We are ready to represent the best custom paper writing assistance that can cope with any task like How children learn about writing even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like How children learn about writing in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Evaluation and Essay
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My chosen genre for my piece of writing was a diary of my two week holiday in Corfu � Greece; I detailed my perceptions and experiences for each day throughout my vacation. The decision to create this form of written work was not reached easily. I was daunted by the fact that I was required to write a written piece of any genre without any specifications. I have never been the creative type and thus the notion of creating a fictional piece was out of the question. I tried to concentrate on what I knew about writing, but I had writer’s block, I was unable to conjure up any ideas. Throughout my academic career I have written many essays but the forum for my writing had always had a starting point � a question or idea at least. I made the decision that I needed to write about something of which I had experience of; Parker (1) argues that when one has some concrete notion or personal experience of a topic a written piece is more easily produced. I finally settled on the decision to produce a diary, I was able to mould, detail and express my own personal experiences through written language. Each evening on my holiday I settled down to recall my thoughts, feelings and events of the day; I was in a quiet place with no distractions. The time I dedicated to writing in my diary varied, eventful days resulted in more time being spent recounting what had happened whilst those days where little occurred could only result in a lesser input from my part.
The planning that I undertook to produce my diary did not take the conventional form that one uses to produce a written text such as a story, essay or persuasive argument, for example while I was aware of what the purpose of my writing was for, I did not consider other aspects in great detail such as audience or other features of form that other writers may employ. Planning on my part in this instance was that I observe � I observed the events of the day, other people and my own perceptions and feelings.
I had no particular audience in mind other than the teachers who would read this work and in a way I omitted some information so that it was suitable � something that I would not do if I had been writing a personal diary for no one else other than myself to reflect upon. I acknowledge that as a general rule diaries will remain as they are written, no editing, amending or adding additional information, however because this diary was to be read by an audience this rule did not apply. My diary was revised into a final copy where modifications had been made in places so that my experiences of the world (my holiday) could be made explicit in the minds of my audience.
The compositional aspects involved in writing my diary were somewhat different to those involved in writing a story, persuasive argument or an essay, for example my ideas were not acquired through secondary resources (books, internet, newspapers etc) nor were they a product of my imagination instead they were based on my first hand experiences and perceptions of the real world. My diary therefore was an entirely subjective, introspective product.
When writing my diary I did not consider organizational structure as such, I recounted my experiences of each day in some order (i.e. from when I awoke to when I went to sleep). It was easier to for me to articulate the events of each day in some chronological order as it gave me both a starting and finishing point, however entries of my thoughts and feelings were at times sporadic, thus creating a written piece that in places lacked firm structure.
Deciding what to say for me was relatively easy as I did not have to think up anything novel or creative, I simply had to say in the form of written language what had occurred each day. Knowing what to write had posed a great problem initially (as already noted), on deciding that I would write a diary I felt a great relief as I knew that I would always have something to recount. I found writing the diary uncomplicated as my word selection was informal, when writing the diary I found that I did not have to employ eloquent words, I was not writing to impress, I was simply writing for myself, keeping a record as it were of what had happened on my holiday and I how I felt. Although I have stated that I was writing the diary for my self, I did acknowledge that this piece of writing would have an audience therefore the level of explicitness that I included was more exaggerated and detailed than if I was writing solely for my self, I knew that this had to be done if my writing was going to be meaningful to my readers.
In all honesty when writing my diary I did not consider transcriptional aspects at all. If I was unsure how to spell a word or of punctuation and grammar I guessed, I often used abbreviations and though my handwriting was legible it was not my neatest. I feel that for the most part writers of diaries are more concerned with composition, the shaping and molding of words to represent their world over transcriptional aspects. The predominant reason that I paid little attention to transcription when writing my diary was that I knew that it would be word processed into a final copy, the computer would provide the appropriate facilities to rectify any spelling, grammatical or punctuation errors and it would be presented in a typed format thus ruling out the need for particularly neat handwriting.
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The craft of writing is perfected by understanding the many processes involved, before one can even begin to consider putting pen to paper and write it is necessary to know the purpose of the writing and the audience for which it is intended. Often it is the case that children do not consider who they are writing for, instead they simply see writing as an exercise that is to be marked as right or wrong by the teacher, they generally do not see it as a tool of communication, or a method of shaping thoughts and ideas (Keith Stellard; 188). It needs to be made clear to children that their writing can have a range of audiences and that they can write for a range of purposes, then writing may come to be viewed as a more enjoyable form of learning. In order to increase children’s awareness of the various audiences and purposes that their writing could have I would enable them to experience writing not only in a variety of ways but also outside of literacy hour; rather than just writing stories I would get them to write letters, menu’s for food technology, instructions for experiments in science, biography reports in history, whether reports in geography are just a few examples. I would then encourage the children to share their work with one another in pairs, small groups or to other year groups so that they could see that their own written work was not solely produced for the viewing of the teacher. Another advantage in making children consider the importance of audience is that they are more inclined to pay attention to the transcriptional features of their written work (Lorraine Dawes; 1).
Getting ideas for my piece of writing was difficult and I am not a novice writer, children are likely to have the same difficulty when wanting to create a piece of writing, therefore I would have to give them the opportunity to develop their ideas before they undertook the task of writing. This could be achieved in the shared writing component of the literacy hour; here I would show children how writing can be used for developing ideas. Activities such as mind mapping or brainstorming can be modeled and used as a way to generate ideas in a number of areas, i.e. on compositional aspects such as structure, tone, characters or on transcriptional aspects such as spelling, grammar and punctuation.
After writing my diary in draft, I was required to make a number of modifications to make it presentable, it had to be redrafted, proofread and checked for any transcriptional errors, to enable children to become fluent writers this is something that I would have to teach them. The ‘process writing approach’ developed in the 80’s argues that the process of writing is more important than the finished product, that composition is more important than transcription and that the teacher should strategically intervene in the process of writing rather than making judgments of the end product (Rebecca Bunting 18). Donald Graves an advocate of this approach details in his 18 book ‘Writing teachers and children at work’ how children should be given the opportunity to engage in prewriting activities such as brainstorming ideas, drafting, editing, proofreading etc. He also argues that children should be given the freedom to choose their own topics for writing, be enabled to reflect upon their work and be given the opportunity to share and collaborate on their work with their peers and teachers. Both the National Curriculum and the National Literacy Strategy emphasize the role that the teacher should play in teaching children the processes involved in writing. However as Lorraine Dawes (1) points out this could pose a problem as there is simply not enough time in the literacy hour to cover all of this. While some aspects of the writing process can be addressed in the literacy hour efforts have to be made to form cross curricular links and time needs to be made for extended writing in the timetable. The process of writing can not be taught in one literacy hour; therefore I would spend time developing children’s writing in any given topic over an extended period. For example on any given project one lesson may be spent on generating ideas for a piece of writing, another to produce a draft, another to editing and redrafting and finally one to producing a final piece of work, this approach would therefore not only produce a final piece of work but it would also teach children that writing is a process with many elements.
I paid little attention to the transcriptional aspects of my diary because I knew that eventually it would be word processed, however I do acknowledge that this is an important skill that children need to learn. The teaching of transcription skills within the literacy hour is important for now I will only focus upon spelling. Children have different learning styles therefore it would be important that I give my students the opportunity to practice a variety of techniques. Within the word level work component of the literacy hour I could use any of the following to teach spelling, techniques to develop kinesthetic memory, visual memory or auditory representations. The first approach would encourage the children to internalize words by repeatedly practicing writing them, for example they could use their index finger to practice writing a word on any surface, essentially the “hands get in the habit of writing certain patterns” (Medwell & Wray; 001), an advantage to this approach is that children could then take their spelling away and practice them at home alone or with their family, however Bearnes (18) notes there are drawbacks to this approach, the main one being that the child may see it as a form of punishment. S. Thompson (10) advocates the use of visual imagery in helping children learn to spell, here children learn to hold images of the letters or components of a word, though this can be difficult for some children. If neither of the above is successful then children could use auditory representations, for example children could be taught to pronounce any given word as it looks (Bearnes 18), the main drawback of this is that children may become confused and think that this is how the word is really pronounced.
The potential for the use of ICT in English is great; there are a number of word processing programs which children can use to produce written work as long as the facilities are available. Most schools now have computer suites or at least access to one computer in the classroom. I would encourage the use of computers as they have great potential for children learning to write, firstly it allows them to attend to transcriptional aspects of their work much easier as there are spellchecker, grammar and punctuation facilities. It also allows for children to partake in what Graves (18) calls prewriting activities, allowing children access to ICT facilities to produce written work enables them to use word processing to draft their work, it enables them to learn how to manipulate tools such as cut and paste, and highlights that writing is a process with many stages. In addition to this packages such as desk top publishing will allow children to turn their written work into books, pamphlets, newspapers etc, thus creating a professional look to their work. If children are given the opportunity to use ICT not only in English but across the curriculum for written work I am sure that they will see it as a more enjoyable form of learning.
Bibliography
Bearne, E. (18) Making Progress in English. Routledge.
Cole, M and Cole, S. (16) The Development of Children Third Edition. W.H.Freema and Company New York.
Dawes, L. (1) Writing. The Primary English Magazine.
Goodwin, P. (1) The Literate Classroom. David Fulton Publishers Ltd.
Graham, J and Kelly, A. (188) Writing Under Control teaching writing in the primary school. David Fulton Publishers Ltd.
Medwell, J and Wray, D. (001) Primary English teaching theory and practice. Learning Matters Ltd.
Paerker, S. (1) The Craft of Writing. Paul Chapman Publishing Ltd.
Smith, P and Cowie, H. (11) Understanding Children’s Development Second Edition. Blackwell Publishers Ltd.
Wray, D. and Lewis, M. (17) Extending Literacy Children reading and writing non-fiction. Routledge.
Mind that the sample papers like How children learn about writing presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Friday, May 3, 2013
Thursday, May 2, 2013
immigration
We are ready to represent the best custom paper writing assistance that can cope with any task like immigration even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like immigration in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
People migrate from different parts of the world to America to start a better life. But they do not estimate the hardships that they will go through to get settled in a foreign land. In the novel My Antonia, Willa Cather portrays all the hardships the immigrants have to go through.
One of the known difficulties is the communication barrier. Willa Cather shows this particular barrier in the Shimerdas family, they do not know English very well or at all, so they have many problems communicating. They cant any of them speak English, except one little girl, and all she can say is We go Black Hawk, Nebraska (Page 6). There is only one person in their whole family that knows a few words of English, but she is not fluent at all. They do not have a social life with anyone in the country besides each other because of this immense barrier. Furthermore locals are scared of the foreigners because they think that they are not pure. Jake nodded at me approvingly and said you were likely to get disease from foreigners (Page 6). Many people discriminate against foreigners because they think that they might be contagious.
Furthermore, immigrants do not know the market value of the property or the merchandise they buy. “The Bohemian family, grandmother told me as we drove along, had bought the homestead of a fellow countryman, Peter Krajiek, and had paid him more than it was worth. Their agreement with him was made before they left the old country, through a cousin of his, who was also a relative of Mrs. Shimerda. The Shimerdas were the first bohemian family to come to this part of the country. Krajiek was their only interpreter, and could tell them anything he chose.” (Page. 15-16.) The immigrants were fooled and got taken advantage of, due to the lack of knowledge of the market value. The Farmhouse is not in a condition where someone can live. They trusted a person because that was the only far relative they had in a new country, they believed whatever he told them. They did not have enough money left after buying an over priced property. They did not have any way to verify the value of the property since the agreement was made before they even moved to America. They could not take any advice from anyone else due to the barrier of communication.
Furthermore, the Shimerdas are not ready for the winter, Mr. Shimerda was a craftsman in his old country, and he does not know how to farm and how to prepare for the winter. “Mrs. Shimerda opened the door before we knocked and seized grandmother’s hand. She did not say “how do!” as usual, but at once began to cry, talking very fast in her own language, pointing to her feet which were tied up in rags … Mrs. Shimerda snatched off the covers of two barrels behind the door, and made us look into them. In one there were some potatoes that had been frozen and were rotting, in the other was a little pile of flour.” (Page. 48-4) The immigrants did not have proper clothing to protect them from the harsh winter weather. They did not have enough food, and what they did have was rotting away. This also shows the lack of communication when Mrs. Shimerda talks fast in her language. She was really depressed and did not know what to do, so all she could do was to cry.
Furthermore, the immigrants go through more hard times when they find the man of the house dead. “Old Mr. Shimerda is dead, and his family are in great distress. Ambrosch came over here in the middle of the night, and Jake and Otto went back with him.” (Page. 6.) Mr. Shimerda committed suicide because he was in great depression. He did not know what to do; his life was going downhill since he moved to the new country. He was trying to get attention of the neighbors, so they can help is family. In addition, the Shimerdas lost a family member after migrating to a new country. This was a mental hardship they had to go through and will for the rest of their lives. “I wish my papa live to see this summer. I wish no winter ever come again, … if I live here, like you, that is different. Things will be easy for you. But they will be hard for us.” (Page. 0.) Antonia is really sad and misses her dad. She realizes that she has to go through the hardships because she is an immigrant. She wishes that her father was still alive after the harsh winter and was alive to see the beautiful summer.
In conclusion, immigrants have to go through many obstacles and hardships in their lives when they move to a different country. Some of these hardships are mental, and others are physical. Even though they have to face all these obstacles, most of the time they are successful.
Mind that the sample papers like immigration presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
People migrate from different parts of the world to America to start a better life. But they do not estimate the hardships that they will go through to get settled in a foreign land. In the novel My Antonia, Willa Cather portrays all the hardships the immigrants have to go through.
One of the known difficulties is the communication barrier. Willa Cather shows this particular barrier in the Shimerdas family, they do not know English very well or at all, so they have many problems communicating. They cant any of them speak English, except one little girl, and all she can say is We go Black Hawk, Nebraska (Page 6). There is only one person in their whole family that knows a few words of English, but she is not fluent at all. They do not have a social life with anyone in the country besides each other because of this immense barrier. Furthermore locals are scared of the foreigners because they think that they are not pure. Jake nodded at me approvingly and said you were likely to get disease from foreigners (Page 6). Many people discriminate against foreigners because they think that they might be contagious.
Furthermore, immigrants do not know the market value of the property or the merchandise they buy. “The Bohemian family, grandmother told me as we drove along, had bought the homestead of a fellow countryman, Peter Krajiek, and had paid him more than it was worth. Their agreement with him was made before they left the old country, through a cousin of his, who was also a relative of Mrs. Shimerda. The Shimerdas were the first bohemian family to come to this part of the country. Krajiek was their only interpreter, and could tell them anything he chose.” (Page. 15-16.) The immigrants were fooled and got taken advantage of, due to the lack of knowledge of the market value. The Farmhouse is not in a condition where someone can live. They trusted a person because that was the only far relative they had in a new country, they believed whatever he told them. They did not have enough money left after buying an over priced property. They did not have any way to verify the value of the property since the agreement was made before they even moved to America. They could not take any advice from anyone else due to the barrier of communication.
Furthermore, the Shimerdas are not ready for the winter, Mr. Shimerda was a craftsman in his old country, and he does not know how to farm and how to prepare for the winter. “Mrs. Shimerda opened the door before we knocked and seized grandmother’s hand. She did not say “how do!” as usual, but at once began to cry, talking very fast in her own language, pointing to her feet which were tied up in rags … Mrs. Shimerda snatched off the covers of two barrels behind the door, and made us look into them. In one there were some potatoes that had been frozen and were rotting, in the other was a little pile of flour.” (Page. 48-4) The immigrants did not have proper clothing to protect them from the harsh winter weather. They did not have enough food, and what they did have was rotting away. This also shows the lack of communication when Mrs. Shimerda talks fast in her language. She was really depressed and did not know what to do, so all she could do was to cry.
Furthermore, the immigrants go through more hard times when they find the man of the house dead. “Old Mr. Shimerda is dead, and his family are in great distress. Ambrosch came over here in the middle of the night, and Jake and Otto went back with him.” (Page. 6.) Mr. Shimerda committed suicide because he was in great depression. He did not know what to do; his life was going downhill since he moved to the new country. He was trying to get attention of the neighbors, so they can help is family. In addition, the Shimerdas lost a family member after migrating to a new country. This was a mental hardship they had to go through and will for the rest of their lives. “I wish my papa live to see this summer. I wish no winter ever come again, … if I live here, like you, that is different. Things will be easy for you. But they will be hard for us.” (Page. 0.) Antonia is really sad and misses her dad. She realizes that she has to go through the hardships because she is an immigrant. She wishes that her father was still alive after the harsh winter and was alive to see the beautiful summer.
In conclusion, immigrants have to go through many obstacles and hardships in their lives when they move to a different country. Some of these hardships are mental, and others are physical. Even though they have to face all these obstacles, most of the time they are successful.
Mind that the sample papers like immigration presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Monday, April 15, 2013
"Who's irish" by Gish Jen
We are ready to represent the best custom paper writing assistance that can cope with any task like "Who's irish" by Gish Jen even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like "Who's irish" by Gish Jen in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Short Story ¡°Who¡¯s Irish¡± by Gish Jen
Plain Boiled Love
¡°Who¡¯s Irish¡± is told in the point of view of a 68-year-old Chinese immigrant. Her story is mainly about her relationship with her Son in law¡¯s family who are Irish. While reading this story I could tell that there were going to be many grammatical errors. Just after the second sentence there is a grammatical error,¡± I am work hard all my life¡±. I thought it was a typo but as I read further into the story I understood that grammatical errors were being used to define the narrator¡¯s character and personality. This was a very smart and clever move on the author¡¯s part, as I read the story I could literally hear the voice of the narrator (since I have heard many Asian immigrants talk this way). The narrator is very wise since she has seen the circle of life and has experienced living in two different countries. She has an open-minded approach to race and understands the difference between cultures. I also admire her for her strong backbone.
When the narrator escaped from China, she and her husband opened up a Chinese restaurant. The narrator cites, ¡°when I come to this country I have no money and do not speak English. But my husband and I own restaurant before he die¡±. The narrators Daughter Natalie, is married to an Irish man named John Shea. John seems slightly pessimistic about his life. He says,¡± I am an old man in a young man¡¯s game¡±. In the story he switches from being unemployed to working as an Insurance salesman to losing his job. Even though he can¡¯t keep a job he still seems to be a good husband. The narrator wonders why he is so depressed, as for physical features she considers him as ¡°a good looking boy¡±. She accepts the fact that her beautiful daughter is married to an Irish man. She states,¡± I was never against the marriage you know, she say. I never thought John was marrying down. I always thought Nattie was as good as white¡±.
Nattie and John have a three-year-old daughter named Sophie. Much of the story revolves around this character. The conflict between the narrator and Sophie is that Sophie is wild and has a tendency to take her clothes off, especially in public. The narrator associates most of Sophie¡¯s negative qualities to her Irish side. She states, ¡°All my Chinese friends have babies, I never saw one of them act wild like that.¡± The narrator baby-sits Sophie six hours a day while Natalie is at work and while John is doing his ¡°manly¡± routine. Before she began baby-sitting, a girl named Amy, who the narrator refers to as ¡°Crazy Amy¡±, use to baby sit Sophie. She blames Amy for Sophie¡¯s bad habits. She states,¡± This Amy think Sophie should love her body. So when Sophie take off her diaper, Amy laugh. When Sophie run around naked, Amy say she wouldn¡¯t want to wear a diaper either.¡±
Sophie¡¯s playground best friend is a four-year-old boy ¡°who wears army clothes everyday and likes to ambush his mommy. He is the one who dug a big hole under the play structure, a foxhole he call it¡±, cites the narrator. One day Sophie decides to hide in the foxhole and throws sand at her grandma. Since the narrator is old she cannot crawl underneath the structure to catch Sophie. She waits for her to stop hiding. She waits for a long time until it gets dark. She loses her patience and decides to use a stick to get her out. She states, ¡°I try to use a stick, chase her out of there, and once or twice I hit her, but she does not come out. So finally I leave.¡± The narrator comes back to the playground around dinnertime to check up on Sophie, she takes the stick and pokes repeatedly. While she is poking John and her daughter appear, Natalie screams, ¡°put down the stick¡±. John rescues Sophie from the foxhole and says, ¡°she fell asleep¡±. Sophie has bruises all over her skin from the stick. From this occasion she loses her position as Sophie¡¯s babysitter. Since she is no longer babysitting Sophie she has no business living at her daughter¡¯s house. She looks for an apartment with her daughter but decides to live with Bess instead.
Bess is John¡¯s mother. She has four sons who are all unemployed (including John). Before she got sick she was ¡°an executive secretary at a big company¡±. ¡°Now she is a nice women with a clean house¡±, cites the narrator. Bess offers the narrator a place to stay at her house because ¡°she likes to have some female company¡±. Bess very much enjoys the narrators company. The story cites, ¡°the Shea sons hang around all the time asking when will I go home, but Bess tell them, get lost. She¡¯s a permanent resident, say Bess. She isn¡¯t going anywhere.¡± This shows the significance of the relation between Bess and the narrator. The narrator according to Bess is now an honorary Irish. The narrator states,¡± ¡°Me! Who¡¯s Irish? I say, and she laugh.¡± This part of the story touched me because the bond between Bess and the narrator is so strong. They have overlooked each others race and have came to embrace their differences.
I enjoyed every minute of this story. I was interested in what the narrator had to say because she was such an interesting character. Her words are wise and well thought out. She also has a good sense of humor, a funny of the story was when she describes John by stating, ¡°Plain boiled food, plain boiled thinking. Even his name is plain boiled¡±. It¡¯s also funny when she tells her daughter about words such as ¡°supportive¡± or ¡°creative¡± that don¡¯t exist in the Chinese language or how she describes the brownness of her grand daughter. I don¡¯t know who the narrator is supposed to be or whether she exist (or existed) in real life but in either case Jen did an excellent job at portraying a 68-year-old Asian lady.
At the end of the story the narrator describes her relationship with Bess. Bess is a humble person. She gets satisfaction from the little thing in life such as watching birds eat from her bird feeder and watching bloopers. It is very generous of her to accept Natalie¡¯s mother into her house so warmly. They give each other company as well as comfort. They are very similar even though they come from completely different backgrounds. Bess considers Natalie¡¯s mom an honorary Irish. They have in a way become family.
Mind that the sample papers like "Who's irish" by Gish Jen presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Short Story ¡°Who¡¯s Irish¡± by Gish Jen
Plain Boiled Love
¡°Who¡¯s Irish¡± is told in the point of view of a 68-year-old Chinese immigrant. Her story is mainly about her relationship with her Son in law¡¯s family who are Irish. While reading this story I could tell that there were going to be many grammatical errors. Just after the second sentence there is a grammatical error,¡± I am work hard all my life¡±. I thought it was a typo but as I read further into the story I understood that grammatical errors were being used to define the narrator¡¯s character and personality. This was a very smart and clever move on the author¡¯s part, as I read the story I could literally hear the voice of the narrator (since I have heard many Asian immigrants talk this way). The narrator is very wise since she has seen the circle of life and has experienced living in two different countries. She has an open-minded approach to race and understands the difference between cultures. I also admire her for her strong backbone.
When the narrator escaped from China, she and her husband opened up a Chinese restaurant. The narrator cites, ¡°when I come to this country I have no money and do not speak English. But my husband and I own restaurant before he die¡±. The narrators Daughter Natalie, is married to an Irish man named John Shea. John seems slightly pessimistic about his life. He says,¡± I am an old man in a young man¡¯s game¡±. In the story he switches from being unemployed to working as an Insurance salesman to losing his job. Even though he can¡¯t keep a job he still seems to be a good husband. The narrator wonders why he is so depressed, as for physical features she considers him as ¡°a good looking boy¡±. She accepts the fact that her beautiful daughter is married to an Irish man. She states,¡± I was never against the marriage you know, she say. I never thought John was marrying down. I always thought Nattie was as good as white¡±.
Nattie and John have a three-year-old daughter named Sophie. Much of the story revolves around this character. The conflict between the narrator and Sophie is that Sophie is wild and has a tendency to take her clothes off, especially in public. The narrator associates most of Sophie¡¯s negative qualities to her Irish side. She states, ¡°All my Chinese friends have babies, I never saw one of them act wild like that.¡± The narrator baby-sits Sophie six hours a day while Natalie is at work and while John is doing his ¡°manly¡± routine. Before she began baby-sitting, a girl named Amy, who the narrator refers to as ¡°Crazy Amy¡±, use to baby sit Sophie. She blames Amy for Sophie¡¯s bad habits. She states,¡± This Amy think Sophie should love her body. So when Sophie take off her diaper, Amy laugh. When Sophie run around naked, Amy say she wouldn¡¯t want to wear a diaper either.¡±
Sophie¡¯s playground best friend is a four-year-old boy ¡°who wears army clothes everyday and likes to ambush his mommy. He is the one who dug a big hole under the play structure, a foxhole he call it¡±, cites the narrator. One day Sophie decides to hide in the foxhole and throws sand at her grandma. Since the narrator is old she cannot crawl underneath the structure to catch Sophie. She waits for her to stop hiding. She waits for a long time until it gets dark. She loses her patience and decides to use a stick to get her out. She states, ¡°I try to use a stick, chase her out of there, and once or twice I hit her, but she does not come out. So finally I leave.¡± The narrator comes back to the playground around dinnertime to check up on Sophie, she takes the stick and pokes repeatedly. While she is poking John and her daughter appear, Natalie screams, ¡°put down the stick¡±. John rescues Sophie from the foxhole and says, ¡°she fell asleep¡±. Sophie has bruises all over her skin from the stick. From this occasion she loses her position as Sophie¡¯s babysitter. Since she is no longer babysitting Sophie she has no business living at her daughter¡¯s house. She looks for an apartment with her daughter but decides to live with Bess instead.
Bess is John¡¯s mother. She has four sons who are all unemployed (including John). Before she got sick she was ¡°an executive secretary at a big company¡±. ¡°Now she is a nice women with a clean house¡±, cites the narrator. Bess offers the narrator a place to stay at her house because ¡°she likes to have some female company¡±. Bess very much enjoys the narrators company. The story cites, ¡°the Shea sons hang around all the time asking when will I go home, but Bess tell them, get lost. She¡¯s a permanent resident, say Bess. She isn¡¯t going anywhere.¡± This shows the significance of the relation between Bess and the narrator. The narrator according to Bess is now an honorary Irish. The narrator states,¡± ¡°Me! Who¡¯s Irish? I say, and she laugh.¡± This part of the story touched me because the bond between Bess and the narrator is so strong. They have overlooked each others race and have came to embrace their differences.
I enjoyed every minute of this story. I was interested in what the narrator had to say because she was such an interesting character. Her words are wise and well thought out. She also has a good sense of humor, a funny of the story was when she describes John by stating, ¡°Plain boiled food, plain boiled thinking. Even his name is plain boiled¡±. It¡¯s also funny when she tells her daughter about words such as ¡°supportive¡± or ¡°creative¡± that don¡¯t exist in the Chinese language or how she describes the brownness of her grand daughter. I don¡¯t know who the narrator is supposed to be or whether she exist (or existed) in real life but in either case Jen did an excellent job at portraying a 68-year-old Asian lady.
At the end of the story the narrator describes her relationship with Bess. Bess is a humble person. She gets satisfaction from the little thing in life such as watching birds eat from her bird feeder and watching bloopers. It is very generous of her to accept Natalie¡¯s mother into her house so warmly. They give each other company as well as comfort. They are very similar even though they come from completely different backgrounds. Bess considers Natalie¡¯s mom an honorary Irish. They have in a way become family.
Mind that the sample papers like "Who's irish" by Gish Jen presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Thursday, April 11, 2013
Banned Books
We are ready to represent the best custom paper writing assistance that can cope with any task like Banned Books even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Banned Books in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
The burden of proof about not censoring Fahrenheit 451 was simple to accomplish. The novel helps foreshadow a society that nobody would ever want. From reading its contents, censors might not want to challenge other books. Also, the censoring of this book goes against intellectual freedom.
First, this book foreshadowing a society with books being banned. The people of this foreshadowed society from the book do not even know how to think, let alone make intellectual decisions. The government prohibits the books because people wanted the books banned; starting with books like Fahrenheit 451 which detail life like it could be. All the book does is displays the consequence of banning books.
Second, the content of Fahrenheit 451 helps to limit censors. From learning about book banning consequences, people will second-guess their eligibility to challenge books. People can also see how banning books restricts others from learning and even thinking. Hopefully they thoroughly reconsider their choices of challenging books.
Finally, censoring the book is against intellectual freedom. Intellectual freedom is the right of every individual to both seek and receive information from all points of view without restrictions and it’s the basis of our democratic system. We expect our people to be self-governors, but to do so, they must be well informed in all aspects. Intellectual freedom allows people to hold, receive, and disseminate ideas. If we censor this book, first amendment freedoms are in danger because the government is controlling thoughts.
In conclusion, Fahrenheit 451 should not be banned. The novel helps foreshadow a banned book society, prevents other books from being censored, and banning it objects to intellectual freedom. The right to think is the beginning of freedom, and books must be protected by society because books, are the beginning of thought.
Fahrenheit 451
Mind that the sample papers like Banned Books presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
The burden of proof about not censoring Fahrenheit 451 was simple to accomplish. The novel helps foreshadow a society that nobody would ever want. From reading its contents, censors might not want to challenge other books. Also, the censoring of this book goes against intellectual freedom.
First, this book foreshadowing a society with books being banned. The people of this foreshadowed society from the book do not even know how to think, let alone make intellectual decisions. The government prohibits the books because people wanted the books banned; starting with books like Fahrenheit 451 which detail life like it could be. All the book does is displays the consequence of banning books.
Second, the content of Fahrenheit 451 helps to limit censors. From learning about book banning consequences, people will second-guess their eligibility to challenge books. People can also see how banning books restricts others from learning and even thinking. Hopefully they thoroughly reconsider their choices of challenging books.
Finally, censoring the book is against intellectual freedom. Intellectual freedom is the right of every individual to both seek and receive information from all points of view without restrictions and it’s the basis of our democratic system. We expect our people to be self-governors, but to do so, they must be well informed in all aspects. Intellectual freedom allows people to hold, receive, and disseminate ideas. If we censor this book, first amendment freedoms are in danger because the government is controlling thoughts.
In conclusion, Fahrenheit 451 should not be banned. The novel helps foreshadow a banned book society, prevents other books from being censored, and banning it objects to intellectual freedom. The right to think is the beginning of freedom, and books must be protected by society because books, are the beginning of thought.
Fahrenheit 451
Mind that the sample papers like Banned Books presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Sunday, March 24, 2013
Humour vs Terror in the Guild Plays
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When confronted with a storyline containing a serious moral, what is the best way to capture and maintain an audience? All you need to do is embed a little comedy within the terror and you have got it made. The authors of the guild plays knew and demonstrated this best. Contained within the episodes are the perfect ensemble of terror and comical wit. The guild (or Corpus Christi ) plays were sombre lessons from the bible that were performed during festivals for the everyday people. Some are still performed to this day. It is this combination of fear and laughter that make these stories appealing to its audience even after hundreds of years. It is through the change in emotion that the audience maintains its enjoyment for they know not what to expect. The example to be used, N-Town’s The Woman taken in Adultery exhibits this quality with ease.
The juggling back-and-forth between evoking terror and then laughter is successful from the beginning of The Woman taken in Adultery right up to its conclusion. It is noticeable soon into the episode with the introduction of the Scribe, Pharisee, and the Accusator. Terror is first created through their plot to shame Jesus by “false accusation” (58). This causes the audience to worry for the safety of Jesus and their attentions become drawn into the progress of the performance. Without this major design, The Woman taken in Adultery would claim little interest, and yet with too much seriousness, it would result in depressing the audience.
The comical element shines through when the cowardice of the Scribe and Pharisee is brought to air. “We’ll be close behind” (118). This is followed quickly with the fleeing of the half-dressed young man, which is immediately comical. Yet this humour is short-lived when terror makes a re-entrance with the young man’s threats to the audience. “If any one stops me tonight / I’ll give them such a deadly wound! ” (17-18). Then all events turn comical again when the young man also learns of their cowardice. “I was really afraid of those three louts. / To tell you the truth / I rushed away at such a rate / I haven’t tied my pants up yet” (17-140). This constant change in mood keeps the audience focused because they aren’t given the option of dullness.
The Woman taken in Adultery and the other guild plays use this criss-crossing of the two genres to create an entertaining atmosphere for all their spectators. It is almost tongue-in-cheek humour because the underlying plot is of such a serious nature that one wonders “should they be laughing?” The humour, while tongue-in-cheek, also displays elements of farce. Such as when the young man demonstrates that his pants are down when it is already clear to see. This comedy is so appealing to the audience that instead of taking away from the value of the biblical story it in fact infuses it with everyday relevance.
The language used throughout the episode most probably was considered to be serious in context, and yet in today’s society, one cannot help but laugh at the words thrown at the woman. The three men refer to her as “slut”, “trollop”(145), “strumpet”, “stinking bitch-rag”(147), and a “stinking whore”(160). This string of insults is so concentrated with obscenity that you laugh simply from being over-whelmed. Though in all truth, there are likely people, who, after having read these passages found themselves offended. The more farcical comedy would be much better suited to their tastes. The point here is simply that there are different forms of humour within The Woman taken in Adultery. You’ll either find all of them funny, or some of them funny; but you will find something funny.
The terror originating from the plot of The Woman taken in Adultery carries its message from the bible. The seriousness being, that one must “repent”(1) and “ask for mercy”(10) before they will “forgiven”(4) and “inherit heaven”(). The tone of Jesus’ teachings rings clear from the first line of the episode to its last. The audience would watch this performance and take away the lesson it portrayed.
Through this examination of The Woman taken in Adultery it is apparent that the mix of terror and comedy had a very entertaining effect on the audience. They were able to laugh while at the same time learn a valuable lesson. Their fear would be alleviated by laughter, and then their laughter replaced with feelings of suspense and dread. This cycle would continue throughout the episode so that the emotions of the audience would not have a chance to settle until the closing words. After which, they could reflect on what they had just seen, consider its moral, and remember the humour.
Mind that the sample papers like Humour vs Terror in the Guild Plays presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
When confronted with a storyline containing a serious moral, what is the best way to capture and maintain an audience? All you need to do is embed a little comedy within the terror and you have got it made. The authors of the guild plays knew and demonstrated this best. Contained within the episodes are the perfect ensemble of terror and comical wit. The guild (or Corpus Christi ) plays were sombre lessons from the bible that were performed during festivals for the everyday people. Some are still performed to this day. It is this combination of fear and laughter that make these stories appealing to its audience even after hundreds of years. It is through the change in emotion that the audience maintains its enjoyment for they know not what to expect. The example to be used, N-Town’s The Woman taken in Adultery exhibits this quality with ease.
The juggling back-and-forth between evoking terror and then laughter is successful from the beginning of The Woman taken in Adultery right up to its conclusion. It is noticeable soon into the episode with the introduction of the Scribe, Pharisee, and the Accusator. Terror is first created through their plot to shame Jesus by “false accusation” (58). This causes the audience to worry for the safety of Jesus and their attentions become drawn into the progress of the performance. Without this major design, The Woman taken in Adultery would claim little interest, and yet with too much seriousness, it would result in depressing the audience.
The comical element shines through when the cowardice of the Scribe and Pharisee is brought to air. “We’ll be close behind” (118). This is followed quickly with the fleeing of the half-dressed young man, which is immediately comical. Yet this humour is short-lived when terror makes a re-entrance with the young man’s threats to the audience. “If any one stops me tonight / I’ll give them such a deadly wound! ” (17-18). Then all events turn comical again when the young man also learns of their cowardice. “I was really afraid of those three louts. / To tell you the truth / I rushed away at such a rate / I haven’t tied my pants up yet” (17-140). This constant change in mood keeps the audience focused because they aren’t given the option of dullness.
The Woman taken in Adultery and the other guild plays use this criss-crossing of the two genres to create an entertaining atmosphere for all their spectators. It is almost tongue-in-cheek humour because the underlying plot is of such a serious nature that one wonders “should they be laughing?” The humour, while tongue-in-cheek, also displays elements of farce. Such as when the young man demonstrates that his pants are down when it is already clear to see. This comedy is so appealing to the audience that instead of taking away from the value of the biblical story it in fact infuses it with everyday relevance.
The language used throughout the episode most probably was considered to be serious in context, and yet in today’s society, one cannot help but laugh at the words thrown at the woman. The three men refer to her as “slut”, “trollop”(145), “strumpet”, “stinking bitch-rag”(147), and a “stinking whore”(160). This string of insults is so concentrated with obscenity that you laugh simply from being over-whelmed. Though in all truth, there are likely people, who, after having read these passages found themselves offended. The more farcical comedy would be much better suited to their tastes. The point here is simply that there are different forms of humour within The Woman taken in Adultery. You’ll either find all of them funny, or some of them funny; but you will find something funny.
The terror originating from the plot of The Woman taken in Adultery carries its message from the bible. The seriousness being, that one must “repent”(1) and “ask for mercy”(10) before they will “forgiven”(4) and “inherit heaven”(). The tone of Jesus’ teachings rings clear from the first line of the episode to its last. The audience would watch this performance and take away the lesson it portrayed.
Through this examination of The Woman taken in Adultery it is apparent that the mix of terror and comedy had a very entertaining effect on the audience. They were able to laugh while at the same time learn a valuable lesson. Their fear would be alleviated by laughter, and then their laughter replaced with feelings of suspense and dread. This cycle would continue throughout the episode so that the emotions of the audience would not have a chance to settle until the closing words. After which, they could reflect on what they had just seen, consider its moral, and remember the humour.
Mind that the sample papers like Humour vs Terror in the Guild Plays presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Wednesday, March 20, 2013
hoarding
We are ready to represent the best custom paper writing assistance that can cope with any task like hoarding even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like hoarding in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Hoarding is often a specific symptom of Obsessive �compulsive disorder (OCD) in which the hoarder keeps large amounts of what is considered worthless or useless. The definition of hoarding according to Dr. Randy Frost, a psychiatrist from Smith College and a devoted doctor working to create a method known as cognitive behavioral therapy, is as follows “(1) the acquisition of, and failure to discard, a large number of possessions that appear to be of useless or of limited value; () living spaces sufficiently cluttered so as to preclude activities for which those spaces were designed; and () significant distress or impairment in functioning caused by the hoarding”(abcnews). Hoarding isn’t solely linked to OCD, it has also been found independently. But Hoarding Symptoms are found in 18% to 4% of OCD patients.
There isn’t a specific age category of Hoarders; it can affect kids, adults as well as the elderly. But a great deal of research is needed to understand this illness better to actually see how many people this affects.
For those who hoard, a vicious circle is created in which they become trapped. The mess they create becomes so overwhelming that they suffer from it. Socially, they no longer engage with people at their home, because of their unclean home. Of course, Hoarding like any other illness, exists in different degrees. A person suffering with this feels a great deal of shame and this shame eventually will turn into isolation. Hiding their behavior seems to be the only solution to them, so they block out the outside world from their inside world.
A wide range of things can be hoarded, because the personal value is the bases for the hoarding. The items usually found are papers, magazines, bills, books and so on… Other items are commonly found such as tons of clothes, rubber bands, paper clips, used envelopes, empty lighters, medicine bottles, empty cigarette packs, broken appliances, empty food containers, garbage, and so on…
Treatment for Hoarding is a difficult task because they are lacking so much information about it; they don’t know exactly how to treat the patients. Also many Hoarders seem unwilling to seek treatment. But some doctors have started to develop therapy programs and have discovered that Hoarders can get better with time and effort. Dr. Frost and colleagues use a method called cognitive behavioral therapy. The patient practices physically throwing things away, as well as group sessions to discuss their secret shame. At first they show them how to put things into a box and clear a portion of a room then, gradually they can begin to throw away a few things they deem unnecessary. This approach takes a great deal of time and patience. Sometimes along with the behavioral therapy, doctors will prescribe a medication to treat OCD-symptoms but it seems to be less effective for treating hoarding. One time estimate was as little as one year and as much as two or more years. While it is true not everyone is cured, progress is being made to produce new treatments.
Hoarders are people with a “…real psychiatric condition that affects less than 1% of the population”(cme). They are not just lazy people or a clutterers, their obsession causes serious distress and discomfort and limits their ability to move freely in their own home. To fully understand a Hoarder, doctors will have to do a great deal more of case studies and research other possible treatments.
Mind that the sample papers like hoarding presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Hoarding is often a specific symptom of Obsessive �compulsive disorder (OCD) in which the hoarder keeps large amounts of what is considered worthless or useless. The definition of hoarding according to Dr. Randy Frost, a psychiatrist from Smith College and a devoted doctor working to create a method known as cognitive behavioral therapy, is as follows “(1) the acquisition of, and failure to discard, a large number of possessions that appear to be of useless or of limited value; () living spaces sufficiently cluttered so as to preclude activities for which those spaces were designed; and () significant distress or impairment in functioning caused by the hoarding”(abcnews). Hoarding isn’t solely linked to OCD, it has also been found independently. But Hoarding Symptoms are found in 18% to 4% of OCD patients.
There isn’t a specific age category of Hoarders; it can affect kids, adults as well as the elderly. But a great deal of research is needed to understand this illness better to actually see how many people this affects.
For those who hoard, a vicious circle is created in which they become trapped. The mess they create becomes so overwhelming that they suffer from it. Socially, they no longer engage with people at their home, because of their unclean home. Of course, Hoarding like any other illness, exists in different degrees. A person suffering with this feels a great deal of shame and this shame eventually will turn into isolation. Hiding their behavior seems to be the only solution to them, so they block out the outside world from their inside world.
A wide range of things can be hoarded, because the personal value is the bases for the hoarding. The items usually found are papers, magazines, bills, books and so on… Other items are commonly found such as tons of clothes, rubber bands, paper clips, used envelopes, empty lighters, medicine bottles, empty cigarette packs, broken appliances, empty food containers, garbage, and so on…
Treatment for Hoarding is a difficult task because they are lacking so much information about it; they don’t know exactly how to treat the patients. Also many Hoarders seem unwilling to seek treatment. But some doctors have started to develop therapy programs and have discovered that Hoarders can get better with time and effort. Dr. Frost and colleagues use a method called cognitive behavioral therapy. The patient practices physically throwing things away, as well as group sessions to discuss their secret shame. At first they show them how to put things into a box and clear a portion of a room then, gradually they can begin to throw away a few things they deem unnecessary. This approach takes a great deal of time and patience. Sometimes along with the behavioral therapy, doctors will prescribe a medication to treat OCD-symptoms but it seems to be less effective for treating hoarding. One time estimate was as little as one year and as much as two or more years. While it is true not everyone is cured, progress is being made to produce new treatments.
Hoarders are people with a “…real psychiatric condition that affects less than 1% of the population”(cme). They are not just lazy people or a clutterers, their obsession causes serious distress and discomfort and limits their ability to move freely in their own home. To fully understand a Hoarder, doctors will have to do a great deal more of case studies and research other possible treatments.
Mind that the sample papers like hoarding presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Friday, March 1, 2013
Gallipoli
We are ready to represent the best custom paper writing assistance that can cope with any task like Gallipoli even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Gallipoli in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
The film “Gallipoli” directed by Peter Weir is an entertaining view of the events leading up to and during the Gallipoli campaign, but it misrepresents history in some important areas. The film does however have an accuracy of detail that makes it seem true and it provides some similar views to those provided in “ANZAC to Amiens” written by C.E.W Bean (a former Australian Official War Historian) and to veterans interviewed in the documentary “The Fatal Shore”. These two sources show that it genuinely and correctly represents the reason for enlisting and the spirit and character of Australian troops, but misrepresents aspects in the Battle of the Nek.
The film “Gallipoli” portrays the realistic and authentic reasons for enlisting in the Australian Imperial Forces (AIF). Going to war was “a call to adventure” and an honorable duty to fight and die for your country and mother country- Britain. Many men had never left the country or even been on a ship so they saw this as a perfect opportunity to accomplish something new. In “Gallipoli” the families which were not represented by at least one male going to serve in the war were looked upon as cowards and disgraceful. The film portrays different reasons why the men wanted to enlist. Frank’s mates, Snowy, Billy and Barney believed that “there was nothing better to do” and when they were to return from the war, if they ever did, they would be treated with great respect and be looked upon as hero’s. Archie believed that it was a sense of duty to sign up and no one was going to change his mind. However some men believed that it was not there duty to serve in the war against the Turks and put their own lives at risk to die considering “it wasn’t even our war” . Some of these men like Frank himself were persuaded by others and felt left out from all the attention that the new troops were receiving so decided to enlist. The same reasons for enlisting are echoed in the other source “The Fatal Shore”. Both sources showed that the reason for enlisting was partly for adventure and partly because they felt obliged to. A veteran from “The Fatal Shore” felt at the time that “If you didn’t do something, you would know your whole life that you failed”. One difference between “Gallipoli and “The Fatal Shore is that because “Gallipoli was set in the bush- the hometown of Archie and his family, only countrymen were shown to enlist, where as in “The Fatal Shore” both country and city men signed up. When “The Fatal Shore” and “Gallipoli” are compared, the reasons for enlisting are very similar. The accuracy of “Gallipoli is accounted for in regard to the reasons why men enlisted in the AIF.
The film represents the spirit and character of the Australian soldiers with great precision and accuracy. Both the film “Gallipoli” and veterans from “The Fatal Shore” described the ANZAC’s as tough and good fighters. In the film “Gallipoli” it appears that the Australians were there to have a good time and by doing so caused various problems. The Australian soldiers at times consumed excessive amounts of alcohol and dealt with prostitutes. During their training time in Egypt, Frank and his mates were disrespectable towards the British and took advantage and mocked the local Egyptians. This behavior was proven when they did not salute the British officers. A similar view is presented in “The Fatal Shore”, according to war veterans the British perception of the Australians was “rough and ready undisciplined colonials”. “Gallipoli” generalizes the Australian behaviour and in some parts my have exaggerated but the basic actions of the Australians is still present. All the soldiers were of the finest physique and were great fighters. A British general, General Hamilton described the Australians as “Gladiators with the eyes of children” . They were young men willing to fight but were inexperienced of war. This fighting spirit was evident in the film when an English officer described the Australian soldiers as “very enthusiastic” during the training fight at Cairo. C.E.W Bean also described the ANZAC’s as “eager fighters that didn’t hesitate at crucial moments”. Although most of the ANZAC troops were full of courage and determination, Bean told of some cowardness amongst the troops, “Some Australians shot their fingers off so they didn’t have to fight”. The discussion of such behavior in C.E.W Bean’s account was restricted to some extent due to the expectations of his readers. The true spirit and character of the Australians during the Gallipoli Campaign is represented in the film “Gallipoli” and supported by C.E.W Bean and the veterans from “The Fatal Shore”.
The film does, however, provide an incomplete interpretation of the charge at the Nek on August 15th 115. The amount of lines of soldiers, which emerged from the trenches at Gallipoli, is altered in the film. According to C.E.W Bean “The attack was to be made by four lines of 150 men”. The movie “Gallipoli” only showed three lines of Australian troops charging the Turkish trenches. In “Gallipoli” Frank doesn’t return in time to prevent the last line from charging. The British General in charge of controlling the trenches in the film “Gallipoli” simply presumed it was time for the third and final line to charge, so he gave the signal. In C.E.W Bean’s account an officer accidentally gave the charge. “The fourth line was held for half an hour, while a further decision was sought. But at that stage apparently there reached the waiting troops on the right an officer who knew nothing of this and asked why the men had not gone forward. Believing that the charge had been ordered to continue, the men there clambered out” . Bean explains that Colonel Anthill of Australia ordered the charge at the Nek to continue, not a British officer as shown in “Gallipoli”. The film also misrepresents the reason for the charge at the Nek. It suggests that the reason for the battle was to distract the Turks to allow a safe passage for the British to land at Suvla Bay. Charles Bean wrote “the attack on the Nek effected its purpose of holding temporarily near Baby 700 at least part of the Turkish reinforcements which were just then streaming northward towards Chunuk Bair”. No mention of Chunuk Bair was made in the film.
Charles Bean’s account shows that the film “Gallipoli” misrepresents important aspects of the battle of the Nek. Its version of the charge at the Nek is incomplete and suggests the British were to blame for the right to charge and therefore seen as the enemies. It is a misleading view of the battle.
The two sources, “ANZAC to Amiens” written by Charles Bean and veterans in “The Fatal Shore” show that the film “Gallipoli” correctly and realistically represents the reasons for enlisting in the AIF and the character of the Australian Soldier, however changes important facts about the Battle at the Nek.
Mind that the sample papers like Gallipoli presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
The film “Gallipoli” directed by Peter Weir is an entertaining view of the events leading up to and during the Gallipoli campaign, but it misrepresents history in some important areas. The film does however have an accuracy of detail that makes it seem true and it provides some similar views to those provided in “ANZAC to Amiens” written by C.E.W Bean (a former Australian Official War Historian) and to veterans interviewed in the documentary “The Fatal Shore”. These two sources show that it genuinely and correctly represents the reason for enlisting and the spirit and character of Australian troops, but misrepresents aspects in the Battle of the Nek.
The film “Gallipoli” portrays the realistic and authentic reasons for enlisting in the Australian Imperial Forces (AIF). Going to war was “a call to adventure” and an honorable duty to fight and die for your country and mother country- Britain. Many men had never left the country or even been on a ship so they saw this as a perfect opportunity to accomplish something new. In “Gallipoli” the families which were not represented by at least one male going to serve in the war were looked upon as cowards and disgraceful. The film portrays different reasons why the men wanted to enlist. Frank’s mates, Snowy, Billy and Barney believed that “there was nothing better to do” and when they were to return from the war, if they ever did, they would be treated with great respect and be looked upon as hero’s. Archie believed that it was a sense of duty to sign up and no one was going to change his mind. However some men believed that it was not there duty to serve in the war against the Turks and put their own lives at risk to die considering “it wasn’t even our war” . Some of these men like Frank himself were persuaded by others and felt left out from all the attention that the new troops were receiving so decided to enlist. The same reasons for enlisting are echoed in the other source “The Fatal Shore”. Both sources showed that the reason for enlisting was partly for adventure and partly because they felt obliged to. A veteran from “The Fatal Shore” felt at the time that “If you didn’t do something, you would know your whole life that you failed”. One difference between “Gallipoli and “The Fatal Shore is that because “Gallipoli was set in the bush- the hometown of Archie and his family, only countrymen were shown to enlist, where as in “The Fatal Shore” both country and city men signed up. When “The Fatal Shore” and “Gallipoli” are compared, the reasons for enlisting are very similar. The accuracy of “Gallipoli is accounted for in regard to the reasons why men enlisted in the AIF.
The film represents the spirit and character of the Australian soldiers with great precision and accuracy. Both the film “Gallipoli” and veterans from “The Fatal Shore” described the ANZAC’s as tough and good fighters. In the film “Gallipoli” it appears that the Australians were there to have a good time and by doing so caused various problems. The Australian soldiers at times consumed excessive amounts of alcohol and dealt with prostitutes. During their training time in Egypt, Frank and his mates were disrespectable towards the British and took advantage and mocked the local Egyptians. This behavior was proven when they did not salute the British officers. A similar view is presented in “The Fatal Shore”, according to war veterans the British perception of the Australians was “rough and ready undisciplined colonials”. “Gallipoli” generalizes the Australian behaviour and in some parts my have exaggerated but the basic actions of the Australians is still present. All the soldiers were of the finest physique and were great fighters. A British general, General Hamilton described the Australians as “Gladiators with the eyes of children” . They were young men willing to fight but were inexperienced of war. This fighting spirit was evident in the film when an English officer described the Australian soldiers as “very enthusiastic” during the training fight at Cairo. C.E.W Bean also described the ANZAC’s as “eager fighters that didn’t hesitate at crucial moments”. Although most of the ANZAC troops were full of courage and determination, Bean told of some cowardness amongst the troops, “Some Australians shot their fingers off so they didn’t have to fight”. The discussion of such behavior in C.E.W Bean’s account was restricted to some extent due to the expectations of his readers. The true spirit and character of the Australians during the Gallipoli Campaign is represented in the film “Gallipoli” and supported by C.E.W Bean and the veterans from “The Fatal Shore”.
The film does, however, provide an incomplete interpretation of the charge at the Nek on August 15th 115. The amount of lines of soldiers, which emerged from the trenches at Gallipoli, is altered in the film. According to C.E.W Bean “The attack was to be made by four lines of 150 men”. The movie “Gallipoli” only showed three lines of Australian troops charging the Turkish trenches. In “Gallipoli” Frank doesn’t return in time to prevent the last line from charging. The British General in charge of controlling the trenches in the film “Gallipoli” simply presumed it was time for the third and final line to charge, so he gave the signal. In C.E.W Bean’s account an officer accidentally gave the charge. “The fourth line was held for half an hour, while a further decision was sought. But at that stage apparently there reached the waiting troops on the right an officer who knew nothing of this and asked why the men had not gone forward. Believing that the charge had been ordered to continue, the men there clambered out” . Bean explains that Colonel Anthill of Australia ordered the charge at the Nek to continue, not a British officer as shown in “Gallipoli”. The film also misrepresents the reason for the charge at the Nek. It suggests that the reason for the battle was to distract the Turks to allow a safe passage for the British to land at Suvla Bay. Charles Bean wrote “the attack on the Nek effected its purpose of holding temporarily near Baby 700 at least part of the Turkish reinforcements which were just then streaming northward towards Chunuk Bair”. No mention of Chunuk Bair was made in the film.
Charles Bean’s account shows that the film “Gallipoli” misrepresents important aspects of the battle of the Nek. Its version of the charge at the Nek is incomplete and suggests the British were to blame for the right to charge and therefore seen as the enemies. It is a misleading view of the battle.
The two sources, “ANZAC to Amiens” written by Charles Bean and veterans in “The Fatal Shore” show that the film “Gallipoli” correctly and realistically represents the reasons for enlisting in the AIF and the character of the Australian Soldier, however changes important facts about the Battle at the Nek.
Mind that the sample papers like Gallipoli presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Saturday, February 23, 2013
Ishmael
We are ready to represent the best custom paper writing assistance that can cope with any task like Ishmael even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Ishmael in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Albert Einstein once said, “A human being is part of the whole, called by us universe, a part limited in time and space”. Have you ever wondered how we came to be on this earth? The first thing that comes to our mind is the idea that God created us. The Alternative is we have evolved into what we are today. In Daniel Quinn’s novel Ishmael, the narrator and Ishmael explore these issues in great deal. Ishmael is trying to teach the narrator how to save the world from a war, a war caused by our own life styles. Humans are attacking on the community of life because they make the assessment that they are central to the universal and their self-centered life style has a priority over everything else. My paper will analyze the war and the reasons Takers are waging war on the community of life. The sub-topics of my paper are the destruction of the laws of community, Leavers point of view and self-awareness.
Firstly, Takers are destroying this world because they believe that the laws of the community of life do not apply to them. Takers do not care about what their actions are doing to this world. The destruction of the ozone layer with our pollution, the killings of animals unnecessarily just because they are pests are some examples of the war that the Takers are waging against the community of life. For instance, in Ishmael the examples of a jellyfish, Takers believe “that the world was not made for jellyfish,” it was only made for man; this shows that humans are selfish and ignorant (6). Daniel Quinn explains through Ishmael that Takers label what they do not understand for example other species as inferior, dumb or to be avoided, without attempting to understand a different way of being. For example, we are populating every nation to the point where we are going to run out of room to put everybody. Daniel Quinn describes through Ishmael that the war the Takers have started does not disturb them because they believe this huge problem would take care of itself. Takers “got to be this way because they’ve always believed that what they were doing was right-- and therefore to be done at any cost whatever”(167). We see here that the reason Takers believe in this solution is that they were told a story and it is their obligation to culture to pass this story even if it is destroying the world.
Secondly, Daniel Quinn explains that this war allows human to break away from the environmental laws governing life an Earth. “Then, with invention of agriculture, we could order and control nature” a Takers way of thinking (Ishmael 6). Takers could master and conquer the environment (68). The reason Takers believe this way is that the Taker culture has little interest in diversity, despite the clear role that diversity plays in the natural systems. In contrast, Daniel Quinn explains that the Leavers believe that man belong to the world and not the other way around. To illustrate the Leavers theory we could take the example of “a single-called creature that swam in the ancient ocean belonged to the world and because they did everything that followed came into being” (). The reason that Leavers are not the cause of this war is that they do not try to take whatever they can from the world but they leave space and food to other living creatures so all living things have a chance to grow and advance. Ishmael explains Law of Limited Competition “humans may compete, but they should not wage war”; “ humans may not hunt down their competitors to make them dead”; “humans may not destroys their competitors food”; and “humans may not deny their competitors access to food” (17-10).
Finally Daniel Quinn tells us through Ishmael that “the garden (Earth) filled with creatures that are self aware”, the first self-aware being to learn that creatures like humans have a choice, to save this garden (Earth) from this devastating war. The way humans choose to live has a significant importance on the community life on earth. The Takers story does not account for the ancient times of our origins and falsely represents human beings from the rest of the Earth’s living community. Takers should understand that “man does have a place in the world, but it’s not his place to rule” (4).Ishmael says that we “ need to vision of the world and ourselves”, in other words we should be self aware of our acts.
In conclusion, the war Takers are waging on the community of life is going to destroy our planet. In order to save this world from ending in disaster Taker culture must abandon their old culture and develops a new culture less centered on them. This is precisely the point of Daniel Quinn’s Ishmael, which effectively characterize the origins of civilization as nothing but of disasters for both the planet and other species. The call to action is clear. But do we still have time to change? Or is it too late to change? Where should we start?
Bibliography
Quinn, Daniel. Ishmael. New York Bantam / Turner Books 1.
Kevin, Harris. Collected Quotes from Albert Einstein.
( http//rescomp.stanford.edu/~cheshire/EinsteinQuotes.html ). 15
Mind that the sample papers like Ishmael presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Albert Einstein once said, “A human being is part of the whole, called by us universe, a part limited in time and space”. Have you ever wondered how we came to be on this earth? The first thing that comes to our mind is the idea that God created us. The Alternative is we have evolved into what we are today. In Daniel Quinn’s novel Ishmael, the narrator and Ishmael explore these issues in great deal. Ishmael is trying to teach the narrator how to save the world from a war, a war caused by our own life styles. Humans are attacking on the community of life because they make the assessment that they are central to the universal and their self-centered life style has a priority over everything else. My paper will analyze the war and the reasons Takers are waging war on the community of life. The sub-topics of my paper are the destruction of the laws of community, Leavers point of view and self-awareness.
Firstly, Takers are destroying this world because they believe that the laws of the community of life do not apply to them. Takers do not care about what their actions are doing to this world. The destruction of the ozone layer with our pollution, the killings of animals unnecessarily just because they are pests are some examples of the war that the Takers are waging against the community of life. For instance, in Ishmael the examples of a jellyfish, Takers believe “that the world was not made for jellyfish,” it was only made for man; this shows that humans are selfish and ignorant (6). Daniel Quinn explains through Ishmael that Takers label what they do not understand for example other species as inferior, dumb or to be avoided, without attempting to understand a different way of being. For example, we are populating every nation to the point where we are going to run out of room to put everybody. Daniel Quinn describes through Ishmael that the war the Takers have started does not disturb them because they believe this huge problem would take care of itself. Takers “got to be this way because they’ve always believed that what they were doing was right-- and therefore to be done at any cost whatever”(167). We see here that the reason Takers believe in this solution is that they were told a story and it is their obligation to culture to pass this story even if it is destroying the world.
Secondly, Daniel Quinn explains that this war allows human to break away from the environmental laws governing life an Earth. “Then, with invention of agriculture, we could order and control nature” a Takers way of thinking (Ishmael 6). Takers could master and conquer the environment (68). The reason Takers believe this way is that the Taker culture has little interest in diversity, despite the clear role that diversity plays in the natural systems. In contrast, Daniel Quinn explains that the Leavers believe that man belong to the world and not the other way around. To illustrate the Leavers theory we could take the example of “a single-called creature that swam in the ancient ocean belonged to the world and because they did everything that followed came into being” (). The reason that Leavers are not the cause of this war is that they do not try to take whatever they can from the world but they leave space and food to other living creatures so all living things have a chance to grow and advance. Ishmael explains Law of Limited Competition “humans may compete, but they should not wage war”; “ humans may not hunt down their competitors to make them dead”; “humans may not destroys their competitors food”; and “humans may not deny their competitors access to food” (17-10).
Finally Daniel Quinn tells us through Ishmael that “the garden (Earth) filled with creatures that are self aware”, the first self-aware being to learn that creatures like humans have a choice, to save this garden (Earth) from this devastating war. The way humans choose to live has a significant importance on the community life on earth. The Takers story does not account for the ancient times of our origins and falsely represents human beings from the rest of the Earth’s living community. Takers should understand that “man does have a place in the world, but it’s not his place to rule” (4).Ishmael says that we “ need to vision of the world and ourselves”, in other words we should be self aware of our acts.
In conclusion, the war Takers are waging on the community of life is going to destroy our planet. In order to save this world from ending in disaster Taker culture must abandon their old culture and develops a new culture less centered on them. This is precisely the point of Daniel Quinn’s Ishmael, which effectively characterize the origins of civilization as nothing but of disasters for both the planet and other species. The call to action is clear. But do we still have time to change? Or is it too late to change? Where should we start?
Bibliography
Quinn, Daniel. Ishmael. New York Bantam / Turner Books 1.
Kevin, Harris. Collected Quotes from Albert Einstein.
( http//rescomp.stanford.edu/~cheshire/EinsteinQuotes.html ). 15
Mind that the sample papers like Ishmael presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Thursday, February 21, 2013
Inclusive Education
We are ready to represent the best custom paper writing assistance that can cope with any task like Inclusive Education even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Inclusive Education in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Knightshead 1
Inclusive Education
The Right of All Children
I. INTRODUCTION
For many years children with special needs were isolated from their peers at school. They were placed in separate classrooms away from other students, but inclusion has changed this. Inclusion involves a commitment to educate children with special needs, including those with disabilities by bringing the support services to the children in a regular classroom setting rather than moving the child to the services (Schultz). The regular education teacher may receive assistance from individuals such as the special education teacher, speech therapist, and physical therapist if needed, in order to provide needed services within the regular classroom. These students have Individualized Education Plans (IEP) with objectives that are developed around their needs and must continue to be met in the regular class (Tomko). Some important questions concerning inclusion are as follows 1) What are some concerns regarding inclusion?; )What are the two most common forms of inclusion?; )What are some positive and negatives aspects of inclusion?; 4)What strategies can be used in the classroom to make inclusion effective and successful?
II. BODY
Inclusion has been implemented in many school systems throughout the United States. These school systems have adopted the idea that all children should and can learn in a regular classroom (Cromwell). Initially and still today, there are many concerns regarding inclusion on the part of parents and teachers. Parents of children with special needs fear a loss of advocacy because the primary responsibility for the education of their children is being shifted to the regular education teacher (Deloney and Tompkins). Before inclusion, the special education
Knightshead
teacher had the primary responsibility of educating and providing the appropriate resources and services to their students because they were familiar with each child’s situation, unlike the regular education teacher. Additionally, parents are concerned about whether their children will
be able to keep up in a regular classroom, so they prefer the child to stay separated. In addition to parental concerns, many teachers also have concerns about inclusion.
One area of concern for teachers is the fact that many feel they have not been adequately trained for inclusion, especially when handicapped children are placed in their classrooms. These students may require the use of special types of equipment and classroom modifications. Teachers may also have students with medical problems in the class, and some teachers are concerned because they lack medical training to handle emergencies if needed. Special education teachers are concerned about the number of students with special needs being assigned to them (Trump 1). Special education teachers are being assigned more students than they can handle and are having problems getting around to all of them (Trump 1).
In many schools today children with special needs are being integrated into regular classrooms by two common forms of inclusion full inclusion or mainstreaming. Full inclusion is the placement of children with special needs into a regular classroom setting full-time or all day (Shultz). Any services the child receives are brought to them in the regular classroom (Shultz). According to Adria Robertson, a sixth-grade teacher at Elysian Fields Middle School,
“Many children cannot handle full inclusion. After a while they begin to get very restless, and
you can tell they have had enough of schoolwork, especially those kids with behavior problems
or attention deficit disorder.” These students have short attention spans and being confined in a
regular classroom for all day is too much for them, and as a result they may begin acting up and disrupting the class. In addition, full inclusion may not be appropriate for students with severe
physical and medical conditions because they may need to rest at times during the day.
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Mainstreaming is the most common form of inclusion being implemented in schools. Mainstreaming refers to the placement of children in one or more regular classrooms for part of the day (Shultz). The students have to earn the opportunity to be placed in a regular class by showing they can keep up with the work assigned by the regular education teacher (Shultz). According to Adria Robertson, mainstreaming works because students have to earn the
opportunity for placement into a regular class, and mainstreaming gives them the incentive to work hard in order to remain in the class where they want to be. Even though inclusion has been successful in many cases, some teachers and parents remain skeptical.
Inclusion or mainstreaming has some positive aspects. According to Catherine Voelker Morsink, regular education students are given the opportunity to be in close contact with those students that have special needs or physical disabilities, and this helps them get past their fears and misconceptions about disabled people (18). Regular education students also can learn about the problems their peers with special needs have, and knowledge about the problems of their peers can help regular education students be more patient and understanding with them. The child with special needs also benefits from inclusion. Inclusion helps to build up self-esteem and
give students with special needs a sense of belonging (Deloney and Tomkins). It also takes away the stigma of labeling (Deloney and Tomkins). While there are many positive aspects, there are
some negative aspects of inclusion. Inclusion is not appropriate for all students. Some students cannot handle being part of a large class. They may feel more comfortable in a smaller class and need more one-on-one attention from the teacher. Adequate resources may not always be available in the regular classroom for those students with special needs. According to Morsink, if students with special needs, including those with physical disabilities, are not given appropriate materials and assistance, they are still segregated from their peers even though they are in the
Knightshead 4
regular classroom with them (1). Another negative aspect of inclusion is insufficient planning time. Both special and regular education teachers complain about not having enough planning
time (Trump 1). They feel they would need more time to plan alone and with co-teachers in order to make the needed modifications for those children with special needs (Trump 14). An increase in planning time is needed for each special education student that is added to the classroom (Trump 14).
In order to help teaching students with special needs in the regular classroom to be done effectively and successfully, different strategies such as peer tutoring, collaborative planning, and classroom management can be used within the classroom. Peer tutoring involves students being placed in small groups and teaching one another under the supervision of the teacher (D’Zamko and Hedges ).In a group setting students with special needs can be help by regular education students without experiencing embarrassment and both the tutor and tutee benefit (D’Zamko and Hedges ). According to Robertson, “Peer tutoring really works because it
makes students feel good when they can help one another, and it gives them a sense of responsibility.”
A second strategy is collaborative planning. Both teachers need to work together to plan instructional modifications in order to meet the needs of all students in the classroom (Trump 1). A third strategy is classroom management which is essential for an inclusive classroom setting and can prevent discipline problems in the classroom (Morsink 15). According to Morsink, classroom rules should be clearly posted in order to remind students of behavioral expectations and consequences (16). Teachers need to be consistent with discipline, and the consequences should be the same for everyone, including those students with disabilities. For classrooms that include those students that do not read or speak more than one language, the rules should be illustrated with pictures (Morsink 16).
Knightshead 5
III. CONCLUSION
In conclusion, all children deserve the right to an equal education, and inclusive education gives students with special needs that opportunity. Inclusive education provides students with special needs contact with their peers, and teaches children how to work together and relate to others with different abilities (Tomko). The regular classroom may not be appropriate for all students with special needs, but for those that can placement in the regular
classroom can be very beneficial. Proper planning ahead, preparation, and supports for the child are essential for inclusion to work properly (Tomko). I feel that with inclusion there are still problems that need to be addressed, but with the cooperation of everyone involved inclusion can be successful and effective. (1,88).
Mind that the sample papers like Inclusive Education presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Knightshead 1
Inclusive Education
The Right of All Children
I. INTRODUCTION
For many years children with special needs were isolated from their peers at school. They were placed in separate classrooms away from other students, but inclusion has changed this. Inclusion involves a commitment to educate children with special needs, including those with disabilities by bringing the support services to the children in a regular classroom setting rather than moving the child to the services (Schultz). The regular education teacher may receive assistance from individuals such as the special education teacher, speech therapist, and physical therapist if needed, in order to provide needed services within the regular classroom. These students have Individualized Education Plans (IEP) with objectives that are developed around their needs and must continue to be met in the regular class (Tomko). Some important questions concerning inclusion are as follows 1) What are some concerns regarding inclusion?; )What are the two most common forms of inclusion?; )What are some positive and negatives aspects of inclusion?; 4)What strategies can be used in the classroom to make inclusion effective and successful?
II. BODY
Inclusion has been implemented in many school systems throughout the United States. These school systems have adopted the idea that all children should and can learn in a regular classroom (Cromwell). Initially and still today, there are many concerns regarding inclusion on the part of parents and teachers. Parents of children with special needs fear a loss of advocacy because the primary responsibility for the education of their children is being shifted to the regular education teacher (Deloney and Tompkins). Before inclusion, the special education
Knightshead
teacher had the primary responsibility of educating and providing the appropriate resources and services to their students because they were familiar with each child’s situation, unlike the regular education teacher. Additionally, parents are concerned about whether their children will
be able to keep up in a regular classroom, so they prefer the child to stay separated. In addition to parental concerns, many teachers also have concerns about inclusion.
One area of concern for teachers is the fact that many feel they have not been adequately trained for inclusion, especially when handicapped children are placed in their classrooms. These students may require the use of special types of equipment and classroom modifications. Teachers may also have students with medical problems in the class, and some teachers are concerned because they lack medical training to handle emergencies if needed. Special education teachers are concerned about the number of students with special needs being assigned to them (Trump 1). Special education teachers are being assigned more students than they can handle and are having problems getting around to all of them (Trump 1).
In many schools today children with special needs are being integrated into regular classrooms by two common forms of inclusion full inclusion or mainstreaming. Full inclusion is the placement of children with special needs into a regular classroom setting full-time or all day (Shultz). Any services the child receives are brought to them in the regular classroom (Shultz). According to Adria Robertson, a sixth-grade teacher at Elysian Fields Middle School,
“Many children cannot handle full inclusion. After a while they begin to get very restless, and
you can tell they have had enough of schoolwork, especially those kids with behavior problems
or attention deficit disorder.” These students have short attention spans and being confined in a
regular classroom for all day is too much for them, and as a result they may begin acting up and disrupting the class. In addition, full inclusion may not be appropriate for students with severe
physical and medical conditions because they may need to rest at times during the day.
Knightshead
Mainstreaming is the most common form of inclusion being implemented in schools. Mainstreaming refers to the placement of children in one or more regular classrooms for part of the day (Shultz). The students have to earn the opportunity to be placed in a regular class by showing they can keep up with the work assigned by the regular education teacher (Shultz). According to Adria Robertson, mainstreaming works because students have to earn the
opportunity for placement into a regular class, and mainstreaming gives them the incentive to work hard in order to remain in the class where they want to be. Even though inclusion has been successful in many cases, some teachers and parents remain skeptical.
Inclusion or mainstreaming has some positive aspects. According to Catherine Voelker Morsink, regular education students are given the opportunity to be in close contact with those students that have special needs or physical disabilities, and this helps them get past their fears and misconceptions about disabled people (18). Regular education students also can learn about the problems their peers with special needs have, and knowledge about the problems of their peers can help regular education students be more patient and understanding with them. The child with special needs also benefits from inclusion. Inclusion helps to build up self-esteem and
give students with special needs a sense of belonging (Deloney and Tomkins). It also takes away the stigma of labeling (Deloney and Tomkins). While there are many positive aspects, there are
some negative aspects of inclusion. Inclusion is not appropriate for all students. Some students cannot handle being part of a large class. They may feel more comfortable in a smaller class and need more one-on-one attention from the teacher. Adequate resources may not always be available in the regular classroom for those students with special needs. According to Morsink, if students with special needs, including those with physical disabilities, are not given appropriate materials and assistance, they are still segregated from their peers even though they are in the
Knightshead 4
regular classroom with them (1). Another negative aspect of inclusion is insufficient planning time. Both special and regular education teachers complain about not having enough planning
time (Trump 1). They feel they would need more time to plan alone and with co-teachers in order to make the needed modifications for those children with special needs (Trump 14). An increase in planning time is needed for each special education student that is added to the classroom (Trump 14).
In order to help teaching students with special needs in the regular classroom to be done effectively and successfully, different strategies such as peer tutoring, collaborative planning, and classroom management can be used within the classroom. Peer tutoring involves students being placed in small groups and teaching one another under the supervision of the teacher (D’Zamko and Hedges ).In a group setting students with special needs can be help by regular education students without experiencing embarrassment and both the tutor and tutee benefit (D’Zamko and Hedges ). According to Robertson, “Peer tutoring really works because it
makes students feel good when they can help one another, and it gives them a sense of responsibility.”
A second strategy is collaborative planning. Both teachers need to work together to plan instructional modifications in order to meet the needs of all students in the classroom (Trump 1). A third strategy is classroom management which is essential for an inclusive classroom setting and can prevent discipline problems in the classroom (Morsink 15). According to Morsink, classroom rules should be clearly posted in order to remind students of behavioral expectations and consequences (16). Teachers need to be consistent with discipline, and the consequences should be the same for everyone, including those students with disabilities. For classrooms that include those students that do not read or speak more than one language, the rules should be illustrated with pictures (Morsink 16).
Knightshead 5
III. CONCLUSION
In conclusion, all children deserve the right to an equal education, and inclusive education gives students with special needs that opportunity. Inclusive education provides students with special needs contact with their peers, and teaches children how to work together and relate to others with different abilities (Tomko). The regular classroom may not be appropriate for all students with special needs, but for those that can placement in the regular
classroom can be very beneficial. Proper planning ahead, preparation, and supports for the child are essential for inclusion to work properly (Tomko). I feel that with inclusion there are still problems that need to be addressed, but with the cooperation of everyone involved inclusion can be successful and effective. (1,88).
Mind that the sample papers like Inclusive Education presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Sunday, February 17, 2013
hamlet
We are ready to represent the best custom paper writing assistance that can cope with any task like hamlet even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like hamlet in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Once upon a time, in Denmark a young prince found out that his father had been murdered. Not
only did young Hamlet find out that his father was murdered, but to his shocking dismay he found
out that the murderer was none other than Claudius. Claudius was very jealous of his brother,
and he wanted to be king, so when the king had fallen asleep he poured poison into his ear. When
the king died, Claudius married the king’s wife (Gertrude), and took over the throne. One night
three watchmen saw a ghost; the ghost was calling for Hamlet. When Hamlet arrived he found out
that the ghost was of his father’s sprit, and Hamlet was told the whole story about how Claudius
had plotted to kill the king and take over the throne. The ghost told Hamlet that he must avenge
his father’s death. Before Hamlet avenges his father’s death he test’s his uncles guilt by setting up
a play in a theater and if his uncle reacts he knows that he was the killer. Hamlet after goes to
confront his mother who is in her bed chamber, Hamlet hears a noise from behind the curtain and
stabs his sword threw. Hamlet thinks he has killed the king, but really only killed Polonius.
In the aftermath of Ophelia father’s death Ophelia drowns herself in a river. Laertes who is
Ophelia brother comes to Denmark in a rage. In a plot to kill Hamlet Claudius set’s up a fencing
fight between Hamlet and Laertes, Claudius had poisoned the tip of Laertes sword, and just in
case Laertes doesn’t get a hit on Hamlet he had also poisoned his cup. Hamlet hits Laertes but
doesn’t take a drink, instead Gertrude drinks and dies because of the poison. Laertes cut’s him
self with his own sword and dies but before he dies he tell Hamlet that Claudius is responsible for
everything so hamlet stabs Claudius and makes him drink the poison. Soon after Claudius dies
Hamlet dies Fortinbras becomes king of Denmark.
Mind that the sample papers like hamlet presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Once upon a time, in Denmark a young prince found out that his father had been murdered. Not
only did young Hamlet find out that his father was murdered, but to his shocking dismay he found
out that the murderer was none other than Claudius. Claudius was very jealous of his brother,
and he wanted to be king, so when the king had fallen asleep he poured poison into his ear. When
the king died, Claudius married the king’s wife (Gertrude), and took over the throne. One night
three watchmen saw a ghost; the ghost was calling for Hamlet. When Hamlet arrived he found out
that the ghost was of his father’s sprit, and Hamlet was told the whole story about how Claudius
had plotted to kill the king and take over the throne. The ghost told Hamlet that he must avenge
his father’s death. Before Hamlet avenges his father’s death he test’s his uncles guilt by setting up
a play in a theater and if his uncle reacts he knows that he was the killer. Hamlet after goes to
confront his mother who is in her bed chamber, Hamlet hears a noise from behind the curtain and
stabs his sword threw. Hamlet thinks he has killed the king, but really only killed Polonius.
In the aftermath of Ophelia father’s death Ophelia drowns herself in a river. Laertes who is
Ophelia brother comes to Denmark in a rage. In a plot to kill Hamlet Claudius set’s up a fencing
fight between Hamlet and Laertes, Claudius had poisoned the tip of Laertes sword, and just in
case Laertes doesn’t get a hit on Hamlet he had also poisoned his cup. Hamlet hits Laertes but
doesn’t take a drink, instead Gertrude drinks and dies because of the poison. Laertes cut’s him
self with his own sword and dies but before he dies he tell Hamlet that Claudius is responsible for
everything so hamlet stabs Claudius and makes him drink the poison. Soon after Claudius dies
Hamlet dies Fortinbras becomes king of Denmark.
Mind that the sample papers like hamlet presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Thursday, January 24, 2013
compare politics in germany and france
We are ready to represent the best custom paper writing assistance that can cope with any task like compare politics in germany and france even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like compare politics in germany and france in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Workbook Questions
I have chosen to compare politics in Germany and France.
1. a) What are the significant parties and what have been their respective strengths?
The significant parties on the right of the political spectrum in Germany are the CDU/CSU and the FDP. The CDU and CSU, the latter a regional party in Bavaria only, usually gain between 5% and 45% of the votes. The Liberals however only 5% to 8%.
In France, the major party on the right is the UMP, created before the latest presidential election in April 00 to promote the candidacy of Jacques Chirac. This very large party organization is a merger of three parties the Gaullist Party, the UDF, and the Liberal Party. The UMP secures between 40% to 55% of the votes. The other party on the right in France is the Front National, the extreme right party, which fetches up to 0% of the votes.
On the other side of the political spectrum in Germany, the most significant parties are the SPD, the Greens and the former communist party, the PDS. At present, the social democrats and the Greens are coalition partners at national level. The SPD gain 5 % to 45 % of the votes, the Greens 5 to 10% and the PDS around 5%.
In France, the Socialist Party (PS) and the PCF are the most important leftist parties with a share of votes ranging from 0 to 45% for the PS and 10 to 15 % for the PCF.
b) Give a profile of each party- what is its ideology, what groups does it represent and in which regions does its support lie?
In Germany, the CDU and the CSU are ambiguous on a mixed economy. They think the power of the trade unions should be clearly limited; however the welfare system is to be preserved as much as possible. Also, the traditional values such as the family, Christianity and order are to be protected and promoted. These two parties represent the middle class, older citizens and business people. The CDU is supported by a vast majority of the Bavarian population.
The FDP supports a relative deregulation of the economy. This means that the borders of the country should be more opened to immigration and foreign goods. Also, regulations affecting business should be simplified and the power of the trade unions somewhat curbed. Furthermore, the Liberals think that taxes should be reduced. Generally speaking they promote a reduction of the role of the State in economic life, a model closer to the liberalism as we know it today in the UK. Senior public servants are the ones who are most attracted by the FDP ideology, especially in the region of Baden Wurttemberg.
In the SPD’s view, the welfare system is to be protected at all cost, the power of big businesses should be kept within strict limits and the trade unions should play an important role in economic life. This party represents working class people and state employees especially within the traditional industrial regions such as the Ruhr and former Eastern Germany.
The main ideology of the Greens is the protection of the environment but also and recently the promotion of economic liberalism, the modernization of the economic system. The Greens are supported in big cities such as Berlin, Bremen, Cologne, Frankfurt, Hamburg, Munich, by students, young executives and intellectuals.
Finally, the PDS is predictably in favour of high public spending. The party also encourages State intervention in the ownership of companies, in wide ranging regulations and in the redistribution of wealth. The Welfare State in its widest definition should be promoted. Supporters of the PDS include working class people mostly in East Germany and intellectuals.
In France, the UMP is a merger of the Gaullist Party, the UDF and the Liberal Party. The Gaullist Party is of a conservative and nationalist leaning. This party thinks the State should play an important role in economic life and that Europe should be a federation of sovereign states rather than a single entity. Its support is widespread across the whole country i.e. in urban as well as rural areas and across the various social classes.
The UDF is a conservative party, more pro European and keener on free trade than the Gaullists. Its roots tend to be in the country side especially in the western part of France. The UDF is predominantly supported by the middle class.
Finally, the Liberals are in favour of deregulation of the economy. Their supporters tend to be business owners and senior executives in big cities.
The extreme Right’s ideology consists in anti immigration / xenophobia, the closing of borders to foreign competition, the promotion of small businesses rather than big groups, the regulation of the economy and above all an increase in security. Support for the Front National is usually at its strongest in regions with a high proportion of immigrants, such as Provence, the Cote d’Azur, Alsace and northern France. Ex communist party voters form a large part of its voters.
To the left of the political system, the Socialists strongly encourage a very large role by the state in economic life; subsidies, high taxes, redistribution of wealth. The socialist party has strong links with the trade unions. They feel big businesses should be tightly controlled. Mainly working class and middle class citizens in big cities, especially in the South-western part of France, vote for the socialists.
Finally, the PCF is against Europe, against NATO, against the United States, against globalization and economic liberalism. The party exerts a strong influence over one of the largest trade unions, the Confederation Generale du Travail (CGT). Big business and capitalists are the enemy. Large companies and most of the financial system should be owned by the State. Support is drawn mostly from working class people, civil servants, immigrants and those who work in State owned companies. The PCF is at its strongest in big cities and their outskirts and regions where traditional industries are suffering and in those with a high proportion of immigrants.
c) Which parties have combined in coalition to form a government and what coalitions seem possible in the immediate future?
At the moment, in Germany, the SPD and the Greens are forming a coalition at national level with Gerhard Schroeder as Chancellor. Before that, it was the CDU/CSU and the FDP with Helmut Kohl as Chancellor. Given the current economic problems of Germany one could reasonably expect the current coalition to disappear with the Greens breaking away. The Green Party is keen on economic reform which the SPD does not agree on. A new coalition SPD and PDS could be conceivable or even SPD with CDU/CSU.
In France, the UMP is the dominant political party. However it is the result of a merger between, principally, the Gaullists and the UDF. Although a small fraction of the UDF is keen to preserve a separate identity within the coalition, there is no reasonable prospect of a break up at this stage because the two parties are united by a relatively strong ideology and community of interest.
d) What cleavages have traditionally underlain the party systems? Are they still important?
There has always been a cleavage between the Left and the Right in the political system. Indeed, traditionally, their ideologies diverge. For example, in the classic sense, the Left says we should all break with the past. However the Right explains that history is a guide for the future, that traditions are to be respected and that existing structures should be cared for. They believe in continuity, in evolution, unlike the Left which believes that revolution is necessary to be able to progress and therefore wants discontinuity. Furthermore, while the traditional Left strongly believes in equality among citizens, in redistribution of wealth thanks to taxes and regulations, the Right believes in private property and legitimacy of wealth accumulation.
The Right recommends that the State should intervene as little as possible in economic life whereas the traditional Left thinks the State should own companies for the purpose of better protecting the population from the pressure of market forces.
In respect of law and order, the Left will tend to tolerate more freedom for the individual than the Right which will tend to be stricter on enforcement.
The Left and Right’s ideas on family values are also totally different. The former thinks they can easily be challenged by divorce or contraception, while the latter thinks they should be strongly respected. The Right will tend to relate easily to a model whereby the authority within the family rests with the father first. The Left will recognize readily that the classic family structure may not work best in all circumstances.
The Right will tend to promote religion or the role of the Church more aggressively than the Left for which atheism does not represent a specific problem.
These differences between the Right and the Left are less important than before. Indeed, it is now very difficult to identify the Left with the lower class and the Right with the rich. Even if people do not enjoy the same degree of wealth, they have more and more access to similar opportunities in terms of schooling, health, right to vote, housing. Moreover, goods are nowadays more and more affordable to a larger section of the population (at least in the developed world).
The fall of communism has blurred the traditional distinction between Left and Right. People have come to realise that the interests of the working class are not in contradiction with those of the upper class. Ownership of companies is much more spread out than before. State ownership is not a guarantee of fairness and does not protect companies and their workers from competition and mismanagement.
.a) What far right parties are there and how have they affected the party system?
There are three main far right parties in Germany, Die Deutsche Volksunion (German people’s party), Die Republikaner (republicans) and Die Nationaldemocratische Partei Deutschlands (National Democratic Party of Germany). These parties rarely get above 5% in the polls. They have no substantial influence in political life. No mainstream party will want to associate itself with movements whose values are reminiscent of those of the National Socialist party of some 70 years ago.
Supporters are lower class and senior citizens in big cities where immigration is strong. But although representation in Parliament is only very marginal German authorities have reported a 10% increase in right-wing violence in the country.
In France however, the Front National led by Jean Marie Le Pen made it to the second round in the 00 elections when it fetched 18% of the votes but was duly defeated by Chirac. The FN benefited from the many leftist candidates for the elections, which led to the splitting of the socialist votes. On this occasion the FN played a role in French politics which was larger than its relatively modest share of the popular vote.
In regional elections where the UMP does not have a natural majority, it needs the votes of the Front National supporters to win. However the democratic Right cannot publicly enter into an alliance with the FN for fear of antagonizing its natural voters. Therefore many unspoken agreements and compromises are entered into at regional level between the local leaders of the mainstream right wing parties and those of the FN.
b) What have been the reasons for the growth of these parties?
The far right parties have gained influence especially in Europe because of the opening of borders within the European Union and with the rest of the world. Many European countries have eased immigration procedures. Economic security and violence have become strong concerns mainly for senior citizens and those who have a precarious employment. The fear of crime is currently reinforced following recent terrorist attacks. Law and order parties are little by little gaining influence. Their message of low tolerance for crime, especially when committed by immigrants, is a vote catcher with a growing section of the population.
c) What green parties are there and what has been their impact?
Die Grünen of Germany are members of the current coalition with the SDP. It is said to be the most influential green party in Europe. At national elections they obtained 6.7% of the votes in 18. Their aim is to push the liberalisation of the economy as well as their initial objective which is the protection of the environment. They believe this goal can only be achieved if society changes both its values and the way it conducts business.
In France, the Greens (les Verts) led by Dominique Voynet, tend to be left wing with ideas that are not totally dissimilar to those of the socialist party, although the emphasis on the environment is stronger. The Greens in France obtained 10% of the votes at the 18 elections which was a great surprise because in 14 they only managed to score a total of % of the votes. In the Paris area alone, the Greens scored almost 0%. The increases of votes have prompted them to fight for greater influence in future local elections.
At the moment, the nuclear energy issue is at the centre of their policy concerns.
Compared to Germany, the role of the Greens in French politics is small. This is due to the fact that France is a lower density country and therefore environmental problems are less acute. Also it is possible that German romanticism is more conducive to the protection of nature.
d) What have been the reasons for the growth of green parties and is their growth likely to continue?
The population increase is one of the reasons for the growth of green parties in parliaments nowadays. Indeed, the continuous growth of the car industry leads to very visible forms of pollution. Industrial food processing, biotechnology (genetically modified crops and cloning for example) make most people extremely insecure as to the real benefits of scientific progress. Also, nuclear accidents and accidents involving petrol tankers and chemical plants are also a reason for insecurity. To the extent that the green parties question the merits of the ever growing intrusion of science in everyday life and how science should be controlled, they respond to the anxiety of an ever larger constituency.
. a) Can Parliaments change the Government’s legislative proposals? Can they control Government spending and tax raising? What means do they have to scrutinise and influence Government policy?
In France as in Germany it is indeed a prerogative of the legislative power to change government policies. In both countries the budget is submitted to the approval of Parliament. The final budget may therefore be the result of a series of compromises between the executive and legislative powers. Votes of no confidence or the threat thereof can be used in Germany and France to force the government to amend its proposals in the direction preferred by Parliament. It should be noted that, since neither the German or the French President can be challenged by Parliament, the greater power of the French President compared with his German counterpart does provide the French executive power with more stability.
In practice, in both countries, a government enjoying a majority in Parliament is unlikely to be challenged by it. This is especially the case in Germany where the Bundestag specifically approves the nomination of the Chancellor by the President. In France, although the Parliament is not asked to ratify the choice of Prime Minister, the President must appoint as Prime Minister a member of the parliamentary majority. A strong community of views is therefore likely to exist between the respective cabinets and parliaments.
b) What is the power of the Prime Minister in relationship to the Head of State? Other Ministers? The Cabinet? Parliament? Regional Government?
The federal government consists of the Chancellor and his or her cabinet ministers. The Basic Law invests the Chancellor with central executive authority. For that reason, some people refer to the German political system as a “Chancellor democracy”. The Chancellor’s authority emanates from the provisions of the Basic Law and from his or her status as leader of the party or coalition of parties holding a majority of seats in the Bundestag. Every four years, after national elections and the seating of the newly elected Bundestag members, the federal president nominates a chancellor candidate the chancellor is then elected by majority vote in the Bundestag. He is the most powerful individual in German politics. Article 65 of the Basic Law states “ the Chancellor determines the guidelines of policy to which the government complies”
The German President has a limited procedural role, he appoints and dismisses cabinet ministers and can dissolve the Bundestag but it is always on advice from the chancellor.
Article 65 of the Basic Law sets forth three principles that define how the executive branch functions. First, the “chancellor principle” makes the chancellor responsible for all government policies. Any formal policy guidelines issued by the chancellor are legally binding directives that cabinet ministers must implement. Cabinet ministers are expected to introduce specific policies at the ministerial level that reflect the chancellor’s broader guidelines. Second the “principle of ministerial autonomy” entrusts each minister with the freedom to supervise departmental operations and prepare legislative proposals without cabinet interference so long as the minister’s policies are kept within the chancellor’s guidelines. Third, the “cabinet principle” calls for disagreements between federal ministers over jurisdictional or budgetary matters to be settled by the cabinet.
The chancellor determines the composition of the cabinet. According to the Basic Law, the chancellor may set the number of cabinet ministers and dictate their specific duties.
The German chancellor is stable; he is elected by the Bundestag and derives authority from the level of parliamentary support given in this vote. Unlike most parliamentary legislatures, the Bundestag cannot remove the chancellor simply with a vote of no-confidence. The Basic Law allows only for a “constructive vote of no confidence”. That is, the Bundestag can remove a chancellor only when it simultaneously agrees on a successor.
The chancellor can append a simple no-confidence provision to any government legislative proposal. If the Bundestag rejects the proposal, the chancellor may request that the president dissolve the Parliament and call new elections. Although not often used, it can pressurise the Bundestag to vote in favour of legislation.
The German Chancellor is usually the leader of his own party. This increases stability and power. He is therefore able to sustain this power because of this stability.
Germany, being a federal state, entrusts regional governments and parliaments with wide ranging powers to determine policies valid at the “Land” level. There is real delegation of authority on the part of the federal government. Each “Land” thus can adopt laws which are specific to it. By definition, the powers vested in local politicians limit those of the federal government, hence those of the Chancellor.
In France, the President is the main person in the Executive Branch of the government. He also has particular responsibility for Defence and Foreign Policy. He is the one who nominates the Prime Minister; this is the same in Germany. However, the French President may also dismiss the Prime Minister and the rest of the government. In Germany, the Chancellor can only be dismissed by a “constructive vote of no confidence” by the Parliament.
Unlike Germany where the Chancellor often directs the guidelines of the President, in France, the Prime minister must always be answerable to him. He is the one who gives directions and who does the strategic thinking. According to the Constitution of 158, the Prime Minister “shall direct the operation of the government” and the government “shall determine and direct the policy of the Nation”. Essentially, the Prime Minister and the cabinet operate to provide the direction or resources necessary to implement the policies conceived by the President. One of the many functions of the Prime Minister is the harnessing of a parliamentary majority for presidential policies since a majority in parliament may censure or reject a governmental program, forcing the resignation of the government. The Prime Minister can appoint and dismiss cabinet ministers, so can the German Chancellor.
France is a state governed from the centre. Regions play a much lesser role than in Federal Germany. No regional parliaments exist although the “conseils regionaux” whose members are representatives of people elected at local level have a consultative role. The central government is represented in each French “departement” by a “Prefet” appointed by Paris without any interference by the legislative power. The Prime Minister is thus able to play (indirectly through his ministers) a major role in provincial matters.
Bibliography
www.news.nationalgeographic.com/news/000/0/04_europe.html
www.greenparties.hpg.ig.com.br/introduction.html
www.tms.physics.lsa.umich.edu/14/other/news/france-greens-nuc.html
www.archives.premier-ministre.gouv.fr/jospin_version/GB/PM/PRESPM.htm
www.lib.byv,edu/rdh?eurodas/germ/ggery.html
Mind that the sample papers like compare politics in germany and france presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Workbook Questions
I have chosen to compare politics in Germany and France.
1. a) What are the significant parties and what have been their respective strengths?
The significant parties on the right of the political spectrum in Germany are the CDU/CSU and the FDP. The CDU and CSU, the latter a regional party in Bavaria only, usually gain between 5% and 45% of the votes. The Liberals however only 5% to 8%.
In France, the major party on the right is the UMP, created before the latest presidential election in April 00 to promote the candidacy of Jacques Chirac. This very large party organization is a merger of three parties the Gaullist Party, the UDF, and the Liberal Party. The UMP secures between 40% to 55% of the votes. The other party on the right in France is the Front National, the extreme right party, which fetches up to 0% of the votes.
On the other side of the political spectrum in Germany, the most significant parties are the SPD, the Greens and the former communist party, the PDS. At present, the social democrats and the Greens are coalition partners at national level. The SPD gain 5 % to 45 % of the votes, the Greens 5 to 10% and the PDS around 5%.
In France, the Socialist Party (PS) and the PCF are the most important leftist parties with a share of votes ranging from 0 to 45% for the PS and 10 to 15 % for the PCF.
b) Give a profile of each party- what is its ideology, what groups does it represent and in which regions does its support lie?
In Germany, the CDU and the CSU are ambiguous on a mixed economy. They think the power of the trade unions should be clearly limited; however the welfare system is to be preserved as much as possible. Also, the traditional values such as the family, Christianity and order are to be protected and promoted. These two parties represent the middle class, older citizens and business people. The CDU is supported by a vast majority of the Bavarian population.
The FDP supports a relative deregulation of the economy. This means that the borders of the country should be more opened to immigration and foreign goods. Also, regulations affecting business should be simplified and the power of the trade unions somewhat curbed. Furthermore, the Liberals think that taxes should be reduced. Generally speaking they promote a reduction of the role of the State in economic life, a model closer to the liberalism as we know it today in the UK. Senior public servants are the ones who are most attracted by the FDP ideology, especially in the region of Baden Wurttemberg.
In the SPD’s view, the welfare system is to be protected at all cost, the power of big businesses should be kept within strict limits and the trade unions should play an important role in economic life. This party represents working class people and state employees especially within the traditional industrial regions such as the Ruhr and former Eastern Germany.
The main ideology of the Greens is the protection of the environment but also and recently the promotion of economic liberalism, the modernization of the economic system. The Greens are supported in big cities such as Berlin, Bremen, Cologne, Frankfurt, Hamburg, Munich, by students, young executives and intellectuals.
Finally, the PDS is predictably in favour of high public spending. The party also encourages State intervention in the ownership of companies, in wide ranging regulations and in the redistribution of wealth. The Welfare State in its widest definition should be promoted. Supporters of the PDS include working class people mostly in East Germany and intellectuals.
In France, the UMP is a merger of the Gaullist Party, the UDF and the Liberal Party. The Gaullist Party is of a conservative and nationalist leaning. This party thinks the State should play an important role in economic life and that Europe should be a federation of sovereign states rather than a single entity. Its support is widespread across the whole country i.e. in urban as well as rural areas and across the various social classes.
The UDF is a conservative party, more pro European and keener on free trade than the Gaullists. Its roots tend to be in the country side especially in the western part of France. The UDF is predominantly supported by the middle class.
Finally, the Liberals are in favour of deregulation of the economy. Their supporters tend to be business owners and senior executives in big cities.
The extreme Right’s ideology consists in anti immigration / xenophobia, the closing of borders to foreign competition, the promotion of small businesses rather than big groups, the regulation of the economy and above all an increase in security. Support for the Front National is usually at its strongest in regions with a high proportion of immigrants, such as Provence, the Cote d’Azur, Alsace and northern France. Ex communist party voters form a large part of its voters.
To the left of the political system, the Socialists strongly encourage a very large role by the state in economic life; subsidies, high taxes, redistribution of wealth. The socialist party has strong links with the trade unions. They feel big businesses should be tightly controlled. Mainly working class and middle class citizens in big cities, especially in the South-western part of France, vote for the socialists.
Finally, the PCF is against Europe, against NATO, against the United States, against globalization and economic liberalism. The party exerts a strong influence over one of the largest trade unions, the Confederation Generale du Travail (CGT). Big business and capitalists are the enemy. Large companies and most of the financial system should be owned by the State. Support is drawn mostly from working class people, civil servants, immigrants and those who work in State owned companies. The PCF is at its strongest in big cities and their outskirts and regions where traditional industries are suffering and in those with a high proportion of immigrants.
c) Which parties have combined in coalition to form a government and what coalitions seem possible in the immediate future?
At the moment, in Germany, the SPD and the Greens are forming a coalition at national level with Gerhard Schroeder as Chancellor. Before that, it was the CDU/CSU and the FDP with Helmut Kohl as Chancellor. Given the current economic problems of Germany one could reasonably expect the current coalition to disappear with the Greens breaking away. The Green Party is keen on economic reform which the SPD does not agree on. A new coalition SPD and PDS could be conceivable or even SPD with CDU/CSU.
In France, the UMP is the dominant political party. However it is the result of a merger between, principally, the Gaullists and the UDF. Although a small fraction of the UDF is keen to preserve a separate identity within the coalition, there is no reasonable prospect of a break up at this stage because the two parties are united by a relatively strong ideology and community of interest.
d) What cleavages have traditionally underlain the party systems? Are they still important?
There has always been a cleavage between the Left and the Right in the political system. Indeed, traditionally, their ideologies diverge. For example, in the classic sense, the Left says we should all break with the past. However the Right explains that history is a guide for the future, that traditions are to be respected and that existing structures should be cared for. They believe in continuity, in evolution, unlike the Left which believes that revolution is necessary to be able to progress and therefore wants discontinuity. Furthermore, while the traditional Left strongly believes in equality among citizens, in redistribution of wealth thanks to taxes and regulations, the Right believes in private property and legitimacy of wealth accumulation.
The Right recommends that the State should intervene as little as possible in economic life whereas the traditional Left thinks the State should own companies for the purpose of better protecting the population from the pressure of market forces.
In respect of law and order, the Left will tend to tolerate more freedom for the individual than the Right which will tend to be stricter on enforcement.
The Left and Right’s ideas on family values are also totally different. The former thinks they can easily be challenged by divorce or contraception, while the latter thinks they should be strongly respected. The Right will tend to relate easily to a model whereby the authority within the family rests with the father first. The Left will recognize readily that the classic family structure may not work best in all circumstances.
The Right will tend to promote religion or the role of the Church more aggressively than the Left for which atheism does not represent a specific problem.
These differences between the Right and the Left are less important than before. Indeed, it is now very difficult to identify the Left with the lower class and the Right with the rich. Even if people do not enjoy the same degree of wealth, they have more and more access to similar opportunities in terms of schooling, health, right to vote, housing. Moreover, goods are nowadays more and more affordable to a larger section of the population (at least in the developed world).
The fall of communism has blurred the traditional distinction between Left and Right. People have come to realise that the interests of the working class are not in contradiction with those of the upper class. Ownership of companies is much more spread out than before. State ownership is not a guarantee of fairness and does not protect companies and their workers from competition and mismanagement.
.a) What far right parties are there and how have they affected the party system?
There are three main far right parties in Germany, Die Deutsche Volksunion (German people’s party), Die Republikaner (republicans) and Die Nationaldemocratische Partei Deutschlands (National Democratic Party of Germany). These parties rarely get above 5% in the polls. They have no substantial influence in political life. No mainstream party will want to associate itself with movements whose values are reminiscent of those of the National Socialist party of some 70 years ago.
Supporters are lower class and senior citizens in big cities where immigration is strong. But although representation in Parliament is only very marginal German authorities have reported a 10% increase in right-wing violence in the country.
In France however, the Front National led by Jean Marie Le Pen made it to the second round in the 00 elections when it fetched 18% of the votes but was duly defeated by Chirac. The FN benefited from the many leftist candidates for the elections, which led to the splitting of the socialist votes. On this occasion the FN played a role in French politics which was larger than its relatively modest share of the popular vote.
In regional elections where the UMP does not have a natural majority, it needs the votes of the Front National supporters to win. However the democratic Right cannot publicly enter into an alliance with the FN for fear of antagonizing its natural voters. Therefore many unspoken agreements and compromises are entered into at regional level between the local leaders of the mainstream right wing parties and those of the FN.
b) What have been the reasons for the growth of these parties?
The far right parties have gained influence especially in Europe because of the opening of borders within the European Union and with the rest of the world. Many European countries have eased immigration procedures. Economic security and violence have become strong concerns mainly for senior citizens and those who have a precarious employment. The fear of crime is currently reinforced following recent terrorist attacks. Law and order parties are little by little gaining influence. Their message of low tolerance for crime, especially when committed by immigrants, is a vote catcher with a growing section of the population.
c) What green parties are there and what has been their impact?
Die Grünen of Germany are members of the current coalition with the SDP. It is said to be the most influential green party in Europe. At national elections they obtained 6.7% of the votes in 18. Their aim is to push the liberalisation of the economy as well as their initial objective which is the protection of the environment. They believe this goal can only be achieved if society changes both its values and the way it conducts business.
In France, the Greens (les Verts) led by Dominique Voynet, tend to be left wing with ideas that are not totally dissimilar to those of the socialist party, although the emphasis on the environment is stronger. The Greens in France obtained 10% of the votes at the 18 elections which was a great surprise because in 14 they only managed to score a total of % of the votes. In the Paris area alone, the Greens scored almost 0%. The increases of votes have prompted them to fight for greater influence in future local elections.
At the moment, the nuclear energy issue is at the centre of their policy concerns.
Compared to Germany, the role of the Greens in French politics is small. This is due to the fact that France is a lower density country and therefore environmental problems are less acute. Also it is possible that German romanticism is more conducive to the protection of nature.
d) What have been the reasons for the growth of green parties and is their growth likely to continue?
The population increase is one of the reasons for the growth of green parties in parliaments nowadays. Indeed, the continuous growth of the car industry leads to very visible forms of pollution. Industrial food processing, biotechnology (genetically modified crops and cloning for example) make most people extremely insecure as to the real benefits of scientific progress. Also, nuclear accidents and accidents involving petrol tankers and chemical plants are also a reason for insecurity. To the extent that the green parties question the merits of the ever growing intrusion of science in everyday life and how science should be controlled, they respond to the anxiety of an ever larger constituency.
. a) Can Parliaments change the Government’s legislative proposals? Can they control Government spending and tax raising? What means do they have to scrutinise and influence Government policy?
In France as in Germany it is indeed a prerogative of the legislative power to change government policies. In both countries the budget is submitted to the approval of Parliament. The final budget may therefore be the result of a series of compromises between the executive and legislative powers. Votes of no confidence or the threat thereof can be used in Germany and France to force the government to amend its proposals in the direction preferred by Parliament. It should be noted that, since neither the German or the French President can be challenged by Parliament, the greater power of the French President compared with his German counterpart does provide the French executive power with more stability.
In practice, in both countries, a government enjoying a majority in Parliament is unlikely to be challenged by it. This is especially the case in Germany where the Bundestag specifically approves the nomination of the Chancellor by the President. In France, although the Parliament is not asked to ratify the choice of Prime Minister, the President must appoint as Prime Minister a member of the parliamentary majority. A strong community of views is therefore likely to exist between the respective cabinets and parliaments.
b) What is the power of the Prime Minister in relationship to the Head of State? Other Ministers? The Cabinet? Parliament? Regional Government?
The federal government consists of the Chancellor and his or her cabinet ministers. The Basic Law invests the Chancellor with central executive authority. For that reason, some people refer to the German political system as a “Chancellor democracy”. The Chancellor’s authority emanates from the provisions of the Basic Law and from his or her status as leader of the party or coalition of parties holding a majority of seats in the Bundestag. Every four years, after national elections and the seating of the newly elected Bundestag members, the federal president nominates a chancellor candidate the chancellor is then elected by majority vote in the Bundestag. He is the most powerful individual in German politics. Article 65 of the Basic Law states “ the Chancellor determines the guidelines of policy to which the government complies”
The German President has a limited procedural role, he appoints and dismisses cabinet ministers and can dissolve the Bundestag but it is always on advice from the chancellor.
Article 65 of the Basic Law sets forth three principles that define how the executive branch functions. First, the “chancellor principle” makes the chancellor responsible for all government policies. Any formal policy guidelines issued by the chancellor are legally binding directives that cabinet ministers must implement. Cabinet ministers are expected to introduce specific policies at the ministerial level that reflect the chancellor’s broader guidelines. Second the “principle of ministerial autonomy” entrusts each minister with the freedom to supervise departmental operations and prepare legislative proposals without cabinet interference so long as the minister’s policies are kept within the chancellor’s guidelines. Third, the “cabinet principle” calls for disagreements between federal ministers over jurisdictional or budgetary matters to be settled by the cabinet.
The chancellor determines the composition of the cabinet. According to the Basic Law, the chancellor may set the number of cabinet ministers and dictate their specific duties.
The German chancellor is stable; he is elected by the Bundestag and derives authority from the level of parliamentary support given in this vote. Unlike most parliamentary legislatures, the Bundestag cannot remove the chancellor simply with a vote of no-confidence. The Basic Law allows only for a “constructive vote of no confidence”. That is, the Bundestag can remove a chancellor only when it simultaneously agrees on a successor.
The chancellor can append a simple no-confidence provision to any government legislative proposal. If the Bundestag rejects the proposal, the chancellor may request that the president dissolve the Parliament and call new elections. Although not often used, it can pressurise the Bundestag to vote in favour of legislation.
The German Chancellor is usually the leader of his own party. This increases stability and power. He is therefore able to sustain this power because of this stability.
Germany, being a federal state, entrusts regional governments and parliaments with wide ranging powers to determine policies valid at the “Land” level. There is real delegation of authority on the part of the federal government. Each “Land” thus can adopt laws which are specific to it. By definition, the powers vested in local politicians limit those of the federal government, hence those of the Chancellor.
In France, the President is the main person in the Executive Branch of the government. He also has particular responsibility for Defence and Foreign Policy. He is the one who nominates the Prime Minister; this is the same in Germany. However, the French President may also dismiss the Prime Minister and the rest of the government. In Germany, the Chancellor can only be dismissed by a “constructive vote of no confidence” by the Parliament.
Unlike Germany where the Chancellor often directs the guidelines of the President, in France, the Prime minister must always be answerable to him. He is the one who gives directions and who does the strategic thinking. According to the Constitution of 158, the Prime Minister “shall direct the operation of the government” and the government “shall determine and direct the policy of the Nation”. Essentially, the Prime Minister and the cabinet operate to provide the direction or resources necessary to implement the policies conceived by the President. One of the many functions of the Prime Minister is the harnessing of a parliamentary majority for presidential policies since a majority in parliament may censure or reject a governmental program, forcing the resignation of the government. The Prime Minister can appoint and dismiss cabinet ministers, so can the German Chancellor.
France is a state governed from the centre. Regions play a much lesser role than in Federal Germany. No regional parliaments exist although the “conseils regionaux” whose members are representatives of people elected at local level have a consultative role. The central government is represented in each French “departement” by a “Prefet” appointed by Paris without any interference by the legislative power. The Prime Minister is thus able to play (indirectly through his ministers) a major role in provincial matters.
Bibliography
www.news.nationalgeographic.com/news/000/0/04_europe.html
www.greenparties.hpg.ig.com.br/introduction.html
www.tms.physics.lsa.umich.edu/14/other/news/france-greens-nuc.html
www.archives.premier-ministre.gouv.fr/jospin_version/GB/PM/PRESPM.htm
www.lib.byv,edu/rdh?eurodas/germ/ggery.html
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Wednesday, January 23, 2013
THE MEET
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State Track Meet
“The most important thing is that he’s dedicated himself as far as his approach to track is concerned,’ Coach Hernandez said. “He’s worked a lot harder this year and really stayed focused throughout the later part of the season. His focus has been so good.” In 18, my junior year in high school, I made a pact with myself to make it to the Texas University Interscholastic League’s State Track and Field Championships. In my family, we came from a long line of track and field competitors. Though none of my them had ever accomplished the dream of making it to the big state meet, I knew if I was cooperative by keeping me dedicated and focused, their dream would become my reality.
The Texas 5A state track meet consists of eight of the fastest runners from the biggest schools per event, so this was apparently no walk in the park. I knew many sacrifices on my part would be made to fulfill my dream. Football was the first sacrifice I made, because I knew I had to keep my focus only on track. It was hard to let go of but it was taking up too much of my time and I needed that time to improve my running skills. Although football was good conditioning, it wasn’t the conditioning I needed to make it to the state meet. I practiced two times a day, two hours in the morning and four hours in the afternoon, for a whole year. I looked up workouts on the internet that the famous coach Clyde Hart from Baylor University developed for mid class sprinters, and used those workouts to my advantage. “He’s more positive with what he does. The track has changed his attitude. He works harder and he’s very serious about what he does,” Coach Ware stated. He would yell out times to me during workouts and if I didn’t hit those times, I would make myself go back and repeatedly do them again. I would push my self so far in practice that I would vomit an average of about four times a week. My coaches would tell me not to push it so hard in practice, but my determination to make it to the state meet excelled beyond their expectations. My daily schedule consisted of morning track practice, then school, followed by afternoon track practice and finally studying school subjects along with track tapes of other competitors. While every one of my classmates was sleeping late on weekend mornings, I was out on the track bright and early working my legs out from under me. I missed many major social gatherings like prom and football games because at night I would watch tapes of other opponents and study their techniques of running. I would write strategies on their weakest points of the race and where I could make a move against them. I gave up my unhealthy eating habits so I could be healthier and my diet consisted of many fruits and vegetables, lots and lots of water and many carbohydrates.
On May sixteenth 18, I made my way to the biggest track meet of my life. I lined my blocks up and took a couple of practice starts. Finally, the starter gives his three famous commands; on your marks…get set…and the gun goes off. The race started and all you could hear was roaring crowd of 60,000 fans on their feet. When the final stretch approached I was dead even with the top three runners in the state, so the race could go either way. Lane one and lane four crossed the finish line, leaving lane eight and I neck and neck for a photo finish. Then an official approaches me and tells me to make my way to the award booth because I placed third. I looked up to find 70 friends and family wearing t-shirts with my school colors on them, cheering and crying for my victory and that’s when I knew that all my dedication and focus had paid off.
Mind that the sample papers like THE MEET presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
State Track Meet
“The most important thing is that he’s dedicated himself as far as his approach to track is concerned,’ Coach Hernandez said. “He’s worked a lot harder this year and really stayed focused throughout the later part of the season. His focus has been so good.” In 18, my junior year in high school, I made a pact with myself to make it to the Texas University Interscholastic League’s State Track and Field Championships. In my family, we came from a long line of track and field competitors. Though none of my them had ever accomplished the dream of making it to the big state meet, I knew if I was cooperative by keeping me dedicated and focused, their dream would become my reality.
The Texas 5A state track meet consists of eight of the fastest runners from the biggest schools per event, so this was apparently no walk in the park. I knew many sacrifices on my part would be made to fulfill my dream. Football was the first sacrifice I made, because I knew I had to keep my focus only on track. It was hard to let go of but it was taking up too much of my time and I needed that time to improve my running skills. Although football was good conditioning, it wasn’t the conditioning I needed to make it to the state meet. I practiced two times a day, two hours in the morning and four hours in the afternoon, for a whole year. I looked up workouts on the internet that the famous coach Clyde Hart from Baylor University developed for mid class sprinters, and used those workouts to my advantage. “He’s more positive with what he does. The track has changed his attitude. He works harder and he’s very serious about what he does,” Coach Ware stated. He would yell out times to me during workouts and if I didn’t hit those times, I would make myself go back and repeatedly do them again. I would push my self so far in practice that I would vomit an average of about four times a week. My coaches would tell me not to push it so hard in practice, but my determination to make it to the state meet excelled beyond their expectations. My daily schedule consisted of morning track practice, then school, followed by afternoon track practice and finally studying school subjects along with track tapes of other competitors. While every one of my classmates was sleeping late on weekend mornings, I was out on the track bright and early working my legs out from under me. I missed many major social gatherings like prom and football games because at night I would watch tapes of other opponents and study their techniques of running. I would write strategies on their weakest points of the race and where I could make a move against them. I gave up my unhealthy eating habits so I could be healthier and my diet consisted of many fruits and vegetables, lots and lots of water and many carbohydrates.
On May sixteenth 18, I made my way to the biggest track meet of my life. I lined my blocks up and took a couple of practice starts. Finally, the starter gives his three famous commands; on your marks…get set…and the gun goes off. The race started and all you could hear was roaring crowd of 60,000 fans on their feet. When the final stretch approached I was dead even with the top three runners in the state, so the race could go either way. Lane one and lane four crossed the finish line, leaving lane eight and I neck and neck for a photo finish. Then an official approaches me and tells me to make my way to the award booth because I placed third. I looked up to find 70 friends and family wearing t-shirts with my school colors on them, cheering and crying for my victory and that’s when I knew that all my dedication and focus had paid off.
Mind that the sample papers like THE MEET presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
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