The Boy in the Striped Pajamas Quotes

The Boy in the Striped Pajamas Quotes The Boy in the Striped Pajamas follows the lives (and friendship) of two young boysacross the Holocaust fence at the Auschwitz Camp. One boy is the son of a high-ranking SS officer, while the other is the son of a Polish Jew. Here are quotes from the novel. Quotes We dont have the luxury of thinking ... Some people make all the decisions for us.One day he was perfectly content, playing at home, sliding down banisters, trying to stand on his tiptoes to see right across Berlin, and now he was stuck here in this cold, nasty house with three whispering maids and a waiter who was both unhappy and angry, where no one looked as if they could ever be cheerful again.So were here at Out-With because someone said out with the people before us?We should never have let the Fury come to dinner.He suddenly became convinced that if he didnt do something sensible, something to put his mind to some use, then before he knew it he would be wondering round the streets having fights with himself and inviting domestic animals to social occasions too.The thing about exploring is that you have to know whether the thing youve found is worth finding. Some things are just sitting there, minding their own business, waiting to be discovered. Like America. And other things are probably better off left alone. Like a dead mouse at the back of the cupboard. You wear the right outfit and you feel like the person youre pretending to be, she always told me.Bruno opened his eyes in wonder at the things he saw. In his imagination he had thought that all the huts were full of happy families, some of whom sat outside on rocking chairs in the evening and told stories about how things were so much better when they were children and theyd had respect for their elders, not like the children nowadays. He thought that all the boys and girls who lived there would be in different groups, playing tennis or football, skipping and drawing out squares for hopscotch on the ground... As it turned out, all the things he thought might be there - werent.Despite the chaos that followed, Bruno found that he was still holding Shmuels hand in his own and nothing in the world would have persuaded him to let go.A few months after that some other soldiers came to Out-With and Father was ordered to go with them, and he went without complaint and he was happy to do so because he didnt really mind what they did to him anymore. Resources Interview with Childrens Author John BoynePodcasts Downloads

The History of the Brassiere - Mary Phelps Jacob

The History of the Brassiere - Mary Phelps Jacob The first modern brassiere to receive a patent was the one invented in 1913 by a New York socialite named Mary Phelps Jacob. Jacob had just purchased a sheer evening gown for one of her social events. At the time, the only acceptable undergarment was a corset stiffened with whaleback bones. Jacob found that the whalebones poked out visibly around the plunging neckline and under the sheer fabric. Two silk handkerchiefs and some pink ribbon later, Jacob had designed an alternative to the corset. The corsets reign was starting to topple. An unhealthy and painful device designed to narrow an adult womens waist to 13, 12, 11 and even 10 inches or less, the invention of the corset is attributed to Catherine de Mà ©dicis, wife of King Henri II of France. She enforced a ban on thick waists at court attendances during the 1550s and started over 350 years of whalebones, steel rods and midriff torture. Jacobs new undergarment complimented the new fashion  trends  introduced at the time and demands from friends and family were high for the new brassiere. On November 3, 1914, a U.S. patent for the Backless Brassiere was issued. Caresse Crosby Brassieres Caresse Crosby was the business name Jacob used for her brassiere production line. However, running a business was not enjoyable to Jacob and she soon sold the brassiere patent to the Warner Brothers Corset Company in Bridgeport, Connecticut for $1,500. Warner (the bra-makers, not the movie-makers) made over fifteen million dollars from the bra patent over the next thirty years. Jacob was the first to patent an undergarment named Brassiere derived from the old French word for upper arm. Her patent was for a device that was lightweight, soft and separated the breasts naturally. History of the Brassiere Here are other points in the history of the brassiere worth mentioning: In 1875, manufacturers George Frost and George Phelps patented the Union Under-Flannel, a no bones, no eyelets and no laces or pulleys under-outfit.In 1893, a woman named Marie Tucek patented the breast supporter. The device included separate pockets for the breasts and straps that went over the shoulder, fastened by hook-and-eye closures.In 1889, corset-maker Herminie Cadolle invented the Well-Being or Bien-à ªtre, a bra-like device sold as a health aid. The corsets support for the breasts squeezed up from below. Cadolle changed breast support to the shoulders down.World War I dealt the corset a fatal blow when the U.S. War Industries Board called on women to stop buying corsets in 1917. It freed up some 28,000 tons of metal!In 1928, a Russian immigrant named Ida Rosenthal founded Maidenform. Ida was responsible for grouping women into bust-sized categories (cup sizes). Bali WonderBra The Bali Brassiere Company was founded by Sam and Sara Stein in 1927 and was originally called the FayeMiss Lingerie Company. The companys best-known product has been the WonderBra, marketed as The One And Only WonderBra. Wonderbra is the trade name for an underwired bra with side padding that is designed to uplift and  add  cleavage. Bali launched the WonderBra in the U.S. in 1994. But the first WonderBra was the WonderBra - Push Up Plunge Bra, invented in 1963 by Canadian designer Louise Poirier. According to Wonderbra USA this unique garment, the forerunner of todays Wonderbra push-up bra had 54 design elements that lifted and supported the bust to create dramatic cleavage. Its precision engineering involved three-part cup construction, precision-angled back and underwire cups, removable pads called cookies, gate back  design for support  and rigid straps.

Conflict Managment and Resolution Research Paper

Conflict Managment and Resolution - Research Paper Example In order to achieve this aim, the paper will conduct a literature review of the researches conducted till date that have explored the transactional leadership and manager’s approaches to resolving and mitigating conflicts in a workplace. A manager is a person who has to manage the workforce and to make them achieve organizational objectives. A manager has to plan, organize, lead and control. Leading is the core function of management. However, a manager is always a leader but a leader is not always a manager. The transactional leadership is a type of leadership style in which the leader perceives that people can be motivated through rewards and punishments only. This is the most common type of leadership style and widely adopted in contrast to charismatic and transformational leadership style. Every manager has to face conflict issues that takes place while they are performing their roles. In this regard, they have to undertake steps to handle these conflicts and to resolve th em in a manner that is beneficial to the organization. Nevertheless, there are various approaches to conflict management and resolution that varies according to their outcomes and nature. For instance, Hendel, Fish and Galon (2012) conducted a research study of Israeli nurse managers in general hospitals to analyze their choice of strategy whilst managing conflict and their leadership style. The primary reason for undertaking the research was the fact that nurse managers encounter conflict. The conflict management style determines the degree of effectiveness of the managers. Increasingly, the organizations are realizing the importance of adopting effective... This paper approves that Korabik, Baril and Watson found that the men adopt transactional leadership style while managing conflicts at their workplace. Like, they consider the elements of reward and punishment as important factors in managing and resolving conflicts. The study also found that the leadership styles adopted and their subsequent outcomes were the same between both genders. This study shows that the approaches to conflict management from the managers and transactional leaders point of view are gender biased. The females are more towards transformational leadership roles than the transactional ones as the latter involves definite rules and guidelines to follow. The study also shows that male managers are more focused on adopting leadership style that can help them achieve multiple benefits and no loss. The employees are also informed about the incentives of achieving the required standards and the subsequent penalties for failure. Thus, making it easier for the leaders to identify the potential causes of conflict, develop methods to avoid future disputes and resolve the existing problems effectively. This esssay amkes a conclusion that the nature of conflict and its diversity has demanded a uniform set of process to resolve disputes that arise in a workplace and in legal cases. For instance, the large number of intellectual property right cases and their sensitive nature has required a speedy, cost-effective and mutually binding solution to the intellectual property rights stakeholders.

Terrorism ResponseYour team is the first responder law enforcement Essay

Terrorism ResponseYour team is the first responder law enforcement agency to a crime scene where a bomb has exploded at City Hall - Essay Example Specialized responders are the FBI, the Center of Disease Control teams and Explosives Ordnance Detonation (EOD) specialists, who take charge of the situation, identify toxin and take appropriate disease control, and detect and render safe secondary devices respectively. This essay discusses First Responders' Strategy to a hypothetical scenario wherein a bomb explodes at City Hall and an anonymous caller claims responsibility and indicates that the explosion released toxins. The paper addresses preliminary evaluation, concerns about scene safety, life saving efforts and scene protection and security and control measures. It premises that the anonymous caller's claim and hint are true. The scenario is a post blast incident in a populated enclosed cite with possible biological and chemical (BC) toxins released during the explosion. Law enforcement first responders are faced with a situation where there are people killed and hurt; people in a state of shock and panic, danger of infrastructure collapse, danger of the presence of secondary devices within the building or in proximate buildings, and danger of biological and chemical (BC) contamination. The anonymous call is presumably post facto. As such, the conservative posture is to assume that there is exposure to toxins. The first task is to set up a command post (CP) where activities among first responders and speci

Meeting of minds Essay Example for Free

Meeting of minds Essay In what ways does this scene represent 2 characters crossing boundaries and understanding each other a meeting of minds?  The scene automatically has a sense of irony, as both Yolland and Maire both cannot understand a word each other is saying, this means communication was needed to be made in an alternate way, these ways are through the use of identifiable feelings and emotions, as well as paralanguage to indicate the feelings and emotions that the character is trying to express. Throughout their conversation, it would seem unlikely to a person who has just picked up the book that Yolland and Maire do not speak the same language, and therefore cannot fathom what each other is trying to say. This is due to the similarities of speech between the two of them; they always seem to have a vague understanding about what the other person is trying to say. An indication of this is where Maire says, The grass must be wet. My feet are soaking. straight after Yolland points out, The grass must be wet your feet are soaking. It is clear to see the similarities in their speech, although the context is just flipped around, but apart from that it is almost identical. Emphasising this collision, linguistically speaking, is the stage directions, expressing the characters body movement. The way they seem very immature when they realise they are holding hands, then immediately disengage and move apart. Another way that they can be seen as immature is through the basic communication, such as pointing. Knowing that the other person cannot understand what they are saying might be a factor in the characters lexis, especially regarding Yolland where he says Ive been watching you night and day for the past because if Yolland was to say this to Maire and she understood it, she could take it two very different ways, and decide that in fact Yolland is a bit weird. Without the aid of a similar language the characters find another way to communicate, which involves Maire saying English words, which she knows, and Yolland encouraging her, Yes-yes? Go on- go on- say anything at all- I love the sound of your speech. This shows although they cannot understand each other Yolland is fixated by Maire, and there is this chemistry, a bond between them, which they both know, are there but just cant explain it to each other. The communication between the two of them become so intense that Yolland starts reeling of whole sentences, without realising that Maire does not have a clue what he is on about, she just stares at him unknowingly and wondering. It becomes clear that they need some common ground to try to relate with each other this occurs, when Yolland starts saying Irish place names, Maire reciprocates and this carries on as though they are flirting, which leads them back to the way they were, when they ran together, as once again they were holding hands, at this point they exchange their raw feelings without the satisfaction of being understood, they hold each other and tremble in one anothers arms, the lexis leading up to the kiss is very heated, there is a mutual understanding of the word always I believe this to be significant as this is one of the final words before they kiss it just shows the compassion they hold for each other. Unquestionably above everything the connection is a meeting of minds as the only way of really communicating was through paralanguage, and the fact that they are very similar people, with similar thoughts and feelings, about the way they act, the way they speak, and the way they feel for each other. In a way their relationship could be seen as an example to be followed, as if individual Irish and English people can get along and fall in love, whats to say England and Ireland should not at least be able to tolerate each other. Yolland and Maire, by not understanding verbally, will have an extremely deep understanding of each other mind, in turn this may lead to a significantly compassionate relationship, or just a passing phase, however I believe there is a meeting of minds, and the kiss only emphasises the coming together of these two foreign bodies into one.

white noise :: essays research papers

The central conflict between Jack and Babette Gladney is basically the struggle for control and also the struggle for who is more afraid of death. Jack Gladney throughout the whole novel tries to think that he knows his wife Babette he tries to control her thoughts by saying she is supposed to act a certain way. Jack wants to be the one afraid of death and at the same time wants to get rid of his fear.   Ã‚  Ã‚  Ã‚  Ã‚  In the story Jack confronts Babette about the medicine she is taking, he wants to know what it is and why she is taking it. He tells her that if she doesn’t tell him the reasons that Denise will. Jack is very understanding and tells her to take her time telling him. Babette tells him that Gray Research was conducting human experiments on fear and then decided not to conduct them on humans but on computers. She told Jack how she made a deal with â€Å"Mr. Gray† and in exchange to continue with the experiment with Dylar (the drug) she would give him her body. Jacks reaction to this was not the kind you’d expect when your wife is telling you she cheated on you. He was mostly calm, stayed laying in bed, and even offered Babette some Jell-O with banana slices that Steffie had made. Jack went on asking why Babette needed this drug and what it’s purpose was. He wanted to know why they couldn’t test on animals. Babette answered, â€Å"That’s just the point. No animal has this condition. This is a human condition. Animals fear many things, Mr. Gray said. But their brains aren’t sophisticated enough to accommodate this particular state of mind.†(195) Jack then was starting to realize what Babette was getting at. This is when the emotion kicks in for him. Now he feels all the emotions he was supposed to feel when she told him he cheated on him. He states, â€Å"My body went cold. I felt hollow inside.† (195) He was waiting for her answer. She tells him, â€Å"I’m afraid to die..I think about it all the time. It won’t go away.†(195) He responds with, â€Å"Don’t tell me this, this is terrible.† Jack’s reaction to Babette’s fear seems misplaced. He is more upset that she could possibly be more afraid of death than him than he seemed to be about her sleeping with Mr. Gray. He goes on trying to tell Babette that maybe she isn’t sure that she is afraid of death, â€Å"death is so vague.† He tries to tell her that it might be her weight or height that is her problem.

Standardized Testing in Schools

Standardized tests are administered in all schools across the U. S. in lieu of the Elementary and Secondary Education Act of 1965 and the No Child Left Behind Act of 2001. According to these laws, schools have to administer standardize tests to qualify for various types of licensing and grants. For instance, a certain percentage of the students in public schools must pass the standardized tests to be allowed federal support and funding for that particular school. If the results of the standardized tests are not at par, the school does not get funding. At the same time, many students have to take high-stakes standardized tests to get into various colleges/universities of their choice. If the students do not do well on such tests, they are denied admissions. The thing to note about these standardized tests is that they are not reliable and they contain various biases in them. Many people have criticized how such tests do not contain relevant information that can be found in the course syllabus and they test students on impractical levels. Others believe that standardized tests provide results based on very few parameters that do not reflect the students’ real intelligence. Looking at the various researches and opinions of critics, we find that standardized testing is not an effective measure of gauging students’ intelligence, and they should not be used in schools. For example, one of the biggest reasons standardized testing is not effective is because of the subjectivity that can be found in such tests. For instance, Williams (2005) speaks of how many of the standardized tests are gauged by computers. These computers look at the essays input and they provide the results after running certain algorithms that measure certain aspects of the essay, such as structure. Williams (2005) presents a very interesting fact of how some of his colleagues and even he himself used an online website to generate essays about a subject and fed that into the testing machine. The essay that was generated was completely gibberish but was constructed properly according to the rules of grammar. For instance, the essay was supposed to be about standardized testing, but it speaks of how governmental officials and monarchs use the system. The testing machine, however, said that the essay was very well written. This is because the essay followed rules of grammar impeccably, even though it did not make any sense. This shows how standardized testing can be extremely ineffective, as they are mostly being gauged by computers that assess their structure and not their contents. Another problem with standardized tests is that they do not take into account the syllabus that students learn all year round in their classroom curriculum (Rosengarten, 2002). This means that it makes what children are being taught in classrooms as being useless. Children are taught a different syllabus in class, and they are expected to prepare for a test that tests them on other criteria. This causes two problems: one, that the children are being given two different types of education, and two, teachers are not sure what to teach their children. They must teach the children the regular coursework, however, they also must make sure that the children pass the standardized test so that they can receive the federal funding and grant, as per the No Child Left Behind Act. Many people have criticized this act. According to his act, each school must administer standardized tests to its students so that all schools can be gauged on a similar platform (United States Department of Education, 2001). If the students attain a certain level of score on these tests, the public schools are given the federal funding and grant; however, if the school fails, the grants are withdrawn (Diorio, 2008). This is why most of the schools pressure their teachers to prepare the students in such a way so that they ace the standardized tests (Smyth, 2008). This can be problematic. Another problem with standardized testing is that when teachers prepare the students for the standardized tests, they neglect and ignore the subjects that the students will not be tested on. For example, most of the standardized tests focus on mathematics and English skills more. This is why to help students pass the standardized tests, teachers’ pay more attention to these subjects and other subjects, such as science, humanities, history, and art are ignored. Children are getting a skewed education that is tailored to fulfill the federal mandate. Moreover, as noted earlier, most of the standardized tests test students on knowledge that is not part of their syllabus. This results in teachers preparing the students to take the test and do well at it, instead of providing a homogenized form of education that benefits students across all the different subjects. This also means that students can effectively remain lazy and not study all year round and only prepare themselves to take the standardized tests at the end of year to pass their grades. This is also not good, as the students are not being given the proper way of being educated, which should be consistent all year round and not focused on passing one test at the end of the year. Furthermore, standardized tests are also not effective because they contain various biases (Se Queda, 2011). This is because the standardized tests are designed to be administered to a large population that has to take the same test. All the students are required to answer the test in the same manner. This can be problematic, as the U. S. has a very diverse student population from various social, cultural, and ethnic backgrounds (Scholmerich et al, 2008). Placing them all on the same level and playing field is giving advantage to some of the students while making it more difficult for others. For instance, children from different parts of the country would have different sets of skills. For example, a child raised in a big city, such as New York City, would have completely different mindset and set of skills than a child who was raised in a small town, such as Fort Pierce, Florida. This has to do with cultural dynamics and the way that children are taught, treated, and raised in different surroundings. Each of these children would respond in different ways to various educational questions because of their differences in the way that they were raised. Standardized tests do not account for such differences, as the same test is administered in the same manner for all students. At the same time, children with disabilities, e. g. blind children, are also mandated to take standardized test under Individuals with Disabilities Education Act (IDEA). In such cases, the questions are read out aloud to the children and they have to speak out their answers (National Council on Disability, 2008). However, the No Child Left Behind Act ignores the blind children and gives them a null score Mefford, 2009) since they cannot read, which means that the standardized tests are skewed and biased. Additionally, many critics have voiced their concerns over how standardized tests should not be allowed because they are unfair. Such critics talk about how the questions â€Å"require a set of knowledge and skills more likely to be possessed by children from a privileged background. The discriminatory effect is particularly pronounced with norm-referenced te sts, where the imperative to spread out the scores often produces questions that tap knowledge gained outside of school† (Kohn, 2000). At the same time, since the standardized tests contain various patterns that students can be taught, various parents can help their children get the proper preparation so that they can pass these tests. This means that the rich and better off people tend to have the ability to provide their children with private tuitions, helping them prepare specifically for the standardized tests so that they can do well. This is another bias that can be seen in the standardized tests, as those who are able to afford to get specific education and preparation for the standardized tests are able to get better scores. This goes against the true reasons for the standardized tests, which is to gauge the students equally across the same platform. Clearly, the rich have an advantage, as they can afford to be specifically prepared for the test, giving them better scores not because they are more intelligent but because they could pay enough money to tailor their preparation exactly for the test. Another reason standardized tests are ineffective is because they tend to measure superficial thinking rather than the deep thinking of the students. Many scholars have indicated the difference between active thinking and superficial thinking, in that active thinking occurs when students ask many questions about their course, coming up with questions themselves and then linking their current coursework with what they have learned in the past. Superficial thinking occurs when students tend to copy down the answers, do a large amount of guesswork and do not ponder on the more difficult aspects of the curriculum. Research has shown that students who get higher scores on their standardized tests are usually those that indulge more in superficial thinking rather than active thinking. Even though some of the students who indulged in active thinking were also able to get high scores, the correlation between superficial thinking and high scores on standardized test is a positive one. This is another reason standardized tests can be seen as being ineffective, as they tend to measure the wrong kind of things; instead of measuring the students who do active thinking, they favor superficial thinking, which is not good. Thus, we find that standardized tests are ineffective for many reasons. Standardized tests test students on a set of knowledge and skills that they are not usually taught in their coursework. This is why many of the teachers tend to teach students how to pass standardized tests instead of teaching them the proper syllabus. To do this, the teachers have to cut down on other subjects, such as art, and sometimes even take the recess time from the children’s daily timetable. Students can also suffer because many subjects that are not paid attention to help children in building their moral and social learning. At the same time, standardized tests tend to be biased against certain portions of the society, as some students are able to do well on them because of their social backgrounds. Children belonging to rich parents also benefit, as they are able to afford tuition and materials that have been designed to prepare them specifically to get good scores on standardized tests. Finally, it has been found that standardized tests measure superficial thinking more than active thinking. All of these reasons depict why standardized testing is wrong and that it should be replaced with other forms of testing that are more homogenized and work to test the students across relevant parameters.ReferencesDiorio, G. L. (2008). â€Å"No Child Left Behind Act of 2001†. Retrieved on November 7, 2012 from: http://ehis.ebscohost.com Henry, P. (2007). â€Å"The Case Against Standardized Testing.† Minnesota English Journal. 39-71. Retrieved on November 7, 2012 from: http://www.mcte.org/journal/mej07/3Henry.pdf Kearns, L. (2011). High stakes Standardized Testing and Marginalized Youth: an Examination of the Effects of on those who Fail. Canadian Journal of Education, 34(2). Kohn, A. (2000, September 27). â€Å"Standardized Testing and Its Victims.† Education Week. Retrieved on November 7, 2012 from: http://www.alfiekohn.org/teaching/edweek/staiv.htm Mefford, D. (2009, October 01). â€Å"Why Was No Child Left Behind a Failure?† EduBook. Retrieved on November 7, 2012 from: http://www.edubook.com/why-was-no-child-left-behind-a-failure/15467/ National Council on Disability. (2008). â€Å"The No Child Left Behind Act and the Individuals with Disabilities Education Act,† Retrieved on November 7, 2012 from http://www.ncd.gov Rosengarten, D. (2002). â€Å"Standing up to standardized tests.† Dollars and Sense, 232: 6 Scholmerich, A., Leyendeker, B., & Citlak, B., Ulrike,C., Jakel,J., (2008). Assessment of Migrant and Minority Children. Journal of Psychology, 216 Se Queda, m. (2011, February). Biases in Standardized testing. Persephone Magazine retrieved October 26.2012 Smyth, T. S. (2008, January/February). Who is No Child Left Behind leaving behind? Clearing House, 81, (3). United States Department of Education. (2001). â€Å"No Child Left Behind Act of 2001 for Elementary and Secondary Education,† Retrieved on November 7, 2012 from: http://www2.ed.gov/policy/elsec/leg/esea02/index.html Williams, B. (2005). â€Å"Standardized students: The problems with writing for tests instead of people.† Journal of Adolescent and Adult Literacy, 49, (2): 155.

Language and Composition Song Of Solomon

Song Of Solomon two significant minor characters BY Glossary In Toni Morrison book Song of Solomon, she Introduces characters that are significant in every situation then finds a way for them to help further develop the plot. The two characters that are the most interesting in the smallest way are First Corinthians and Empire State. These two are involved in very little dialogue and don't appear often in the first three chapters. They aren't faced with difficult challenges or help the main characters, which only questions of their existence.This not only sakes them Important but Interesting while their characteristics are hard to read. First Corinthians, sister of Milkman and Magdalene Dead and daughter of Ruth and Macon Dead is kind of first introduced to us in the first chapter when the author says â€Å"The others, who knew that the house was more prison than palace, and that the Dodge Sedan was for Sunday drives only, felt sorry for Ruth Foster and her dry Daughters and called h er son â€Å"deep. † Reading this makes the author think – what Is wrong with the daughters? Is there something wrong with them or are they Just very observant and say very little?Corinthians isn't really mentioned again until chapter 2 where we get to see her interact with her family. During the car ride the author shows us through dialogue and other suggestive actions that Corinthians might not really like her family. â€Å"And that lawyer- what's his name? † Ruth looked around at Corinthians, who Ignored her. Why would Corinthians Ignore her mother? Did her mother do something wrong to her? In this chapter I think the author is trying to tell us that Corinthians does not really like her mother but likes her father or maybe she does not really like her father Just fears him enough to respect him.This is shown when Toni Morrison writes † She owns that place, Corinthians,† Ruth said. † I don't care what she owns. I care about what she is. Daddy ? † Corinthians leaned toward her father for confirmation. In that little scene one might say Corinthians Is halting at something but what? During the rest of the car ride Corinthians only tries to make conversation with her father. Empire State Is a very minute character in the first three chapters of the book. Even though he says nothing he comes as one who keeps to himself and could be hiding something. He's presented somewhat like a criminal.He is first introduced to us when Milkman goes looking for Guitar. Toni Morrison says â€Å"All but Empire State, who stood, broom In hand and drop-lipped, with the expression of a very Intelligent ten- year-old. † Why does he not argue about the topic with the others? Is it that he does not care? Maybe it's the fact that he is taking in everything that everyone is saying and using to decide what his next move is. He might be a criminal but nobody would ever guess that because he keeps to himself and acts like he's mute. Way tha t would makes them seem quite influential.We can use the dialogue and behavior of the characters to infer that they play a big role in the plot and might actually help the main character out in the end. Corinthians seems like she knows something nobody else knows, her tone is as if she is trying to tell us something. The way Toni Morrison presents her tells us that Milkman is going to need to find out something, something that could help him move on in the story. Empire State is someone that might be hiding who he really is or hiding something very important that could help Milkman sort out his thoughts about his family and the town in general.

world population essays

world population essays In today's ever changing world society, population seems to be a big problem sneaking upon us and therefor leads into the question, should world population be controlled? This question can really only be answered in one of two ways. It can either be answered with a yes or no because when you are talking about a major issue as this there is no in-between. If the answer were no it could have something to do with controlling population also means human rights are being violated. However if the answer was yes, a different point of view may be looked at. The position of all society, that if nothing is done this will result in a increase in pollution, and poverty also a decline in resources will result with an increase in population. Theoretically world population has to be controlled at some point in time however by controlling the population that will violate human rights and also wouldn't be good for developing countries. People should have a say in how they intend to live there life before a government steps in and puts limits on their ambitions before they get started. Some families (e.g.. farmers) need to have more children than others (e.g.. city dwellers) just to make a decent living for himself and family, where a city person doesn't need the amount of children to become successful. Also some cultures in developing countries need to have more than a couple children because health care isn't as good as the health care in developed countries resulting in half or three quarters of their children dying due to some type of illness before they become an adult, resulting in a type or controlled population. Another reason why there shouldn't be a controlled population is that some developing countries have way more resources that they know what to do with and therefore need more people to harvest the resources to reach a optimum populat ...

Do You Need a Teaching Degree to Be a Teacher

Do You Need a Teaching Degree to Be a Teacher SAT / ACT Prep Online Guides and Tips If you have a goal of becoming a K-12 teacher, there are a number of ways to become licensed. Depending on where and what you want to teach, you can pursue a degree from an approved teacher education program or a means of alternative certification. In this article, we’ll cover how and where you can get a teaching degree, as well as which type of certification is best for your situation. Do You Need a Teaching Degree to Become a Teacher? Bottom line: do you need a teaching degree to become a teacher? Well, it’s complicated. Speaking from personal experience, I’m a licensed teacher in the state of Tennessee with endorsements in three subject areas. However, I never got a teaching degree; I received an alternative license through Teach for America. What you need to become a teacher will be dependent on the state you want to teach in and what you want to teach. Some states will allow alternative certifications; some will not. Some will require specialized coursework if you want to teach certain subjects (e.g., upper grades math); some will not. You can find information on your state’s requirements by visiting your state’s department of education website. How to Get a Teaching License If you want to become a teacher at a public school in the United States, you need to obtain a teacher’s license. Each of the 50 states has its own process and requirements for obtaining a teacher’s license. Most states require that you complete some sort of teacher training program (e.g., obtaining a bachelor’s degree in education) and pass standardized tests that prove your mastery of the content you’re teaching. You might also need to have supervised teaching experience, such as working for a year as a student-teacher. Once you obtain your teacher’s license, you’ll likely need to keep your license in good standing by participating in continuing education programs or taking other tests. Types of Teaching Degrees There are a number of different types of teaching degrees. Depending on what you want to teach, you might choose to pursue one of these paths. Associate’s Teaching Degree An associate’s teaching degree is one that you get by completing your associate’s program. An associate’s program usually takes two years and you can complete it at a community college. If you receive an associate’s degree in education, you probably won’t be able to be a full, lead classroom teacher. The vast majority of states require at least a bachelor’s degree for you to be the head teacher. Associate’s degrees qualify you to work as an assistant teacher or to work in pre-K. You’ll take classes on basic principles of education and pedagogy. You might complete an internship in a school, but probably won’t do a full student-teaching semester, as associate’s degree programs are already quite short. Bachelor’s Teaching Degree A bachelor’s teaching degree requires you to complete a four or five year program at a traditional college or university. In a four-year program, you’ll take classes on basic principles of education and pedagogy. You’ll likely also choose to specialize in a specific teaching area, like elementary or high school education. If you decide to be an elementary school teacher, you’ll take more classes on foundational learning objectives. If you decide to be a middle or high school grades teacher, you’ll take classes on how to teach specific subject areas. Most bachelor’s programs require you to do at least one semester of student teaching, if not a full year. They’ll also prepare you to take teacher licensing exams, like the Praxis exams. In most states, obtaining a four-year bachelor’s teaching degree will qualify you to be an apprentice teacher leading your own classroom. Master’s Teaching Degree A master’s teaching degree gives you more specialized training in your field. Most master’s programs are one or two years long. Obtaining a master’s degree can open you to more options in your teaching career. Some teaching fields, like special education, require more training in certain states. Most school districts also offer higher salary levels for teachers with master’s degrees. As part of your master’s degree program, you’ll likely have to do field work. This field work will be different than regular student teaching. You might be conducting research for a capstone project or observing specific programs. Obtaining a master’s degree will qualify you to be a lead teacher in your subject area. Alternative Paths to Teaching If you don’t have a college degree in teaching, you might still be able to be a K-12 teacher. Here are some alternative paths to teaching. Working at a Non-Traditional School If you want to be a teacher but don’t have a teaching degree, you might be able to work at a non-traditional school. While public schools managed by state and local departments of education have strict licensing requirements, schools that manage themselves set their own requirements for hiring teachers. Charter schools and private schools, for instance, often allow candidates with certain skills or experiences to become teachers, even without teaching experience. For instance, if you worked as a biology researcher, you might be allowed to become a science teacher, even if you don’t have any teaching experience. Going Through an Alternative Certification Program Alternative certification programs like Teach for America provide candidates with a nontraditional path to become a teacher. These certification programs work with specific school districts to become a licensing body, just like a college or university. Alternative certification programs have their own requirements and you’ll have to apply to be accepted. Depending on where you are and what program you’re in, you’ll need to complete different types of training. Teach for America, for instance, requires its corps members to complete an intensive summer program. Alternative certification programs work with school districts to help you obtain your license by fulfilling their requirements. Obtaining Subject Matter Expertise Depending on your state and what you’d like to teach, you might be able to get a teaching license by demonstrating subject matter expertise. This path to your teacher’s license is typically for people who want to teach upper-level subjects, like AP biology or calculus. You can demonstrate subject matter expertise through a combination of work experience and education. You’ll need to research your district’s requirements to see if this path is an option for where you want to teach. Teaching Degrees: The Bottom Line The type of teaching degree you’ll need depends on where and what you want to teach. Each state has its own requirements. You can pursue a teaching degree through a traditional program, like a bachelor’s degree at a college or university, or through an alternative means of certification. What’s Next? Getting ready to take the GED?Read our complete guide on GEDs for everything you need to know about this important exam. If you're hoping to attend college but are unsure howto begin the search process, check out this step by step guide for doing college research. If you're looking to get a teaching degree, you may choose to attend community college for a year or two and then transfer to a four-year college. Read our complete guide to transferring colleges to learn more about this process.

Written and Unwritten Constitution Essay Example | Topics and Well Written Essays - 1750 words - 1

Written and Unwritten Constitution - Essay Example This distinction between written and unwritten constitutions has led to the establishment of a far more important classification of written and unwritten constitutions. The idea of permanency is closely associated with the concept of constitution so much so that stability is considered to be one of its main attributes. Written constitutions are considered to be more permanent and, therefore, more written, because, generally speaking, they cannot be amended except by a special process or by means of special machinery. Unwritten constitutions, on the other hand, are deemed to be unwritten because they can be amended or altered by the ordinary process of legislation. It should, however, be noted that the distinction between written and unwritten constitutions does not necessarily depend on the distinction between written and unwritten constitutions. A written constitution may be as unwritten as an unwritten constitution. A typical instance is furnished by the Italian Constitution of 184 8 which, according to the generally accepted view, could be amended by the ordinary process of legislation. (Smith, 2001, 80) The distinction between written and unwritten constitutions was pointed out for the first time by Bryce, and has now become a fundamental concept of constitutional law and practice.