School Uniforms Are a Necessity

Reading books is better than TV! Reading books is better than TV! Reading books is much better than watching TV! How many of you watch TV? No doubt all of you do each and every day. It is so easy to just sit down on a couch and press 1 little button and waste hours on watching TV shows and movies! Books are better for our Health our Electricity and Education. Good Morning / Good Afternoon Mrs Millward and 7AC today I am going to tell you about why books are better and I mean way better then TV. TV can affect our Health in a way which is sitting down too much on the couch and not doing physical activities outside.A great deal is known about children and television, because there have been thousands of studies on the subject. Researchers have studied how TV affects kids' sleep, weight, grades, behaviour, and more. When using a book reading is exercising your brain and learning words you didn’t know about but when TV comes in all you do is watch and that can easily affect your ey es and then it can affect you behaviour and your grades. When watching TV for hours and when your parents get a bill for the electricity half of the bill is caused by watching TV of course because that is the main problem.In my house we only turn on the TV if we are watching the cricket of watching the News or watching our sport team play and that is all my family use it for. But this isn’t always caused by kids it is caused from parents that work at least once a week and that happens when they have got nothing to do. Say if you are doing an assignment for school and you have been working for hours without getting anywhere. Majority of you would watch TV for a while, while watching you will still be worrying about the assignment and by the time you get back to it you will be stressed.And on top of that books are an excellent way to learn new vocabulary without you even knowing, that’s right, while reading books you involuntary learn new words and the spellings. Imagine you have got this huge test the next morning and then you’re watching TV and then you’re studding on the way to school and then you get a FAIL!!! On your test. How bad would that be? If it was me I would feel really embarrassed. So you have just heard some things that can affect your health and your parents bills and your own education that your parents are paying for but lso when our parents where alive they only got a TV when they were around 16 or 17 of age. And look us and then think of your parents back in the past. And they didn’t have computer games either. So 7AC and Mrs Millward I think I convinced you that books are much better then Television. And so when you get I want you not to go to the living room and turn on the TV I want you to Study on your Math exam and do your HOMEWORK!!! Don’t Touch the TV Do Your Homework Don’t Touch the TV Do Your Homework

Reproductive System

Divisions of pituitary glands, hormones secreted by each Anterior Pituitary (dehydrogenation's) GHZ-Growth Hormone Protraction CATCH-Terminologically hormone FISH-Follicle-stimulating hormone LO-Eluting hormone Posterior Pituitary (neurophysiology) DAD-Antipathetic hormone Extinction Structures of Male & Female Reproductive Organs Males: Vass Deferent urethra Penis Glands Penis Prepuce (foreskin) Seminal Vesicle Ejaculatory duct Prostate Gland Polyurethane Gland Epidermis Testis Scrotum Female: Ovary uterusEndometrial Anemometry Promethium (Pentium) Cervix Vagina Fallopian Tube Production of Sperm 1 . Testes 2. Epidermis 3. Vass deferent 4. Seminal Vesicle 5. Prostate gland 7. Urethra 8. Penis 9. Chromosome, #, gender determination 10. Zygote: 46 chromosomes (23 from egg, 23 from sperm) 11. Gender is determined at conception by the sperm (x) 12. Congenital vs†¦ Hereditary Disease Congenital Disease: conditions are present at the time of birth Hereditary Disease: genetically tran smitted 13. Mechanism of the Birth Control Pill 14. Is a pharmacological agent that contains estrogen & progesterone.As the load levels of estrogen & progesterone increase, negative feedback inhibits the secretion of FISH by the anterior pituitary. This process prevents ovulation, no egg means no baby. 15. Endocrine Glands & Hormones secreted by each 16. Each gland are ductless glands, they secrete hormones directly into the blood and not into ducts Pituitary Glands-GHZ, Protraction, CATCH, FISH, LO, TTS, DAD, extinction Hypothalamus-releases a releasing hormone Pineal Gland-melatonin Thyroid -collocation, Thyroxin (TO), Trinitrotoluene (TO) Parathyroid-parathyroid hormone Thymus-thymine Adrenals-epinephrine, morphogenesis, lodestone, corticalOvaries-estrogen & progesterone Pancreas-insulin & clangor Testes-Testosterone 17. Fertilization-gestation steps 18. The fertilized egg is called a zygote, zygote is the first cell off new individual. The zygote begins to divide, forming a clus ter of cells, that slowly makes its way thru the fallopian tube towards uterus. 19. Hyper & Hypoglycemia, symptoms Hyperglycemia: Excessive thirst Fruity odor in breath Excretion of large volume of urine Excessive eating Hypoglycemia: Fainting Weakness 20. 1. 24. 25. 26. 27. Uterine Cycle Loss of a part of the endometrial lining & blood The Proliferation Phase: The inner lining thickens & becomes vascular, primarily in response to estrogen The Secretors Phase: The endometrial lining is becoming lush & moist from increased secretors activity, the secretors phase is dominated by progesterone 28. Ovarian Cycle: 29. Phases: follicular phase & ululate phase The ululate phase of the ovarian cycle begins immediately after ovulation & is dominated by the secretion of progesterone by the corpus lutetium In the nonappearance state the corpus lutetium deteriorates In the pregnant state the corpus lutetium stays alive because of human chronic intimidation (hug) During follicle phase the ovarian follicle mature & secretes estrogen 30. Cushing syndrome 31 . Hyperactive adrenal; deterioration Moon face Buffalo Facial hair Easily bruises 32.Grave's Disease 33. Hyperthyroidism; characterized by an increase in heart rate, increase in peristalsis resulting in diarrhea, elevation in body temperature, hyperactivity, weight loss & wide emotional mood swings 34. Insulin & Cellophane Fax Insulin: Secreted by beta cells of the islets of Lanterns; helps regulate the metabolism of carbohydrates, proteins, & fats; lowers blood glucose levels Cellophane: Secreted by the alpha cells of the islets of Lanterns; raises blood glucose levels 35.Vermin & Langue Vermin Cases: The skin is covered by a white, cheese-like substance. Thought to protect the delicate fetal skin from the amniotic fluid. Langue: When the fetus grows, its skin becomes covered by a fine downy hair 36. 37. 39. 40. Gestational Stages (pregnancy) 41. The time of prenatal developmental: Normal gestation period lasts 38 weeks o r about 9 moss. Divided into trimesters: 1st semesters: months 2nd trimester: months 4,5,6 3rd trimesters: months,8,9 42. Iatrogenic Agents Drugs Alcohol Radiation Thalidomide

Bag of Bones CHAPTER TWENTY-ONE

I was walking north along The Street. Japanese lanterns lined it, but they were all dark because it was daylight bright daylight. The muggy, smutchy look of mid-July was gone; the sky was that deep sapphire shade which is the sole property of October. The lake was deepest indigo beneath it, sparkling with sunpoints. The trees were just past the peak of their autumn colors, burning like torches. A wind out of the south blew the fallen leaves past me and between my legs in rattly, fragrant gusts. The Japanese lanterns nodded as if in approval of the season. Up ahead, faintly, I could hear music. Sara and the Red-Tops. Sara was belting it out, laughing her way through the lyric as she always had . . . only, how could laughter sound so much like a snarl? ‘White boy, I'd never kill a child of mine. That you'd even think it!' I whirled, expecting to see her right behind me, but there was no one there. Well . . . The Green Lady was there, only she had changed her dress of leaves for autumn and become the Yellow Lady. The bare pine-branch behind her still pointed the way: go north, young man, go north. Not much farther down the path was another birch, the one I'd held onto when that terrible drowning sensation had come over me again. I waited for it to come again now for my mouth and throat to fill up with the iron taste of the lake but it didn't happen. I looked back at the Yellow Lady, then beyond her to Sara Laughs. The house was there, but much reduced: no north wing, no south wing, no second story. No sign of Jo's studio off to the side, either. None of those things had been built yet. The ladybirch had travelled back with me from 1998; so had the one hanging over the lake. Otherwise ‘Where am I?' I asked the Yellow Lady and the nodding Japanese lanterns. Then a better question occurred to me. ‘When am I?' No answer. ‘It's a dream, isn't it? I'm in bed and dreaming.' Somewhere out in the brilliant, gold-sparkling net of the lake, a loon called. Twice. Hoot once for yes, twice for no, I thought. Not a dream, Michael. I don't know exactly what it is spiritual time-travel, maybe but it's not a dream. ‘Is this really happening?' I asked the day, and from somewhere back in the trees, where a track which would eventually come to be known as Lane Forty-two ran toward a dirt road which would eventually come to be known as Route 68, a crow cawed. Just once. I went to the birch hanging over the lake, slipped an arm around it (doing it lit a trace memory of slipping my hands around Mattie's waist, feeling her dress slide over her skin), and peered into the water, half-wanting to see the drowned boy, half-fearing to see him. There was no boy there, but something lay on the bottom where he had been, among the rocks and roots and waterweed. I squinted and just then the wind died a little, stilling the glints on the water. It was a cane, one with a gold head. A Boston Post cane. Wrapped around it in a rising spiral, their ends waving lazily, were what appeared to be a pair of ribbons white ones with bright red edges. Seeing Royce's cane wrapped that way made me think of high-school graduations, and the baton the class marshal waves as he or she leads the gowned seniors to their seats. Now I understood why the old crock hadn't answered the phone. Royce Merrill's phone-answering days were all done. I knew that; I also knew I had come to a time before Royce had even been born. Sara Tidwell was here, I could hear her singing, and when Royce had been born in 1903, Sara had already been gone for two years, she and her whole Red-Top family. ‘Go down, Moses,' I told the ribbon-wrapped cane in the water. ‘You bound for the Promised Land.' I walked on toward the sound of the music, invigorated by the cool air and rushing wind. Now I could hear voices as well, lots of them, talking and shouting and laughing. Rising above them and pumping like a piston was the hoarse cry of a sideshow barker: ‘Come on in, folks, hurr-ay, hurr-ay, hurr-ay! It's all on the inside but you've got to hurr-ay, next show starts in ten minutes! See Angelina the Snake-Woman, she shimmies, she shakes, she'll bewitch your eye and steal your heart, but don't get too close for her bite is poy-son! See Hando the Dog-Faced Boy, terror of the South Seas! See the Human Skeleton! See the Human Gila Monster, relic of a time God forgot! See the Bearded Lady and all the Killer Martians! It's on the inside, yessirree, so hurr-ay, hurr-ay, hurr-ay!' I could hear the steam-driven calliope of a merry-go-round and the bang of the bell at the top of the post as some lumberjack won a stuffed toy for his sweetie. You could tell from the delighted feminine screams that he'd hit it almost hard enough to pop it off the post. There was the snap of. 22s from the shooting gallery, the snoring moo of someone's prize cow . . . and now I began to smell the aromas I have associated with county fairs since I was a boy: sweet fried dough, grilled onions and peppers, cotton candy, manure, hay. I began to walk faster as the strum of guitars and thud of double basses grew louder. My heart kicked into a higher gear. I was going to see them perform, actually see Sara Laughs and the Red-Tops live and on stage. This was no crazy three-part fever-dream, either. This was happening right now, so hurr-ay, hurr-ay, hurr-ay. The Washburn place (the one that would always be the Bricker place to Mrs. M.) was gone. Beyond where it would eventually be, rising up the steep slope on the eastern side of The Street, was a flight of broad wooden stairs. They reminded me of the ones which lead down from the amusement park to the beach at Old Orchard. Here the Japanese lanterns were lit in spite of the brightness of the day, and the music was louder than ever. Sara was singing ‘Jimmy Crack Corn.' I climbed the stairs toward the laughter and shouts, the sounds of the Red-Tops and the calliope, the smells of fried food and farm animals. Above the stairhead was a wooden arch with WELCOME TO FRYEBURG FAIR WELCOME TO THE 20TH CENTURY printed on it. As I watched, a little boy in short pants and a woman wearing a shirtwaist and an ankle-length linen skirt walked under the arch and toward me. They shimmered, grew gauzy. For a moment I could see their skeletons and the bone grins which lurked beneath their laughing faces. A moment later and they were gone. Two farmers one wearing a straw hat, the other gesturing expansively with a corncob pipe appeared on the Fair side of the arch in exactly the same fashion. In this way I understood that there was a barrier between The Street and the Fair. Yet I did not think it was a barrier which would affect me. I was an exception. ‘Is that right?' I asked. ‘Can I go in?' The bell at the top of the Test Your Strength pole banged loud and clear. Bong once for yes, twice for no. I continued on up the stairs. Now I could see the Ferris wheel turning against the brilliant sky, the wheel that had been in the background of the band photo in Osteen's Dark Score Days. The framework was metal, but the brightly painted gondolas were made of wood. Leading up to it like an aisle leading up to an altar was a broad, sawdust-strewn midway. The sawdust was there for a purpose; almost every man I saw was chewing tobacco. I paused for a few seconds at the top of the stairs, still on the lake side of the arch. I was afraid of what might happen to me if I passed under. Afraid of dying or disappearing, yes, but mostly of never being able to return the way I had come, of being condemned to spend eternity as a visitor to the turn-of-the-century Fryeburg Fair. That was also like a Ray Bradbury story, now that I thought of it. In the end what drew me into that other world was Sara Tidwell. I had to see her with my own eyes. I had to watch her sing. Had to. I felt a tingling as I stepped beneath the arch, and there was a sighing in my ears, as of a million voices, very far away. Sighing in relief? Dismay? I couldn't tell. All I knew for sure was that being on the other side was different the difference between looking at a thing through a window and actually being there; the difference between observing and participating. Colors jumped out like ambushers at the moment of attack. The smells which had been sweet and evocative and nostalgic on the lake side of the arch were now rough and sexy, prose instead of poetry. I could smell dense sausages and frying beef and the vast shadowy aroma of boiling chocolate. Two kids walked past me sharing a paper cone of cotton candy. Both of them were clutching knotted hankies with their little bits of change in them. ‘Hey kids!' a barker in a dark blue shirt called to them. He was wearing sleeve-garters and his smile revealed one splendid gold tooth. ‘Knock over the milk-bottles and win a prize! I en't had a loser all day!' Up ahead, the Red-Tops swung into ‘Fishin Blues.' I'd thought the kid on the common in Castle Rock was pretty good, but this version made the kid's sound old and slow and clueless. It wasn't cute, like an antique picture of ladies with their skirts held up to their knees, dancing a decorous version of the black bottom with the edges of their bloomers showing. It wasn't something Alan Lomax had collected with his other folk songs, just one more dusty American butterfly in a glass case full of them; this was smut with just enough shine on it to keep the whole struttin bunch of them out of jail. Sara Tidwell was singing about the dirty boogie, and I guessed that every overalled, straw-hatted, plug-chewing, callus-handed, clod-hopper-wearing farmer standing in front of the stage was dreaming about doing it with her, getting right down to where the sweat forms in the crease and the heat gets hot and the pink comes glimmering through. I started walking in that direction, aware of cows mooing and sheep blatting from the exhibition barns the Fair's version of my childhood Hi-Ho Dairy-O. I walked past the shooting gallery and the ringtoss and the penny-pitch; I walked past a stage where The Handmaidens of Angelina were weaving in a slow, snakelike dance with their hands pressed together as a guy with a turban on his head and shoepolish on his face tooted a flute. The picture painted on stretched canvas suggested that Angelina on view inside for just one tenth of a dollar, neighbor would make these two look like old boots. I walked past the entrance to Freak Alley, the corn-roasting pit, the Ghost House, where more stretched canvas depicted spooks coming out of broken windows and crumbling chimneys. Everything in there is death, I thought . . . but from inside I could hear children who were very much alive laughing and squealing as they bumped into things in the dark. The older among them were likely stealing kisse s. I passed the Test Your Strength pole, where the gradations leading to the brass bell at the top were marked BABY NEEDS HIS BOTTLE, SISSY, TRY AGAIN, BIG BOY, HE-MAN, and, just below the bell itself, in red: HERCULES! Standing at the center of a little crowd a young man with red hair was removing his shirt, revealing a heavily muscled upper torso. A cigar-smoking carny held a hammer out to him. I passed the quilting booth, a tent where people were sitting on benches and playing Bingo, the baseball pitch. I passed them all and hardly noticed. I was in the zone, tranced out. ‘You'll have to call him back,' Jo had sometimes told Harold when he phoned, ‘Michael is currently in the Land of Big Make-Believe.' Only now nothing felt like pretend and the only thing that interested me was the stage at the base of the Ferris wheel. There were eight black folks up there on it, maybe ten. Standing at the front, wearing a guitar and whaling on it as she sang, was Sara Tidwell. She w as alive. She was in her prime. She threw back her head and laughed at the October sky. What brought me out of this daze was a cry from behind me: ‘Wait up, Mike! Wait up!' I turned and saw Kyra running toward me, dodging around the strollers and gamesters and midway gawkers with her pudgy knees pumping. She was wearing a little white sailor dress with red piping and a straw hat with a navy-blue ribbon on it. In one hand she clutched Strickland, and when she got to me she threw herself confidently forward, knowing I would catch her and swing her up. I did, and when her hat started to fall offi caught it and jammed it back on her head. ‘I taggled my own quartermack,' she said, and laughed. ‘Again.' ‘That's right,' I said. ‘You're a regular Mean Joe Green.' I was wearing overalls (the tail of a wash-faded blue bandanna stuck out of the bib pocket) and manure-stained workboots. I looked at Kyra's white socks and saw they were homemade. I would find no discreet little label reading Made in Mexico or Made in China if I took off her straw hat and looked inside, either. This hat had been most likely Made in Motton, by some farmer's wife with red hands and achy joints. ‘Ki, where's Mattie?' ‘Home, I guess. She couldn't come.' ‘How did you get here?' ‘Up the stairs. It was a lot of stairs. You should have waited for me. You could have carrot me, like before. I want to hear the music.' ‘Me too. Do you know who that is, Kyra?' ‘Yes,' she said, ‘Kito's mom. Hurry up, slowpoke!' I walked toward the stage, thinking we'd have to stand at the back of the crowd, but they parted for us as we came forward, me carrying Kyra in my arms the lovely sweet weight of her, a little Gibson Girl in her sailor dress and ribbon-accented straw hat. Her arm was curled around my neck and they parted for us like the Red Sea had parted for Moses. They didn't turn to look at us, either. They were clapping and stomping and bellowing along with the music, totally involved. They stepped aside unconsciously, as if some kind of magnetism were at work here ours positive, theirs negative. The few women in the crowd were blushing but clearly enjoying themselves, one of them laughing so hard tears were streaming down her face. She looked no more than twenty-two or -three. Kyra pointed to her and said matter-of-factly: ‘You know Mattie's boss at the liberry? That's her nana.' Lindy Briggs's grandmother, and fresh as a daisy, I thought. Good Christ. The Red-Tops were spread across the stage and under swags of red, white, and blue bunting like some time-travelling rock band. I recognized all of them from the picture in Edward Osteen's book. The men wore white shirts, arm-garters, dark vests, dark pants. Son Tidwell, at the far end of the stage, was wearing the derby he'd had on in the photo. Sara, though . . . ‘Why is the lady wearing Mattie's dress?' Kyra asked me, and she began to tremble. ‘I don't know, honey. I can't say.' Nor could I argue it was the white sleeveless dress Mattie had been wearing on the common, all right. On stage, the band was smoking through an instrumental break. Reginald ‘Son' Tidwell strolled over to Sara, feet ambling, hands a brown blur on the strings and frets of his guitar, and she turned to face him. They put their foreheads together, she laughing and he solemn; they looked into each other's eyes and tried to play each other down, the crowd cheering and clapping, the rest of the Red-Tops laughing as they played. Seeing them together like that, I realized that I had been right: they were brother and sister. The resemblance was too strong to be missed or mistaken. But mostly what I looked at was the way her hips and butt switched in that white dress. Kyra and I might be dressed in turn-of-the-century country clothes, but Sara was thoroughly modern Millie. No bloomers for her, no petticoats, no cotton stockings. No one seemed to notice that she was wearing a dress that stopped above her knees that she was all but naked by the standards of this time. And under Mattie's dr ess she'd be wearing garments the like of which these people had never seen: a Lycra bra and hip-hugger nylon panties. If I put my hands on her waist, the dress would slip not against an unwet-coming corset but against soft bare skin. Brown skin, not white. What do you want, sugar? Sara backed away from Son, shaking her ungirdled, unbustled fanny and laughing. He strolled back to his spot and she turned to the crowd as the band played the turnaround. She sang the next verse looking directly at me. ‘Before you start in fishin you better check your line. Said before you start in fishin, honey, you better check on your line. I'll pull on yours, darling, and you best tug on mine.' The crowd roared happily. In my arms, Kyra was shaking harder than ever. ‘I'm scared, Mike,' she said. ‘I don't like that lady. She's a scary lady. She stole Mattie's dress. I want to go home.' It was as if Sara heard her, even over the rip and ram of the music. Her head cocked back on her neck, her lips peeled open, and she laughed at the sky. Her teeth were big and yellow. They looked like the teeth of a hungry animal, and I decided I agreed with Kyra: she was a scary lady. ‘Okay, hon,' I murmured in Ki's ear. ‘We're out of here.' But before I could move, the sense of the woman I don't know how else to say it fell upon me and held me. Now I understood what had shot past me in the kitchen to knock away the CARLADEAN letters; the chill was the same. It was almost like identifying a person by the sound of their walk. She led the band to the turnaround once more, then into another verse. Not one you'd find in any written version of the song, though: ‘I ain't gonna hurt her, honey, not for all the treasure in the world'. Said I wouldn't hurt your baby, not for diamonds or for pearls Only one black-hearted bastard dare to touch that little girl.' The crowd roared as if it were the funniest thing they'd ever heard, but Kyra began to cry. Sara saw this and stuck out her breasts much bigger breasts than Mattie's and shook them at her, laughing her trademark laugh as she did. There was a parodic coldness about this gesture . . . and an emptiness, too. A sadness. Yet I could feel no compassion for her. It was as if the heart had been burned out of her and the sadness which remained was just another ghost, the memory of love haunting the bones of hate. And how her laughing teeth leered. Sara raised her arms over her head and this time shook it all the way down, as if reading my thoughts and mocking them. Just like jelly on a plate, as some other old song of the time has it. Her shadow wavered on the canvas backdrop, which was a painting of Fryeburg, and as I looked at it I realized I had found the Shape from my Manderley dreams. It was Sara. Sara was the Shape and always had been. No, Mike. That's close, but it's not right. Right or wrong, I'd had enough. I turned, putting my hand on the back of Ki's head and urging her face down against my chest. Both her arms were around my neck now, clutching with panicky tightness. I thought I'd have to bull my way back through the crowd they had let me in easily enough, but they might be a lot less amenable to letting me back out. Don't fuck with me, boys, I thought. You don't want to do that. And they didn't. On stage Son Tidwell had taken the band from E to G, someone began to bang a tambourine, and Sara went from ‘Fishin Blues' to ‘Dog My Cats' without a single pause. Out here, in front of the stage and below it, the crowd once more drew back from me and my little girl without looking at us or missing a beat as they clapped their work-swollen hands together. One young man with a port-wine stain swimming across the side of his face opened his mouth at twenty he was already missing half his teeth and hollered ‘Yee-HAW!' around a melting glob of tobacco. It was Buddy Jellison from the Village Cafe, I realized . . . Buddy Jellison magically rolled back in age from sixty-eight to eighteen. Then I realized the hair was the wrong shade light brown instead of black (although he was pushing seventy and looking it in every other way, Bud hadn't a single white hair in his head). This was Buddy's grandfather, maybe even his great-grandfather. I didn't give a sh it either way. I only wanted to get out of here. ‘Excuse me,' I said, brushing by him. ‘There's no town drunk here, you meddling son of a bitch,' he said, never looking at me and never missing a beat as he clapped. ‘We all just take turns.' It's a dream after all, I thought. It's a dream and that proves it. But the smell of tobacco on his breath wasn't a dream, the smell of the crowd wasn't a dream, and the weight of the frightened child in my arms wasn't a dream, either. My shirt was hot and wet where her face was pressed. She was crying. ‘Hey, Irish!' Sara called from the stage, and her voice was so like Jo's that I could have screamed. She wanted me to turn back I could feel her will working on the sides of my face like fingers but I wouldn't do it. I dodged around three farmers who were passing a ceramic bottle from hand to hand and then I was free of the crowd. The midway lay ahead, wide as Fifth Avenue, and at the end of it was the arch, the steps, The Street, the lake. Home. If I could get to The Street we'd be safe. I was sure of it. ‘Almost done, Irish!' Sara shrieked after me. She sounded angry, but not too angry to laugh. ‘You gonna get what you want, sugar, all the comfort you need, but you want to let me finish my bi'ness. Do you hear me, boy? Just stand clear! Mind me, now!' I began to hurry back the way I had come, stroking Ki's head, still holding her face against my shirt. Her straw hat fell off and when I grabbed for it, I got nothing but the ribbon, which pulled free of the brim. No matter. We had to get out of here. On our left was the baseball pitch and some little boy shouting ‘Willy hit it over the fence, Ma! Willy hit it over the fence!' with monotonous, brain-croggling regularity. We passed the Bingo, where some woman howled that she had won the turkey, by glory, every number was covered with a button and she had won the turkey. Overhead, the sun dove behind a cloud and the day went dull. Our shadows disappeared. The arch at the end of the midway drew closer with maddening slowness. ‘Are we home yet?' Ki almost moaned. ‘I want to go home, Mike, please take me home to my mommy.' ‘I will,' I said. ‘Everything's going to be all right.' We were passing the Test Your Strength pole, where the young man with the red hair was putting his shirt back on. He looked at me with stolid dislike the instinctive mistrust of a native for an interloper, per-haps and I realized I knew him, too. He'd have a grandson named Dickie who would, toward the end of the century to which this fair had been dedicated, own the All-Purpose Garage on Route 68. A woman coming out of the quilting booth stopped and pointed at me. At the same moment her upper lip lifted in a dog's snarl. I knew that face, too. From where? Somewhere around town. It didn't matter, and I didn't want to know even if it did. ‘We never should have come here,' Ki moaned. ‘I know how you feel,' I said. ‘But I don't think we had any choice, hon. We ‘ They came out of Freak Alley, perhaps twenty yards ahead. I saw them and stopped. There were seven in all, long-striding men dressed in cutters' clothes, but four didn't matter those four looked faded and white and ghostly. They were sick fellows, maybe dead fellows, and no more dangerous than daguerreotypes. The other three, though, were real. As real as the rest of this place, anyway. The leader was an old man wearing a faded blue Union Army cap. He looked at me with eyes I knew. Eyes I had seen measuring me over the top of an oxygen mask. ‘Mike? Why we stoppin?' ‘It's all right, Ki. Just keep your head down. This is all a dream. You'll wake up tomorrow morning in your own bed.' †Kay.' The jacks spread across the midway hand to hand and boot to boot, blocking our way back to the arch and The Street. Old Blue-Cap was in the middle. The ones on either side of him were much younger, some by maybe as much as half a century. Two of the pale ones, the almost-not-there ones, were standing side-by-side to the old man's right, and I wondered if I could burst through that part of their line. I thought they were no more flesh than the thing which had thumped the insulation of the cellar wall . . . but what if I was wrong? ‘Give her over, son,' the old man said. His voice was reedy and implacable. He held out his hands. It was Max Devore, he had come back, even in death he was seeking custody. Yet it wasn't him. I knew it wasn't. The planes of this man's face were subtly different, the cheeks gaunter, the eyes a brighter blue. ‘Where am I?' I called to him, accenting the last word heavily, and in front of Angelina's booth, the man in the turban (a Hindu who perhaps hailed from Sandusky, Ohio) put down his flute and simply watched. The snake-girls stopped dancing and watched, too, slipping their arms around each other and drawing together for comfort. ‘Where am I, Devore? If our great-grandfathers shit in the same pit, then where am I?' ‘Ain't here to answer your questions. Give her over.' ‘I'll take her, Jared,' one of the younger men-one of those who were really there said. He looked at Devore with a kind of fawning eagerness that sickened me, mostly because I knew who he was: Bill Dean's father. A man who had grown up to be one of the most respected elders in Castle County was all but licking Devore's boots. Don't think too badly of him, Jo whispered. Don't think too badly of any of them. They were very young. ‘You don't need to do nothing,' Devore said. His reedy voice was irritated; Fred Dean looked abashed. ‘He's going to hand her over on his own. And if he don't, we'll take her together.' I looked at the man on the far left, the third of those that seemed totally real, totally there. Was this me? It didn't look like me. There was something in the face that seemed familiar but ‘Hand her over, Irish,' Devore said. ‘Last chance.' ‘No.' Devore nodded as if this was exactly what he had expected. ‘Then we'll take her. This has got to end. Come on, boys.' They started toward me and as they did I realized who the one on the end the one in the caulked treewalker boots and flannel loggers' pants reminded me of: Kenny Auster, whose wolfhound would eat cake 'til it busted. Kenny Auster, whose baby brother had been drowned under the pump by Kenny's father. I looked behind me. The Red-Tops were still playing, Sara was still laughing, shaking her hips with her hands in the sky, and the crowd was still plugging the east end of the midway. That way was no good, anyway. if I went that way, I'd end up raising a little girl in the early years of the twentieth century, trying to make a living by writing penny dreadfuls and dime novels. That might not be so bad . . . but there was a lonely young woman miles and years from here who would miss her. Who might even miss us both. I turned back and saw the jackboys were almost on me. Some of them more here than others, more vital, but all of them dead. All of them damned. I looked at the towhead whose descendants would include Kenny Auster and asked him, ‘What did you do? What in Christ's name did you men do?' He held out his hands. ‘Give her over, Irish. That's all you have to do. You and the woman can have more. All the more you want. She's young, she'll pop em out like watermelon seeds.' I was hypnotized, and they would have taken us if not for Kyra. ‘What's happening?' she screamed against my shirt. ‘Something smells! Something smells so bad! Oh Mike, make it stop!' And I realized I could smell it, too. Spoiled meat and swampgas. Burst tissue and simmering guts. Devore was the most alive of all of them, generating the same crude but powerful magnetism I had felt around his great-grandson, but he was as dead as the rest of them, too: as he neared I could see the tiny bugs which were feeding in his nostrils and the pink corners of his eyes. Everything down here is death, I thought. Didn't my own wife tell me so? They reached out their tenebrous hands, first to touch Ki and then to take her. I backed up a step, looked to my right, and saw more ghosts some coming out of busted windows, some slipping from redbrick chimneys. Holding Kyra in my arms, I ran for the Ghost House. ‘Get him!' Jared Devore yelled, startled. ‘Get him, boys! Get that punk! Goddamnit!' I sprinted up the wooden steps, vaguely aware of something soft rubbing against my cheek Ki's little stuffed dog, still clutched in one of her hands. I wanted to look back and see how close they were getting, but I didn't dare. If I stumbled ‘Hey!' the woman in the ticket booth cawed. She had clouds of gingery hair, makeup that appeared to have been applied with a garden-trowel, and mercifully resembled no one I knew. She was just a carny, just passing through this benighted place. Lucky her. ‘Hey, mister, you gotta buy a ticket!' No time, lady, no time. ‘Stop him!' Devore shouted. ‘He's a goddam punk thief! That ain't his young ‘un he's got! Stop him!' But no one did and I rushed into the darkness of the Ghost House with Ki in my arms. Beyond the entry was a passage so narrow I had to turn sideways to get down it. Phosphorescent eyes glared at us in the gloom. Up ahead was a growing wooden rumble, a loose sound with a clacking chain beneath it. Behind us came the clumsy thunder of caulk-equipped loggers' boots rushing up the stairs outside. The ginger-haired carny was hollering at them now, she was telling them that if they broke anything inside they'd have to give up the goods. ‘You mind me, you damned rubes!' she shouted. ‘That place is for kids, not the likes of you!' The rumble was directly ahead of us. Something was turning. At first I couldn't make out what it was. ‘Put me down, Mike!' Kyra sounded excited. ‘I want to go through by myself!' I set her on her feet, then looked nervously back over my shoulder. The bright light at the entryway was blocked out as they tried to cram in. ‘You asses!' Devore yelled. ‘Not all at the same time! Sweet weeping Jesus!' There was a smack and someone cried out. I faced front just in time to see Kyra dart through the rolling barrel, holding her hands out for balance. Incredibly, she was laughing. I followed, got halfway across, then went down with a thump. ‘Ooops!' Kyra called from the far side, then giggled as I tried to get up, fell again, and was tumbled all the way over. The bandanna fell out of my bib pocket. A bag of horehound candy dropped from another pocket. I tried to look back, to see if they had got themselves sorted out and were coming. When I did, the barrel hurled me through another inadvertent somersault. Now I knew how clothes felt in a dryer. I crawled to the end of the barrel, got up, took Ki's hand, and let her lead us deeper into the Ghost House. We got perhaps ten paces before white bloomed around her like a lily and she screamed. Some animal something that sounded like a huge cat hissed heavily. Adrenaline dumped into my bloodstream and I was about to jerk her backward into my arms again when the hiss came once more. I felt hot air on my ankles, and Ki's dress made that bell-shape around her legs again. This time she laughed instead of screaming. ‘Go, Ki!' I whispered. ‘Fast.' We went on, leaving the steam-vent behind. There was a mirrored corridor where we were reflected first as squat dwarves and then as scrawny ectomorphs with long white vampire features. I had to urge Kyra on again; she wanted to make faces at herself. Behind us, I heard cursing lumberjacks trying to negotiate the barrel. I could hear Devore cursing, too, but he no longer seemed so . . . well, so eminent. There was a sliding-pole that landed us on a big canvas pillow. This made a loud farting noise when we hit it, and Ki laughed until fresh tears spilled down her cheeks, rolling around and kicking her feet in glee. I got my hands under her arms and yanked her up. ‘Don't taggle yer own quartermack,' she said, then laughed again. Her fear seemed to have entirely departed. We went down another narrow corridor. It smelled of the fragrant pine from which it had been constructed. Behind one of these walls, two ‘ghosts' were clanking chains as mechanically as men working on a shoe-factory assembly line, talking about where they were going to take their girls tonight and who was going to bring some ‘red-eye engine,' whatever that was. I could no longer hear anyone behind us. Kyra led the way confidently, one of her little hands holding one of my big ones, pulling me along. When we came to a door painted with glowing flames and marked THIS WAY TO HADES, she pushed through it with no hesitation at all. Here red isinglass topped the passage like a tinted skylight, imparting a rosy glow I thought far too pleasant for Hades. We went on for what felt like a very long time, and I realized I could no longer hear the calliope, the hearty bong! of the Test Your Strength bell, or Sara and the Red-Tops. Nor was that exactly surprising. We must have walked a quarter of a mile. How could any county fair Ghost House be so big? We came to three doors then, one on the left, one on the right, and one set into the end of the corridor. On one a little red tricycle was painted. On the door facing it was my green IBM typewriter. The picture on the door at the end looked older, somehow faded and dowdy. It showed a child's sled. That's Scooter Larribee's, I thought. That's the one Devore stole. A rash of gooseflesh broke out on my arms and back. ‘Well,' Kyra said brightly, ‘here are our toys.' She lifted Strickland, presumably so he could see the red trike. ‘Yeah,' I said. ‘I guess so.' ‘Thank you for taking me away,' she said. ‘Those were scary men but the spookyhouse was fun. Nighty-night. Stricken says nighty-night, too.' It still came out sounding exotic tiu like the Vietnamese word for sublime happiness. Before I could say another word, she had pushed open the door with the trike on it and stepped through. It snapped shut behind her, and as it did I saw the ribbon from her hat. It was hanging out of the bib pocket of the overalls I was wearing. I looked at it a moment, then tried the knob of the door she had just gone through. It wouldn't turn, and when I slapped my hand against the wood it was like slapping some hard and fabulously dense metal. I stepped back, then cocked my head in the direction from which we'd come. There was nothing. Total silence. This is the between-time, I thought. When people talk about ‘slipping through the cracks,' this is what they really mean. This is the place where they really go. You better get going yourself, Jo told me. If you don't want to find yourself trapped here, maybe forever, you better get going yourself. I tried the knob of the door with the typewriter painted on it. It turned easily. Behind it was another narrow corridor more wooden walls and the sweet smell of pine. I didn't want to go in there, something about it made me think of a long coffin, but there was nothing else to do, nowhere else to go. I went, and the door slammed shut behind me. Christ, I thought. I'm in the dark, in a closed-in place . . . it's time for one of Michael Noonan' s world-famous panic attacks. But no bands clamped themselves over my chest, and although my heart-rate was high and my muscles were still jacked on adrenaline, I was under control. Also, I realized, it wasn't entirely dark. I could only see a little, but enough to make out the walls and the plank floor. I wrapped the dark blue ribbon from Ki's hat around my wrist, tucking one end underneath so it wouldn't come loose. Then I began to move forward. I went on for a long time, the corridor turning this way and that, seemingly at random. I felt like a microbe slipping through an intestine. At last I came to a pair of wooden arched doorways. I stood before them, wondering which was the correct choice, and realized I could hear Bunter's bell faintly through the one to my left. I went that way and as I walked, the bell grew steadily louder. At some point the sound of the bell was joined by the mutter of thunder. The autumn cool had left the air and it was hot again stifling. I looked down and saw that the biballs and clodhopper shoes were gone. I was wearing thermal underwear and itchy socks. Twice more I came to choices, and each time I picked the opening through which I could hear Bunter's bell. As I stood before the second pair of doorways, I heard a voice somewhere in the dark say quite clearly: ‘No, the President's wife wasn't hit. That's his blood on her stockings.' I walked on, then stopped when I realized my feet and ankles no longer itched, that my thighs were no longer sweating into the longjohns. I was wearing the Jockey shorts I usually slept in. I looked up and saw I was in my own living room, threading my way carefully around the furniture as you do in the dark, trying like hell not to stub your stupid toe. I could see a little better; faint milky light was coming in through the windows. I reached the counter which separates the living room from the kitchen and looked over it at the waggy-cat clock. It was five past five. I went to the sink and turned on the water. When I reached for a glass I saw I was still wearing the ribbon from Ki's straw hat on my wrist. I unwound it and put it on the counter between the coffee-maker and the kitchen TV. Then I drew myself some cold water, drank it down, and made my way cautiously along the north-wing corridor by the pallid yellow glow of the bathroom nightlight. I peed (you-rinated, I could hear Ki saying), then went into the bedroom. The sheets were rumpled, but the bed didn't have the orgiastic look of the morning after my dream of Sara, Mattie, and Jo. Why would it? I'd gotten out of it and had myself a little sleepwalk. An extraordinarily vivid dream of the Fryeburg Fair. Except that was bullshit, and not just because I had the blue silk ribbon from Ki's hat. None of it had the quality of dreams on waking, where what seemed plausible becomes immediately ridiculous and all the colors both those bright and those ominous fade at once. I raised my hands to my face, cupped them over my nose, and breathed deeply. Pine. When I looked, I even saw a little smear of sap on one pinky finger. I sat on the bed, thought about dictating what I'd just experienced into the Memo-Scriber, then flopped back on the pillows instead. I was too tired. Thunder rumbled. I closed my eyes, began to drift away, and then a scream ripped through the house. It was as sharp as the neck of a broken bottle. I sat up with a yell, clutching at my chest. It was Jo. I had never heard her scream like that in our life together, but I knew who it was, just the same. ‘Stop hurting her!' I shouted into the darkness. ‘Whoever you are, stop hurting her!' She screamed again, as if something with a knife, clamp, or hot poker took a malicious delight in disobeying me. It seemed to come from a distance this time, and her third scream, while just as agonized as the first two, was farther away still. They were diminishing as the little boy's sobbing had diminished. A fourth scream floated out of the dark, then Sara was silent. Breathless, the house breathed around me. Alive in the heat, aware in the faint sound of dawn thunder.

Discuss how federal policies towards band government (Aboriginal Essay

Discuss how federal policies towards band government (Aboriginal Band's) have changed over time, especially during the 20th c - Essay Example Apparently, it is evident that the development of the Indian status has sidelined the recognition of communities that were historically identified as aboriginals from their rightful status. This status may be considered essential to the identification of an individual, however it does not carry the main concerns centred along the governance if the aboriginal bands. Evaluation There exists an overwhelming list of aboriginals in the records of Canada. The subsequent treatment accorded to these individuals formulates the centre of attention that accords its evaluation. However, the first concern that calls for address is the interference if the federal government tone the running of the policies adopted by the aboriginals developed programs. Such programs are developed at the central governance level. The general contribution imposed by this perception is that the central government constantly fails to allocate sufficient funds that are necessitated in the realization of policies adopte d towards the favour of the aboriginals and other ancient groups. An evaluation on the performance of the aboriginal programs initiated at the lower governance levels seems to be fully out of existence. This includes policies that seek to ensure political, social and economical stability of these individuals in the nation. Evaluations of the policies that can be identified at the regional government level are identified at the commencement of the late phase of the 20th century. This century had witnessed the developed of the Indiana act that sought to identify and address the challenges experiences by the members of various aboriginal bands in the nation. Apparently, there exists a differing perception on the contribution of the governing authority towards the realization of these policies. The chief question is centred on the exact input that should be pegged to the execution of the authorities, especially the central government. Initially, the central government was tasked with th e role of ensuring that the regional governance access funds to support various aboriginal programs. Unfortunately, hiccups in logistics and delivery of services marred the whole process. Apparently, the bureaucracies of accessing the funds designated for the funding of aboriginal programs had proved to a rather cumbersome effort. This implied that there desired a need to establish a new set of instruction upon which the realization of the aboriginal programs can be ascertained. This may be described as the fuelling factor that has promoted the development and the subsequent adoption of various legislation that seek strengthen the Indiana Act. Several new assumptions have been enlisted into the act. The central concern has been the diversity of the act in terms of covering the stretching needs of the aboriginal community. The central challenges that were first addressed by the evaluation team include the quantification of the groups that fall under this category. Apparently, some co mmunities shared the perception that their constitutional and national privileges were challenged upon the failure of their inclusion in the list of the recognized members of the aboriginal community. The intense efforts of enlisting all the communities that are interlinked under the aboriginal recognition bracket has been placed in consideration all along. The previous century has witnessed increased

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The Donahue Study Research Paper Example | Topics and Well Written Essays - 1250 words

The Donahue Study - Research Paper Example These empowerment structures strengthen the individuals ability to accomplish things within an organization. This theory was originally meant to be applied to the business realm, but was applied in several studies to health care. Laschinger’s conceptual model is the theoretical framework applied to nursing which was based in Kanter’s theory serves as the theoretical framework for this study. The independent variable in the study is nurses empowerment and the dependent variable is patient satisfaction. These variables are both clearly defined. 5. The review of the literature is clear and relevant. The authors review Laschinger’s concept of empowerment as well as Chandler’s Conditions of Work Effectiveness Questionnaire, and explain how the relate to the current study and research methods. Both of these studies have a clear relation to the current study, and a logical explanation for this is given. 7. The sample size used is adequate, but is only taken from a single populations. The results may not be indicative of the general population, because the sample is from only one community. The results only include nurses who chose to respond to the questionnaire, so the method itself introduces bias. 8. Instruments- The instruments used were defined by the authors as follows: Nurse empowerment was measured using the Conditions of Work Effectiveness Questionnaire II (CWEQ-II). The CWEQ-II is a shortened version of the CWEQ, which wasadapted by Chandler in 1986 for use in nursing populations. The CWEQ-II consists of 19 items that measure the six components of empowerment described by Kanter (pg. 3). 9. Ethics- Rights of study participants were clearly addressed in the article. The study involved only minimal risk to participants. They did not involve procedures which require written consent, and approvals from the review board were

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World Wars I and II - Research Paper Example In the Second World War, there was the Allies on one side and the Axis on the other side. Thus, there are a myriad of differences and similarities characterizing the two wars. This paper compares and contrasts the two wars with regards to their origins. The First World War began on July 28, 1914 and came to an end on November 11, 1918. The war was majorly fought in Europe and it incorporated the world’s greatest powers which had formed two major alliances opposing each other. On one hand, there was the Allies which was based on the Triple Entebbe of the United Kingdom, Russia and France (Dowswell, Brocklehurst, and Brook 57-59). On the other hand, there was the Central powers which consisted of the Tipple Alliance of Germany, Italy and Austria-Hungary. Even so, the alliances were not inclined to the six countries exclusively. With time, more and more nations joined the war expanding the alliances even further. Also, the alliances reorganized themselves as time went by. In the final analysis, there war attracted over 20 million soldiers across the world with Europeans constituting a larger percentage (Duffy). The origins of this war can be attributed to a myriad of both long-term and short-term causes in the world history. As such, the long-term factors include a variety of conflicts and hostilities that had marred the European nations prior to the war. This includes the imperialist foreign polices that had dominated the European great powers including the Russian empire, the French Republic, the Austro-Hungarian empire, the British Empire as well as the Italy. However, the most immediate cause of the war was the assassination of Archduke Franz Ferdinand, who was an heir to the Austria-Hungary throne. According to Duffy, the assassination occurred on June 28, 1914. Following this tragic assassination, a series of wars were triggered. To begin with, there was a Habsburg ultimatum against Serbia. Consequently, the alliances which had been

Haydn in Public and Private Essay Example | Topics and Well Written Essays - 750 words - 1

Haydn in Public and Private - Essay Example Haydn’s symphonies were composed and performed for a wide variety of audiences. In the View of Simon McVeigh, the musical master composed his music not only for the ruling class, but also for the common citizens. According to his publication, Concert Life in London from Mozart to Haydn, Simon reiterates that the symphony of Haydn and other composers of the time were meant for the ruling class like the Prince of Wales (Simon, 1997). In addition, the symphonies were composed and designed to appeal to young, unruly men who would disrupt concerts with commentating on the performances as artists performed. He also targeted young, single ladies looking for respectable suitors. Haydn composed most of his symphonies during his stay at Court Morzin (Piero & Richard, 1999). The compositions were meant to further his career as a freelance musician. He composed most of his symphonies, including Symphony no. 94 and Emperor Quartet in 1761 after he gained a reliable job as vice Kapellmeiste r in Esterhazy family among the wealthy Hungarian nobility. Music in the Eighteenth Century by John Rice details the situations in which Haydn’s String Quartet movement might have been heard and played during Haydn’s days. According to John’s publication, all ranks of the society of the time were fond of music and most people perfectly understood the role and science of music. Although other lighter string and not-string quartets were enjoyed by more people, Haydn’s string quartet was cherished by aristocrats and the musicians themselves. Haydn’s String Quartet entertained people in small, private gatherings in taverns and ballroom carnival orchestras (John, 1989). The string quartet played a huge role in entertaining a small audience of Haydn’s music during Mozart’s concerts. In addition, a few music lovers spent their times in private apartments and palaces entertaining themselves with Haydn’s String Quartet. Furthermore, the Viennese music

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The Leader as Communicator - Assignment Example Additionally, diversified styles of communication are needed to meet the demands of effective communication processes at different levels (Lee, 2012). Expression of ideas should not be controversial neither conservative, but it should encourage listeners to equally participate in the communication process. Otherwise, communication will be considered one-sided and balanced communication will be interrupted (Lee, 2012). Moreover, it should be understood that individual communication is considered more effective than mass communication in context of leadership competencies (Lee, 2012). It is because a leader understands cognitive and psychological patterns of his/her team members and individual communication can contribute more effectively to convey message and convince team members for a particular mission within the organization (Samovar, Porter, & McDaniel, 2011). For a leader to be a good communicator it is important to understand the significances of the good communication skills. For good communication skills a leader is needed to develop confidence and an inspiring style during communication process (Decker, 2006). He/she should designed messages strategically that could influence thoughts of the listeners at first attempt. Also, instant response without taking long time to reply also increases the effectiveness of the communication (Decker, 2006). Mostly important a leader should have an ability to develop a sense of believability in his/her listener because without believability of the listeners content of the message cannot add efficiency in the communication process. Lee, T. (2012, June 9). Core Competencies in Communication for Leadership. Retrieved from Rainbows.typepad:

Rsearch Paer- Economy of Abu Dhabi Research Paper

Rsearch Paer- Economy of Abu Dhabi - Research Paper Example Abu Dhabi has become the significant trade partner of developed countries after the discovery of oil in the twentieth century following the formation of the UAE in 1971 (Radan, â€Å"The Story of Abu Dhabi†). In the vicinity of 1969, the region of Abu Dhabi was solely demarcated as an empty desert. However, within a span of around 10 years it went through a sea of change wherein a number of landmark architectures were built. Abu Dhabi uninhabitable desert accounts for nearly 10% of the world’s proven oil reserves. The economy of Abu Dhabi is kept on firming up and it will continue for years. Abu Dhabi has a population base of 921,000 till 2013 (Gimbel, â€Å"The Richest City In The World†). The overview of limited private rights of land is becoming the area of focus and the world looks towards Abu Dhabi as a safe investment area. Thus, a rapid explosive progress has risen dramatically. However, it is important that this growth is managed and coordinated in a subs tantial way. The Urban Construction Framework Plan i.e. â€Å"Plan Abu Dhabi 2030† presents a clear picture of the upcoming city as a socially, environmentally and economically maintainable community and as a progressively important national capital (Gimbel, â€Å"The Richest City In The World.†). THESIS STATEMENT The aim of the study is to explore the economy of one of the world’s richest cities i.e. Abu Dhabi. ... HISTORY AND ECONOMY BEFORE DISCOVERING OIL The source of the name of Abu Dhabi is ambiguous but according to ‘Assistant Under Secretory’ of cultural affairs the place Abu Dhabi had a number of dhibhaa (deer) and there was a man who used to chase it. Thus, the nick name was given as Abu Dhabi. The economy was uncertain and local rulers maintained their autonomy only with the British assistance. Before the discovery of oil, Abu Dhabi was a land of desert and there were resourceful nomadic Bedouin tribes who mainly depended on subsistence agriculture, roaming animal husbandry, along with extracting and trading of pearls, fishing and seafaring. At that time, the city can be identified to reveal the availability of several hundred palm huts, a few coral buildings and the ruler’s fort. The Bedouin tribe refers to the desert dwellers, who are considered as the building block of the UAE society. They lived in different places and used to travel between the ocean, the dese rt (to find camels as well as herds) and the oasis (where the water sources along with irrigation are available for farming). The Bedouin tribe was considered as resourceful and independent and their skills prevail today among the modern Emirates people (Zayed University, United Arab Emirates, â€Å"The Story of the U.A.E.†). The city Abu Dhabi mainly depended on fishing and pearl business prior to the discovery of oil. At that period of time, Abu Dhabi was a poor fishing village in the desert. During the 1930s, Abu Dhabi was far from the present state of being regarded as the world’s richest city. At that time, Persian Gulf was considered as the best place for the pearls. Pearl founders had to dive one and a half minute and at times 30 times a

Modern Information Technology Impacts Our Everyday Lives Essay Example for Free

Modern Information Technology Impacts Our Everyday Lives Essay Over the past 20 years, the world as we know has changed drastically. We have moved from a world that was bound by wires and copper cabling to a world that offers any bit of information you want with the touch of a glass screen from a device that fits in your pockets. In this same period of time, shopping used to involve planning a trip to a brick and motor store and hope they had the product you were looking for, and at the price you wanted to pay. If you lived in a small market, you didn’t have the choices to comparison shop other stores. In today’s age, a consumer can shop from the comfort of their home, and find exactly the right product at exactly the right price. With a click of a mouse and a charge of a credit card, the product will be rushed to the consumer’s house with little to no effort for them. Large retailers like Amazon.com can have a product delivered to a consumer by as early as the next day! This type of convenience has changed our daily ways in many ways, both positive and negative. For example, people can communicate with each other miles apart from their computers and smart phones via email and texting. While some may say this is good thing that allowing distant relatives and friends quick and simple communication without worrying about distance, others would say that email and texting simply takes a lot of the personal touch from the conversation. With retailers moving their sales online, some people believe that the personal touch of being able to talk to someone directly about the product may detract from the experience. Positive Impacts of Modern Technology We should begin looking at the positive impacts that this new technology has on our daily lives. Technology is evolving very quickly, and sometimes consumers have a hard time keeping up with the latest trends, but the impacts are made every day to help improve our lives. Whether we are using computers to communicate by video conferencing with friends and family in another country, or ordering the latest Harry Potter book to be instantly delivered to our Kindles, these technologies are enriching our lives. As retailers move to the web, consumers are able to comparison shop many different sellers with the click of a mouse. There are also dedicated websites out there that allow a consumer to instantly search for a product from hundreds of sellers, and then find the one that has the lowest price and best shipping. On top of this, the internet provides a way for consumers to research the products they are buying. We can look up reviews from other buyers to see if the product lives up to manufacturers claims. When a consumer decides what and where they will buy, they can have the product whisked away from the distribution center and be delivered on their doorstep by the end of the next day, all from the computer of their home. With the massive explosion of social media sites, people are able to find and communicate with their long lost friends and family all from a central location. We can share photos, send messages, and chat in real time with our connections. Although the entertainment industry has been slow to adopt the new technologies in fear of losing money to â€Å"pirates†, we have seen a huge growth of online video. Consumers are able to find and watch their favorite shows whenever and wherever they like. Television sets are now shipping with built in internet connectivity to allow purchasers to access the internet to watch videos and share photos with one another. Companies like Netflix and Hulu have embraced online streaming and are offering thousands of hours of online video for a very low monthly subscription. These services are not limited to just televisions either. Computers, smart phones, and tablets are all easily able to access this same content for on-the-go watching. Online gaming has become huge in the past few years as well. People can play against each other in massive online role playing games such as World of Warcraft, and even console makers such as Microsoft and Sony have enabled their gaming consoles for online play. This brings the world together as a playing field and we are no longer constrained by our living room when it comes to finding new opponents. With the help of Google, people are now able to research topics in record time. With a few keystrokes, users are able to find information on any topic under the sun. Online search engines allow us to research the world’s libraries and other research facilities. We are also able to scour the web for information. This makes student homework much simpler and faster, and allows them to learn more information quicker. Data organization has also become a simpler task thanks to modern technology. Companies can store their entire repository of data onto a simple database server. They can query this server for any bit of information they need within a few seconds. Not only beneficial for companies, home users are able to store their personal documents and photos securely on their PC’s as well as in an off-site â€Å"cloud† and not have any fear of losing this information when a natural disaster occurs. Negative Impacts of Modern Technology While there are many positive impacts on today’s society, there are also many negatives that are introduces as well. Many would argue that there are jobs being lost because of this new technology. Automated and robotic systems have taken the place of humans in the work force. With retailers moving their sales operations online, they no longer need the support staff for their brick and motor stores. Many stores are not able to keep up with the low prices from the mega-retailers online, so they are forced to close down. With the influx of social media as our main communication medium, some think that we have lost the personal touch of spending time with our close friends and family in favor of sitting behind our computers online. People that are only using social media as their main form of communication could lose the ability to interact physically with one another. The many distractions of email notifications and incoming text messages have also become a detractor. People no longer consider it rude to stop in the middle of a conversation to respond to a text message that has just come in to their phone. This could lead to low levels of concentration. At the same time, malicious people have found easy ways to target those that are online. With the vast amount of spam email and harmful virus spreading around the world, more and more people are becoming susceptible to attack. Another negative impact is the illegal use of technology for gambling and other addicting habits. Online gambling sites attract millions of people per day and can completely consume those with weak will power, leading to distressed families and financial means. Underground websites also harbor criminalist activities as well. Pornography and child pornography are trafficked daily on the internet, and the sheer magnitude of the web makes it hard for authorities to track down and eliminate. There are even websites such as TheSilkRoad that sell illegal drugs in the same fashion as Amazon sells normal goods! In Summary Although we cannot stop the negative effects from this new technology, we shouldn’t fear it. Learning to recognize the potential positive impacts this new technology can bring to our lives while at the same time recognizing the potential threats we will be better able to adapt to them and take advantages and enrichments they bring to our daily lives.

Philosophy Statement on Adult Education Essay Example for Free

Philosophy Statement on Adult Education Essay For human beings, learning appears to be unstoppable and insatiable. People are always craving, curious and willing to learn new things every time. New information or methodology never fails to excite the curiosity and interest of the people thus inspiring learning attitude and enthusiasm. Even though at adult age or middle age, the rate of learning enthusiasm of the people never declines and sometimes it even increases with every year that passed on someone’ life. This idea is attributed to many factors that includes the psychological and emotional maturity of the person’s perspective towards learning and education, which is characterized by an upsurge in the degree of seriousness and willingness. Some cases are attributed to factors such as financial capabilities or time availability but most of the cases are because of the personal reason within the individual. Thus, adult education is a conventional and constructive approach to the learning process because it based on the humanistic and progressive philosophies of the human being. Adult Education The Corley and Stedman define adult education as â€Å"all forms of schooling and learning programs in which adults participate. Unlike other types of education, adult education is defined by the student population rather than by the content or complexity of a learning program (2005). † Accordingly, it is the learning process and enthusiastic approach of adults to the world of knowledge and information through the use of the schooling methodologies whether formal or informal. There are actually many reasons why an adult wants to participate in the education process. Some adults reasoned out that they want to learn new things and information which are not yet available during their schooling periods thus they want to be updated. Others want to develop or enhance their skills by taking either a masteral or a doctorate degree on their field of career or acquire skills on a new career they wish to embrace. While other, commonly the people who have not yet experienced schooling process or became literate, wants to learn the basic skills which they have not yet learned. Because of different reasons, the adult education programs offered at the present caters to different motives or needs. These programs ranged from categories such as literacy training, community development, university credit programs, on-the-job training and continuing professional education (Corley Stedman, 2005). In addition, due to the surging demand and popularity of the idea of adult education many institutions have already established facilities and programs to accommodate the interested students. Programs vary in organization from casual, incidental learning to formal college credit courses. Institutions offering education to adults include colleges, libraries, museums, social service and government agencies, businesses, and churches (Corley Stedman, 2005). Conclusion Adult education is normal process and something that should not be subjected to discrimination and subjection because learning is a human impulse or need that can be satisfied or fulfilled regardless of age and social status. Age and time should not be a hindrance to the acquisition of skills, information and literacy. Humans regardless of age always have humanistic and progressive philosophical aspects that continuously crave for enhance and learning to aid the development of a person in all aspects. Education whether in form of literacy, practical knowledge or scientific information will help the person realized and fully understand himself or herself and his or her environment thus continuous attainment of knowledge is important and adult education is one means of attaining it.

Computer Assisted Instruction in Education Essay

Computer Assisted Instruction in Education Essay INTRODUCTION BACKGROUND OF THE STUDY In recent years, due to advancement of computer technology, the concept of Computer Assisted Instruction is now more prevalent, and has become a trend (Yang Wang, 2001). Electronic learning popularly referred to as e-learning is increasingly becoming acceptable in tertiary institutions all over the world. This is as a result of the opportunity provided by higher institutions and more students taking part in it (OECD, 2005). Digital learning is basically the use of information and communication technologies (ICTs) to enhance and support learning teaching and research (Eteng Ntui, 2009). With digital learning, there is a shift from the traditional approach of teacher-directed didactic to modern methods where computer technology plays an significant role, thereby improving the quality, efficiency and effectiveness of teaching, learning, research and educational management. Its methods including the integration of the World Wide Web, multimedia, information search, electronic libraries , and remote learning. In this digital age, teachers must deal with the challenge and developmental opportunities of how to appropriately use information technology and how to integrate various educational materials into course design and teaching methods (Rosenberg, 2001). The characteristics of digital learning is different from the characteristics of traditional classroom environment learning, and can improve upon some learning problems of students who are physically or mentally challenged, helping them to learn more effectively (Chen, 2003). It provides stimulation from different channels such as words, pictures, sounds, animation, and images, and can frequently help students use learning functions of different sensory organs, and achieve the learning targets of diverse wisdom (Li, 1998). In designing digital learning, scholars emphasize that learning ideals rather than computer technology should lead the design of a computerized learning environment (Chiou Chong, 1993; Yang W ang, 2001). The need for digital learning has now become important more than ever before as the objective of university education in Nigeria as defined in the National Policy on education (2000) includes the provision of high level manpower for national development and this is to be achieved through its programme of teaching, learning and research. Digital learning can help adults in developing their literacy and innumeracy skills, while also building Information Communication and Technology skills for life and work (CILIP, 2005). In spite of the bright prospect of digital learning in the country, it is so worrisome that there are some hurdles militating against the effective use of the educational technology in Nigeria. Folorunso, Ogunseye, Sharma (2006) and Resnick (2002) indicates that mass unawareness, low computer literacy level and cost were identified as critical factors affecting the acceptability of digital learning by students and lecturers of Nigerian universities. Sharma, Ekundayo, Ngige (2009) points out that digital learning place high demand on learners who have to be more proactive and disciplined than in traditional face-to-face education whereas this proactiveness and discipline is lacking. Various barriers to ICT use in Africa schools have been identified to include: poor infrastructure, epileptic power supply, lack of electricity, lack of trained personnel, poverty, inadequate funding and limited or no internet access (Aladejana, 2007; Jegede, 2005). STATEMENT OF THE PROBLEM While there had been a giant attempt at integrating digital learning into instruction in other advanced countries, Nigeria is not yet fascinated by the potential of technology to enhance teaching and learning. Many of our schools are lagging behind in integrating technology into instruction. Teachers are apprehensive about improving and modifying instruction by incorporating the new technologies (Huckle, 1997). According to Salomon (1989), there are clear indications from many developing countries like Nigeria that the supply of relevant and appropriate software is a major bottleneck obstructing wider application and utilization of digital learning in Nigeria tertiary institutions. Schulmeister (2006) states that experience proved that the benefits of digital learning could not be fully taken advantage of, expectations could not be met and that technology often was used to simply reinforce outmoded approaches to learning. Resnick (2002) criticizes that even though Information Communi cation Technology is applied in education, the approaches to teaching and learning remain largely unchanged. There is therefore non-availability of internet access in some tertiary institutions because of the recurrent cost of bandwidth. Inequality of access to technology is the challenge of digital divide existing among the student in Nigeria tertiary institution (Omofaye, 2007). Thus, some of them are unable to afford computers due to the relative cost to the average income of workers in the country (Ajadi, Salawu, Adeoye, 2008). The cost of accessing the internet in Nigeria is still on the high side, some students find it a challenge to afford (Arikpo, Osofisan, Usoro, 2009) PURPOSE Based on the aforementioned research background and the statement of the problem, the purpose of this study is to explore the utilization and effect of digital learning on students in Lagos state Tertiary Institutions. RESEARCH QUESTIONS The following questions will guide this study: What is the level of awareness of students on the availability of Digital learning in Nigeria tertiary institution? What is the status of the utilization of digital learning? What are the challenges faced in the utilization of Digital learning on students? SIGNIFICANCE OF THE STUDY The study is significant in that it will provide information about the current status of utilization of modern technology in Nigerian secondary schools. It will also provide baseline data for future policy regarding technology training and the development of strategic plans aimed at encouraging technology-based innovation in teacher education programs. It is also hoped that this study will trigger off more research studies that will inform/encourage implementation of new technology in teacher education. This study will be useful to inform teachers on how use digital learning to teach students which will address the needs of students with different learning styles and motivation. It will offer great potential to transform and improve student learning, engagement and retention and support student success which will help institutional goals with potential benefits including improved retention and time savings for instructors. Average teachers will benefit as digital learning will help r each their excellent peers and take complex tasks off their to-do lists, enabling them to focus on the parts of teaching at which they can excel. Through technology, they can also obtain real-time data and advice about how to help each of their students succeed, saving time and improving performance. It will make it easy for teachers to personalize instruction, which many average teachers find difficult or impossible to achieve with whole classrooms of students with a wide array of needs. Also teachers will increasingly be able to teach more students in person as digital learning replaces portions of instruction in an individualized fashion and provides time-saving student data; reach students remotely via technology; and capture and share their performances and methods widely through video and smart software that individualizes learning. Even among excellent teachers, various people will thrive in different roles. By emphasizing the use of simulation games to teach mathematics, it is hoped that the study will lead to the improvement of mathematics teaching and learning in our secondary schools. The general poor performance of students in mathematics and their attitudes towards some aspects of the subject are expected to be better. With this study, the researcher aims at exposing the teachers and students to the importance of using simulation games to improve the teaching and learning of mathematics. Technology and digital learning can increase the ability to meet the needs of individual students. Whether through the availability of timely data or the ability to connect students with the content and activities that meet their learning styles and needs, technology and digital learning provide opportunities for teachers to personalize learning for more students at any given time. HYPOTHESES There is no significant difference between the challenges faced in the utilization of digital learning and students performance. There is no significant difference between the level awareness of students and availability of digital learning in tertiary Nigeria institutions. There is no significant difference between status and utilization of digital learning. SCOPE AND LIMITATION OF THE STUDY This study will cover the teaching and learning activities in Lagos State Tertiary Institutions. CHAPTER TWO:  LITERATURE REVIEW DIGITAL LEARNING RESOURCES In this study, the term digital learning resources refers to learning premises and platforms that include technology enablers such as laptops, multimedia, CD-ROMs, and Internet resources. Digital learning resources can give students authentic as well as up-to-date information that is not necessarily available in textbooks. Generally, e-learning resources are useful as they represent a collection of cultural and scientific knowledge accumulated over the years (Yeo Tan, 2008). Moreover, this type of resource can be useful to students because it can foster their learning and their critical thinking, their ability to make connections between different concepts, and bridge the gap between their theoretical and practical knowledge (Palmer, 2007). Despite this, availability of resources does not lead to automatic learning improvement; in fact, productive use of resources can be difficult to achieve (Bera Liu, 2006). Technologies and Methods of Teaching There are evidences supporting the introduction and use of new technologies in instruction. The World Bank (2004) opined that ICTs should be considered within education for the purpose of reforming curriculum, reinforcing teaching/learning and to improve leaning. The UN Secretary of State (2005) speaking on the role of technology in education said we must ensure that Information and Communication Technologies (ICTs) are used to help unlock the doors of education. As a result, Millennium Development Goals (MDGs) came up with this policy to co-operate with the private sector, to make available the benefits of new technologies, especially ICTs to increase educational opportunities and unlock the door of education. As a result of this, new technologies are being disseminated into educational institutions at a rapid rate. For the new technologies to be effectively utilized, teachers at all levels need not only to be proficient in the technologies but must also be well versed in its effect ive integration into their instruction. The major area Nigeria could meet this expectation is the teachers preparation in the methods class. It is in the methods class that the students can see their teachers modelling the use or lack of use of the technology. The use or lack of use of the new technologies may widely affect the students in future as regard whether to use them or not. CHALLENGES OF DIGITAL LEARNING The information on any subject which has been put on the web need to be transformed to knowledge at some stage for it to be made useful. As suggested by Mehdi (2004) it can be extremely easy and quick to transfer information from one place to another, it is often very difficult and slow to transfer knowledge from one person to another .There have been devised several methods to ease the process of conversion of information to knowledge, digital age has enabled swift transfer of information and now strives to produce faster ways to convert it to knowledge. Teresa John (2007) talked about the various evolutions in digital learning like word-processing, hypermedia, Computer-mediated Communications, New Literacy Studies, Digital Archives and Information Literacy. The best effective method for this conversion cant be defined as learning ability differs from person to person and different tools produce different results in individuals. We usually tend to divide these groups based on age, country or technical background. The various needs for direction of development in the field of digital learning have been felt since a long time. We cant expect every individual to respond in a similar manner to tools that are available for digital learning. Therefore different tools and teaching methods are required for different groups of people which can be implemented with the help of human computer interaction (HCI) as emphasized by Bee Laurel (2004). Another issue is the awareness to all new tools which can be helpful to a learner which can also be done with human computer interaction. Also a matter of concern is that there still exists a small population who is completely devoid of digital learning even if they can afford it. This is largely because of various myths and unawareness. As marked by Guerra, Alfonzo, Suarez, Hernandez Milan (2007) teaching aids have moved from blackboard to projector transparencies and then to video projectors and PowerPoint. The teachers are u sually not able to produce very effective multimedia or other forms of digital learning. This is quite obvious as we cant expect every teacher to be a multimedia expert. The Development of various tools was done so as to enable the learners to acquire he knowledge easily. Another issue is the capital required for the spreading awareness, conducting workshops, providing training and releasing new education tools and multimedia products for learning. PERCEPTION ON DIGITAL LEARNING To successfully create digital learning program, we need to ensure that value really is there and it is in concrete terms. That means we need to sell learners on the truthful proposition that participation will provide benefits worth the time and effort. The curriculum needs to be the point of reference for creating an effective digital learning. Doing so will stimulate vital motivation and give the program a chance to succeed (Allen, 2003). Bad digital learning perception may be due to lack of understanding, lack of communication, and lack of trust or conflicting agendas in appropriate use technology. Some goal coaching and awareness exercises are probably needed to strengthen peoples perception (Allen, 2003). It is important to realize that learners are both emotional and intellectual; and emotions have much effect on peoples perception and what they do. In some digital learning studies conducted in developing countries, it was found that lack of vision and framework in implementin g digital learning lead to a failure of these digital learning projects (Kizito Bijan, 2006; Pal, 2006). Lack of both technical and social skills required for implementation contributes to the failure of some projects. If learners cannot use adaptive tools they might feel ashamed and this affects perception. When learners feel ashamed and guilt it is because they are sent in environment in which they are not entirely pleased. The feeling will influence their study situation, as well as the whole learning process and this result in negative feedback, which may reduce concentration and motivation (Ostlund, 2005). Digital Learning Models Horn Staker (2011) offers this summary of various digital learning models: Face-to-Face Driver This approach retains teachers to deliver most of their curricula in a traditional brick-and-mortar school setting. The teacher deploys online learning on a case-by-case basis to supplement or re-mediate, often in the back of the classroom or in a technology lab.   Rotation   The common feature the rotation model is that students rotate between learning online in a one-to-one, self-paced environment and in a traditional classroom. The face-to-face teacher usually oversees the online work.   Flex   Programs with a flex model feature an online platform that delivers most of the curricula. Teachers provide on-site support on a flexible, as-needed basis through in-person tutoring sessions and small group sessions. Many dropout-recovery and credit recovery blended programs fit into this model.   Online Lab The online lab model relies on an online platform to deliver the entire course, but in a brick-and-mortar lab environment. Usually these programs provide online teachers. Paraprofessionals supervise, but offer little content expertise. Often, students who participate in an online lab program also take traditional courses.   Self-Blend The most common version of blended learning is the self-blend model, where students choose to take one or more courses online to supplement their traditional schools catalog. The online learning is always remote, which distinguishes it from the online lab model, but the traditional learning is in a brick and mortar school. All supplemental online schools that offer a la carte courses to individual students facilitate self-blending.   Online Driver   The online driver model involves an online platform and teacher that deliver all curricula. Students work remotely for the most part, Face-to-face check-ins may   be included. Some of these programs offer brick-and-mortar components as well, such as extracurricular activities. THE NEED FOR DIGITAL LEARNING IN NIGERIA TERTIARY INSTITUTIONS The world is advancing at a rapid rate. Events have moved to the electronic stage with the computer at the centre. This development has brought a lot of innovation and revolution into teaching and learning. The 3Rs (reading, writing and arithmetic) which forms the nucleus of the old system of education has witnessed series of literacy reforms. The world is now in the age of information technology or computers age; hence, there is a need to keep abreast of time. One of the ways of achieving this is through the introduction of computer education in our institutions of learning (Ajibade, 2006).

Biography of Ernest Hemingway Essays -- American Writers Novelists Ess

Biography of Ernest Hemingway "Certainly there is no hunting like the hunting of man and those who have hunted armed men long enough and liked it, never really care for anything else thereafter. You will meet them doing various things with resolve, but their interest rarely holds because after the other thing ordinary life is as flat as the taste of wine when the taste buds have been burned off your tongue." ('On the Blue Water' in Esquire, April 1936) A legendary novelist, short-story writer and essayist Ernest Miller Hemingway was born on July 21, 1899, in the village of Oak Park, Illinois, close to the prairies and woods west of Chicago. His mother Grace Hall had an operatic career before marrying Dr. Clarence Edmonds Hemingway. While growing up, the young Hemingway spent lots of his time hunting and fishing with his physician father, Dr. Clarence Hemingway, and learned about the ways of music with his mother, who was a musician and artist. He was the second of Clarence and Grace Hemingway's six children. He was raised in a strict Protestant community that tried as hard as possible to be separate themselves from the big city of Chicago, though they were very close geographically. Both parents and their nearby families fostered the Victorian priorities of the time: religion, family, work and discipline. They followed the Victorians' elaborate sentimental style in living and writing. He attended school in the Oak Park Public School system and in high school, Hemingway played sports and wrote for the school newspaper. At Oak Park and River Forest High School, Ernest reported and wrote articles, poems and stories for the school's publications largely based on his direct experiences. Hemingway was awarded the 1954 Nobel Prize for Literature. He was unable to attend the award ceremony in Stockholm, because he was recuperating from injuries sustained in an airplane crash while hunting in Uganda. In July, 1961, he ended his life in Ketchum, Idaho. Hemingway may have been a homosexual in denial. His determination to keep up his manhood's "good name" may have been a decoy to hide his true homosexuality. As a Rolling Stone article notes, his son was in fact gay. Perhaps he got it genetically from his father, Ernest Hemingway. Many things were repeated in that family. Hemingway, the depressed drunk, committed suicide just like his father. However,... ...the death struggle in his mind - it is very explicit in books such as A Farewell to Arms and Death in the Afternoon, which were based on his own experience. Modern investigations into so-called Near-Death Experiences (NDE) such as those by Raymond Moody, Kenneth Ring and many others, have focused on a pattern of empirical knowledge gained on the threshold of death; a dream-like encounter with unknown border regions. There is a parallel in Hemingway's life, connected with the occasion when he was seriously wounded at midnight on July 8, 1918, in Italy and nearly died. He was the first American to be wounded in Italy during World War I. Here is a case of NDE in Hemingway, and I think that is of basic importance, pertinent to the understanding of all Hemingway's work. In A Farewell to Arms, an experience of this sort occurs to the ambulance driver Frederic Henry, Hemingway's alter ego, wounded in the leg by shellfire in Italy. Hemingway touched on that crucial experience in his life – what he had felt and thought - in the short story ‘Now I Lay Me’ (1927): "my soul would go out of my body ... I had been blown up at night and felt it go out of me and go off and then come back".

Elements of Tennessee Williams A Streetcar Named Desire :: A Streetcar Named Desire Essays

Many Elements of A Street Car Named Desire  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A Streetcar Named Desire, by Tennessee Williams, is a very worldly play that contains issues from life; a guilty feeling of abandonment, the anger and frustration between two complete opposites, and the violation of a rape. It happens in New Orleans where there are many different races. Blanche DuBois, loses her ancestral home, Belle Reve, and her teaching position as a result of promiscuity. With expectations for the new life, she moves in with her pregnant sister Stella and her brutish husband, Stanley Kowalski. Throughout the play, we can distinguish many differences between Blanche and Stella. Although they come from the same noble and aristocratic family, their philosophies of life are distinct and lead them to different roads. Blanche is a highly vulnerable, as well as neurotic, woman living in a world of boozy self deception. She is intelligent, yet prefers magic over realism. She puts too much emphasis on her manners and appearance. She demands to be seen for what she wished to be, rather than what she really is.This is the reason for the paper lanterns and constant bathing - she is creating her world of illusion. A complite opposite of Blanch is Stella.Unlike her sister, she is a passive and gentle woman. She is five years younger than Blanche, about 25, and has been submissive to her for her entire life. After marrying Stanley, she is forced to join the lower class, endure her husband's bad temper, and be obedient to him. Blanche is not a compromising person who can adapt to changes. Moreover, I think she is afraid of alterations and denies facing the reality (ex. she is afraid of losing her properties, her youth and beauty, etc.). She feels very uncertain about the new world and tries to persist in her own way of behavior and thinking, since that is how she has been educated: to be a lady. Stella is the connecting figure to two different worlds- the supposed royalty world of Blanche DuBois and the more common world of Stanley Kowalski. Blanche and St anley both attempt to influence her, and they succeed to a degree. Stella still has many of the qualities instilled in her at Belle Reve, yet she does not let that get in the way of her having some fun. As she is so entangled between two completely opposite worlds, she is stuck and eventually forced to side with one of the two.

Prejudice :: essays research papers

Prejudice By Prejudice people have been around forever. Prejudice goes on everywhere including here at Box Elder Middle School. It is sad people can’t have mutual respect for each other even though we are all different in our own ways. Prejudice can be caused because of various reasons. Religion, ethnic race and social status are examples of causes of prejudice. Sometimes prejudice is caused by how we are raised. Many times parents pass on prejudice beliefs to their children. A lot people raised in the southern part of the country are prejudice against blacks. In the early to mid 1960’s, prejudice was alive and well in the south. Blacks had their own bathrooms and were forced to ride in the back of city busses. It’s hard to believe that was doing on only 40 years ago. A lot of Middle Eastern countries are very prejudice against women. The Civil War was based on prejudice beliefs. The North wanted to keep slavery and the South wanted to abolish slavery. Many blacks were beat, raped and killed just because of the color of their skin. Schools in the 1950’s were segregated. Some students were forced to ride buses for many miles to prevent whites and blacks from attending the same school. Finally segregation was introduced. It caused a lot of problems, including some riots but eventually people learned to live together and I believe it ended up being a good thing for people and out country. Slavery was stopped shortly after the Civil War but it did not stop people from being prejudice. The only way to stop prejudice is to teach all children from a young age to respect all people. Sometimes parents are not the right people to teach their children because they are already set in their ways and will never change. Some people are prejudice because they just don’t know how to act any different or maybe they have never been exposed to different cultures or beliefs. Some people just think they are better than somebody else for no reason at all. Our only chance for a successful society is to get rid of prejudices. This is much easier said than done. Some religious prejudices have been going on for thousands of years. I don’t know if there is any hope for these people. There are some simple things we can do as students and people. It is real simple.