the Reagan administration. The judge told his questioners that his Catholic faith would not determine how he rules on matters of law.
The Democrats who opposed him said he had not been frank enough during the hearings and had been downright evasive at times. Senator Edward M. Kennedy of Massachusetts, a member of the Judiciary Committee, was a leading opponent.
"I hope I am proved wrong about John Roberts," Mr. Kennedy said today. "I have been proved wrong before on my confirmation votes."
Even his critics have conceded his intellectual brilliance and his accomplishments as a lawyer. And after the Judiciary Committee endorsed him, 13 to 5, one week ago, with three of the panel's eight Democrats backing him, any suspense about the nomination evaporated.
Senator Harry Reid of Nevada, the Democratic minority leader and an opponent of the nominee, said before the vote that he had not tried to twist the arms of any Democrats. "They will vote their conscience," he said.
Twenty-two Democrats voted for confirmation today, and 22 voted against. The Senate's lone independent, James Jeffords of Vermont, voted in favor. Vermont's other senator, Patrick J. Leahy, the ranking Democrat on the Judiciary Committee, voted for confirmation.
Senator Charles E. Schumer, Democrat of New York and a member of the Judiciary Committee, said he hoped that his opposition would turn out to be a mistake.
"I decided that while there was a very good chance that Judge Roberts would be a mainstream, very conservative but mainstream justice without an ideological agenda, that he was not convincing enough," Mr. Schumer said.
Senator Hillary Rodham Clinton, Democrat of New York, also voted no. So did Senators Jon S. Corzine and Frank R. Lautenberg, Democrats of New Jersey. Senators Joseph I. Lieberman and Christopher Dodd, Democrats from Connecticut, voted for the nominee.
Democrats who opposed the nominee made it clear early on that they would not try to block his confirmation through parliamentary moves. But they have signaled that they will consider such tactics if Mr. Bush nominates someone whom they consider a conservative ideologue.
"The curtain is about to rise on the nomination of a replacement for Justice Sandra Day O'Connor," Mr. Schumer said. "If ever there was a time that cried out for consensus, the time is now."
Senate Panel Begins Hearings on Nomination for Chief Justice
Bottom of Form
By DAVID STOUT
Published: September 12, 2005
WASHINGTON, Sept. 12 - Judge John G. Roberts Jr. expressed reverence today for the United States, its Constitution and the Supreme Court, which he pledged to preside over "without fear or favor" and with deep respect for the rule of law.
"I come before the committee with no agenda," he told members of the Senate
If confirmed as the 17th chief justice of the United States, he said, "I will confront every case with an open mind."
Judges ought to perform with "a certain humility," knowing that they are "servants of the law," the nominee said.
"Nobody ever went to a ball game to see an umpire," he said, promising panel members that he would always remember that his job would be to "call balls and strikes, not to pitch or bat."
Speaking without notes for about seven minutes, Judge Roberts recalled "the endless fields" of Indiana, where he grew up, and said they symbolize for him "the limitless possibilities of our great land."
His remarks about the ideal humility of a judge, and his basically modest role, were in keeping with his conservative beliefs that jurists should decide cases according to what the law is, not what they think it ought to be.
But, perhaps hoping to alleviate some Democrats' concerns that he is insufficiently sensitive to civil rights, Judge Roberts recalled the awe that he used to feel when arguing before the Supreme Court as a lawyer in the solicitor general's office and telling the justices, "I speak for the United States."
He said he felt just as much awe later, when he was in private practice and occasionally argued against the United States.
"Here was the United States, the most powerful entity in the world, aligned against my client," Judge Roberts said. "And yet all I had to do was convince the court that I was right on the law and the government was wrong and all of that power and might would recede in deference to the rule of law. That is a remarkable thing."
Republicans and Democrats on the Senate Judiciary Committee, viewing the Constitution through somewhat different prisms, promised today to give fair and thorough consideration to the nomination.
As the nominee sat in a Russell Building hearing room where so much history has been made, Republicans expressed the hope that Judge Roberts, if confirmed as the 17th chief justice, would help to steer the Supreme Court back to its intended role as the judiciary branch, not as a sort of super-Congress that too often overrules elected lawmakers.
Democrats, meanwhile, said they wanted the next chief justice to continue America's path toward equality. That America still exists as two societies, separate and unequal, has been painfully obvious in the suffering along the Gulf Coast, where a disproportionate number of the homeless and dead are poor people of color, Democrats said.
"This hearing comes at a time of turbulent partisanship in the United States Senate," said Senator Arlen Specter, the Pennsylvania Republican who heads the 18-member panel. "Turbulent partisanship."
That partisanship has been clear in previous battles over judicial nominees. Today, the lawmakers offered starkly different views on the virtues - or faults - of big government, how the judiciary should function in the American system and, perhaps of most immediate importance for Judge Roberts, how much of an obligation he has to say how he might rule on issues like privacy, abortion and capital punishment.
Members of both parties agreed that the nomination of Judge Roberts, who now sits on the United States Court of Appeals for the District of Columbia Circuit, is especially important. Judge Roberts is 50. If he is confirmed and sits on the high court until he is as old as Justice John Paul Stevens, 85, he will be chief justice until the year 2040.
"We the people have just this one chance," said Senator Patrick J. Leahy of Vermont, the ranking Democrat on the panel. Mr. Leahy said the 100 members of the Senate have a solemn obligation to do right on behalf of some 280 million of their fellow Americans.
Judge Roberts, who made his opening statement after the committee members made theirs, looked intent but unintimidated as he heard the senators' opening remarks. As Mr. Specter noted, the room has been the scene of such historic events as the Army-McCarthy hearings of a half-century ago, the Watergate hearings and the Iran-contra hearings.
The judge smiled slightly as Senator Orrin G. Hatch, Republican of Utah, said that the late Chief Justice William H. Rehnquist would surely be proud to see Judge Roberts, one of his former clerks, in position to succeed him.
Mr. Hatch said he hoped the next chief justice would believe in the proper separation of powers rather than seeing lawmakers as obstacles to their own agendas. Too many people fail to recognize that this proper separation is "the linchpin of limited government and liberty," Mr. Hatch said.
Some Say a Fun Time essay
Anthony Dionisi
Mrs. Anderson
Composition Honors
12 May 2007
Some Say a Fun Time
Just imagine the cool, clear liquidly drink. Looks like the most pure water. Then one sees perfect pieces of watermelon. The right colors make the watermelon looks like perfect pieces full of flavor, the ones that when one bites into one it is just a blast of flavor. Just imagine the drink that is so cool it refreshes everything. It forms condensation on everything around it. That is the feeling that the people who created this ad want one to believe. They make Bacardi Grand Melon look irresistible and just the right drink for the right people. As one can see looking at this ad, the colors, and the pictures just make it look eye catching. This narrows out a certain part of society that is one of the main tactics of advertisers. This is contradicting to the warnings of the book 1984 by George Orwell and this man had a great message for everyone.
When looking at this ad, it is hard to tell whom the ad is geared toward. But eventually one see it is geared toward young adults and people who usually party. Ad makers know that there are “three kinds of people in the world, the High, the Middle, and the low”(152). This quotation from the book shows one that the world is divided into those classes; ad makers gear an ad to only targets one group. Many people want “[Banners] of equality”(167) and to ”abolish […] distinctions”(166). But then everyone wants to feel that they are better than everyone else. Ad makers single out this idea of feeling different of everyone else and then still wanting equality. They all so make this product unattainable to other classes. Only the High and High middle classes are able to get this product because they are the only ones with the lifestyle.
The ad advertises to a certain group that makes them only relate with people from that same group. Then it causes the group to use this product with people only from the same group. Those that can relate to the product stay in the same group, therefore creating a certain class distinctions. Which was the main goal of the Party in the book 1984. Ad makers want you “to use up the products”(155). This advertisement shows how the Bacardi causes people to uses up the same product with out wanting any better because if they like this they have know reason to change their general standard.
In the end it basically comes down to the privilege. The creators of the ad want the consumer to feel that they are privileged to try this and be able to have this product available to them. “[Privileges] are most easily defended” and the privileged are eager to defend their privileges (170). This product is more for the high-class people and high-class people possess wealth and power. The creators of the ad believe that making the consumer feel privileged with the product they will be willing to protect with their wealth by getting more of the product. So then in the end the Industries are happy because their product will sell. According to the book 1984 class division is just a way to target and control people into buying a certain product which then gets a Industry it’s ultimate goal of gaining money and making profits.
Mrs. Anderson
Composition Honors
12 May 2007
Some Say a Fun Time
Just imagine the cool, clear liquidly drink. Looks like the most pure water. Then one sees perfect pieces of watermelon. The right colors make the watermelon looks like perfect pieces full of flavor, the ones that when one bites into one it is just a blast of flavor. Just imagine the drink that is so cool it refreshes everything. It forms condensation on everything around it. That is the feeling that the people who created this ad want one to believe. They make Bacardi Grand Melon look irresistible and just the right drink for the right people. As one can see looking at this ad, the colors, and the pictures just make it look eye catching. This narrows out a certain part of society that is one of the main tactics of advertisers. This is contradicting to the warnings of the book 1984 by George Orwell and this man had a great message for everyone.
When looking at this ad, it is hard to tell whom the ad is geared toward. But eventually one see it is geared toward young adults and people who usually party. Ad makers know that there are “three kinds of people in the world, the High, the Middle, and the low”(152). This quotation from the book shows one that the world is divided into those classes; ad makers gear an ad to only targets one group. Many people want “[Banners] of equality”(167) and to ”abolish […] distinctions”(166). But then everyone wants to feel that they are better than everyone else. Ad makers single out this idea of feeling different of everyone else and then still wanting equality. They all so make this product unattainable to other classes. Only the High and High middle classes are able to get this product because they are the only ones with the lifestyle.
The ad advertises to a certain group that makes them only relate with people from that same group. Then it causes the group to use this product with people only from the same group. Those that can relate to the product stay in the same group, therefore creating a certain class distinctions. Which was the main goal of the Party in the book 1984. Ad makers want you “to use up the products”(155). This advertisement shows how the Bacardi causes people to uses up the same product with out wanting any better because if they like this they have know reason to change their general standard.
In the end it basically comes down to the privilege. The creators of the ad want the consumer to feel that they are privileged to try this and be able to have this product available to them. “[Privileges] are most easily defended” and the privileged are eager to defend their privileges (170). This product is more for the high-class people and high-class people possess wealth and power. The creators of the ad believe that making the consumer feel privileged with the product they will be willing to protect with their wealth by getting more of the product. So then in the end the Industries are happy because their product will sell. According to the book 1984 class division is just a way to target and control people into buying a certain product which then gets a Industry it’s ultimate goal of gaining money and making profits.
26 Temmuz 2007 Perşembe
us history essay
Anthony Dionisi
Period 1
US History H
Role of Women in WWI
The United States went to War in 1917. In 1917 Congress officially declared war on germany for its submarines bombing the US ships. The United States tried to remain neutral before this event. they wanted not really involvement, the US did send supplies to the allied forces to help out. Once war was declared everyone had a job women were just as important as the men.
During the war most near to all the men went in the army and was sent to Europe. This left women and children in America to work on the farms and in the factories. Women were also used as nurse in the hospitals to help heal the wounded. The government also used movie actresses for their support the war posters. A lot for women worked on the farms with their children to grow livestock and crops to have food for themselves and the soldiers. In this time and era every could have done something help .
Another big role women had was working in the factories making guns, vehicles and other machinery used during the war. The women also worked in factories to making clothing for the soldiers and other garments they might need. Another thing women did was collect food and save it to send as rations to the soldiers in Europe. Women and other people that did not go to war could also buy war bonds we which the government sold in order to raise money.
This was the first world war and it showed that women can do the job just as good even better than some men at some jobs. But this war showed Europe the US and it should have the US what all its citizens can do. Especially the women, these are the roles and what women did to help the war.
Period 1
US History H
Role of Women in WWI
The United States went to War in 1917. In 1917 Congress officially declared war on germany for its submarines bombing the US ships. The United States tried to remain neutral before this event. they wanted not really involvement, the US did send supplies to the allied forces to help out. Once war was declared everyone had a job women were just as important as the men.
During the war most near to all the men went in the army and was sent to Europe. This left women and children in America to work on the farms and in the factories. Women were also used as nurse in the hospitals to help heal the wounded. The government also used movie actresses for their support the war posters. A lot for women worked on the farms with their children to grow livestock and crops to have food for themselves and the soldiers. In this time and era every could have done something help .
Another big role women had was working in the factories making guns, vehicles and other machinery used during the war. The women also worked in factories to making clothing for the soldiers and other garments they might need. Another thing women did was collect food and save it to send as rations to the soldiers in Europe. Women and other people that did not go to war could also buy war bonds we which the government sold in order to raise money.
This was the first world war and it showed that women can do the job just as good even better than some men at some jobs. But this war showed Europe the US and it should have the US what all its citizens can do. Especially the women, these are the roles and what women did to help the war.
america history
You must always feel that you are somebody. A simple thought, but for early African Americans this was nearly impossible. Taken from their country, sold and then abused was the typical life of a slave in America. Over many years leaders have arose fighting for African American rights. Among them are two men of different eras, but with the same dream, Frederick Douglass and Martin Luther King Jr. were two of the most prominent black leaders in our nation’s history.
Fredrick Douglass and Martin Luther King Jr. were the leaders of their time. Born almost a hundred years apart, these different times brought distinct issues. Douglass himself was a slave, who had escaped to the north to save his own life. During his times African Americans had no rights by any means. They were just a piece of property of the plantation owners. Many people did not even consider them as human beings. Douglass himself explained this best in his autobiography entitled “The Life of Frederick Douglass” which describes the horrendous daily abuse that slaves endured from their owners. The issue of Douglass’s time was the abolition of slavery. (Miller 1-8) A century later, in Martin Luther King’s day African Americans were no longer called “Slaves”; however, they still did not have the same rights as the white men. Everything from restaurants, buses, and even water fountains were segregated, white and colored. The issues of King’s time were segregation and discrimination. (Jakoubek 8-11)
As a slave Frederick Douglass was not permitted to be educated especially reading and writing. The White men believed that once the slaves were educated they would not be able to control them. Douglass was fortunate enough to be educated by his owner’s wife, Sophia Auld. (McKissack and McKissack 19- 23) Unknowing that slaves were not to be educated she taught him the alphabet, and numbers until ordered not to by her husband, Hugh Auld, who said, “Learning would spoil the best nigger in the world. Now if you teach that nigger how to read, there would be no keeping him. It would formulate him unfit to be a slave.” As a young boy Douglass would secretly read old newspapers, through them he learned of the abolitionists, who were people openly against slavery. Too much of his surprise many of the abolitionists were white people. He knew he was not alone. When he became a grown man, he himself became one of the first black abolitionists. In addition of being an abolitionist, he was also a writer writing many autobiographies, and messages against slavery. Later on Douglass became very active in politics and the United States Government. (Russell 30-40)
Unlike Douglass, Martin Luther King Jr. grew up in a time when African Americans could attend schools and even go to college. King himself attended Booker T. Washington High where he graduated early and went on to study at Morehouse College in Atlanta, a prestigious school dedicated to educating African-American men. After graduating from Morehouse College, King went on to study at Crozer Seminary in Chester, Pennsylvania. This was the first time King attended an integrated school. While studying at Crozer King discovered the studies of Gandhi, the man who had attained the independence of India from England without any violence. King was most fascinated by Gandhi’s concept of Satyagraha, which is the peaceful defiance of government. King knew that Satyagraha was the way that black Americans could overcome segregation. King graduated from Crozer with a bachelor’s degree in divinity, and continued his studies at Boston University pursing a Ph.D. After completing his studies King returned to the South, where he felt he was needed. He settled in Montgomery, Alabama where he became the Pastor of a Baptist Church there. (Jakoubek 20-35) Early on Douglass and King yearned for knowledge, for they knew that education was the key to freedom.
Frederick Douglass and Martin Luther King Jr. shared the belief that all men were created equal. They believed it was their duty to spread this message, and hopefully create changes for all African Americans. Frederick Douglass’ main concern was freedom. He spread his message by giving speeches, writing many letters, biographies and articles about anti-slavery. His letters were inspiring, but more importantly politically correct for his audience was mainly the educated men of Congress. He also made impacts on many important people, for example Abraham Lincoln, who stated “Those who deny freedom to others deserve it not for themselves.” (“Frederick Douglass”) As the abolitionist movement came to an end, Douglass continued his fight for equality. He concentrated all his efforts on voting rights, stating in one of his many essays, “Slavery is not abolished until the black man has the ballot.” ("Historic World Leaders”) Four years after this essay’s publication African American men did receive the right to vote. In King’s day freedom was no longer the issue, he was more concerned about justice, and rights for all mankind. Martin Luther King spread his message by giving speeches, and when unable to speak he would write letters. His speeches and letters were very inspirational, and motivated millions, for his audience was the common man. Like Douglass, King had a connection with the president of the time John F. Kennedy. King is known for his public speaking and famous speeches like his “I have a Dream” speech, where he states “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” (“Martin Luther King Jr.”) Thanks to television, and media King’s message could be spread all of the country, accumulating millions of followers and supporters. Martin Luther King Jr. started many peaceful pilgrimages, marches, and protests that often got him into to trouble, sometimes even getting himself put in jail. While in jail King would write more inspiring letters, like his most famous letter from Birmingham Jail where he explains, “Injustice anywhere is a threat to justice everywhere.” ("Historic World Leaders”) Unlike King, Douglass did not have millions of followers and supporters for there was no television or media during his time. Douglass and King shared the same dream, that one day colored people would be accepted as part of society, not a piece of property.
Even though both men lived roughly a hundred years apart, they both produced substantial movements. Each resulting in great social turmoil. The movements targeted, for the most part, conditions that existed in the South considering that’s where most blacks lived and since that’s where the greatest injustices occurred. Both movements led to many conflicts. The abolitionist movement eventually led to the civil war where the civil rights movement led to widespread demonstrations, riots, and violence.
Douglass and King both had a vast impact on our nation’s history, creating many changes in the way our country views things. It was Douglass who started the progression of giving African Americans freedom and rights. By never giving up and leading the way, he sparked the fire that is still growing today. King however lit the torch that passes on though history. He was inspirational like Douglass, but related more to the common man, changing the lives of millions. Many call him a martyr of civil rights, because he died for what he believed in. People are still inspired by Martin Luther King Jr. In today’s world there many streets and schools named after this honorable man, and each year on the third Monday of January schools, banks, post offices, and federal offices across America close to celebrate the dream of Dr. Martin Luther King, Jr. It was two men from different eras, but with the same dream of equality that changed America.
Works Cited
McKissack, Patricia, and Frederick McKissack. Frederick Douglass The Black Lion. Chicago: Children's Press, 1987.
Russell, Sharman Apt. Frederick Douglass Abolitionist Editor. Philadelphia : Chelsea House Publishers , 2005.
Miller, Douglas T. Frederick Douglass and The Fight For Freedom. New York: Facts on File Publications, 1988.
Jakoubek, Robert. Martin Luther Jr. Civil Right Leader. Philadelphia: Chelsea House Publishers, 2005.
Jakoubek, Robert. Martin Luther King Jr. Civil Rights Leader. New York: Chelsea House Publishers, 1989.
Russell, Sharman Apt. Frederick Douglass Abolitionist Editor. New York : Chelsea House Publishers , 1988.
“Frederick Douglass.” Historic World Leaders. Gale Research, 1994. Reproduced in Biography Resource Center. Farmington Hill, Mich.: Thomson Gale. 2006 http://0-galenet.galegroup.com.iii.ocls.info:80/servlet/BioRC
"Frederick Douglass." American Eras, Volume 5: The Reform Era and Eastern U.S. Development, 1815-1850. Gale Research, 1998. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Thomson Gale. 2006. http://0-galenet.galegroup.com.iii.ocls.info:80/servlet/BioRC
“Martin Luther Jr.” Historic World Leaders. Gale Research, 1994. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Thomson Gale. 2006. http://0-galenet.galegroup.com.iii.ocls.info:80/servlet/BioRc
Fredrick Douglass and Martin Luther King Jr. were the leaders of their time. Born almost a hundred years apart, these different times brought distinct issues. Douglass himself was a slave, who had escaped to the north to save his own life. During his times African Americans had no rights by any means. They were just a piece of property of the plantation owners. Many people did not even consider them as human beings. Douglass himself explained this best in his autobiography entitled “The Life of Frederick Douglass” which describes the horrendous daily abuse that slaves endured from their owners. The issue of Douglass’s time was the abolition of slavery. (Miller 1-8) A century later, in Martin Luther King’s day African Americans were no longer called “Slaves”; however, they still did not have the same rights as the white men. Everything from restaurants, buses, and even water fountains were segregated, white and colored. The issues of King’s time were segregation and discrimination. (Jakoubek 8-11)
As a slave Frederick Douglass was not permitted to be educated especially reading and writing. The White men believed that once the slaves were educated they would not be able to control them. Douglass was fortunate enough to be educated by his owner’s wife, Sophia Auld. (McKissack and McKissack 19- 23) Unknowing that slaves were not to be educated she taught him the alphabet, and numbers until ordered not to by her husband, Hugh Auld, who said, “Learning would spoil the best nigger in the world. Now if you teach that nigger how to read, there would be no keeping him. It would formulate him unfit to be a slave.” As a young boy Douglass would secretly read old newspapers, through them he learned of the abolitionists, who were people openly against slavery. Too much of his surprise many of the abolitionists were white people. He knew he was not alone. When he became a grown man, he himself became one of the first black abolitionists. In addition of being an abolitionist, he was also a writer writing many autobiographies, and messages against slavery. Later on Douglass became very active in politics and the United States Government. (Russell 30-40)
Unlike Douglass, Martin Luther King Jr. grew up in a time when African Americans could attend schools and even go to college. King himself attended Booker T. Washington High where he graduated early and went on to study at Morehouse College in Atlanta, a prestigious school dedicated to educating African-American men. After graduating from Morehouse College, King went on to study at Crozer Seminary in Chester, Pennsylvania. This was the first time King attended an integrated school. While studying at Crozer King discovered the studies of Gandhi, the man who had attained the independence of India from England without any violence. King was most fascinated by Gandhi’s concept of Satyagraha, which is the peaceful defiance of government. King knew that Satyagraha was the way that black Americans could overcome segregation. King graduated from Crozer with a bachelor’s degree in divinity, and continued his studies at Boston University pursing a Ph.D. After completing his studies King returned to the South, where he felt he was needed. He settled in Montgomery, Alabama where he became the Pastor of a Baptist Church there. (Jakoubek 20-35) Early on Douglass and King yearned for knowledge, for they knew that education was the key to freedom.
Frederick Douglass and Martin Luther King Jr. shared the belief that all men were created equal. They believed it was their duty to spread this message, and hopefully create changes for all African Americans. Frederick Douglass’ main concern was freedom. He spread his message by giving speeches, writing many letters, biographies and articles about anti-slavery. His letters were inspiring, but more importantly politically correct for his audience was mainly the educated men of Congress. He also made impacts on many important people, for example Abraham Lincoln, who stated “Those who deny freedom to others deserve it not for themselves.” (“Frederick Douglass”) As the abolitionist movement came to an end, Douglass continued his fight for equality. He concentrated all his efforts on voting rights, stating in one of his many essays, “Slavery is not abolished until the black man has the ballot.” ("Historic World Leaders”) Four years after this essay’s publication African American men did receive the right to vote. In King’s day freedom was no longer the issue, he was more concerned about justice, and rights for all mankind. Martin Luther King spread his message by giving speeches, and when unable to speak he would write letters. His speeches and letters were very inspirational, and motivated millions, for his audience was the common man. Like Douglass, King had a connection with the president of the time John F. Kennedy. King is known for his public speaking and famous speeches like his “I have a Dream” speech, where he states “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” (“Martin Luther King Jr.”) Thanks to television, and media King’s message could be spread all of the country, accumulating millions of followers and supporters. Martin Luther King Jr. started many peaceful pilgrimages, marches, and protests that often got him into to trouble, sometimes even getting himself put in jail. While in jail King would write more inspiring letters, like his most famous letter from Birmingham Jail where he explains, “Injustice anywhere is a threat to justice everywhere.” ("Historic World Leaders”) Unlike King, Douglass did not have millions of followers and supporters for there was no television or media during his time. Douglass and King shared the same dream, that one day colored people would be accepted as part of society, not a piece of property.
Even though both men lived roughly a hundred years apart, they both produced substantial movements. Each resulting in great social turmoil. The movements targeted, for the most part, conditions that existed in the South considering that’s where most blacks lived and since that’s where the greatest injustices occurred. Both movements led to many conflicts. The abolitionist movement eventually led to the civil war where the civil rights movement led to widespread demonstrations, riots, and violence.
Douglass and King both had a vast impact on our nation’s history, creating many changes in the way our country views things. It was Douglass who started the progression of giving African Americans freedom and rights. By never giving up and leading the way, he sparked the fire that is still growing today. King however lit the torch that passes on though history. He was inspirational like Douglass, but related more to the common man, changing the lives of millions. Many call him a martyr of civil rights, because he died for what he believed in. People are still inspired by Martin Luther King Jr. In today’s world there many streets and schools named after this honorable man, and each year on the third Monday of January schools, banks, post offices, and federal offices across America close to celebrate the dream of Dr. Martin Luther King, Jr. It was two men from different eras, but with the same dream of equality that changed America.
Works Cited
McKissack, Patricia, and Frederick McKissack. Frederick Douglass The Black Lion. Chicago: Children's Press, 1987.
Russell, Sharman Apt. Frederick Douglass Abolitionist Editor. Philadelphia : Chelsea House Publishers , 2005.
Miller, Douglas T. Frederick Douglass and The Fight For Freedom. New York: Facts on File Publications, 1988.
Jakoubek, Robert. Martin Luther Jr. Civil Right Leader. Philadelphia: Chelsea House Publishers, 2005.
Jakoubek, Robert. Martin Luther King Jr. Civil Rights Leader. New York: Chelsea House Publishers, 1989.
Russell, Sharman Apt. Frederick Douglass Abolitionist Editor. New York : Chelsea House Publishers , 1988.
“Frederick Douglass.” Historic World Leaders. Gale Research, 1994. Reproduced in Biography Resource Center. Farmington Hill, Mich.: Thomson Gale. 2006 http://0-galenet.galegroup.com.iii.ocls.info:80/servlet/BioRC
"Frederick Douglass." American Eras, Volume 5: The Reform Era and Eastern U.S. Development, 1815-1850. Gale Research, 1998. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Thomson Gale. 2006. http://0-galenet.galegroup.com.iii.ocls.info:80/servlet/BioRC
“Martin Luther Jr.” Historic World Leaders. Gale Research, 1994. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Thomson Gale. 2006. http://0-galenet.galegroup.com.iii.ocls.info:80/servlet/BioRc
Semester Final Essay Exam
Winston Douglass
English I Accelerated Per. 2
January 16, 2006
Semester Final Essay Exam
Outline
Thesis statement: Through their literature, Ayn Rand, Ray Bradbury and Sophocles demonstrate that humans have the ability to grow and develop through adversity and change for the better.
Body paragraph 1:
Topic sentence: When man works as a collective they run the risk of losing the benefits individuality offers.
Quote: “And those times passed away when men saw the Great Truth which is this: that all men are one and that there is no will save the will of all men together.” (Rand 20.)
Quote: “I am. I think. I will.” (Rand 94.)
Body paragraph 2:
Topic sentence: Similar to Rand’s society, the society depicted by Bradbury ‘dumbs down’ the importance of the individual by limiting what the individual can accomplish.
Quote: “It’s fine work. Monday burn Millay, Wednesday Whitman, Friday Faulkner, burn ‘em to ashes, then burn the ashes. That’s our official slogan.” (Bradbury 8.)
Quote: “I can get books.”
“You’re running a risk.”
“That’s the good part of dying; when you’ve nothing to lose, you run any risk you want.” (Bradbury 85.)
Body paragraph 3:
Topic sentence: While Fahrenheit 451 and Anthem have hopeful endings, Sophocles’ Antigone shows that sacrifice is sometimes required in mankind’s quest to evolve for the better.
Quote: “Oh it’s hard, giving up the hearts desire . . . but I will do it – no more fighting a losing battle with necessity.” (Sophocles 117.)
Quote: “Wisdom is by far the greatest part of joy, and reverence towards the gods must be safeguarded. The mighty words of the proud are paid in full with the mighty blows of fate, and at long last those blows will teach us wisdom.” (Sophocles 128.)
English I Accelerated Per. 2
January 16, 2006
Semester Final Essay Exam
Outline
Thesis statement: Through their literature, Ayn Rand, Ray Bradbury and Sophocles demonstrate that humans have the ability to grow and develop through adversity and change for the better.
Body paragraph 1:
Topic sentence: When man works as a collective they run the risk of losing the benefits individuality offers.
Quote: “And those times passed away when men saw the Great Truth which is this: that all men are one and that there is no will save the will of all men together.” (Rand 20.)
Quote: “I am. I think. I will.” (Rand 94.)
Body paragraph 2:
Topic sentence: Similar to Rand’s society, the society depicted by Bradbury ‘dumbs down’ the importance of the individual by limiting what the individual can accomplish.
Quote: “It’s fine work. Monday burn Millay, Wednesday Whitman, Friday Faulkner, burn ‘em to ashes, then burn the ashes. That’s our official slogan.” (Bradbury 8.)
Quote: “I can get books.”
“You’re running a risk.”
“That’s the good part of dying; when you’ve nothing to lose, you run any risk you want.” (Bradbury 85.)
Body paragraph 3:
Topic sentence: While Fahrenheit 451 and Anthem have hopeful endings, Sophocles’ Antigone shows that sacrifice is sometimes required in mankind’s quest to evolve for the better.
Quote: “Oh it’s hard, giving up the hearts desire . . . but I will do it – no more fighting a losing battle with necessity.” (Sophocles 117.)
Quote: “Wisdom is by far the greatest part of joy, and reverence towards the gods must be safeguarded. The mighty words of the proud are paid in full with the mighty blows of fate, and at long last those blows will teach us wisdom.” (Sophocles 128.)
perfect essay
NicoleBartzak
158-88-8457 For most second semester seniors school is a breeze, homework is a joke, and the desired GPA maintains a C average. While I look at these students with envy and can admit that not only do I completely understand their state of mind, but wish that I could be doing the same, I am not. For me, senior year has been the hardest year of my life; opening my eyes to evils in the world that I never thought I would have to experience first hand and having to stay strong through them and get past them while still dealing with academics, college applications and all the other normal stresses that teenagers feel overwhelmed with. Although many things happened to me this year that I would consider tragic, looking back in the end of it all, which seemed like to took forever to reach, I appreciate all that they have made me realize, how they have made me grow and get stronger as an individual and opened my eyes to the harsh realities of the world. My main moral that I philosophized in the end was that life is what you make of it. Every decision, action and statement affects you later in life and from that realization I have promised myself to make the most of my life and I'm sure that end results will be astonishing. After dealing with my parents' problematic divorce in sixth grade, I had never been close to my dad but promised to act as another role model and parent figure for my two brothers who, just like me, lost a parent in their home, but they actually missed him. Two years ago when my oldest brother, who is currently sixteen, decided to move in with my dad I tried persistently to convince him to stay with my other , my mom and I, but my pleas proved to be hopeless and eventually he moved out. During September of this year, after my brother had been living with my dad for about a year and had just broken up with his girlfriend of two years, he told me he needed to talk to me about something and it was an emergency. My brother, who I again remind you is sixteen, started talking about the girl he had just broke up with and how she was extremely distraught over his decision. The girl turned to my dad for advice and help on how to get my brother back and when the girl was at her most vulnerable point my dad claimed to her his love and came on to her sexually and romantically over the computer. The girl printed out the conversation and all legal precautions and steps were taken to have my dad, who was working as a police officer, stripped of all his weapons and some of his rights, and to have my family as well as the girl and her family, protected. Not only did this situation force me to lose my father, that I never really considered to have anyway, but I also had to come to terms with the fact that my father was the pervert online that parents were scared their children were talking to. It was a situation that, prior to this event, I had a hard time believing happened anywhere and now it was happening in my life, and my dad was the pervert. Although I thought I could never get passed the embarrassment and horror of the situation, I sit here now, confident that not only did I make it through the situation, but I stood strong for my family and am making the best of a bad situation that I can. I held my brothers and stopped them from crying, I consoled my mom when she couldn't believe how she had ever married such a man, I convinced my brother that he couldn't blame himself for moving in with my dad and bringing his ex-girlfriend around and in the end I learned from the whole experience. After the incident with my dad, while everyone was still facing the shock and horror of the situation, my boyfriend of three years found out that his cousin had AIDS. His single, twenty-two year old cousin that has a beautiful three year old son had contracted AIDS from her last boyfriend. Her ex-boyfriend knowingly gave the disease to her and they called to tell her she might possibly have it after they broke up and he was lying on his death bed. After I heard the news I soon after saw her and her son. I couldn't comprehend what type of a monster could look at a woman, taking care of her child and decide to take her life and kill a baby's mom. Afterwards when I looked at the little boy I cried for what he was going to have to deal with in the years to come. He already didn't have a father and by the time he was a teenager it was possible that he wouldn't have a mother either. She made a wrong decision, because she trusted someone she thought she loved, and ended up ruining her life, as well as her family's lives as they found out they were going to lose someone they loved. My reason for writing this letter isn't to share a sob story that will evoke pity, but instead I consider it a plea. While I know that my grades through high school haven't been horrible, I do not consider them a fair representation of my true capabilities. While I take full responsibility for having slacked off some I must also explain that until this year I never had a realistic concept of the world and therefore no strong motivation or understanding of why I need to do well or the great impacts decisions you make now have on end results. Right now, I have a good life regardless of everything I've been through; I love my family, I love my friends, my boyfriend and my job and looking back I consider the life I used to have before everything happened as being too good. I was spoiled and naive, being handed a good majority of things instead of earning them and living in my own little bubble. However, this year has awaked me to how quickly things can change and how one bad decision can ruin your life. So again, this is my plea. I too, like my father and my boyfriend's cousin have made bad decisions in my past. Slacking off and taking for granted my natural intelligence to get me by in school instead of working hard to be all I can was a mistake, but unlike them I am realizing it ahead of time and making a conscious and determined effort to change. Allow me to prosper to my fullest at Wisconsin. It is my first choice and I see myself succeeding and doing great things from there on out. This is also my promise. I am devoted and set to work to my highest potential in your school and am hoping that you'll give me the opportunity and promising that if you do, you'll allow me to show you the incredible things I am capable of, both in and out of the classroom.
158-88-8457 For most second semester seniors school is a breeze, homework is a joke, and the desired GPA maintains a C average. While I look at these students with envy and can admit that not only do I completely understand their state of mind, but wish that I could be doing the same, I am not. For me, senior year has been the hardest year of my life; opening my eyes to evils in the world that I never thought I would have to experience first hand and having to stay strong through them and get past them while still dealing with academics, college applications and all the other normal stresses that teenagers feel overwhelmed with. Although many things happened to me this year that I would consider tragic, looking back in the end of it all, which seemed like to took forever to reach, I appreciate all that they have made me realize, how they have made me grow and get stronger as an individual and opened my eyes to the harsh realities of the world. My main moral that I philosophized in the end was that life is what you make of it. Every decision, action and statement affects you later in life and from that realization I have promised myself to make the most of my life and I'm sure that end results will be astonishing. After dealing with my parents' problematic divorce in sixth grade, I had never been close to my dad but promised to act as another role model and parent figure for my two brothers who, just like me, lost a parent in their home, but they actually missed him. Two years ago when my oldest brother, who is currently sixteen, decided to move in with my dad I tried persistently to convince him to stay with my other , my mom and I, but my pleas proved to be hopeless and eventually he moved out. During September of this year, after my brother had been living with my dad for about a year and had just broken up with his girlfriend of two years, he told me he needed to talk to me about something and it was an emergency. My brother, who I again remind you is sixteen, started talking about the girl he had just broke up with and how she was extremely distraught over his decision. The girl turned to my dad for advice and help on how to get my brother back and when the girl was at her most vulnerable point my dad claimed to her his love and came on to her sexually and romantically over the computer. The girl printed out the conversation and all legal precautions and steps were taken to have my dad, who was working as a police officer, stripped of all his weapons and some of his rights, and to have my family as well as the girl and her family, protected. Not only did this situation force me to lose my father, that I never really considered to have anyway, but I also had to come to terms with the fact that my father was the pervert online that parents were scared their children were talking to. It was a situation that, prior to this event, I had a hard time believing happened anywhere and now it was happening in my life, and my dad was the pervert. Although I thought I could never get passed the embarrassment and horror of the situation, I sit here now, confident that not only did I make it through the situation, but I stood strong for my family and am making the best of a bad situation that I can. I held my brothers and stopped them from crying, I consoled my mom when she couldn't believe how she had ever married such a man, I convinced my brother that he couldn't blame himself for moving in with my dad and bringing his ex-girlfriend around and in the end I learned from the whole experience. After the incident with my dad, while everyone was still facing the shock and horror of the situation, my boyfriend of three years found out that his cousin had AIDS. His single, twenty-two year old cousin that has a beautiful three year old son had contracted AIDS from her last boyfriend. Her ex-boyfriend knowingly gave the disease to her and they called to tell her she might possibly have it after they broke up and he was lying on his death bed. After I heard the news I soon after saw her and her son. I couldn't comprehend what type of a monster could look at a woman, taking care of her child and decide to take her life and kill a baby's mom. Afterwards when I looked at the little boy I cried for what he was going to have to deal with in the years to come. He already didn't have a father and by the time he was a teenager it was possible that he wouldn't have a mother either. She made a wrong decision, because she trusted someone she thought she loved, and ended up ruining her life, as well as her family's lives as they found out they were going to lose someone they loved. My reason for writing this letter isn't to share a sob story that will evoke pity, but instead I consider it a plea. While I know that my grades through high school haven't been horrible, I do not consider them a fair representation of my true capabilities. While I take full responsibility for having slacked off some I must also explain that until this year I never had a realistic concept of the world and therefore no strong motivation or understanding of why I need to do well or the great impacts decisions you make now have on end results. Right now, I have a good life regardless of everything I've been through; I love my family, I love my friends, my boyfriend and my job and looking back I consider the life I used to have before everything happened as being too good. I was spoiled and naive, being handed a good majority of things instead of earning them and living in my own little bubble. However, this year has awaked me to how quickly things can change and how one bad decision can ruin your life. So again, this is my plea. I too, like my father and my boyfriend's cousin have made bad decisions in my past. Slacking off and taking for granted my natural intelligence to get me by in school instead of working hard to be all I can was a mistake, but unlike them I am realizing it ahead of time and making a conscious and determined effort to change. Allow me to prosper to my fullest at Wisconsin. It is my first choice and I see myself succeeding and doing great things from there on out. This is also my promise. I am devoted and set to work to my highest potential in your school and am hoping that you'll give me the opportunity and promising that if you do, you'll allow me to show you the incredible things I am capable of, both in and out of the classroom.
article
Casillas, Robert I.
MTED 6314
Flores, C. (2006). How to buy a car 101. Mathematics Teaching in the Middle School, 12(3), 161-164.
The article deals with a concept called Problem-Based Learning (PMB). This is where you relate the curriculum to real life situations and use technology. The teacher gave the students criteria for a man who wanted to buy a car. Some of the criteria consisted of only spending $450 a month for car expenses (including gas), a car that is good in gas mileage since the owner was going to have to drive a lot, didn’t want a minivan nor sports car, and only wanted an interest rate of 5.85%. Students searched manufacturer’s websites, asked questions to car dealers the teacher was able to get to visit, and sat in various new vehicles that were brought in (some of the students had never sat in a new car). The teacher is more of a coach than a teacher with PMB by guiding students as they search for information. Before the project began, the teacher let some classes get involved in making a rubric so students knew exactly how they were going to be evaluated. Finally, the students made a power point presentation on the car they felt best met criteria. The author adapted to special needs students with a smaller number of requirements, and adapted to ESL students by allowing them to research websites from their country so other students could see how things are different, yet similar in various countries. The author concludes by recommending the teacher do a model so students know what the final product should look like and so the teacher is aware of struggles the students may have, and most importantly do not do the project for the kids (it is very easy for the teacher to want to take charge).
Casillas, Robert I.
I love the idea of PMB. I feel it meets criteria of problem solving we have learned: students get engaged in a task; draw from prior knowledge; requires effort; includes complex problems; communicates ideas; variety of methods to use. This allows students to see how math is used in real life because at one point in their life they will purchase a car and have to think about these things. The only thing I am concerned with is the time it will take to do the project because there is so much material to cover and only so many days we have before the TAKS test. But I guess as long as the teacher plans accordingly, students should be able to have time for the PMB and still get the rest of the curriculum covered. The teacher must also make sure he shows how the PMB relates to what they just learned so students can see the connection. Finally, teachers needs to make sure they cover the material first with a little TAKS assessment versus trying to get the kids to draw from last year’s knowledge to do the project. I must admit that my brain is going and I’m going to see if I can do something like this in May once we are pretty much done with the curriculum and the TAKS test is over.
Casillas, Robert I.
MTED 6314
Grover, B., & Moss, L. (2007). Not Just for Computation: Basic Calculators Can Advance the Process Standards. Mathematics Teaching in the Middle School, 12(5), 266-273.
The article discusses ways non-graphing calculators can be used to make students better problem solvers because the use of calculators will make students think to a higher level. This is done by not only having students use a calculator but also giving them the opportunity to interpret what the answer on display means and by discussing limitations of various calculators. While the intention of calculator use is mentioned above, a hidden benefit is how students become confident in their ability to “solve” math and become more comfortable in contributing to classroom discussions since they have an “answer.”
The authors start off by giving the students a real world problem. The students then work the problem with paper and pencil. Next, the students share their solutions and problem solving while the teacher has a “neutral” look on his face. Then they have the students solve the problem with the calculator and at the same time keeping track of the strokes used. Finally, the students share what was done on the calculator, discussing similarities and differences with what they got on display for a final answer and what was keyed to get the final answer.
The authors conclude their article by mentioning the following results on student development: broad foundation of problem solving strategies by observing the multiple strategies used; respect for other student’s abilities and ways of thinking; ability to analyze the mathematical ideas used instead of analyzing the person speaking;
ability/desire to collaborate with a diverse group of peers; confidence in their ability to do
Casillas, Robert I.
mathematics; ability to achieve when a task is difficult.
I never thought of using calculators as a discussion to deepen the understanding of mathematics. To me calculators were a way to do calculations quickly to get a final answer. I have to wonder if what the authors are really trying to do is have the kids learn how to use calculators instead of doing a problem through paper/pencil (but the article is suppose to be about having students develop a deeper understanding of problem solving through the use of calculators). I say this because the authors seem to have the kids do the math on paper, then check the solution through calculator use and compare what they have and reasons for the possibility of differences among classmates from the calculator. It seems the checking among peers is being done on why different solutions appeared on the calculator and not why different solutions appeared on paper. I can understand how the authors are trying to train the students to use a calculator to problem solve (we are at a time where a lot of what we do is through technology and math is no exception). To make better use of the calculator concept and deepen understanding, I think teachers need to go over the answers from the paper/pencil method, and instead of having a “neutral” face as students are stating solutions discuss what made something correct/incorrect. Once that piece is understood, go ahead and show how the same solution can be given on a calculator and have kids practice using it and seeing what keys were used (and in what order) to derive the final solution wanted. If there were students who did not get the correct final solution on the calculator, peers can assist one another until the entire class knows how to use the calculator correctly.
MTED 6314
Flores, C. (2006). How to buy a car 101. Mathematics Teaching in the Middle School, 12(3), 161-164.
The article deals with a concept called Problem-Based Learning (PMB). This is where you relate the curriculum to real life situations and use technology. The teacher gave the students criteria for a man who wanted to buy a car. Some of the criteria consisted of only spending $450 a month for car expenses (including gas), a car that is good in gas mileage since the owner was going to have to drive a lot, didn’t want a minivan nor sports car, and only wanted an interest rate of 5.85%. Students searched manufacturer’s websites, asked questions to car dealers the teacher was able to get to visit, and sat in various new vehicles that were brought in (some of the students had never sat in a new car). The teacher is more of a coach than a teacher with PMB by guiding students as they search for information. Before the project began, the teacher let some classes get involved in making a rubric so students knew exactly how they were going to be evaluated. Finally, the students made a power point presentation on the car they felt best met criteria. The author adapted to special needs students with a smaller number of requirements, and adapted to ESL students by allowing them to research websites from their country so other students could see how things are different, yet similar in various countries. The author concludes by recommending the teacher do a model so students know what the final product should look like and so the teacher is aware of struggles the students may have, and most importantly do not do the project for the kids (it is very easy for the teacher to want to take charge).
Casillas, Robert I.
I love the idea of PMB. I feel it meets criteria of problem solving we have learned: students get engaged in a task; draw from prior knowledge; requires effort; includes complex problems; communicates ideas; variety of methods to use. This allows students to see how math is used in real life because at one point in their life they will purchase a car and have to think about these things. The only thing I am concerned with is the time it will take to do the project because there is so much material to cover and only so many days we have before the TAKS test. But I guess as long as the teacher plans accordingly, students should be able to have time for the PMB and still get the rest of the curriculum covered. The teacher must also make sure he shows how the PMB relates to what they just learned so students can see the connection. Finally, teachers needs to make sure they cover the material first with a little TAKS assessment versus trying to get the kids to draw from last year’s knowledge to do the project. I must admit that my brain is going and I’m going to see if I can do something like this in May once we are pretty much done with the curriculum and the TAKS test is over.
Casillas, Robert I.
MTED 6314
Grover, B., & Moss, L. (2007). Not Just for Computation: Basic Calculators Can Advance the Process Standards. Mathematics Teaching in the Middle School, 12(5), 266-273.
The article discusses ways non-graphing calculators can be used to make students better problem solvers because the use of calculators will make students think to a higher level. This is done by not only having students use a calculator but also giving them the opportunity to interpret what the answer on display means and by discussing limitations of various calculators. While the intention of calculator use is mentioned above, a hidden benefit is how students become confident in their ability to “solve” math and become more comfortable in contributing to classroom discussions since they have an “answer.”
The authors start off by giving the students a real world problem. The students then work the problem with paper and pencil. Next, the students share their solutions and problem solving while the teacher has a “neutral” look on his face. Then they have the students solve the problem with the calculator and at the same time keeping track of the strokes used. Finally, the students share what was done on the calculator, discussing similarities and differences with what they got on display for a final answer and what was keyed to get the final answer.
The authors conclude their article by mentioning the following results on student development: broad foundation of problem solving strategies by observing the multiple strategies used; respect for other student’s abilities and ways of thinking; ability to analyze the mathematical ideas used instead of analyzing the person speaking;
ability/desire to collaborate with a diverse group of peers; confidence in their ability to do
Casillas, Robert I.
mathematics; ability to achieve when a task is difficult.
I never thought of using calculators as a discussion to deepen the understanding of mathematics. To me calculators were a way to do calculations quickly to get a final answer. I have to wonder if what the authors are really trying to do is have the kids learn how to use calculators instead of doing a problem through paper/pencil (but the article is suppose to be about having students develop a deeper understanding of problem solving through the use of calculators). I say this because the authors seem to have the kids do the math on paper, then check the solution through calculator use and compare what they have and reasons for the possibility of differences among classmates from the calculator. It seems the checking among peers is being done on why different solutions appeared on the calculator and not why different solutions appeared on paper. I can understand how the authors are trying to train the students to use a calculator to problem solve (we are at a time where a lot of what we do is through technology and math is no exception). To make better use of the calculator concept and deepen understanding, I think teachers need to go over the answers from the paper/pencil method, and instead of having a “neutral” face as students are stating solutions discuss what made something correct/incorrect. Once that piece is understood, go ahead and show how the same solution can be given on a calculator and have kids practice using it and seeing what keys were used (and in what order) to derive the final solution wanted. If there were students who did not get the correct final solution on the calculator, peers can assist one another until the entire class knows how to use the calculator correctly.
literary essay
Katie Cugini Cugini 1
Mrs. Greco
Eng IV- 2
February 11, 2007
Loneliness
Loneliness is a concept that all humans feel at one point or another. Moving to a new town, going away to summer camp, or dealing with the loss of a loved one are examples of when we may feel lonely. Many authors portray loneliness in their novels through their characters struggles. Several novels reveal the internal effects loneliness has on characters, such as the monster in Mary Shelley’s Frankenstein. In Yann Martel’s, Life of Pi, Pi is stranded on a lifeboat for months virtually all alone, and in Franz Kafka’s Metamorphosis, Gregor is transformed into to giant bug, alienated from his family. All three of these classic novels explore to effects loneliness has on the character physically, mentally, and the effects it has on the relationships in his or her life.
In Mary Shelley’s Frankenstein, Victor Frankenstein created a creature unlike any on the earth. In disgust at what he has created, Victor abandoned the creature, and left it to fend for its self. The creature soon realized that he was alone in the world, and was not like the other people. The monster tried to enter a town and be part of society, but instead they drove him away because of his hideous appearance. He is forced to live in a small shack, lonely and heartbroken over his situation in the world. From the shack, he watches the daily activities of the DeLacy family. His desire for companionship to end his loneliness makes him want to join the family, but he is too afraid of rejection. The creature becomes so lonely because he has no one to talk to or interact with. He sees Victor and his lover, Elizabeth, and how happy they are together, so the monster demands that Victor create him a partner. When Victor denies his request the monster decides to make Victor has lonely and miserable as he is by taking away everything Victor enjoys in life, which includes killing Victor’s lover, Elizabeth. In Frankenstein, the monster symbolizes a horrible type of loneliness, feeling like the only one in the world, and that there is no one to help or confide in.
Another example of a character struggling with loneliness is Pi in Yann Martel’s, Life of Pi. Life of Pi is the story of a young boy’s fight for survival while having to overcome starvation, the elements, a giant tiger, and his own loneliness. After the ship Pi and his family were traveled on Pi found himself on a lifeboat all alone with only a few zoo animals, including a tiger. Pi soon realized that his family was most likely dead, and he was left alone to fend for himself. The thought of dying alone in the middle of the ocean created a feeling of complete loneliness for Pi. Being on a small lifeboat in the middle of the Indian Ocean was enough to make Pi feel more small, insignificant, and lonesome. His loneliness took a toll on his will to survive, but his faith in God made him keep trying and keep fighting to stay alive. Pi found that he only person he could turn to in his solitude was God, to give him hope that he wasn’t alone in the world and that he might actually survive. Weeks and weeks on the lifeboat made Pi feel like he was literally the only person in the world, which I imagine is the ultimate loneliness because he had no idea if he’d ever talk to a living person again.
Cugini 2
Loneliness does not necessarily mean one has to be physically alone with no one around, like in Life of Pi. Being alienated from others around can also evoke loneliness. In Franz Kafka’s, Metamorphosis, Gregor wakes up transformed into a giant bug. He had no way to communicate with his family and was immediately shunned. Before Gregor was turned into a bug, he was only very lonely. He worked constantly and had no time for friends or girlfriends, which would explain the magazine cut out of a beautiful woman. This symbolized Gregor’s longing for a companion but his working lifestyle leaves him feeling incomplete and lonely. I believe Gregor’s transformation into a bug symbolized Gregor’s feeling of alienation from his family, others around him, and simply life in general. Gregor’s loneliness is only amplified by his transformation into a bug because once a bug he is completely separated from his family, not able to communicate or interact with him. Gregor spent many lonely weeks hiding under the bed, slowly dieing from loneliness. After Gregor’s death, his family simply moved on as if it was nothing, and I think that symbolizes just how lonely and disconnected Gregor was from his family.
Everyone needs support, love, and acceptance in their lives and when we don’t loneliness usually ensues. In Frankenstein, Life of Pi, and Metamorphosis each character struggled with loneliness in their lives. Each felt helpless without companionship and unloved without friendship. As humans we cannot live without companionship, that’s why loneliness seems to take such a devastating toll on those experiencing it. The creature in Frankenstein was the only one of his kind, completely shunned from society, Pi was the only human on a small lifeboat in the middle of the ocean, and Gregor was a
Cugini 3
giant bug, shunned from his family. All these characters have one thing in common: all alone with nobody to give them the companionship and acceptance they so desperately needed.
Mrs. Greco
Eng IV- 2
February 11, 2007
Loneliness
Loneliness is a concept that all humans feel at one point or another. Moving to a new town, going away to summer camp, or dealing with the loss of a loved one are examples of when we may feel lonely. Many authors portray loneliness in their novels through their characters struggles. Several novels reveal the internal effects loneliness has on characters, such as the monster in Mary Shelley’s Frankenstein. In Yann Martel’s, Life of Pi, Pi is stranded on a lifeboat for months virtually all alone, and in Franz Kafka’s Metamorphosis, Gregor is transformed into to giant bug, alienated from his family. All three of these classic novels explore to effects loneliness has on the character physically, mentally, and the effects it has on the relationships in his or her life.
In Mary Shelley’s Frankenstein, Victor Frankenstein created a creature unlike any on the earth. In disgust at what he has created, Victor abandoned the creature, and left it to fend for its self. The creature soon realized that he was alone in the world, and was not like the other people. The monster tried to enter a town and be part of society, but instead they drove him away because of his hideous appearance. He is forced to live in a small shack, lonely and heartbroken over his situation in the world. From the shack, he watches the daily activities of the DeLacy family. His desire for companionship to end his loneliness makes him want to join the family, but he is too afraid of rejection. The creature becomes so lonely because he has no one to talk to or interact with. He sees Victor and his lover, Elizabeth, and how happy they are together, so the monster demands that Victor create him a partner. When Victor denies his request the monster decides to make Victor has lonely and miserable as he is by taking away everything Victor enjoys in life, which includes killing Victor’s lover, Elizabeth. In Frankenstein, the monster symbolizes a horrible type of loneliness, feeling like the only one in the world, and that there is no one to help or confide in.
Another example of a character struggling with loneliness is Pi in Yann Martel’s, Life of Pi. Life of Pi is the story of a young boy’s fight for survival while having to overcome starvation, the elements, a giant tiger, and his own loneliness. After the ship Pi and his family were traveled on Pi found himself on a lifeboat all alone with only a few zoo animals, including a tiger. Pi soon realized that his family was most likely dead, and he was left alone to fend for himself. The thought of dying alone in the middle of the ocean created a feeling of complete loneliness for Pi. Being on a small lifeboat in the middle of the Indian Ocean was enough to make Pi feel more small, insignificant, and lonesome. His loneliness took a toll on his will to survive, but his faith in God made him keep trying and keep fighting to stay alive. Pi found that he only person he could turn to in his solitude was God, to give him hope that he wasn’t alone in the world and that he might actually survive. Weeks and weeks on the lifeboat made Pi feel like he was literally the only person in the world, which I imagine is the ultimate loneliness because he had no idea if he’d ever talk to a living person again.
Cugini 2
Loneliness does not necessarily mean one has to be physically alone with no one around, like in Life of Pi. Being alienated from others around can also evoke loneliness. In Franz Kafka’s, Metamorphosis, Gregor wakes up transformed into a giant bug. He had no way to communicate with his family and was immediately shunned. Before Gregor was turned into a bug, he was only very lonely. He worked constantly and had no time for friends or girlfriends, which would explain the magazine cut out of a beautiful woman. This symbolized Gregor’s longing for a companion but his working lifestyle leaves him feeling incomplete and lonely. I believe Gregor’s transformation into a bug symbolized Gregor’s feeling of alienation from his family, others around him, and simply life in general. Gregor’s loneliness is only amplified by his transformation into a bug because once a bug he is completely separated from his family, not able to communicate or interact with him. Gregor spent many lonely weeks hiding under the bed, slowly dieing from loneliness. After Gregor’s death, his family simply moved on as if it was nothing, and I think that symbolizes just how lonely and disconnected Gregor was from his family.
Everyone needs support, love, and acceptance in their lives and when we don’t loneliness usually ensues. In Frankenstein, Life of Pi, and Metamorphosis each character struggled with loneliness in their lives. Each felt helpless without companionship and unloved without friendship. As humans we cannot live without companionship, that’s why loneliness seems to take such a devastating toll on those experiencing it. The creature in Frankenstein was the only one of his kind, completely shunned from society, Pi was the only human on a small lifeboat in the middle of the ocean, and Gregor was a
Cugini 3
giant bug, shunned from his family. All these characters have one thing in common: all alone with nobody to give them the companionship and acceptance they so desperately needed.
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