Apple and Phinnacus Assignment Example | Topics and Well Written Essays - 500 words

Apple and Phinnacus - Assignment Example This makes the decision to name someone an extremely important step in their life. Parents have become interested in baby names ever since important Hollywood people started naming their babies strange names. This means that Korwitt’s business is not customer driven, but rather the customers are the driving force behind the industry. All Korwitt did was to observe the behavior of modern day parents and respond to a pre- existing need. Her business is reactive to market behavior rather than being proactive and introducing the idea to the market herself. 2) Korwitt’s target market is parents who feel stressed about finding the perfect names for their children. Because Korwitt’s book costs $399, only wealthy parents can afford to pay for it. There may be people from lower classes who want help in choosing a name, but they cannot afford to pay the same amount. Since most fathers are probably out working to support their families, Korwitt’s book is more for women who are stay-at-home moms. These mothers possibly already have children of their own or are about to have a child. These parents likely spend a lot of time watching daytime television talk shows, which is why Korwitt makes television appearances to appeal to these mothers. These particular parents may also be â€Å"entertainment freaks† and keep up with all the latest gossip from Hollywood. If one of their favorite celebrities names their child a strange name, then these parents are more likely to want to do the same for their children. In this case , Hollywood celebrities are doing most of the advertising for Korwitt and she only has to wait for customers to come to her. 3) Because this is a growth industry, Korwitt should worry about new market entrants that offer the same services for cheaper prices. Many new websites are cropping up all the time. This represents a danger for her business. Because only wealthy people can afford her services,

Summary canterville ghost Essay Example for Free

Summary canterville ghost Essay There was a horrible storm that night, but apart from that nothing scary happened. The nextmorning, however, when the family came down to breakfast, they found the terrible stain of bloodonce again on the floor. Washington cleaned it a second time, but the second morning it appearedagain. The third morning it was there, too, although the library had been locked up at night by Mr Otis himself. The following night, all doubts about the existence of the ghost were finally removed forever. Ateleven oclock the family went to bed and some time after, Mr Otis was awakened by a strangenoise in the corridor, outside his room. It sounded like the clank of metal, and it came nearer everymoment. Mr Otis got up and looked at the time. It was exactly one oclock. So Mr Otis put on hisslippers, went to the door and opened it. There, right in front of him, stood the ghost his eyeswere as red as burning coals; long grey hair fell over his shoulders and from his wrists and ankleshung heavy chains.? My dear Sir,? said Mr Otis, ? you must oil those chains. Its impossible to sleep with such a noisegoing on outside the bedrooms. I have therefore brought you this bottle of lubricator, and I will behappy to supply you with more if you require it.? With these words Mr Otis laid the bottle down,closed his door and went back to bed. Shocked, the Canterville ghost stood quite motionless for a moment, but then he growled angrily. Just at this moment, the twins appeared on the corridor and threw a large pillow at him! The ghosthastily escaped through the wall, and the house became quiet again. When the ghost reached his small secret chamber, he took a deep breath. No ghosts in history hadever been treated in this manner!

Leisure: From Ancient Greece To Today

Leisure: From Ancient Greece To Today Leisure, used as an all-inclusive term to describe the meaning, conditions, functions, and opportunity complex in which recreation / play occurs (Murphy, p. 22), and can thus be seen as a concept or study which only offers information about the way in which people spend their spare time, but is also actually far more intriguing and multifaceted. An interesting fact is that the term leisure is derived from the Latin word licere or to be permitted to abstain from occupation or service' (Murphy, p. 24), thus showing the roots of leisure; being free from the physical and forced activities like labour. In this paper I will attempt to examine what precisely leisure entails and how it can be linked to identity formation, as well as depicting the developments in leisure as a concept throughout history. In order to do so, I will touch upon three remarkable periods of the past; first of all Ancient Greece as the era of the great philosophers, then the period around 1900 in Western Europe, and finally I will research the significance of leisure in todays globalising world. Finally, to discuss the relationship between leisure and identity formation, I will incorporate the subsequent topics within each historical time frame; The concept and division/availability of leisure The relation between work and leisure The link between leisure and human development The social differences between individuals and groups of individuals After having discussed each time period in detail and having thus constructed a general timeline of leisure, I will round up with a conclusion hoping to have then found answers to the questions surrounding the notion of leisure. Ancient Greece Ancient Greece, which is generally considered as the period from the Archaic period of the 8th to 6th centuries BCE to 146 BCE and the Roman conquest of Greece after the Battle of Corinth (Amazines), can be seen as the era of the great philosophers who we still recognize today. Not only this is what makes Ancient Greece so fascinating, but this is also the period in which leisure as a concept emerged, with the cultivation of the self interpretation developed by Aristotle (384 B.C. 322 B.C.) (Murphy, p. 23). During these days, leisure was seen as an activity used to seek the truth, and the understanding of the self. Contemplation was key, and it was considered a notion of being free, and of not being occupied with work or other commitments. But which exact activities did leisure entail then? I believe that Anderson puts it properly, though from the Greco-Roman perspective; They learned music and played it and enjoyed the physical arts of war and sport. They were skilled in intellectu al conversation, and that consumed much time. But they rarely had an interest in talking about handwork and ordinary labour or even cared to understand its meaning. In their way of life there was no hurry (Anderson, p. 91). Thus, leisure was at the root of society and its culture, and paved the way for many great philosophers through intellectual discussions. But for leisure to exist in the way it did in Ancient Greece as the time free from commitments or work, a distinction had to be made between individuals. This distinction was mainly to allow certain people to engage in leisure, while others were forced to engage in the opposite of leisure; labour and hard work. Or as Murphy puts it; the aristocratic quality of the Ancient democracy gave the leisure class a tradition of taste and elegance which was maintained by the nobility (Murphy, p. 24), consequently leisure was made possible for the privileged because slavery existed. The privileged used slavery as a way to express power and control, maybe even only for the sake of being in control over others. But dominating and bossing others around, are among the first activities that humans, newly empowered, discovered and enjoyed for their own sakes (Hunnicutt, p. 60), showing that leisure not only existed off contemplation and conversation, but also of horrid activities creating a division between groups of people. Still, undoubtedly servants and women held in whatever degree of bondage, were able to understand the difference between the times in their lives when service was required of them, and other times when they were free to do more of what they wished (Hunnicutt, p. 60). So, although leisure is mainly seen as a privilege for the higher classes of men, also the women and slaves experienced leisure to some extent. This shows that the availability of leisure differed depending on your class of gender, but that most likely everybody experienced it to some extend in Ancient Greece. Therefore, leisure should be seen as key to human development. Not only did it pave the way for great philosophers and religious men, others also used it in connection to their identity as it is part of human nature. For the Greeks, leisure was used as a cultural arena in which vital questions of human means and ends, of purpose and hence of meaning, have been addressed (Hunnicutt, p. 58), and thus gave room to answer significant questions concerning life and human-beings since man is a symbolizing, conceptualizing, meaning-seeking animal (Geertz, p. 140). Leisure could be seen as a means to understand the meaning of life, and come to know and develop the self. Leisure thus led to identity and self-development through personal growth and freedom, since the sign of an educated person was active leisure (Hunnicutt, p. 64). Industrial Revolution After the Ancient Greece timeframe as previously discussed, the leisure tradition established by the Greeks continued through the Middle Ages. The Liberal Arts taught in the universities, the understanding of work and leisure as means to ends, endured (Hunnicutt, p. 67). And when the Industrial Revolution was ongoing in Europe, leisure was still present but significant changes were gradually taking place in its character and the influence it held in daily life. It could be said that a revolution in human history and leisure occurred when capitalism transformed the role of work, as one does not work to live, one lives to work (Pieper, p. 40). Then, work became a spiritual end in itself and was thought to answer the questions vis-Ã  -vis leisure. It also started to take on a submissive role as it was used as a way to achieve and support the highest purpose; work. Subsequently, work emerged out of the nineteenth century both as the basis of modern culture and as the glue that held soci eties together (Hunnicutt, p. 69), and basically took over the role leisure held in Ancient times. But even though work was key, the concept of spare time, and thus leisure, changed over time after the Industrial Revolution had left its mark. For example, farmers and factory-workers worked six ten-hours days from sunrise to sunset, and it was not until the sixty-hour work week of 1900 shrank to thirty-nine hours by 1975 (Rosenthal, p. 11), that people possessed more free time to spend on leisure activities of ones own choice. Even though they still had to work hard the work ethic gradually changed, people now possessed a day, and later even two, during which they were free to choose what to do. It was no longer the master who possessed free time and told his slaves what to do, the whole day, every day. More money was now being made, and thus being spend during those few hours or days the workers had off and activities related to sport, education, self-development, and entertainment started to rise. Also, the availability of more and cheaper goods due to the revolution led to an in crease in the standard of living, and thus formation of identity. People were slightly and slowly more able to establish themselves as different from others, and to use goods to identify with. Finally, it was only in the nineteenth century that the real impact of steam would be fully felt (Robinson, B). Steam changed the availability of opportunities, as well as leisure. Work was performed faster and more efficient, and changes also happened geographically as factories could now be located anywhere, as well as the workers. Transportation increased due to the invention of railways, and thus leisure opportunities surfaced since people could travel further and were no longer limited to the area they worked and lived in; horizons slowly widened. The Ancient Greeks were able to see leisure as their work, but the workers from the Industrial Revolution could only participate in leisure and non-work behaviour after their long days of labour. Not only the content and value of leisure changed, but also the impact it had on the individual. Since the Industrial Revolution, Americans have inherited a sociopsychological attitude which equates individual self-worth and productivity with working (Murphy, p. 27), thus showing the influence work had on life and ones goals. The Revolution created further interest in the individual in society and the responsibilities of society to them, together with the realization that the ultimate power within society is in the hands of those that are governed rather than the governing classes (Ouedraogo, D). The working class, and thereby the individual and his interests became more important, and people had more choices related to identity formation as mentioned before. Todays globalizing world The changes that took place in leisure in Ancient Greece and around the 1900s show its roots, but also the rudiments that have made leisure to be what it is today. Today, the twenty-first century, leisure still takes up an important place in many aspects of peoples lives and is still seen as time free from work-related responsibilities (Murphy, p. 27), as well as obligatory household tasks. More and more activities are now acceptable forms of leisure, and more money and time is dedicated to them. Also, due to globalization much more is possible, since the world is brought closer to our home. We now have internet, television, mass media and facilitation of travelling; anything is possible. Too see what function leisure holds in todays society in relation to identity and development, I will look at it from the following perspectives; behavioural, psychological and social. Behaviour in leisure should be recognized as an expression of the individuals total self; cognitive, affective, and motor domains are potentially engaged (Murphy, p. 29). Thus, engaging in leisure is key to personal development since it touches upon many important aspects of the individual. Also, since behaviour is goal-directed, leisure can also be seen as as direct result of goal-seeking (Murphy, p. 29), and success or failure in such activities will strongly influence ones mental and physical state, as well as future participation. Also, according to the French sociologist Joffre Dumazedier, leisure fulfils three functions: relaxation, entertainment, and personal development (Murphy, p. 30), again showing that leisure is key to self-development through exercising ones capacities. From the second and psychological perspective, leisure is also important for self-improvement, as to leisure means to be oneself, to express ones talents, ones capacities, ones potentials (Murphy, p. 30), as stated by Neulinger. Leisure is a state of mind and being, since it is then that one is free to choose what to do and engage in what brings satisfaction, fulfilment and pleasure. Thus, from the psychological perspective, it would tend to analyze leisure activities according to the needs they satisfy (Murphy, p. 31), which can only be fulfilled during free time and not through achievement in work like during the Industrial Revolution was the case. Examples are needs for sex, independence, understanding, getting along with others (Murphy, p. 32). The third perspective is that the social function of leisure, as the most significant determinant of what one does in leisure is membership in a social group. Leisure is a means for establishing and sustaining intragroup solidarity (Murphy, p. 32). Friendship and kinship are crucial determents here, and belonging to a social circle with common interests is what individuals aim at through leisure. This can be seen when people participate in sports, theatre, crafts, or other clubs organized to bring those together who are alike. This can also be through identifying with others with similar education, occupation, race, or income; some of the socioeconomic-demographic indicators. What also plays an important role in leisure, is the newfound presence of choice in this globalizing world. So much is present and available when it comes to activities, resources, knowledge and goods that choice greatly penetrates our culture; it has transformed not only how we live but also how we think and who we are (Rosenthal, p. 1), through the presence of excessive choice. We no longer have to give something up in order to gain something else, we can now sometimes have our cake and eat it too (Rosenthal, p. 9) and now sacrifice les which made our wants become needs. We have embraced change, and the necessity to travel down all of lifes branches is real to us (Rosenthal, p. 9). Since we have excessive choice, our leisure has become so broad and open to our own preferences that we can maximize our own potentials through it. Also, since one hours work buys six times as much now as it did in 1900 (Rosenthal, p. 12) we can spend much more on leisure, and thus again have to choose l ess and have more. Today, we also develop ourselves through serious leisure, which is the degree of seriousness tied to an activity as the activity involvement of these devotes shows a degree of intensity that is consistent with flow experience and a patterns of commitment that joins them with others in a unique ethos of shared meaning and perseverance (Kleiber, p. 25). Leisure activities of this level can seem to work in some extent, but are free of choice and are therefore sources of self-esteem, self-actualization, and other psychological and social benefits (Kleiber, p. 25), showing the great link between serious leisure and development. Also, since leisure in todays globalizing world is less linked to gender and race and more and more available to everybody, it can be seen as a true sources for self-development and identity formation. Identity formation then takes place not only through serious leisure, but also through more general and simplified versions of leisure. For example, athletics perform sports as their work. For most, engaging in sport is a form of leisure that brings pleasure and self-improvement, but for a true sportsman this is his identity. He is a footballer, he is a rugby player, he is a dancer. Wherever he will go, this part of him will be at the roots of his other actions since he is so serious about it and cannot afford letting other types of leisure take away from what he has achieved; their identification and commitment is evident in joining groups and sacrificing other aspects of life (Kleiber, p. 25). This is the same for musicians, many band members identify with their job and consider the musician label to be indistinguishable from their identity. Conclusion Leisure can thus truly be seen as a source of self-development and identity formation. Even though leisure has gradually changed throughout the years and has even shown distinct characteristics during when comparing the timeframes, the core has remained the same; free time dedicated activities of ones own choice used to better the self. To conclude, most noteworthy is the part leisure took up in an individuals life. In Ancient Greece, leisure mainly served as an activity that took up the entire day for the elite, whereas for the slaves it consisted of the little time free from the orders of the master. It was mainly used to engage in intellectual conversations, and plain activities like sports. During the Industrial Revolution this outlook changed, and work became most important and took over the role leisure used to hold in the lives of the elite; self-improvement was achieved through work and not leisure. However, this was also the period when the workers started to protest and managed to receive a better work-week with more free time in the weekend; time free to be dedicated to leisure since money was also more available. Finally, in todays society leisure takes up an maybe even more important role and is still the time dedicated to activities free of choice used to develop the self. Thus, leisure has always play ed an important role and its nature has remained constant, while its use and availability has changed.

Character Development in Chapter Two of Their Eyes Were Watching God :: Their Eyes Were Watching God Essays

Character Development in Chapter Two of Their Eyes Were Watching God   Ã‚  Ã‚   In Zora Neale Hurston's novel, Their Eyes Were Watching God the character of Nanny dies in the beginning of Janie's adventures, but her influence is felt throughout the book. In this way, she is a minor character with effects on the major character. This makes Nanny important. The reader learns a lot about Nanny in last paragraph of chapter two, mainly from her dialogue, including unique syntax and diction, and imagery. "And, Janie, maybe it wasn't much, but Ah done de best Ah kin by you. Ah raked and scraped and bought dis lil piece uh land so you wouldn't have to stay in de white folks' yard and tuck yo' head befo' other chillun at school. Dat was all right when you was little. But when you got big enough to understand things, Ah wanted you to look upon yo'self. Ah don't want yo' feathers always crumpled by folks throwin' up things in yo' face. And ah can't die easy thinkin' maybe de menfolks white or black is makin' a spit cup outa you: Have some sympathy fuh me. Put down easy, Janie, Ah'm a cracked plate."   Last Paragraph in Chapter 2    Nanny's dialogue is indicative of her time and place, which allows a fuller picture of her aside from physical descriptions. The reader can tell that Nanny is a black woman from the South, just by her syntax. Examples include the "Ah done de best Ah kin by you," which is not the way a white person from the North would phrase this statement. In the next sentence, this image of Nanny is upheld by her construction, "Ah raked and scraped and bought. . ." which is not the simplest or most common way of phrasing this statement. The diction used in these regional constructions further supports Nanny's image. Examples of this include "Ah done" instead of "I've done," "dis lil piece uh land,"instead of "this little piece of land," or "yo'" replacing "your." In Nanny's talk with Janie, she includes much imagery to support her statements. Examples include, "Ah don't want yo' feathers always crumpled.. .," Ah can't die easy thinkin' maybe de menfolks. . . makin' a spit cup outa you," and"Ah'm a cracked plate."This imagery is indicative of an upbringing involving many stories, often involving hyperbole. It is a figurative style of speech common in this culture, one which carries on today in the form of such phenomena as "dozens" and "lying sessions. Character Development in Chapter Two of Their Eyes Were Watching God :: Their Eyes Were Watching God Essays Character Development in Chapter Two of Their Eyes Were Watching God   Ã‚  Ã‚   In Zora Neale Hurston's novel, Their Eyes Were Watching God the character of Nanny dies in the beginning of Janie's adventures, but her influence is felt throughout the book. In this way, she is a minor character with effects on the major character. This makes Nanny important. The reader learns a lot about Nanny in last paragraph of chapter two, mainly from her dialogue, including unique syntax and diction, and imagery. "And, Janie, maybe it wasn't much, but Ah done de best Ah kin by you. Ah raked and scraped and bought dis lil piece uh land so you wouldn't have to stay in de white folks' yard and tuck yo' head befo' other chillun at school. Dat was all right when you was little. But when you got big enough to understand things, Ah wanted you to look upon yo'self. Ah don't want yo' feathers always crumpled by folks throwin' up things in yo' face. And ah can't die easy thinkin' maybe de menfolks white or black is makin' a spit cup outa you: Have some sympathy fuh me. Put down easy, Janie, Ah'm a cracked plate."   Last Paragraph in Chapter 2    Nanny's dialogue is indicative of her time and place, which allows a fuller picture of her aside from physical descriptions. The reader can tell that Nanny is a black woman from the South, just by her syntax. Examples include the "Ah done de best Ah kin by you," which is not the way a white person from the North would phrase this statement. In the next sentence, this image of Nanny is upheld by her construction, "Ah raked and scraped and bought. . ." which is not the simplest or most common way of phrasing this statement. The diction used in these regional constructions further supports Nanny's image. Examples of this include "Ah done" instead of "I've done," "dis lil piece uh land,"instead of "this little piece of land," or "yo'" replacing "your." In Nanny's talk with Janie, she includes much imagery to support her statements. Examples include, "Ah don't want yo' feathers always crumpled.. .," Ah can't die easy thinkin' maybe de menfolks. . . makin' a spit cup outa you," and"Ah'm a cracked plate."This imagery is indicative of an upbringing involving many stories, often involving hyperbole. It is a figurative style of speech common in this culture, one which carries on today in the form of such phenomena as "dozens" and "lying sessions.

Living in a Global Society Rubric

Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Description: Teacher candidates will develop an instructional unit based on a realistic fiction trade book. Additional information: 1. The selected trade book will have part or all of its setting in a country other than the United States of America. 2. The unit will display integration of language arts (English usage, writing/composition, and spelling), reading (comprehension and fluency), math, science, social studies, the arts, physical education, and student use of technology. . The arts, physical education, and technology will need to be integrated into only one lesson each somewhere within your unit. These do not need to be done on a daily basis. b. Language arts, reading, math, science, social studies will need to be integrated into each day’s instructional planning. 3. Learning activities need to incorporate at least three of the five following items: a. Culture and cultural diversity b. Tim e, continuity, and change c. Economic, scientific, and technological development d. Individuals, groups, and institutions . Civic ideals and practice of the country that is the setting of the book 4. The integrated unit will cover three complete days’ instruction. Local pacing guides are not to be taken into account. The three days of instruction will be done on Plan Book Sheets. Please indicate content areas that are being integrated. 5. All appropriate standards for each integrated lesson are to be listed. 6. Template for submitting on following page. 7. One full day’s instruction will also be developed using the Blueprint Lesson Plan format.Candidates will pick any one of the three days developed on Plan Book Sheets as the day that also gets Lesson Plans. 8. Candidates will have an individual checkpoint meeting with their instructor to ensure appropriate progress is being made towards completion of this assignment. 9. Candidates will bring a copy of their Rubric/Res ponse Sheet for Individual Unit Meetings to their unit meeting with starred items completed before meeting 10. Completed unit assignments will be submitted in a zip bag on a flash drive with rubric.After any editing, the candidate will upload finalized version to Task Stream. 11. Please email questions to me at emily. [email  protected] edu ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Introduction of Story – Vocabulary, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and MathReado ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Continuation of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado ELE 4030: Living in a Global Society Plan Book Sheet for Unit AssignmentTrade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Conclusion of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado The University of North Carolina at Pembroke School of Education – Teacher Education ELE 4030: Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Candidate: | |Aspect of Assignment | Possible points | |Cover sheet (Candidate’s name, course, semester & year, Integrated Unit based on †¦ (na me of trade book), level of |-10 if missing or | |instruction |incomplete | |Plan book sheet completeness & clarity |10 | |Lesson plans in Elementary Lesson Plan Format, completeness, and clarity |10 | |Curriculum integration |10 | |Language arts strategies |10 | |Reading strategies |10 | |Math strategies |10 | |Science strategies |10 |Social studies strategies |10 | |Arts strategies |5 | |Physical education strategies |5 | |Student use of technology |5 | |Developmental appropriateness |5 | |Total points earned out of 100 & Instructor comments | | | |/100 | | | | University of North Carolina at Pembroke School of Education – Elementary Education Department Rubric/Response Sheet for Individual Unit Meetings **Candidate: Cristy Prince | |**Book used & author: Snow Treasure by Marie McSwigan | |**Appointment day & time: Tuesday, October 11, 2011 at 4:00 p. m. | |Aspect of Assignment |Possible Points | |On time for appointment |10 | |One day’s Plan Book Sheets | 20 | |Three Lesson Plans in Elementary Lesson Plan Format |20 | |Curriculum Integration 20 | |Meshing of activities with appropriate standards |20 | |Clarity/precise language |10 | | |100 | |Subtotal | | |Rubric not provided by candidate |-15 | |Rubric provided but starred items not completed |-15 | | | | |Total | | Comments: ———————– Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learn er will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan.The teacher will read aloud the first 10 chapters, stopping along the way to introduce vocabulary (Norway, Norse, kroner, Nazi, etc. ) and geography (Norway, the Arctic Circle, Poland, Germany, Britain, and France). The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to begin to think what role the Norse have played in the development of our country and what, if any, they have p layed in our state. We will also discuss how both humans and animals adapt to such a cold, harsh climate. During math, we will continue talking about Norway and their system of currency. We will work on currency conversions, starting with a basic lesson and then moving on to using the web site www. xe. om to practice further. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively.Social Studies – Go al 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 11-20, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far.They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss what animals indigenous to ou r country could survive in Norway. During math, we will continue talking about Norway and how they moved their gold from the cave to the Snake. We will work on word problems that revisit such a conundrum to figure what it would take to move amounts from site to site. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 4: Data Analysis and Probability – The learner will understand and use graphs, probability, and data analysis.Healthful Living Education – Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 21-30, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state.Students will be asked to draw pictures of what adaptations they believe that we as North Carolinians would need to make to survive in Norway. In this picture, they will also draw a picture of their favorite NC indigenous animal with their adaptations. During math, we will wrap up our discussion on Norway with a Venn diagram comparing and contrasting the Norse with Americans. We will further this with a bar graph of what students believe to be attributes common to both countries. To wrap-up our journey into Norway, we will practice our â€Å"sled-moves† during recess. The students will work both individually as well as in pairs to come up with the most original slalom.

You all are SHEEP, or maybe I am Professor Ramos Blog

You all are SHEEP, or maybe I am â€Å"When Mexico sends its people, they’re not sending the best. They’re not sending you, they’re sending people that have lots of problems and they’re bringing those problems with us. They’re bringing drugs. They’re bring crime. They’re rapists†¦ And some, I assume, are good people.† DonaldTrump â€Å"The point is, you can never be too greedy.† Donal TrumpAppreciate the congrats for being right on radical Islamic terrorism, I dont want congrats, I want toughness vigilance. We must be smart!DonaldTrump I was wrathful, to say the least, and my head was nowhere near sanity. I tried to let my emotions not get the best of me, to thrust them away, and usually, that would be un-challenging for me. But at this very moment where I sat two feet away from my best friends, I couldnt begin to imagine the ignorance that they would say next. It was a junior year in high school, and the sun was glistening on everything its rays could reach, the campus was cacophonous and crawling with high schoolers undoubtedly enjoying their lunch. Well.. every high schooler but me. It was my idiotic idea to bring up politics thinking everyone at our table would agree with what I had to say. But my fault here was being utterly naive and stereotyping that my latina friends would see eye to eye on the presidential climate of the United States like me. As people of color, we agreed on many things, spicy food was always the best, never say the n-word if you’re not black, and two languages was always better t han one. But obviously, you didnt have to be a person of color to agree. But I also knew that we were different from even before, because, they were very Christian, therefore their beliefs were conservative, and they were hardcore Republicans. But because I was Muslim, my beliefs were a lot more liberal than they were conservative, and I was a Democrat. I knew our difference in religions separated us from political boundaries, but what I still didnt expect what was the response I got when I said â€Å"Trump is going to get us all killed,† I announce laughingly with a smug grin my face, and when only one of my friends, Nathalie, laughed back, I knew this wouldnt end well. â€Å"What do you mean? He’s kicking out all the immigrants, hiring black employment rates, and bettering the economy.† My two best friends shot back. I was in utter shock. TRUMP? I wanted to yell, BETTERING THE ECONOMY? I was on the verge of losing it, and maybe because it was the lack of knowledge I expected my friends to know, like that Trump is all over the place lying about numbers and rates, and that the only economic power he gave was to rich white businessmen like himself, and everyone knows to make the rich richer does anything but better the economy, or maybe it was the betrayal I felt. I was of no latin origin, yet the way he demonized them, touched a spot in my heart, because for years thats what america has been doing to me, doing to people with any Arab or Muslim heritage. Because to them a group of extremists who take everything out of context and twist them to fit their own personal demographics, to try and justify what they do, means millions of innocent people doing the same thing, even if they show no signs of harm. And the way they let it happen to their people, and didnt care, just because it wasn’t hap pening to them fueled any ounce rage I had. They thought they knew the facts, but what did I expect? They watched news networks like Fox News. All they did was follow like sheep, blindly into the unknown, thinking everyone was wrong, but them. When they saw my concerned facial expression, one of them asked â€Å"You’re mUZlim, dont you believe in the same things we do?† â€Å"MUSlim. Where do you see the Z in that?† I questioned clearly annoyed. â€Å"And for the record, no. We don’t believe in some things that you do, and vice versa.† Which got me thinking, that were we much more different than I thought we were, which gave me an even better reason to resent them. â€Å"Look I know you probably don’t like him. But how are you not seeing that he’s doing it to protect us? Like it or not you’re safer when the border has a wall, and when the Muslim ban is enforced† I almost spat out my milk. It was one thing to attack her own people, but now she was attacking mine. I tried to calm myself down, it’s okay I reminded myself just educate them, and dont get mad. But then I got mad that everywhere I go I have to explain myself and had to explain my worth, and even with my own friends, it was no different. â€Å"So†¦Ã¢â‚¬  I said as calmly as I could while playing with a fork circling my food. â€Å"What makes you think you’re any better than they are, if you know, they are rapists, drug dealers, and murders. I mean that’s what most of them are, right? But aren’t you them? Don’t you have the same race? And what makes me different from the 1.8 billion ‘terrorists’ who did nothing wrong to earn that name.† They stared back at me. â€Å"Because, it would be pretty privileged of you to say that you are better human beings than them just because you dont live in war and poverty, oh and because of your geographical location.† I laughed humorlessly. â€Å"It sucks that they live in those circumstances, but thats the way it is. Because of that, they cant be trusted. I know all of them arent bad, but we cant take that risk† They responded. â€Å"Sweetheart, there are more than 1.8 billion Muslims in the world, and more than 500 million Latin people, if they were even an ounce as bad as you and your president claim they are, we would probably be dead. You know its funny coming from someone who is pro-life, that they would rather risk the one in a billion chance to be killed by an immigrant, on millions of those immigrants dying because of war.† Silence filled the table, everyone at the table was staring at me and my two friends. I knew I was being a total bitch, I knew I should just be quiet and let them think what they want to think, but I couldn’t bring myself to do it. â€Å"He’s better than Obama† ‘What the literal FUCK does this have to do with Obama† I said smiling through my teeth as my fist clenched under the table. They all laughed. But as I went home that night, I do what I usually do, just before I go to sleep, I stay staring at the ceiling, whispering to God about my day. I refused to believe all Christians thought the way my two friends did, there was no way I kept repeating to myself. We believed in the same God, and the same fundamentals, but its the details that made us so different. Islam encourages us to ask questions about our faith and about our world both secular based and non-secular based, we believe in human rights very deeply, we believe in global warming, we tolerate no amount of discrimination or racism, and we do not believe in closing doors for those who seek a better life, we believe that human nature is good, but its Satan who tries to lead us astray, but we still have consequences for our actions, we believe in respecting all religions, and beliefs and everything that makes us different. We believe in all these things, but ignorance has made people generalize us into conservative, extremist terrorists, and they would never know the truth if they never asked. Yet these girls I called my friends didnt believe in most of them, and whether it was because of culture or religion, I wasnt having it. Explaining how frustrating it was, and asking what I should do. I sighed deeply, it wasnt like he was going to answer me, but it would be nice to get some kind of sign. Then, it hit me like a truck. I was judging them this whole time and debating whether I should still even be friends with them, while it never once crossed their minds. And thats when I realized, I was the one at fault. Why should I stop being friends with them? What made me so superior to them that made me think I was better off. I was the one being ignorant and only accepting one train of thought when I should be open to hearing all of them. Maybe I was the sheep this whole time, doing what everyone does and disliking someone because of their political views, when I should stand up and like someone because of their different political views because the second diversity stops, and we all think the same, the easier it becomes to control, and the easier it becomes to stop thinking, to stop spreading ideas, and beliefs and regulations, and whats humankind without acting like humans?