Harlem Renaissance Summary Essay Example For Students

Harlem Renaissance Summary Essay American specialists moved to Paris or invested extensive energy there instead of persevere through the prejudice and isolation in America. In Paris they could be allowed to eat in any café they picked, and were dealt with well. Subsequent to escaping isolation in America where African Americans couldnt remain in similar inns or eat in indistinguishable cafés from whites, Josephine felt well comfortable in this lively city. World War II Hero During World War II, Josephine presented with the French Red Cross and was a functioning coal of the French obstruction development. The French Resistance was a gathering of people who assisted with winning the war against the German Nazis foe with covert work. Utilizing her profession as a spread Baker turned into a knowledge specialist, conveying mystery messages written in undetectable ink on her sheet music. She was granted respect of the Choir De Gruyere, and got a Medal of the Resistance in 1946. In 1961 she got the most noteworthy French respect, the Legion denouncer from French president Charles degaussed. A Force in the Civil Rights Movement When Josephine later came back to America to perform, she generally demanded that the theaters not be isolated. Around then, African-Americans were informed that they could just protest certain areas of the theater, away from whites. They additionally needed to sit in the secondary lounges of open transportation, couldn't eat in similar eateries, or continuous similar stores and other open settings. In the asses, Baker went around the United States giving addresses on the side of the social liberties development, which was crusading for equivalent rights for African Americans. After World War II, Josephine started to receive youngsters from everywhere throughout the world, calling them her Rainbow Tribe. She considered her To be Tribe as proof that individuals all things considered and races could live respectively in harmony and concordance. She embraced 12 kids taking all things together. Josephine and the Rainbow Tribe lived in a huge manor in southwestern France. Josephine Baker made a few motion pictures, various accounts, and performed in front of an audience until she was in her late ass.

Antigone vs. Ismene

The play rotates around a group of four kin, two siblings and two sisters dispossessed of their folks. It follows that Eteocles the more youthful sibling to the two sisters participate in a wild fight with Polinices his more established sibling over who is to lead Thebes.Advertising We will compose a custom paper test on Antigone versus Ismene explicitly for you for just $16.05 $11/page Learn More Both lose their lives and Creon their uncle expect position of intensity. Creon announces that Eteocles is to be given a state memorial service however prohibits the entombment of polinices who regardless was the outraged party as he reserved each privilege to govern Thebes. Antigone the remainder of Cadmus family that was filled with catastrophe resists the king’s request against her sister’s counsel and proceeds to burry her sibling. The occasions that follow obviously demonstrate how maltreatment of intensity by a wild ruler can prompt mistreatment of ladies who frequently endure peacefully incapable to act and the subsequent result to a general public that doesn't tune in to the voice of its ladies. Ismene rushes to prevent her sister from completing her aim of challenging the king’s request without progress. She proceeds to disclose to her sister that in a general public ruled by men, it would just be judicious as a lady to follow orders given by men anyway outlandish they may appear. Ismenes position mirrors the job that ladies should play in that society (Sayre 12). Creon is so irritated by this activity and he expresses that if the guilty party isn't brought to equity, the offender would be the man and he the lady as he took it to be totally ill-advised for a lady to challenge orders given by a man. Antigone was obstinate to the point of her demise. Generally, hardly any ladies would resist men yet in the ongoing occasions, ladies of mental fortitude have found a way to challenge generalizations that regularly limit their latent capacity. Like Antigone, their endeavor to make the best decision is frequently met with opposition however their fearlessness has regularly observed them win (Sayre 97). For example, in the ongoing occasions there has been an expansion of ladies in initiative positions. The play shows that genuine mental fortitude becomes more grounded on resistance. Antigone’s feelings are solid to such an extent that her sister chooses to join her in her execution. Haemon the King’s child who was pledged to Antigone goes with the same pattern and attempts to work his dad out of his folly.Advertising Looking for exposition on workmanship and plan? How about we check whether we can support you! Get your first paper with 15% OFF Learn More The whole Thebes people group realizes Antigone is correct yet they can't declare this in the open because of dread of culpable their lord. Teiresias the visually impaired prophet attempts to work the ruler out of his habit however his self-importance which pe rmits him to look down on ladies has blindfolded him and he possibly acts when it is past the point of no return. His wildness drives Antigone to slaughter herself and his child ends it all. Her significant other Eurydice who comes a lot later doesn't talk a lot. On finding out about her son’s passing, we are informed that she â€Å"silently† escapes and later ends it all. The presence of the sovereign toward the finish of the play and her quietness is representative how ladies administration was smothered at that point. T he Play instructs that in a general public whose pioneers don't tune in to the voice of reason or heart by reliably looking down on ladies, such a general public is probably going to confront sad disappointment if ladies are not given equivalent possibility with men. In the event that the queen’s voice made a difference, such tumult would not have occurred. Works Cited Sayre, Henry. The Humanities: Culture, Continuity and Change first version. New Jersey: Prentice Hall. 2008. Print. Sayre, Henry. The Humanities: Culture, Continuity and Change second version. New Jersey: Prentice Hall. 2011. Print. This article on Antigone versus Ismene was composed and put together by client Dax G. to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; in any case, you should refer to it as needs be. You can give your paper here.

Blog Archive GMAT Impact Avoiding Getting Multiple Questions Wrong in a Row

Blog Archive GMAT Impact Avoiding Getting Multiple Questions Wrong in a Row With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. “How do I make sure I don’t get more than two, three, or four questions wrong in a row?” Students ask this all the timeâ€"they have heard that GMAT scoring penalizes us for getting a lot of questions wrong in a row. This is true, to some extent. The GMAT test writers prioritize steady performance over the length of the entire test, so they have built safeguards into the algorithm to ensure that if, for example, we spend too much time early on, we will get penalized for running out of time at the end. So… how do I avoid getting multiple questions wrong in a row? People will say something like, “I am pretty sure I got the last two wrongâ€"I just outright guessed on the last one. Now, how do I make sure I get the next one right?” You cannot. You can  never  â€œmake sure” that you get any particular question right. If you could…well, then you would not need any help, right? Nobody on the planet, not even the best test takers, can guarantee that they are going to answer any particular question correctly. What do I do when I know I have just gotten a couple of questions wrong? You are going to hate my answer: you ignore it. Do not even think about it in the first place. You likely hate that answer because you feel that you have no controlâ€"and you are right. We cannot control this at all. That is why we should not waste a single second thinking about it. Try the question in front of you for some reasonable amount of time. If you just cannot do it in the expected time frame, find a way to make a guess and move on. Spending more time (more than the rough average) does not actually increase the chances that you will get something right! But then, how do I get better? Expect  that you are not going to be able to answer everything. Know how to make an  educated guess  wherever possible. Acknowledge  when a problem just is not going your way, and, when needed, make a random guess without wasting a single second longer. Change your response  to the thought “I have to get this one right.” Have you already read this article:  But I studied this â€" I should know how to do it!? If so, then you will remember that we talk about changing your response to the “but!” feeling. (If not, go read the article right now.) The same thing applies here. When you find yourself thinking, “Oh, I need to get this one right!,” change your reaction. Instead of spending extra time and stressing yourself out, tell yourself, “I cannot guarantee anything. If I can do this one in regular time, great. If not, I will guess without  losing  time on it and move on.” Share ThisTweet GMAT Impact Blog Archive GMAT Impact Avoiding Getting Multiple Questions Wrong in a Row With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series, Manhattan Preps  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. “How do I make sure I don’t get more than two, three, or four questions wrong in a row?” Students ask this all the timeâ€"they have heard that GMAT scoring penalizes us for getting a lot of questions wrong in a row. This is true, to some extent. The GMAT test writers prioritize steady performance over the length of the entire test, so they have built safeguards into the algorithm to ensure that if, for example, we spend too much time early on, we will get penalized for running out of time at the end. So… How do I avoid getting multiple questions wrong in a row? People will say something like, “I am pretty sure I got the last two wrongâ€"I just outright guessed on the last one. Now, how do I make sure I get the next one right?” You cannot. You can  never  â€œmake sure” that you get any particular question right. If you could…well, then you would not need any help, right? Nobody on the planet, not even the best test takers, can guarantee that they are going to answer any particular question correctly. So what do I do when I know I have just gotten a couple of questions wrong? You are going to hate my answer: You ignore it. You do not even think about it in the first place. You likely hate that answer because you feel that you have no controlâ€"and you are right, we cannot control this at all. That is why we should not waste a single second thinking about it. Try the question in front of you for some reasonable amount of time. If you just cannot do it in the expected time frame, find a way to make a guess and move on. Spending more time (more than the rough average) does not actually increase the chances that you will get something right! But then, how do I get better? Expect  that you are not going to be able to answer everything. Know how to make an  educated guess  wherever possible. Acknowledge  when a problem just is not going your way and, when needed, make a random guess without wasting a single second longer. Change your response  to the thought, “I have to get this one right.” Have you already read this article:  But I studied this â€" I should know how to do it? If so, then you will remember that we talk about changing your response to the “but!” feeling. (If not, go read the article right now.) The same thing applies here. When you find yourself thinking, “Oh, I need to get this one right!,” change your reaction. Instead of spending extra time and stressing yourself out, tell yourself, “I cannot guarantee anything. If I can do this one in regular time, great. If not, I will guess without  losing  time on it and move on.” Share ThisTweet GMAT Impact Blog Archive GMAT Impact Avoiding Getting Multiple Questions Wrong in a Row When it comes to the GMAT, raw intellectual horsepower helps, but it is not everything. In this weekly blog series,  Manhattan GMAT’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. How do I make sure I dont get more than two, three or four questions wrong in a row? Students ask this all the timeâ€"they have heard that GMAT scoring penalizes us for getting a lot of questions wrong in a row. This is true, to some extent. The GMAT test writers prioritize steady performance over the length of the entire test, so they have built safeguards into the algorithm to ensure that if, for example, we spend too much time early on, we will get penalized for running out of time at the end. So…how do I avoid getting a bunch of questions wrong in a row? People will say something like, “I am pretty sure I got the last two wrongâ€"I just outright guessed on the last one. Now, how do I make sure I get the next one right?” You cannot. You can never “make sure” that you get any particular question right. If you could…well, then you would not need any help, right? Nobody on the planet, not even the best test takers, can guarantee that they are going to answer any particular question correctly. So what do I do when I know I have just gotten a couple of questions wrong? You are going to hate my answer: You ignore it. You do not even think about it in the first place. You likely hate that answer because you feel that you have no controlâ€"and you are right, we cannot control this at all. That is why we should not waste a single second thinking about it. Try the question in front of you for some reasonable amount of time. If you just cannot do it in the expected time frame, find a way to make a guess and move on. Spending more time (more than the rough average) does not actually increase the chances that you will get something right! But then, how do I get better? Expect that you are not going to be able to answer everything. Know how to make an educated guess wherever possible. Acknowledge when a problem just is not going your way and, when needed, make a random guess without wasting a single second longer. Change your response to the thought, “I have to get this one right.” Have you already read this article:  But I Should Know How To Do This? If so, then you will remember that we talk about changing your response to the “but!” feeling. (If not, go read the article right now.) The same thing applies here. When you find yourself thinking, “Oh, I need to get this one right!,” change your reaction. Instead of spending extra time and stressing yourself out, tell yourself, “I cannot guarantee anything. If I can do this one in regular time, great. If not, I will guess without losing time on it and move on.” Share ThisTweet GMAT Impact

The Standards Based Education System - 1823 Words

The thirty-odd-year push to create a standards-based education system in the United States has seen teacher preparation programs and classroom teachers strive to make sense of national, state, and local standards and how best to address those standards in the classroom. As many researchers have noted (Guskey, 2005; Gullickson 2005; DeLuca 2012; McMillan, 2013; Bonner, 2013; and Brookhart, 2011 2013), classroom teachers are increasingly required to be data driven in their instruction and fluent in the language necessary to develop and administer valid and reliable classroom assessments. At the same time, the very definition of assessment continues to evolve to incorporate not only the summative tests that have been a cornerstone of†¦show more content†¦These presenters went on to propose that test blueprints can help â€Å"define the parameters of an assessment, review assessment alignment to learning expectations, instruction, and cognitive complexity† (Lavender and Shaw, 2013). Unlike the blueprints used for large-scale tests, the example given by Lavender and Shaw afford teachers an easily accessible concept to follow to ensure that their assessments cover not only the learning targets but also how learning targets are being assessed and at what cognitive level. In this way, teachers can make sure that their assessments are reliable, valid and fair. These presenters also suggested that once the road map is created, it could be used to communicate assessment goals with students and other stakeholders (Lavender and Shaw, 2013). When creating classroom assessments, Thomas Guskey (2005) suggested that â€Å"teachers need to do two important things: (1) translate the standards into specific classroom experiences and (2) ensure that classroom assessments effectively measure that learning† (Guskey, 2005, p. 32). In other words, teachers must learn now to â€Å"unpack† standards so as to better link them to what is happening in the classroom (Guskey, 2005, p.

Guidance and Counseling - 1885 Words

1.2. Purpose of the study This study assessed the quality of guidance and counselling services in secondary schools with practicing school counsellors in Edo state. To achieve this, the researcher examined the qualification of personnel providing guidance and counselling services, availability of materials for the successful execution of Nigerian secondary school guidance and counselling services and the impact of guidance programs on students’ adjustment. 1.3. Significance of the study Guidance and counselling is the bedrock for achieving self-actualisation. It is a process of helping individuals to understand themselves by discovering their own needs, interests and capabilities in order to formulate their own goals and make plans for†¦show more content†¦Baker, S.B., Swisher, J.D., Nadenicheck, P.E. Popowicz, C.L. (1984). Measured effects of primary prevention strategies. The Personnel and Guidance Journal, 62, 459-464. Prout, H.T. Demartino, R.A. (1986). A meta-analysis of school-based studies of psychotherapy. Journal of School Psychology, 24, 285-292. Sprinthall, N.A. (1981). A new model for research in the science of guidance and counseling. The Personnel and Guidance Journal, 59, 487-493. 3. Two studies find that elementary guidance activities have a positive influence on elementary students academic achievement. Hadley, H.R. (1988). Improving reading scores through a self-esteem prevention program. Elementary School Guidance Counseling, 22, 248-252. Lee, R.S. (1993). Effects of classroom guidance on student achievement. Elementary School Guidance Counseling, 27, 163-171. 4. School counseling programs have significant influence on discipline problems. Baker and Gerler reported that students who participated in a school counseling program had significantly less inappropriate behaviors and more positive attitudes toward school than those students who did not participate in the program. Another study reported that group counseling provided by school counselors significantly decreased participants aggressive and hostile behaviors. Baker, S. B., Gerler, E. R. (2001). Counseling in schools. In D. C. Locke,Show MoreRelatedGuidance and Counseling1089 Words   |  5 PagesPrinciples of guidance According to Crow and Crow there are  14 significant principles for guidance  they are 1. Every aspect of person’s complex personality pattern constitutes a significant factor of his total displayed attitudes and form of behavior. Guidance service which are aimed at bringing about desirable adjustments in any particular area of experience must take in to account, the all round development of the individual. 2. Although all human beings are similar in many respect, individualRead MoreGuidance and Counseling765 Words   |  4 PagesGuidance Program The Guidance Office through the guidance counselor conducts an Orientation Program for Freshmen and transferees at the start of the semester. The Student are provided counseling services to help them out in meeting their physical, academic and emotional needs and are guided towards whole development of their personality through the integration of social and spiritual enrichment. There are available measures of academic skills and personality testing. Test in specific areas ofRead MoreThe Foundations Of Counseling And Guidance Essay1340 Words   |  6 PagesThe foundations of counseling and guidance may be traced back to the teachings of Plato and Aristotle in ancient Greece and Rome. Some argue that modern techniques also branch from Catholic priests’ practice of confidentiality within the confessional in the Middle Ages. However, The history of school counseling, as we know it, formally started at the turn of the twentieth century (Krumboltz Kolplin, n.d.). Counselors only began playing a role in special education in the late 1970’s to early 1980’sRead More Guidance (School) Counseling Essay2416 Words   |  10 PagesGuidance (School) Counseling Guidance counseling, also called school counseling, has evolved over the years into an important part of the education system. Counselors are now taking on new roles in schools as leaders so much so that the ways in which counseling is being implemented has become a much talked about topic in schools. The effectiveness of counseling in schools is looked at by the education system more frequently than it was in the past. Though all school counselors must follow aRead MoreGuidance and Counseling Program Needs11909 Words   |  48 PagesGUIDANCE AND COUNSELING PROGRAM NEEDS AS PERCEIVED BY SELECTED THIRD AND FOURTH YEAR HIGH SCHOOL STUDENTS IN CAVITE STATE UNIVERSITY LABORATORY SCHOOL A Special Topic Submitted to the Faculty of the Cavite State University In Partial Fulfilment Of the Requirements for the degree of Master of Arts in Education (Major in Guidance and Counseling) RIO MAY A. DEL ROSARIO September 2011 TABLE OF CONTENTS Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.. Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreThe s Guidance Counselor For Counseling950 Words   |  4 PagesIndentifying Data Eman is an 8 years 6 months old African American adolescent, who was referred by his guidance counselor for counseling. Eman has a long history of poor school performance due to numerous outburst and uncontrolled rages. Despite extensive partial care treatment and accommodations from his school he has failed to succeed academically and behaviorally. His poor school attendance, attention and learning problems, and family dynamics are contributing factors. Sources of InformationRead MoreA Comprehensive Competency Based School Counseling And Guidance And Counseling Program2350 Words   |  10 PagesThis document compiles a comprehensive competency-based school counseling and guidance and counseling program for the Boys and Girls Academy, which is an elementary public educational institution in Alief Independent School District. Alief ISD is a large, diverse urban district, and the Boys and Girls Academy serves approximately 1,000 PreK through fifth grade students. Part I: Foundation †¢ Philosophy At the Boys and Girls Academy, our philosophy is to reach our students by all means necessaryRead MoreSchool Guidance Counseling Group: When Parents Divorce Essay example2671 Words   |  11 Pages(2014) highlight the first step in planning a group is to come up with a proposal. This purpose of this paper is to put forth that proposal for implementation of a divorce support group in a particular school setting. School Guidance Counseling Group: When Parents Divorce A significant portion of children in the United States are impacted by divorce. Empirical investigations verify that children of divorce are at a heightened risk for the development of psychological, social, behavioralRead MoreEFFECTS OF GUIDANCE AND COUNSELING ON ACADEMIC PERFOMANCE IN SECONDANRY SCHOOLS IN NYAMIRA NORTH-DISTRICT NYAMIRA COUNTY.2003 Words   |  9 Pagesï » ¿EFFECTS OF GUIDANCE AND COUNSELING ON ACADEMIC PERFOMANCE IN SECONDANRY SCHOOLS IN NYAMIRA NORTH-DISTRICT NYAMIRA COUNTY. MARUBE DENIS MAINA 2013/CS/27518 Chapter two LITERATURE REVIEW 2.1 Introduction This chapter will focus on the review of the existing literature to the specific idea of effects of guidance and counseling on academic performance in secondary school level. The information gathered from the literature will be used to define a benchmark againstRead MoreThe Education Commission (1964-66), While Lamenting On1430 Words   |  6 Pagesinclusion of guidance and counseling including vocational placement, among student services. It stressed ‘guidance and counseling programme which would assist the students in the choice of courses, indicate the links of remedial action and help in dealing with emotional and psychological problems, should be an integral part of the educational facilities provided in institutions of higher education’. Guidance and counseling have three-fold functions: adjustment, orientation and development. Guidance and

Neurological Learning Disability Dyslexia - 1164 Words

Dyslexia is not a condition, it is not something that will go away and it is not contagious. Dyslexia is a lifelong condition that a person is born with and will have to learn to live with. It is a neurological learning disability that causes problems with language based-skills and can affect around 10 to 20% of the population (Dyslexia, 2014). A person that has dyslexia can have difficulties with the areas of reading, writing, spelling, speaking, math, and or short-term memory. Having dyslexia does not mean that one is not smart, it just means that their brain functions in a different way. Dyslexia happens in people of all ethnicities and socio-economic status, however it is common to see more than one person of a family to have†¦show more content†¦During the lesson it is good to repeat the concept more than once as this helps the child with dyslexia remember the concept easier. Students with dyslexia need time to process the information provided to them therefore itâ€⠄¢s important to slow down and ask questions. Lastly, a child with dyslexia can have difficulty with abrupt changes of activities. Teachers need to let students know when an activity is coming to an end by counting down the minutes starting by five; this will avoid frustrations. Strategies for Families and Colleagues Helping a child with dyslexia to do their homework and projects can be a challenge for parents and family members. Parents of a child with dyslexia can help them improve their school experience by keeping an open communication with the child and their teachers. First and foremost the parents should talk to their child about Dyslexia. The child might have questions or concerns about their learning disability. A parent must provide knowledge, reassurance and support in order to understand their condition. It is important to inform the child that this is something they where born with and that it will not go away although they can learn to handle it. As the child with Dyslexia faces emotional and academic challenges he or she may lose confidence in themselves. Support and acceptance from a parent is critical in this matter.Show MoreRelatedEssay Paper for SPE 557 Latonja Newman Grand Canyon University1430 Words   |  6 Pagesï » ¿Ã‚   Disability Brain Research Essay   Latonja Newman   Grand Canyon University: SPE 557                                               Ã‚  Ã‚     Ã‚   In reflection on  neuroscience and the medical brain research study that explains learning disabilities  I found an online article  that is very interesting,  which explains the concept of  research. Researching students with learning disability has become the fore front of how student development and maintain information. According to  research, the goal of thisRead MoreCauses, Symptoms and Difficulties Associated with Dyslexia853 Words   |  4 PagesThe term dyslexia refers to a learning disorder characterized by difficulty reading. It is a learning disability that alters the way the brain processes written material. Difficulties in word recognition, spelling, decoding and reading comprehension make it even more difficult. This disability alters the way the brain processes written material. People with dyslexia not only have trouble with reading and spelling they also can struggle with writing. Dyslexia is the most common type of learningRead MoreDysle xi A Common Disorder Within The Learning Disabilities1814 Words   |  8 PagesWhen it comes to disabilities there are many different types that can affect a person, for example learning disabilities. Learning disabilities affect the way a student learns new information or even process it. Dyslexia is a very common disorder within the learning disability. Dyslexia is a neurological disorder that affects the brain and other scenes in the brain. Although it’s not clear as why people have dyslexia a study was done in order to figure out if may be eye movements where the causeRead MoreA Child Is Having A Problem Reading Even After Lots Of1617 Words   |  7 PagesThe child may have a reading problem called dyslexia. Having dyslexia does not mean that a child will never read, but it does mean that this child will learn to read in a different way than most children of the same age. â€Å"While dyslexia can make reading more difficult, almost all individuals with dyslexia can learn to read.† (International Dyslexia Association website) Most people take reading for granted, but that is not so for a child that has dyslexia because reading may be hard to nearly impossibleRead MoreMy Reading On Reading Disabilities, And The Impact That They Have On Students Education1741 Words   |  7 Pages I wanted to learn more about reading disabilities, and the impact that they have on students’ education. I was lucky that my reading problems did not impact my education, and I was able to read very well. Reading is one of the most important skills that students learn in school. Being able to reading is paramount to student’s success throughout school and life. It is estimated that 10% to 15% of school aged children have some form of a reading disability. Reading is a complex task involving decodingRead MoreThis is an outline of an essay about dyslexia.801 Words   |  5 PagesAmerican public school children have been diagnosed with a learning disability; eighty percent of the diagnoses are dyslexia-related. But some studies indicate that up to twenty percent of the population may have some degree of dyslexia. 1.Dyslexia, what is it? 2.Causes and Symptoms 3.Treatment II.First Main Point: A. Dyslexia is defined as a learning disability marked by impairment of the ability to read. In essence, it is a disability in which people jumble letters; for example, confusing GodRead MoreIs Dyslexia A Common Neurological Lifelong Condition?1405 Words   |  6 PagesWhat is Dyslexia? Dyslexia is a common neurological lifelong condition which affects 1 out of 5 people in the country (Facts About Dyslexia, 2008). It is not caused by poor vision(Understanding Dyslexia, 2014); in fact it can happen to those whom are very intelligent (Davis, 1992). The brain has difficulty processing reading, written and spoken language (Facts About Dyslexia, 2008). People with dyslexia need a little more time and a different way to process the information (UnderstandingRead MoreEssay on Overcoming Dyslexia1472 Words   |  6 PagesOvercoming Dyslexia The teacher walked to the front of the room with her book in hand and as she got closer to the front, Paul got lower in his seat. He knew what was coming next; it was time for the class to read the next chapter. The teacher would start reading and then call on different students to read as they moved through the chapter. This scared Paul right down to his toes. He had read in front of the class before, but it was what followed after class that worried him the most. TheRead More The Role of Magnocellular Cells in Dyslexia Essay1135 Words   |  5 PagesThe Role of Magnocellular Cells in Dyslexia Dyslexia is a defined as a learning disability characterized by problems in expressive or receptive, oral or written language. Derived from the Greek words dys (poor or inadequate) and lexis (words or language), dyslexia and other learning disabilities affect about 15% of the population. (What is dyslexia!) Dyslexia itself can manifest itself in many different ways. People with dyslexia do not see words backwards or have other vision problemsRead MoreAnalysis Of Can t Rad 1669 Words   |  7 Pages Dyslexia Ricky Smith Liberty University Dyslexia is a learning disability that many children have but are misunderstood until they have actually been diagnosed with the learning disability. Dyslexia does not mean that children are not smart; it just means that they learn different. This is why it is sometimes for parents to understand why their children are not doing well in school and struggle sometimes with a simple task of reading a book. My book report is about a 280 page book

Mathematics Critical Thinking and Problem Solving

Questions: 1. Draw a defining diagram for the following problem statementA program that will prompt for and receive the measurements of a rectangle and then calculate the circumference (perimeter) and the area of the rectangle. The program is to continue until a sentinel of 999 is entered. 2. Develop a solution algorithm for a program that prompts for and obtains the daily temperatures for a whole month and displays the average, minimum, maximum temperature for that month. Your solution should contain a defining diagram, a pseudocode algorithm and a desk check of the algorithm Your algorithm should first prompt the user for the number of days in the month (x) and then request the user to enter x temperature values. If the user enters a negative number for x then an appropriate message should be displayed. Once the x number of temperatures have been entered, your algorithm must calculate and display the average, minimum and maximum temperature.3. Develop an algorithm for the following problem statement using appropriate modularisation techniques. Your solution should contain a defining diagram, a pseudocode algorithm and a desk check of the algorithm. Your algorithm will produce a list of students from a student file. The file has a record for each unit attempted and result achieved in that unit for each student. Eg. If a student has passed four units and failed two there will be 6 records on the file. Each record contains the following fields: Field Name Data Type Student Id Alphanumeric Student Name Alphanumeric Unit Code Alphanumeric Unit Result Numeric The algorithm is to read the records from the student file and print a report of all students as well as their results. The report should contain all of the fields properly formatted. For each student there should be a printed summary of their results i.e. a printed line of the number of passed units, the number of failed units and the students WAM, the average of all units. Print page headings and column headings at the top of each page. After printing 50 lines, a new page should be started. At the end of the report, the total number of students; the total number of passed units and the total number of failed units should be printed. Answers: 1. Defining diagram is, Input Processing Output LENGTH BREADTH TOKEN (Enter 999 to stop) Check TOKEN = 999, then STOP. Calculate CIRCUMFERENCE = 2(LENGTH x BREADTH) CIRCUMFERENCE 2. The defining diagram is, Input Processing Output NUM_DAYS_MONTH DAILY_TEMP Check NUM_DAYS_MONTH =0, PRINT ERROR. Enter daily temperature for NUM_DAYS_MONTH one by one using DAILY_TEMP. Calculate MIN_TEMP, MAX_TEMP, AVG_TEMP. MIN_TEMP, MAX_TEMP, AVG_TEMP The Pseudo code is, ALGORITHM1 (MIN_TEMP = 0, MAX_TEMP=0, TOTAL_TEMP=0) { INPUT NUM_DAYS_MONTH IF NUM_DAYS_MONTH = 0 PRINT Enter Positive number. ELSE FOR (i=1 to NUM_DAYS_MONTH) { INPUT DAILY_TEMP(i) SET TOTAL_TEMP = TOTAL_TEMP + DAILY_TEMP(i) i++ } AVG_TEMP = TOTAL_TEMP / NUM_DAYS_MONTH FOR (i=1 to NUM_DAYS_MONTH ) { IF (DAILY_TEMP (i) = MIN_TEMP) ) { MIN_TEMP = DAILY_TEMP (i) i++ } } FOR (i=1 to NUM_DAYS_MONTH ) { IF (DAILY_TEMP (i) MAX_TEMP ) { MAX_TEMP = DAILY_TEMP (i) i++ } } PRINT MAX_TEMP, MIN_TEMP, AVG_TEMP } The desk check is, ALGORITHM1 () { INPUT NUM_DAYS_MONTH NUM_DAYS_MONTH = 3 IF NUM_DAYS_MONTH = 0 FALSE PRINT Enter Positive number. ELSE FOR (i=1 to NUM_DAYS_MONTH) 1 to 3 { INPUT DAILY_TEMP(i) 40 30 20 SET TOTAL_TEMP = TOTAL_TEMP + DAILY_TEMP(i) TOTAL_TEMP = 40 TOTAL_TEMP = 70 TOTAL_TEMP = 90 i++ 1 2 3 } AVG_TEMP = TOTAL_TEMP / NUM_DAYS_MONTH AVG_TEMP = 30 FOR (i=1 to (NUM_DAYS_MONTH )) i= 1 to 2 { IF (DAILY_TEMP (i) = MIN_TEMP ) TRUE TRUE { MIN_TEMP = DAILY_TEMP (i) MIN_TEMP = 30 MIN_TEMP = 20 i++ 2 3 } } FOR (i=1 to NUM_DAYS_MONTH ) i=1 to 2 { IF (DAILY_TEMP (i) MAX_TEMP) TRUE FALSE { MAX_TEMP = DAILY_TEMP (i) MAX_TEMP = 40 i++ 2 } } PRINT MAX_TEMP, MIN_TEMP, AVG_TEMP MAX_TEMP = 40, MIN_TEMP = 20, AVG_TEMP= 30 } 3. The defining diagram is, Input Processing Output NUM_RECORDS COUNTER = 0 RECORD(i) Check for NUM_RECORDS COUNT NUM_FAIL for a STUDENT_ID COUNT NUM_PASS for a STUDENT_ID PRINT 50 RECORDS on each page of REPORT The pseudo code is, ALGORITHM2(COUNTER1=0, COUNTER2=0, Counter3 = 0) { INPUT NUMBER_RECORDS IF NUMBER_RECORDS 0 PRINT Please enter valid number. FOR (i=1 to NUMBER_RECORDS) { X= STUDENT_ID(i) FOR (j = 2 to NUM_RECORDS) { IF (X = STUDENT_ID(j)) { IF (UNIT_RESULT(j) = PASSED COUNTER1 ++ ELSE COUNTER2++ } J++ } PRINT [STUDENTID, COUNTER1 AS PASSED, COUNTER2 AS FAILED] PRINT NEW LINE I++ IF (COUNTER3 =50) { INSERT PAGE BREAK COUNTER3 = 0 } ELSE COUNTER3 ++ } } The desk check is, ALGORITHM2(COUNTER1=0, COUNTER2=0) COUNTER1=0, COUNTER2=0 next iteration next iteration { INPUT NUMBER_RECORDS 3 IF NUMBER_RECORDS 0 FALSE PRINT Please enter valid number. FOR (i=1 to NUMBER_RECORDS) i= 1 to 3 { X= STUDENT_ID(i) X = STUDENT_ID(1) FOR (j = 1 to NUM_RECORDS) j= 1 to 3 j= 2to 3 j=3 to3 { IF (X = STUDENT_ID(j)) TRUE TRUE FALSE { IF (UNIT_RESULT(j) = PASSED TRUE FALSE COUNTER1 ++ COUNTER1=1 ELSE COUNTER2++ COUNTER2 = 1 } J++ j = 2 j=3 j=3 } PRINT [STUDENTID, COUNTER1 AS PASSED, COUNTER2 AS FAILED] PRINT STUDENT_ID, PASSED =1, FAILED =1 PRINT NEW LINE i++ i=2 IF (COUNTER3 =50) FALSE { INSERT PAGE BREAK COUNTER3 = 0 } ELSE COUNTER3 ++ COUNTER3=1 } } The process will continue for 3 records. The first two records are for same student in two different subject, one PASSED and another FAILED, the third record is for another student and PASSED.

The boy who loved Anne Frank By Hellena Feldman free essay sample

About everyone recognizes the name Anne Frank ; it is synonymous with humor, honestness and courage. Her journal has touched 1000000s. I ca nt conceive of anyone non being inspired by her narrative. Ellen Feldman, nevertheless, can. In her novel, The Boy Who Loved Anne Frank, she imagines a adult male who suffers a mental interruption at the mere sight of Anne s published journal. Why would the Hagiographas of a immature miss cause a adult male s mind to disintegrate? Because he is Peter new wave Pels, the male child who hid in the Annex with Anne and her household. He is Peter new wave Pels, the adult male who has tried urgently to bury his yesteryear. In the book s Recognitions subdivision, Feldman, a New York writer, describes her experience sing the Anne Frank House in Amsterdam in 1994. Her tour usher stated that the destinies of all the residents of the Annex were known, they were arrested on 04. We will write a custom essay sample on The boy who loved Anne Frank By Hellena Feldman or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page August 1944, except for that of Peter.Ellen Feldman was fascinated by the thought that Peter might hold survived the Holocaust and decided to compose a book about how his life might hold turned out.. By the clip she discovered her usher had been misinformed ( harmonizing to a Dutch Red Cross dossier, Peter died in Mauthausen concentration cantonment on the 5th of may 1945, merely 3 yearss before its release ) , the character had already formed in her head.Peter new wave Pels, whose household name was listed as new wave Daan in THE DIARY OF ANNE FRANK, allegedly stated to Anne while they were concealing in their Amsterdam Attic extension during the tallness of WWII that if he got out alive he would reinvent himself wholly. There is no direct grounds that Peter perished in the Nazi decease cantonments although this has been assumed by all who knew him, including Otto Frank so Feldman has taken this guess and built a fictional life around it. Therefore, it is Feldman s creative acti vity we meet in her book. When The Boy Who Loved Anne Frankclears, it is 1952 and an grownup Peter is sitting in a head-shrinker s office. The physician has been consulted to handle the sudden, incomprehensible turn of laryngitis which has seized Peter s organic structure. Much to his discouragement, the head-shrinker insists on peppering him with pathetic inquiries, even asking as to his married woman s reading stuff. Surprisingly, it s the reply to this last enquiry that gives him his reply: Madeleine ( his married woman ) had been reading the newly-published The Diary of A Young Girlby Anne Frank.It turns out that Peter is sing what some professionals call a transition upset, imparting his daze at the sight of Anne s published journal into a hysterical reenactment of his old ages spent whispering in the Secret Annex. The publication of the book causes non merely laryngitis, but a psychotic interruption that has Peter coping with a yesteryear he s worked urgently to bury. Unknown to the Red Cross, he # 8217 ; s escaped the prison cantonments and starts in 1946 when he arrives in New York. After an brush with an Immigration-officer who mistakes him for a heathen he realizes how easy it would be to alter his whole personality, he would nt even hold to lie, all he had had to make was maintain quiet. When he steps off the boat in New York, Peter covers the tattooed figure on his arm, hides his Judaic lineage, and sets out in chase of the American dream. He begins his new life in entire denial of his old one, deletes every memory of it and that with such sufficiency that he eventually is non able to retrieve any more. He neer answers any inquiries about it and starts to populate a prevarication. Peter new wave Daan is now populating in America as Peter new wave Pels and go throughing himself off as Christian. Ironically, the first miss Susannah he falls in love with ultimately culls him because she is Judaic and her household would non be pleased if she married exterior of her religion. Funny plenty, he begins dating her sister, Madeline, and she does non hold an issue with his religion as their wooing finally leads to marriage and a household. His greatest fright is that anyone could happen out that he is Judaic but still he seems to be drawn to the Jewish community. His best friend and subsequently business-partner Harry is Jewish. Peter finds employment in the turning field of Real Estate/Property Management and settles down to a nice suburban life in New Jersey. So non even a decennary subsequently, he has a successful calling, a nice place and an unsuspicious Judaic married woman. His concern is traveling highly good, the twosome have two lovely small misss, a 3rd babe is on the manner ( it will be a male child ) and the hereafter looks bright for Peter new wave Pels. He has hidden his yesteryear so successfully that no one non even Madeleine suspects the strivings he endured during the war.However, Peter is continually haunted in his dreams by his secret and realizes the truth in the avowal that you can non run off from your yesteryear! In 1947, Peter # 8217 ; s worst frights are realized as a novel is released worldwide titled ANNE FRANK: THE DIARY OF A YOUNG GIRL ( subsequently re-titled to fit the play/film, THE DIARY OF ANNE FRANK ) . Not merely is Peter horrified that he will be exposed but his ain married woman and girls become fans of the novel. Peter at one point steals the novel and travels a great distance to dispose of it merely to mouse back out into the dark to repossess for himself. Everywhere he goes, people talk about his yesteryear and there s nil he can make about it, because although the adolescent miss who wrote the book is dead, she s a mega-star of international proportions. He feels as a clumsy adolescent who spent more than two old ages locked up in an Amsterdam loft with the Holocaust s most celebrated victim had someway survived the war and come to America seeking namelessness. He reads the novel in secret, furiously turning the pages. While he disagrees with several portraitures within the novel he is moved by its # 8217 ; stalking transitions that hit place for him. Then the journal is published and he feels the past birr around him, a twister that threatens to destruct everything in his carefully-constructed life.Peter # 8217 ; s try to bury his yesteryear, and get down afresh after emigrating to America, merely digs him deeper into the roots he tries to blot out. The events that follow that find are an analogy to the fright Holocaust victims carried with them # 8230 ; concealment, traveling, whispering, running. The book became his stepping rock backwards, forwards, and backwards once more into fright and abhorrence. With memories stalking H is every measure, Peter begins floging out. He knows he should state his household the truth, but he s despairing to maintain them anon. , safe.As his memories of the War become harder to get away, he becomes obsessed with salvaging adequate money to let his household to run off in instance they come back. He keeps the money in a safe at place and gets up to number it in the center of the dark. He’s besides obsessed with non blowing nutrient – there is a scene in peculiar that greatly touched and disturbed me. He yells at his married woman and at his amazed little girls and tells them that they don’t know what hungriness is. It’s true, they don’t. Finally, the drama version of the fresh becomes a large hit as THE DIARY OF ANNE FRANK hits Broadway. Many people, including Anne’s male parent, Otto Frank, object to the actress dramatis personae as Mrs. Frank who is a non-Jew. Peter has even more expostulation with Otto Frank who he feels watered down and tainted many transitions of Anne’s Diary. Specifically, he is non at all pleased with his male parent, Mr. van Daan, being portrayed as stealer who stole staff of life from the closets at dark, thereby striping the remainder of those in concealing from much needed nutriment. Madeliene describes a peculiar event portion of the fancied narrative, although she does nt cognize that in the play: It was the most atrocious scene. One dark Mrs. Frank hears a noise and gets up, and there s Mr. van Daan [ In her diary, Anne uses van Daan to conceal the individuality of Peter s household, the new wave Pels ] , the male parent of the male child Ann s in love with, stealing staff of life from the closet. All the clip they thought it was the rats, it was truly him. He. Taking nutrient out of his ain kid s oral cavity. Can you conceive of? ( p. 149 ) The journal has caused plenty jobs, but Peter ca nt digest the idea of America consuming a horrid prevarication about his male parent. He snaps. Otto Frank chooses to convey the writer of the drama version of Anne # 8217 ; s Diary, Meyer Levin, to tribunal. Levin will subsequently travel on to write the book, THE STOLEN LEGACY OF ANNE FRANK: MEYER LEVIN, LILLIAN HELLMAN AND THE STAGING OF THE DIARY, which continues to demo contention with Otto Frank # 8217 ; s redaction of his girl # 8217 ; s original work. Peter is intrigued by this tribunal instance and sends a note to Otto Frank certifying to his true individuality and naming his grudges with the emended version of The Diary. Mr. Frank # 8217 ; s legal representative writes Peter back proposing that his caricature of person that was affectionately to Mr. Frank was non appreciated and farther correspondence will take to legal action. Peter shows up at the courtroom during the Otto Frank/Meyer Levin instance and runs into an aged adult female who besides has issue with Mr. Frank # 8217 ; s edited Diary. This adult female introduces herself to Peter as the married woman of the character falsely named Pfeffer in both the Diary and the Play. Torn between stating the truth and protecting his household, Peter spirals out of control. On the threshold of divorce and mental dislocation, Peter makes a scene during the test of Otto Frank, which seals his destiny. He has no pick but to uncover his individuality, but stating the truth means memory, and retrieving agencies confronting memories so agonizing they could oppress him forever.You could state that the more popular Anne # 8217 ; s narrative gets the more Peter # 8217 ; s state of affairs worsens. He eventually becomes a menace to himself and his household and has to make up ones mind whether to accept his yesteryear with all the effects or to give up on remaining alive. As I mentioned before, I was about 12/13 old ages old when I read Anne # 8217 ; s Diaries for the first clip. Thankss to Ellen Feldman # 8217 ; s researches I could obtain a batch more information about the people who used to populate with Anne and Peter in the Secret extension. Especially Peter # 8217 ; s parents and Fritz Pfeiffer ( Dussel ) are shown in a wholly new position so in Anne # 8217 ; s journals and they lose all the amusing features they ve gained through Anne # 8217 ; s descriptions. This difference in between how those individuals have been characterized in Anne # 8217 ; s journals and Ellen Feldman # 8217 ; s book made me even more realize how immature Anne was when she wrote her books. The manner she depicts Peter # 8217 ; s increasing paranoia is singular. This book besides allowed me to larn about all the events that followed the publication of Anne Frank # 8217 ; s book in America. I didn # 8217 ; t know that Otto Frank had been involved in a case. Pete r # 8217 ; s emotional reaction to the whole thing was interesting to see, and Ellen Feldman raises some interesting inquiry about how the journal was ( and still is ) received and responded to. In my sentiment this book is highly good researched particularly when it comes to covering with the post-traumatic experiences which most subsisters of the Holocaust had to travel through. It shows clearly that for most of them it was nt wholly merely joy and felicity for holding survived after their release, but that for most of them, even so their life styles would alter dramatically, the agony neer ends. Feldman inside informations the historical, and small known facts sing the journal of Anne Frank. She gives the audience a position of, # 8220 ; what if # 8221 ; . What if Peter had survived? What would his life have been like if he had survived? The flow of the narrative shows how the male child, Peter, grew into an grownup. The Boy Who Loved Anne Frank leaves one to inquire whether promises made as a adolescent should be kept as we grow and mature. The writer analyzes that factor and how it plays into Peter # 8217 ; s life. The Boy Who Loved Anne Frank is a singular narrative about fright, isolation, loss, the weight of memory and what it means to retrieve # 8211 ; and how possibly we remember some things in order to bury others more easy. Largely, it s merely what its screen proclaims it to be: A Novel of Remembering and Forgetting. It s trim, challenging and utterly moving. It s non an easy read, but it s one you wo nt shortly bury. ANNE FRANK # 8220 ; Everyone has inside of him a piece of good intelligence. The good intelligence is that you don # 8217 ; t cognize how great you can be! How much you can love! What you can carry through! And what your possible is! # 8220 ; Anne Frank # 8221 ; I don # 8217 ; t believe of all the wretchedness but of the beauty that still remains. # 8221 ; # 8220 ; I merely can # 8217 ; t construct my hopes on a foundation of confusion, wretchedness and decease # 8230 ; I think # 8230 ; peace and tranquility will return again. # 8221 ; -Anne Frank

buy custom Five Theme of Geography essay

buy custom Five Theme of Geography essay Geography is an interesting subject, but sometimes, the teachers may fail to express the point correctly, hence misleading the students. Teachers in Texas should employ the data presented in Texas Essential Knowledge and Skills (TEKS) to ensure that they give all the relevant information to the students. In geography, a teacher should be able to discuss the five themes to ensure that the students receive the necessary information. These include location, place, human-environment interactions, movement, and region (Davis, Ochman, Boehmer, McLarty, Ojo, 1992). Location can be either absolute or relative. Place is concerned with human and physical characteristics of a location. Human-environment interaction relates to ways in which humans adapt to and modify the environment. Movement theme relates to traveling of goods, ideas, resources, and information from one place to another. Regions are subdivisions of the world (Davis et al, 1992). Different events and people are included in the TEKS that helps the students to understand the subject of geography. Aristotle is one of the philosophers quoted by Davis in his book Dont Know Much about Geography. Aristotle was one of the great philosophers who relied on simplified reasoning. He thought that the closer to the equator, the hotter the temperature. His argument was based on the black skin of the Libyans, which made him believe that the black skin was as a result of being scorched by the sun. He believed that life on the equator was unbearable due to excessive temperature. Aristotle also believed in the natural balance that made the continents in the south of the equator equal to those in the north. He introduced the concept of the anti-poles, which lasted from his times till the voyages of Captain Cook in mid-eighteenth century. Aristotles philosophy is presented on the TEKS. However, the students need to get more information on this philosophy because it formed the basis of the geograpy history. Students should get more information about Aristotles contribution to the division of science into theoretical, practical, and productive group views, which is fundamental in understanding the geographical science. More emphasis should be put on Aristotles argument about the shape of the earth. TEKS should explain Aristotles observation. He observed that the shadow cast by Earth on the Moon during an eclipse is an arc. He also observed that the phases of the Moon and its appearance during eclipses are spherical, which led to the suggestion that the Earth might also be spherical (Seroglou Koumaras, 2001). The appearance of the stars as a person moves towards North or South and the falling away of the horizon when a person approaches is another indicator that the Earth is spherical. The things fall to the Earth in a way that appears to be close to the surface. It is the spherical shape that facilitates this as the sphere is the only shape that has the smallest surface in consideration of a given volume. Aristotle argued that the Earth is the center of the universe since all things move around it or fall towards its center (Seroglou Koumaras, 2001). Aristotles philosophy deserves the status given by the TEKS he it gave the idea of the shape of the Earth, which is now known for sure to be a sphere. Although Aristotles philosophy was developed in 384 BC, his observation has been approved by other philosophers that came after him. His philosophy marked the beginning of determining the shape of the Earth, the Moon, and the Sun. For this reason, it is essential to emphasize the contribution made by Aristotle to defining the shape of the Earth. Much information should be included in the TEKS concerning how Aristotle based his argument on logics. Although he was trying to be logical, he argued that the logic is just a dialect; hence, the study of reasoning should be analytical. The modern scientists use most of mathematical models and abstracts developed byy Aristotle. There are many people who apply these theories and equations without understanding how they were developed. Although most of the natural events were associated with actions of gods, Aristotle and other ancient philosophers were not sure about the role of gods. There was controversy about who causes particular event if not gods with most philosophers trying to explain those occurrences through the application of mathematical and philosophical principles. Aristotle, being unsatisfied with such arguments, offered a suggestion that such occurrences were found within nature (Seroglou Koumaras, 2001). He argued that nature was available within nature, which was pos sible to reveal through inductive reasoning and careful observation. This kind of thinking and reasoning is essential in teaching students to enable them to exercise their thinking capacity. Davis depicts Aristotle as one of the key contributors to the evolution of physical geography. He explained how Aristotle agreed with Platos argument that the Earth is a sphere by moving from philosophic reasoning to providing observable evidence. However, Davis explained how Aristotle failed in fairly simplistic reasoning by arguing that the closer to the equator, the hotter the temperatures. Again, Davis showed how Aristotle explained the theory of natural balance. I agree with the way Davis portrayed Aristotle as a great contributor to the modern geography. It is due to his argument that the current maps are drawn the way they are, and time is also determined. However, Davis did not give details about Aristotles argument and other ancient philosophers in his book. Davis only pointed that Aristotle had given evidence about the shape of the Earth by observing the shadow cast during the solar eclipse, but he did not explain how this information is applied in modern-day science. I believe much more information should be included in the book to ensure that the students understand the depth of Aristotles philosophy. Buy custom Five Theme of Geography essay

Hearsay & Crawford v. Washington Assignment Example | Topics and Well Written Essays - 750 words

Hearsay & Crawford v. Washington - Assignment Example There are several methods used for impeachment in a court of law and these include bias, character, inconsistent statement, contradiction and competency. The court allows demonstration of bias through cross-examination for impeachment, and this involves use of personal interests such as financial stake, blood relations among others to catalyze witness bias. Similarly, character is an impeachment method that focuses on demonstrating bad character such as prior conviction or non intrinsic evidence. Inconsistent statement involves use of prior statements that do not match the current testimony for impeachment, and these may also be used as substantive evidence. On the other hand, contradiction as a method of impeachment is where the witness says two or more contradicting statements in the same testimony. Finally, competency is the impeachment method where the witness lacks the required mental capacity, or he/she cannot sense what he claims to have. The Federal Rules if Evidence defines hearsay as, "a statement, other than one made by the  declarant  while  testifying  at the  trial  or  hearing, offered in  evidence  to prove the truth of the matter asserted" (Federal Rules of Evidence, 2009). Therefore, hearsay is out-of-court evidence and thus allowing it in a court trial interferes with the methods of testing credibility. For instance, testimonial hearsay does not give a chance for impeachment of the witness in order to determine the credibility of the evidence. The Sixth Amendment states that "[i]n all criminal prosecutions, the accused shall enjoy the right...to be confronted with the witnesses against him† (US Supreme Court Media, 2004).  However, in some cases the court allows evidence from out-of-the-court testimony on grounds that it should be reliable evidence. This is exemplified in the U.S. Supreme Court ruling in 2004, on the case of Crawford v. Washington. Crawford, together with his wife, Sylvia, confronted and stabbed a ma n, Lee, who allegedly raped his wife. During the trial, Miranda was unable to testify as a result of the marital privilege rule of Washington, and thus, her statement was presented for the jury in the form of recorded evidence. As a result, Crawford was denied the opportunity to cross-examine witness as provided for in the Confrontation Clause of the Sixth Amendment. Hence, argued that the court violated the Confrontation Clause by allowing his wife’s recorded-statement to be used in the trial, and thus denying him a chance for cross-examination. The decision of the U.S. Supreme Court reformulated the standards for the inclusion of hearsay statements in criminal trials under the Sixth Amendment. According to the court, cross-examination is required only to admit a witness’s prior testimonial statements, which was unavailable in the case of Crawford v. Washington. Crawford v. Washington Supreme Court’s decision relied on the Ohio v. Roberts U. S. Supreme Courtâ⠂¬â„¢s decision of 1980. In this decision, the court allowed use of out-of-court testimony against the defendant so long as the testimony was reliable. On those grounds, the court determined that Sylvia’s statement was reliable and thus could be used as evidence in the trial. The trial court noted that the evidence was trustworthy and gave reasons to support its use in the criminal case against Crawford. For example, Sylvia and Crawford were interrogated separately, and the statements

Miami school district negotiation Essay Example | Topics and Well Written Essays - 1500 words

Miami school district negotiation - Essay Example This also controls incidents of school boards misappropriating the funds by engaging in expensive or unnecessary projects. The redistricting of school boundaries also plays a vital role in limiting future bond packages and maximizes utilization of education facilities in the schools (Greene, 2000). As a result, poverty gaps manifested in the education system are eliminated as well as improving the overall quality of education. Conversely, rezoning of the school boundaries implies that a great deal of students change schools and teachers are transferred. This process is also resource intensive with huge portions of public funds going into it. As a result, there is need for dedication from all stakeholders. Therefore, before school boundaries are redrawn all the concerns and recommendations voiced by stakeholders should be considered. For instance, the quality of education is vital in today’s society. This is one of the fundamental principles that parents consider especially whe n shifting, building and buying their homes in particular school districts. This is because the quality of education that is subjected to children shapes their future as well as molds their personalities, talents and character. Poor quality of education from early stages in life i.e. intermediate and secondary level of education, will adversely affect the livelihood of students (Brantlinger, 2003). Therefore, in the event of redistricting school boundaries parents are usually concerned about teachers’ competence, implemented strategies of accessing and determining quality of education facilities and the standards of education in these schools where they are supposed to transfer their children to. Another factor that parents consider in the event of redistricting school boundaries is the increase in cost and time taken to travel to and from school. Most of the students who should be transferred have to either use the school bus or walk a further distance to get to their new sc hool. Such measures usually disorient students to the extent of adversely affecting their time management and study plans. Moreover, parents also consider that their children will have to be subjected to different environmental factors that may adversely affect their social life (Douglas, Crowson & Shipps, 2006). On the same note, parents fear that their children will have lose ties with friends from the former school which may also affect their social life subsequently affecting their grades. The students too constitute major stakeholders in the education system. The process of redrawing new school boundaries may affect the quality of education they are subjected to especially if the schools they are transferred to have lower quality standards. In addition, they may have to travel long distances, face rejection due to their racial, economic, cultural and religious differences and break friendship ties with their former friends. Conversely, their social life and self esteem may chan ge to be worse. On the other hand, teachers and the other staff will also be affected by the redistricting process because they will also be transferred to a new working environment which also means that there will be a couple of layoffs. Their concern is fitting in and adjusting to the new environment as well as their future and career

Comment The Five Minds of a Manager Essay Example for Free

Comment The Five Minds of a Manager Essay The Five Minds of a Manager the five aspects of the managerial mind—has proved not only powerful in the classroom but insightful in practice, as we hope to demonstrate in this article. We’ll first explain how we came up with the five managerial mind-sets, then we’ll discuss each in some depth before concluding with the case for interweaving the five. The Five Managerial Mind-Sets Jonathan Gosling is the director of the Centre for Leadership Studies at the University of Exeter in Exeter, England. Henry Mintzberg is the Cleghorn Professor of Management Studies at McGill University in Montreal and the author of the forthcoming book Managers Not MBAs from Berrett-Koehler. The International Federation of Red Cross and Red Crescent Societies, headquartered in Geneva, has a management development concern. It worries that it may be drifting too far toward a fast-action culture. It knows that it must act quickly in responding to disasters everywhere—earthquakes and wars, floods and famines—but it also sees the need to engage in the slower, more delicate task of building a capacity for action that is careful, thoughtful, and tailored to local conditions and needs. Many business organizations face a similar problem—they know how to execute, but they are not so adept at stepping back to reflect on their situations. Others face the opposite predicament: They get so mired in thinking about their problems that they can’t get things done fast enough. We all know bureaucracies that are great at planning and organizing but slow to respond to market forces, just as we’re all acquainted with the nimble companies that react to every stimulus, but sloppily, and have to be constantly fixing things. And then, of course, there are those that suffer from both afflictions—for example, firms whose marketing departments are absorbed with grand positioning statements while their sales forces chase every possible deal. Those two aspects establish the bounds of management: Everything that every effective manager does is sandwiched between action on the ground and reflection in the abstract. Action without reflection is thoughtless; reflection without action is passive. Every manager has to find a way to combine these two mindsets—to function at the point where reflective thinking meets practical doing. But action and reflection about what? One obvious answer is: about collaboration, about getting things done cooperatively with other people—in negotiations, for example, where a manager cannot act alone. Another answer is that action, reflection, and collaboration have to be rooted in a deep appreciation of reality harvard business review †¢ november 2003 in all its facets. We call this mind-set worldly, which the Oxford English Dictionary defines as â€Å"experienced in life, sophisticated, practical. † Finally, action, reflection, and collaboration, as well as worldliness, must subscribe to a certain rationality or logic; they rely on an analytic mind-set, too. So we have five sets of the managerial mind, five ways in which managers interpret and deal with the world around them. Each has a dominant subject, or target, of its own. For reflection, the subject is the self; there can be no insight without self-knowledge. Collaboration takes the subject beyond the self, into the manager’s network of relationships. Analysis goes a step beyond that, to the organization; organizations depend on the systematic decomposition of activities, and that’s what analysis is all about. Beyond the organization lies what we consider the subject of the worldly mind-set, namely context—the worlds around the organization. Finally, the action mind-set pulls everything together through the process of change—in self, relationships, organization, and context. The practice of managing, then, involves five perspectives, which correspond to the five modules of our program: †¢ Managing self: the reflective mind-set †¢ Managing organizations: the analytic mind-set †¢ Managing context: the worldly mind-set †¢ Managing relationships: the collaborative mind-set †¢ Managing change: the action mind-set If you are a manager, this is your world! Let us make clear several characteristics of this set of sets. First, we make no claim that our framework is either scientific or comprehensive. It simply has proved useful in our work with managers, including in our master’s program. (For more on the program, see the sidebar â€Å"Mind-Sets for Management Development. †) Second, we ask you to consider each of these managerial mind-sets as an attitude, a frame of mind that opens new vistas. Unless you get into a reflective frame of mind, for example, you cannot open yourself to new ideas. You might not even notice such ideas in the first place without a worldly frame of mind. And, of course, you cannot appreciate the buzz, the vistas, and the opportunities of actions unless you engage in them. Third, a word on our word â€Å"mind-sets. † We page 2 The Five Minds of a Manager do not use it to set any manager’s mind. All of us have had more than enough of that. Rather, we use the word in the spirit of a fortune one of us happened to pull out of a Chinese cookie recently: â€Å"Get your mind set. Confidence will lead you on. † We ask you to get your mind set around five key ideas. Then, not just confidence but coherence can lead you on. Think, too, of these mind-sets as mind-sights—perspectives. But be aware that, improperly used, they can also be mine sites. Too much of any of them—obsessive analyzing or compulsive collaborating, for instance—and the mind-set can blow up in your face. Managing Self: The Reflective Mind-Set Managers who are sent off to development courses these days often find themselves being welcomed to â€Å"boot camp. † This is no country club, they are warned; you’ll have to work hard. But this is wrongheaded. While managers certainly don’t need a country club atmosphere for development, neither do they need boot camp. Most managers we know already live boot camp every day. Besides, in real boot camps, soldiers learn to march and obey, not to stop and think. These days, what managers desperately need is to stop and think, to step back and reflect thoughtfully on their experiences. Indeed, in his book Rules for Radicals, Saul Alinsky makes the interesting point that events, or â€Å"happenings,† become experience only after they have been reflected upon thoughtfully: â€Å"Most people do not accumulate a body of experience. Most people go through life undergoing a series of happenings, which pass through their systems undigested. Happenings become experiences when they are digested, when they are reflected on, related to general patterns, and synthesized. † Unless the meaning is understood, managing is mindless. Hence we take reflection to be that space suspended between experience and explanation, where the mind makes the connections. Imagine yourself in a meeting when someone suddenly erupts with a personal rant. You’re tempted to ignore or dismiss the outburst—you’ve heard, after all, that the person is having problems at home. But why not use it to reflect on your own reaction—whether em- Mind-Sets for Management Development In 1996, when we founded the International Masters Program in Practicing Management with colleagues from around the world, we developed the managerial mind-sets as a new way to structure management education and development. Managers are sent to the IMPM by their companies, preferably in groups of four or five. They stay on the job, coming into our classrooms for five modules of two weeks each, one for each of the mindsets, over a period of 16 months. We open with a module on the reflective mind-set. The module is located at Lancaster University in the reflective atmosphere of northern England—the nearby hills and lakes inspire reflection on the purpose of life and work. Then it is on to McGill University in Montreal, where the grid-like regularity of the city reflects the energy and order of the analytic mind-set. The worldly mind-set on context comes alive at the Indian Institute of Management in Bangalore, where new technologies jostle ancient traditions on the crowded streets. Then comes the collabora- harvard business review †¢ november 2003 tive mind-set, hosted by faculty in Japan, where collaboration has been the key to managerial innovations, and Korea, where alliances and partnerships have become the basis for business growth. Last is the action mind-set module, located at Insead in France, where emerging trends from around the world convert into lessons for managerial action. So our locations not only teach the mindsets but also encourage the participating managers to live them. And so have we, in the very conception of the program. Our approach to management development is fundamentally reflective. We believe managers need to step back from the pressures of their jobs and reflect thoughtfully on their experiences. We as faculty members bring concepts; the participants bring experience. Learning occurs where these meet—in individual heads, small groups, and all together. Our 50-50 rule says that half the classroom time should be turned over to the participants, on their agendas. The program is fully collaborative all around. There is no lead school; much of the organizational responsibility is distributed. Likewise, the faculty’s relationship with the participants is collaborative. And faculty members work closely with the participating companies, which over the past eight years have included Alcan, BT, EDF Group and Gaz de France, Fujitsu, the International Red Cross Federation, LG, Lufthansa, Matsushita, Motorola, Royal Bank of Canada, and Zeneca. We think of our setting as being especially worldly, because the participating managers and faculty host their colleagues at home, in their own cultures, and are guests abroad. We also believe that the program’s reflective orientation allows us to probe into analysis more deeply than in regular education and work. Finally, our own purpose is action: We seek fundamental change in management education worldwide—to help change business schools into true schools of management. page 3 The Five Minds of a Manager These days, what managers desperately need is to stop and think—to step back and reflect thoughtfully on their experiences. barrassment, anger, or frustration—and so recognize some comparable feelings in yourself? Your own reaction now becomes a learning experience for you: You have opened a space for imagination, between your experience and your explanation. It can make all the difference. Organizations may not need â€Å"mirror people,† who see in everything only reflections of their own behavior. But neither do they need â€Å"window people,† who cannot see beyond the images in front of them. They need managers who see both ways—in a sense, ones who look out the window at dawn, to see through their own reflections to the awakening world outside. â€Å"Reflect† in Latin means to refold, which suggests that attention turns inward so that it can be turned outward. This means going beyond introspection. It means looking in so that you can better see out in order to perceive a familiar thing in a different way—a product as a service, maybe, or a customer as a partner. Does that not describe the thinking of the really successful managers, the Andy Groves of the world? Compare such people with the Messiers and Lays, who dazzle with great mergers and grand strategies before burning out their companies. Likewise, reflective managers are able to see behind in order to look ahead. Successful â€Å"visions† are not immaculately conceived; they are painted, stroke by stroke, out of the experiences of the past. Reflective managers, in other words, have a healthy respect for history—not just the grand history of deals and disasters but also the everyday history of all the little actions that make organizations work. Consider in this regard Kofi Annan’s deep personal understanding of the United Nations, a comprehension that has been the source of his ability to help move that complex body to a different and better place. You must appreciate the past if you wish to use the present to get to a better future.

Free Essays - A Psychological Analysis of Hawthornes Young Goodman Brown :: Young Goodman Brown YGB

My first thought when I read the story is that there's a psychological aspect to this. This aspect comes to life when Brown begins to accept the reality that he seems to repress. Which reality is this? As imperfect humans, we've occasionally used poor judgment on issues in our everyday lives, but what is most important is how we deal with these experiences that will become forever frozen in our minds. I feel that this is the major cause of anguish for Brown. When you look at his society and the beliefs of the townspeople, one can understand how Brown's conscience can be very overbearing. So overbearing that it causes him to have delusions concerning the welfare of his soul. I believe it is a dream or nightmare for Brown, one that he will never be able to deal with. One wonders how Brown's townsfolk deal with their sins. Do they repress them or just keep them hid from others? Through time, Brown learns he is not alone when it comes to dealing with good and evil. Isn't he just dealing with good? Or is it the connection between good and evil that bugs him? His own wife, Faith, is bothered with symptoms: "a lone woman is troubled with such dreams." Brown mentions, "She talks of dreams, too," which is a somewhat reassuring statement for him. This seems to confirm the notion that his "journey" is a fabrication of his unconscious (a dream) and that his wife has similar problems. It's quite ironic that her name is Faith, which seems to be the very thing that she is lacking. Also, Brown is caught offguard when he sees the "journeyman" mingle with Goody Cloyse. He comments: "that old woman taught me my catechism"; such a respectable woman is talking to evil. We are also told of how Brown's family wasn't as wholesome as he believed. His grandfather lashed a Quaker woman while his father set fire to an Indian village. How did these men deal with their actions? I can remember reading about Puritans who used to whip themselves for their sins. This torment can exhaust you to a physical numbness but the sin is still in your mind. Through it all, I wonder about all the hell people were put through, during this time period, for acts that were deemed unacceptable I really like the symbolism in this story.

How Does Mary Shelley Explore Suffering in Frankenstein

How does Shelley portray suffering in â€Å"Frakenstein†? Throughout the novel, suffering of not only an individual but also humanity, remains at the heart of the plot. Many critics today believe that this suffering comes from the troubled and tormented life Shelley had. For example from 1815 to mid 1819, Shelley was to lose the first three of her four children, for which she held herself responsible. Therefore, it could be argued that the monster is the embodiment of Shelley’s suffering and guilt. Suffering in the novel becomes apparent through the narrator, Frankenstein. For example, from a psychoanalyst’s perception ofVictor, his suffering comes from his character. Victor is the very incarnation of the Byronic Hero. He represents a lonely, isolated and self- ­? destructive force vulnerable to his own over- ­? powering emotions of greed and fervid curiosity. This is perfectly depicted in Caspar David Friedrich’s painting (commonly associated with the image of the Byronic hero) â€Å"Wanderer above the sea of fog† whereby a man overlooks an untouched landscape (Byron’s poem The Corsair; â€Å"lone, wild and strange, he stood alike exempt from all affection and all contempt†) with the sole desire to explore and gain victory. This passionately intense nd over- ­? powering desire of knowledge is perfectly depicted in Book IV of Milton’s Paradise Lost ‘Satan’s address to the sun’ (An epic poem heavily influencing Shelley) whereby Satan must suffer for his â€Å"Pride and worse ambition†. It is therefore blatant that Frankenstein’s immense feelings of isolation (Byron; â€Å"That man of loneliness and mystery†) and fervid desire become the sole cause of Frankenstein’s loss of humanity and mental self- ­? destruction (the use of the phrase â€Å"infernal machinations† implying a man so susceptible to his own greed, curiosity and isolation that his o wn mental torment becomes almost an quivalent to Dante’s ‘Inferno’). Therefore, Victor becomes the â€Å"Satan† of this novel. Having had an intense yearning for victory (as his name suggests), he has attempted to assume the position of God, which has only caused mental decline and suffering. Aside from his mental torment, Victor’s physical deterioration mirrors his guilt. Frankenstein has held himself responsible for the deaths of his closest friends and family. For example, in Chapter IV- ­? â€Å"I felt the fiend’s grasp in my neck† a direct link is made to Coleridge’s (a close friend of William Godwin- ­? Shelley’s Father) ‘Rime of the Ancient Mariner’ whereby, fter having shot the albatross (once a symbol of good luck), the course of time has been altered forever; â€Å"With my crossbow I shot the Albatross†. Consequently, the â€Å"[shooting] of the albatross† in this novel comes not f rom Victor’s creation of the monster but infact his crime of denying the monster of love. For example, Rousseau (a philosopher that inspired Shelley) suggested that a child deprived of a loving family becomes a monster. This act of depriving the monster of maternal love (thus, showing men’s incapability of love) caused the monster to kill those closest to Victor. This sparked immense feelings of guilt n Victor â€Å"I was overcome by gloom and misery† linking to Coleridge’s poem (â€Å"And I had done a hellish thing†), which inevitably becomes the cause of his physical decline â€Å"The human frame could not longer support the agonizing suffering that I endured†. It is therefore, through the â€Å"hellish† act of denying the monster of love, that â€Å"The Albatross about [Victor’s] neck was hung† and his supreme guilt lead to his suffering. Victor’s physical deterioration in this novel also confirms the idea of à ¢â‚¬Å"The Double†. As many critics have suggested, the monster is merely a projection of Frankenstein’s innate corruption. It is hence ossible to assume that Frankenstein’s physical suffering and loss of humanity comes from the monster’s increased power thus showing how these two individuals are linked. The idea of such a double is backed up by the fact that the monster kills at moonlight and thus, the moon acts as an illuminating object shining into the heart of Victor only to reveal the monster. Such a theme is present in Stevenson’s â€Å"Dr. Jekyll and Mr. Hyde† whereby; the suppressed emotions of Dr, Jekyll are projected at night in the ultra- ­? ego of Mr. Hyde. However, a far greater suffering is observed within the monster. The suffering comes withinThe Daemon’s rejection from his creator Frankenstein. The Daemon has lost any parental influence or more importantly, he has failed to achieve his â€Å"father figure†. Con stant desire to be appreciated by a father is a theme in this novel. For example, Frankenstein felt safe and secure in the presence of his father (â€Å"Nothing, at this moment, could have given me greater pleasure than the arrival of my father†) and Shelley herself longed for the appreciation and love from her father (especially after, William Godwin cut off relations to Shelley after her marriage to Percy). However, the monster, much like Adam from ParadiseLost, has failed to be appreciated by Victor (who he views as his father). In Paradise Lost, Adam had a constant desire to please God, but due to the temptation of Eve, he was outcast and rejected. This is similar to the monster, as purely to his appearance, the monster has been denied love from his father thus giving rise to an Oedipus complex. This Oedipus complex (also present in Shakespeare’s Macbeth) is shown through the monster as, when Frankenstein rejects the monster, the monster seemingly denounces him as a father and instead views his mother (possibly, nature) as the only love he will ever receive (â€Å"He was soon orne away by the waves†- ­? last sentence, Page 191). Therefore, this rejection of love from a paternal influence based on the monster’s appearance of â€Å"horror and disgust† (page 39) has lead to a loss of identity within the monster, and thus a mental anguish and suffering (â€Å"who am miserable beyond all living things- ­? page 77). This suffering the monster feels is extended by society’s further rejection of him based on his appearance. The fact that he is even rejected by the DeLaceys is Shelley’s view that everyone, however seemingly perfect, has an innate ability to judge based on appearance. This is why the monster s, at first, welcomed into the house of DeLacey. He is blind and therefore does not possess humanity’s evil ability to judge based on appearance- ­? he therefore is the very quintessence of purity an d kindness at the heart of a judgmental society as he does not possess sight. Shelley therefore attempts to suggest that humanity’s most dangerous quality is sight. This allows The Monster to believe he really is â€Å"a daemon†/ â€Å"wretch†/ â€Å"foul being† and suffers due to it. However, despite the suffering of the individual, this novel seems to address a far greater suffering; the suffering of humanity. Linking once again toMilton’s Paradise Lost, the ‘ultimate sin’ of Eve stealing the forbidden fruit leads to Adam and Eve (the first humans and thus, our ancestors) to be outcast to the wilderness. The suffering of humanity therefore comes from the fact that we, as descendants of Adam and Eve must be held responsible for Adam and Eve’s actions and temptation. Therefore, the human existence is based on the belief that we must continually repent for our ancestor’s sins and leads to the theory that the monster is mer ely the embodiment of God’s vengeance, warning the most corrupt humans who attempt to overcome nature (which is sublime and God- ­? ontrolled) that, God will prevail. This is however a use of irony. Mary Shelley married Percy Shelley 3 years after he was expelled from Oxford for his pamphlet â€Å"The necessity of atheism†. This therefore exposes Shelley’s cynicism of religion, whereas it should be based on glorifying existence, it is in fact, based on the suffering of humanity. Further suffering of humanity is observed through the treatment of sexuality in the novel. When Adam and Eve were cast out into the wilderness in Paradise Lost, they had to commit the ‘original sin’ of sexual reproduction as a means to produce offspring and ensure the survival f humanity. This act therefore undermines God’s power as it shows nature and science cannot be controlled by God (who is allegedly ‘the creator of all’). Therefore, within Victori an society a religiously backed suppression of sexuality meant men could not show any signs of sexual desire and that instead they must be kept secret. This leads to the idea that the monster is infact the depiction of Frankenstein’s sexual desire and that, much like the monster, it is locked away in the human body and allowed to ‘fester’ it will only be more ugly and violent (as shown in Elizabeth’s death and Frankenstein’s destruction of he female monster which seem to almost mirror an aggressive rape). Moreover, this leads to the development of what is more commonly known as â€Å"The Queer Theory†. This entails the idea that Frankenstein has a secretly oppressed homosexual desire which was shunned upon by Victorian society and that the only way to reveal this homo- ­? erotic desire was to create the â€Å"daemon† as a male Adonis â€Å"I selected his features a beautiful† in order to fulfil his suppressed sexuality. Theref ore, humanity suffers as their sexuality is oppressed by society and religion meaning that when it is revealed only more suffering is unleashed.Shelley in this novel also speaks from a seemingly feminist perspective. This may have been inspired by her mother, Mary Wollstonecraft’s book â€Å"A Vindication of the rights of woman† which placed stress on female independence and the importance of female education (women who succumb to sensuality will be â€Å"blown about by every momentary gust of feeling†); which links to the passive and generally ‘pathetic’ description of women in this novel. They’re suffering comes from the fact that Eve, the first woman committed the original sin thus damning society into a world far less sublime than the Garden of Eden. Therefore, Shelley esires show how women are forced into submission and general passiveness as a result of being the gender that committed the original sin. Their passiveness, perfectly depic ted in Elizabeth and Justine, links well to Coventry Patmore’s poem, The Angel in the house. This poem states the power men possess over women and that, to remain included in society, women must remain tacit and pretty so to fulfil the expectations of society. This links to the monster; the monster fails to fulfil society’s expectations of appearance and therefore is outcast. However, this juxtaposes with women as they fulfil society’s expectations and

Racial Disparities Of The United States Justice System

Persistent racial disparities are a defining characteristic of the United States justice system. Racial disparities in the justice system are characterized by differences in the proportions of a racial group in the system and in the general population. There is extensive literature detailing the higher likelihood of minorities, specifically African Americans, being arrested, receiving harsher sentences, and being incarcerated more frequently than Whites. As of 2008, African Americans comprised 13% of the general population, yet made up 38% of prison and jail inmates. Latinos comprised 15% of the general population, and 19% of the prison and jail population. An African American male born in 2001 has a 32% chance of spending time in†¦show more content†¦This paper will explore the causes and consequences of this racial disparity and political institutions that perpetuate the racial injustice. Analyses of this kind are significantly important considering the implications in the modern day society, where issues of race and justice are becoming more pervasive and exigent. The United States has a longstanding history of racism and discriminatory policy, stemming from the colonial era. Generally, those who weren’t considered true White Americans faced blatant ethnicity-based discrimination and adversity in matters of education, human rights, immigration, land ownership, and politics. Specific racial institutions, characteristic of the 17th to 20th centuries, included slavery, wars against the Native Americans, exclusion from civil life, and segregation. It wasn’t until the mid-20th century that formal racial discrimination was banned, and majority attitudes began to see racism as socially unacceptable. However, our relatively recent racialized history has left an unfortunate impact on present society. The legacy of historical racism still continues to be echoed through socioeconomic inequality, and racial politics still remain a major phenomenon. Many argue that our government systems have shifted from means of overt racism to more symbolic, covert racism, and that this is reflected in our societal institutions, such as employment, housing, education, economics, and government. The House