Youth Work an Example of the Topic Career by

Orientalism and Cultural Translation †Free Samples to Students

Question: Examine about the Orientalism and Cultural Translation. Answer: Presentation: From this passage it tends to be expressed that the discernible viewpoints in social practice can be distinguished without any problem. These incorporate the noticeable attributes, for example, food propensities, outfits, music and move and the strict celebrations. Though the non detectable culture negates the other one as it isn't noticeable and communicated in open. These incorporate the psychological insight and considerations or conduct of an individual (Hassan, 2014). For example the discernible viewpoint in the Arabian culture is the utilization of Khabees and the non-recognizable perspective incorporates elusive welcome among people. An analogy alludes one thing as another, for example, the conduct of an individual changes starting with one culture then onto the next. On the off chance that one social signal is adequate in a nation that doesn't mean it will be satisfactory in Saudi Arabia. For example the utilization of innovation during feast is considered as an indication of irreverence in Arabian nations though it isn't the equivalent in different nations (Kinloch Metge, 2014). Singular conduct can be recognized as my inclination to stare at the TV while taking feast. Social conduct can be distinguished as my tendency of getting irritated when anybody remarks on my way of life. All inclusive conduct can be perceived as the disturbance of my folks when I become defiant. Individual personality alludes my certainty and trustworthiness as a person. Social personality alludes to my pride in wearing burqa as a piece of the strict custom. Social character alludes to the appreciation done by my companion for my straight forward nature. Individual personality is the most significant as it depicts my unique self and my response towards society and my way of life. I can consider myself a glad Emirate as I feel honored to be a piece of its rich history and culture (Kumar, Seay Karabenick, 2015). Culture pundit alludes to the acknowledgment of ones own way of life much subsequent to realizing that there is flaw and imperfection. A social pundit just thinks from his own view point and isn't mindful to others feeling. Social student alludes to the people who pass on data about culture and conviction inside the general public. An individual who has a high trans-social insight can be a decent culture student. For example, I as an individual didn't go my folks choice of turning into a specialist and picked business the board. I am a normal social pundit as I don't incline toward others suppositions and plan to follow my own specific manner (Moran, Abramson Moran, 2014). The three shades of perspective allude to the comprehension of a circumstance and making an impression at the principal sight. Respect/disgrace, blame/guiltlessness and force/dread are the elements or hues which should be seen before taking any choice. For example, I as an Emirati esteem time which I have gained from my family and society. I have likewise observed my sister not depending on one choice however counseling more than one master (Mosolkova, Mardanshina Kalganova, 2015). The Spanish individuals discover it amazingly easygoing to leave their own nation for additional advantages and advantages. As per them, culture and training was not considered as the most significant factor as promptness. They have an interest for fish and delighted in a wide range of celebrations. They are not carefully confined to the indigenous food and need the cutting edge to adjust to English language. I, as an Emirati found that my thought regarding family and culture varied from her. Albeit both of our way of life regards timeliness however I love my indigenous food more than some other dishes. We think about instruction as the most significant thing and furthermore pay tribute to our own strict celebrations. I am very possessive about my own way of life, food, language and celebrations so I need my youngsters tp learn just the local language. In the second meeting the Iraqi said that UK has become his old neighborhood since he had moved there for better openings for work. His pondering society was pointed towards convention and religion which gives an undoubted articulation that training is significant in their way of life. Regardless of whether it is food or celebration, he is pulled in towards the Iraqi and British dishes just as the festival of both the religion. Albeit an Iraqi by birth he talked about the confusion in regards to UK however couldn't do so with respect to Iraq. Every one of his answer in the meeting mirrored his fixation for his subsequent old neighborhood. My way of life was like that of Iraqi culture regarding physical contact among individuals with which they are agreeable. In any case, independent of our way of life the two of us are devoted and deferential to our rulers and bosses. From the two meeting of two distinctive person who are delineated by their way of life, I saw that they are not energetic about their social attributes like me. I feel myself glad as an Emirati and regard my convention (Prayag Hosany, 2014). Reference Hassan, W. S. (2014).Immigrant Narratives: Orientalism and Cultural Translation in Arab American and Arab British Literature. Oxford University Press. Kinloch, P., Metge, J. (2014).Talking past one another: issues of culturally diverse correspondence. Victoria University Press. Kumar, R., Seay, N., Karabenick, S. A. (2015). Settler Arab teenagers in ethnic enclaves: Physical and phenomenological settings of character negotiation.Cultural Diversity and Ethnic Minority Psychology,21(2), 201. Moran, R. T., Abramson, N. R., Moran, S. V. (2014).Managing social contrasts. Routledge. Mosolkova, M. G., Mardanshina, R. M., Kalganova, G. F. (2015). Shading palette of Emily Dickinson perspective: Linguistic and Literary approach.Mediterranean Journal of Social Sciences,6(1 S3), 331. Prayag, G., Hosany, S. (2014). At the point when Middle East meets West: Understanding the thought processes and impression of youthful sightseers from United Arab Emirates.Tourism Management,40, 35-45.

Medical School Secondary Application Essay Samples

Medical School Secondary Application Essay SamplesMost students who are accepted to medical school will want to attend the institution for a long time. However, you can still write an application essay sample that will help you make the most of your time. Many of the essays you write will help your chances of being accepted into the school you want to attend.Medical school secondary application essay samples can be extremely helpful in letting you know what types of things to include and to do with your essay. The essay is the first part of the application process. Students will need to write an essay to demonstrate why they should be accepted into the medical school they wish to attend.There are many different types of applications to consider when you apply to medical school. However, the medical school secondary application essay samples will usually fall into two basic categories. The first one is written for medical students who want to become medical assistants. The second type of essay is written for those who want to become doctors.Some of the medical school secondary application essay samples that will help you to create a convincing argument about why you should be accepted into the medical school you are applying to. Many times it is important to write an essay for someone who is older than you are. It may seem like a good idea to write about yourself when you are younger, but it will help you determine why you are qualified to write an essay for a certain student.You will find that there are many different types of essays that a student can write. For example, if you are writing an essay for a child, you will likely use language that is similar to that of a kindergartener. In addition, the way that you use spelling, grammar, and punctuation will also be different than that of a college student. It is important to read through the application materials and look for any guidelines that are relevant to your age.One of the best medical school secondary application essay samples that you can use for this is the Medical Assistant Curriculum. This curriculum will be made available by many medical schools that provide instruction for students who want to be medical assistants. Your curriculum will have the standard first-year courses. In addition, you will learn about modern medical terminology, anatomy, physiology, and other concepts that are essential to be a good medical assistant.You will also be taught about the special events that are required to become a medical assistant. For example, a summer internship is required if you want to work in a hospital or doctor's office. Additionally, each medical school that you apply to will have specific requirements for internships and research projects. Each of these events will be required for your secondary application essay.Since the application is the first thing a student's life will be devoted to, it is very important to make sure that it is completed in a timely manner. It is also im portant to understand that there are certain requirements to meet in order to apply to medical school. That means that the paperwork that you will fill out needs to be on time. If you apply to all of the medical schools that you are interested in, it is important to try to make the application process as smooth as possible for all involved.

Minor Planets Their Place in the Solar System

Throughout history, stargazers focused on the Sun, Moon, planets, and comets. Those were the objects in Earths neighborhood and easy to spot in the sky. However, it turns out there are other interesting objects in the solar system that arent comets, planets or moons. Theyre small worlds orbiting out in the darkness. They got the general name minor planet.   Sorting the Solar System Prior to 2006, every object in orbit around our Sun was sorted into specific categories: planet, minor planet, asteroid, or a comet. However, when the issue of Plutos planetary status was raised that year, a new term, dwarf planet, was introduced and immediately some astronomers began to apply it to Pluto.   Since then, the most well-known minor planets were reclassified as dwarf planets, leaving behind only a few minor planets that populate the gulfs between planets. As a category they are numerous, with more than 540,000 officially known to date. Their sheer numbers make  them still rather important objects to study in our solar system. What is a Minor Planet? Simply, a minor planet is any object in orbit around our Sun that is not a planet, dwarf planet, or a comet.  Its almost like playing process of elimination. Still, knowing something is a minor planet vs. a comet or dwarf planet is rather useful. Each object has a unique formation and evolutionary history. The first object to be classified a minor planet was the object Ceres, which orbits in the Asteroid Belt between Mars and Jupiter.  However, in 2006 Ceres was officially re-classified as a dwarf planet by the International Astronomical Union (IAU). It has been visited by a spacecraft called Dawn, which has solved some of the mystery surrounding Cerean formation and evolution. How Many Minor Planets are there? The  minor planets catalogued by the IAU Minor Planet Center, located at  the Smithsonian Astrophysical Observatory.  The vast majority of these little worlds  are in the Asteroid Belt and are also considered asteroids. There are also populations elsewhere in the solar system, including the Apollo and Aten asteroids, which orbit inside or near Earths orbit, the Centaurs — which exist between Jupiter and Neptune, and many of the objects known to exist in the Kuiper Belt and Oà ¶rt Cloud regions.   Are Minor Planets Just Asteroids? Just because asteroid belt objects are considered minor planets it does not mean that all of them are simply asteroids.  Ultimately there are lots of objects, including asteroids, that fall into the minor  planet category. Some, such as the so-called Trojan Asteroids, orbit in the plane of another world, and are studied closely by planetary scientists. Each object in each category has a specific history, composition, and orbital characteristics. While they may seem similar, their classification is a matter of great importance. What about Comets? The one non-planet hold out are comets. These are objects made almost entirely of ice, mixed with dust and small rocky particles. Like asteroids, they date back to the earliest epochs of solar system history. Most comet chunks (called nuclei) exist in the Kuiper Belt or Oà ¶rt Cloud, orbiting happily until they are nudged into a sunward orbit by gravitational influences. Until relatively recently, no one had explored a comet up close, but beginning in 1986 that changed. Comet Halley was explored by a small flotilla of spacecraft. Most recently, Comet 67P/Churyumov-Gerasimenko was visited and studied by the Rosetta spacecraft.   Its Classified Classifications of objects in the solar system are always subject to change. Nothing is set in stone (so to speak).  Pluto, for example, has been a planet and a dwarf planet, and may well regain its planetary classification in light of the New Horizons missions discoveries in 2015. Exploration has a way of giving astronomers new information about objects. That data, covering such topics as surface characteristics, size, mass, orbital parameters, atmospheric composition (and activity), and other subjects, immediately changes our perspective on such places as Pluto and Ceres. It tells us more about how they formed and what shaped their surfaces. With new information, astronomers can tweak their definitions of these worlds, which helps us understand the hierarchy and evolution of objects in the solar system. Edited and expanded by Carolyn Collins Petersen

Primary Education Of Upper Class Children - 872 Words

Primary education of upper-class children in colonial days included reading, writing, basic math, poems, and prayers. Education was provided for white students only and was privately taught: the purpose was to prepare children for their eventual roles in plantation life. During this time while males studied advanced academic subjects, the females learned to assume the role of the mistress of a plantation. It was not until the 1840s that an organized system existed. Education reformers like Thomas Jefferson with the common school, John Dewey with progressive education and E.D Hirsch with cultural literacy, who with their contributions helped shape the educational system we have today. Thomas Jefferson, the â€Å"Man of the People,† is best known for drafting the Declaration of Independence, but he also wrote prolifically and prophetically about education. â€Å"If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be,† he wrote in a letter to a friend. Common school advocates like Jefferson worked to establish a free elementary education accessible to everyone and financed by public funds. Jefferson understood that freedom depends on self-government and that education contributes to both the knowledge and virtues that form a self-governing citizen. Jefferson sought to teach â€Å"all children of the state reading, writing, and common arithmetic.† Jefferson viewed this basic education as instrumental in securing â€Å"life, liberty, andShow MoreRelatedRace and Social Inequality in Education1382 Words   |  6 PagesMajor social institutions affect society, humanity, and prosperity in different ways. 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Therefore, in an ideal set up there would 4 social cases the upper, middle, working, and poor classes (Judge 2015) and these are the 4 t hat IRead MoreClass Conflict1431 Words   |  6 Pagesextent to which class conflict affects education and life opportunities. The following paragraphs seek to illustrate how factors such as class position and parental attitudes affect education and life opportunities among different social classes and the conflict that lies between them. In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Throughout this essay I will examine the definitions of class, conflict, education and opportunityRead MoreIndi The Country Of India1304 Words   |  6 Pages Travis Norwood Political Science 290 9/29/2014 Education in India The country of India gained independence in 1947 and has seen many changes since then. Education happens to be one those changes. Education had been an ongoing problem for a while in India. Only recently has India seen improvements concerning its education system. Multiple education policies and reforms have helped more and more of India’s youth become educated. With India being one of the world’s largest

Auteur Theory free essay sample

As far as I know, there is no definition of the auteur theory in the English language, that is, by an American or British critic† (Sarris 1962) was the opening line to Andrew Sarris’s famous â€Å"Notes on the Auteur Theory in 1962† essay. This essay is what brought the â€Å"auteur theory† in to the spotlight in the USA. And to today, this theory is still in hot debate. Trying to figure out whether or not the director is the lone â€Å"auteur† of a film is a tough claim to make. In an article for Slate Magazine, Doree Shafrir talks about why a writer cannot be an auteur in â€Å"Bored of Directors. In his film blog, Fredrik Fevang posted an article about misconceptions of auteur theory critics titled â€Å"Dan Schneider and James Berardinellis misconception of the auteur theory. † As a comparison article, A. R. Duckworth posted a comparison article in The Journal of Film, Art, and Aesthetics of the never-ending dispute between Andrew Sarris and Pauline Kael entitled â€Å"A Couple of Squared Circles. We will write a custom essay sample on Auteur Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † This article cites much of Pauline Kael’s essay, in response to Sarris’s, â€Å"Circles And Squares. † Terrence Rafferty from NY Times wrote an article entitled â€Å"Now Playing: Auteur vs. Auteur† which follows a fight between a writer and director over the title of auteur on Babel. In a post from the University of Manchester, the author Jim covers a director that does not leave anyone out of the creative process in his post â€Å"The Case of Mike Leigh and the Missing Auteur. † While I believe that there are multiple creative minds that go in to a film and that in some cases, it is very possible to have someone other than the director be the auteur, Sarris summed it up by saying â€Å"Directors, even auteurs, do not always run true to form, and the critic can never assume that a bad director will always make a bad film. No, not always, but almost always, and that is the point† (Sarris 1962). â€Å"The term auteur first entered the cinematic lexicon in French New Wave director Francois Truffauts 1954 essay ‘A Certain Tendency of the French Cinema,’ which appeared in the influential film journal Cahiers du Cinema† (Shafrir 2006). Merriam-Webster defines auteur theory as â€Å"a view of filmmaking in which the director is considered the primary creative force in a motion picture. † Truffaut’s theory never became anything in the United States until Andrew Sarris wrote of it in his essay. Sarris went in-depth with his understanding of the theory, and what he believed. He also states that the theory is a pattern theory in constant flux (Sarris 1962). The auteur theory has been misconstrued since Sarris’s essay, and these misconceptions have brought on much of the criticism. Fredrik Fevang’s article is about two of the big name critics of the auteur theory (Dan Schneider and James Berardinelli), and their lack of understanding of the theory. Both reject the theory with faulty argumentation†¦ it is in their discussion on auteur theory that I find the two guilty of misinterpretation†¦ Schneider making the mistake of equating a director with a novelist, Berardinelli being guilty of disregarding the directors personal influence on and affiliation to his work† (Fevang 2009). While these two critics have clearly based their opposition on these misconstrued interpretations, the biggest critic Pauline Kael does not. Kael’s famous â€Å"A Co uple of Squared Circles† essay was her rebuttal to Andrew Sarris’s essay. In it, Kael responded to Sarris’s visual version of the auteur theory using 3 circles. That the theory â€Å"may be visualized as three concentric circles: the outer circle as technique; the middle circle, personal style; and the inner circle, interior meaning† (Sarris 1962). A. R. Duckworth sums up Kael’s responses to these layers with â€Å"the ‘outer circle’†¦of a director’s basic technical competence, is either a weak premise, a commonplace attitude of artistic judgment †¦or a complete misunderstanding of the necessarily talents required for the production of art† (Duckworth 2009). Pauline Kael argues that â€Å"the greatness of a director like [Jean] Cocteau has nothing to do with mere technical competence: his greatness is in being able to achieve his own personal expression and style† (Kael 1979). As for the middle circle about â€Å"the distinguishable personality of the director as a criterion of value† (Sarris 1962), Kael writes â€Å"Traditionally, in any art, the personalities of all those involved in a production have been a factor in judgment, but that the distinguishability of personality should in itself be a criterion of value completely confuses normal judgment.

Neo-Conservatism Essays - Political Ideologies, Capitalism

Neo-Conservatism There are two inter-related spheres, which this paper will explore. The first one asks what the relative appeal of Neo-conservatism was in Britain and Germany. The second determines the extent to which Neo-conservative policies were successfully implemented in the two respective countries. The perspectives chosen here try to explain Neo-conservatism with theories of social and cultural change to provide examples of its effects. The New Right is "conceptualized as populist Neo-conservative reactions to fundamental change in culture and values in a society. Neo-conservatism reflects a new cleavage based on value change." Neo-conservatism still fell within the confines of traditional conservative ideologies, for example, opposition to the welfare state and the redistribution of income. In this paper the comparison between Britain, a country with long-standing democratic traditions and a civil society, and Germany, which has had strong non-democratic traditions, a fascist past and the recent establishment of a civil society will help to determine to what extent they has been 'socialized'. Neo-conservative governments came to power in Britain prior to 1979, and in West Germany to 1982. Prior to their victory, there was great discontent with certain aspects of the existing social democratic politics over issues of state-influenced and state intervening economic policy. Polls taken in Britain prior to the 1979 election likewise showed "a massive 75% of respondents in favour of a reduction in state spending." Similarly, "the fall of the West German Social Democratic Party (SPD) in the 1982 coincided with a dramatic collapse of public confidence in the Schmidt administration's handling of the economy. Only 17% of voters considered the SPD the party that guaranteed job security." The lack of faith in government to solve such economic crises reflected a more general loss of faith in the political system. This lack of faith was also evident through the widespread decline in support for the major parties in Germany and Britain. Further, a deep skepticism was expressed over the capacity of government to handle economic depression or mitigate its effects. This was most clearly evident in attitudes to mass unemployment. Surveys conducted in "Britain in 1984 found that 55% of respondents accepted that high unemployment was something'we'll just have to live with'. In West Germany as well as Britain, majorities were all recorded in 1984 who believed economic conditions would deteriorate rather than improve in 1985." This continued to deter the credibility of the social democrats and other major parties in the views of their constituents. Between 1980 and 1987 "the SPD were seen as less competent than the Christian Democratic Union (CDU) on every question relating to the economy: unemployment, inflation, economic growth and even social security." In assessing the appeal of the Neo-conservatism one of the first indications would be the broad shift in social attitudes. An essential part of the strategy of politicians like Margaret Thatcher in Britain was "to adapt their party's ideological appeal to perceived social changes in outlook and behaviour while simultaneously seeking to direct or shape those changes in order to create a permanent majority for their brand of politics." Thatcher had made serious inroads into the post-war political culture in Britain, which were based on full employment, state intervention, and the welfare state. Both Britain and West Germany had noted severe changes in political behaviour in the 1980s. This suggested a growing fragmentation of the party system and the diminishing credibility of the political process as a whole in the eyes of the voters. Along with economic issues, there were other public concerns such as law and order, the threat of war and racial issues. In Britain "prior to the election of conservative governments, law and order came second only to unemployment in polls of the most pressing political issues among the voting public." This was further supported by a poll taken in "January 1978, which found that 61% of respondents agreed with Thatcher's televised pronouncement that Britain was 'in danger of being swamped by people of different cultures'. Her personal popularity also leaped 11% in the immediate aftermath of the interview." This behaviour of the general public indicates that the rise to power of Neo-conservative governments was preceded and accompanied by strong anti-liberal sentiments anong the general voting public. At this time there was also a deep crisis of belief in the corporate model of economic management, which was also expressed as "marked skepticism over continued state intervention in the economy." Initially, the Conservatives in Britain were committed to experiment with mixes of private and public sector provision in such areas as the National Health Service (NHS). The Conservatives sought to make changes to the

Biography of Jesse Owens

Biography of Jesse Owens Free Online Research Papers Born in rural Oakville, Alabama, a track star that changed the way people in this world think was born. In this quote, Jesse Owens stated: â€Å"To me, we must learn to spell the word RESPECT. We must respect the rights and properties of our fellowman. And then learn to play the game of life, as well as the game of athletics, according to the rules of society. If you can take that and put it into practice in the community in which you live, then, to me you have won the greatest championship.† In that quote, Owens meant that if you can respect others, learn to be fair, accept the challenges in life as well as athletics, and put it in your life somehow, you can achieve your dream. Jesse Owens achieved the impossible. From the struggle of Segregation, with the lack of money, and the brutality of others, Owens accomplished something that even the luckiest can not do. He went to the Nazi Germany Olympics in front of thousands of racist people, including Adolph Hitler, and took home four gold medals. Jesse Owens proved to the world not only that blacks are equal to any race, or that blacks can be world-class athletes, but also anyone can achieve their dreams. Jesse Owens had a life no one could imagine, yet he still had a way of stopping to tread water and swam to shore. He had to have hope, determination, pride, and right judgments, to make it through. Jesse Owens’s life was hard to picture. From the brutality to blacks in the south, his family had escaped from. Jesse Owens was a descendent of slaves in the south. His parents were very poor sharecroppers in Alabama. They lived in a very tiny unheated house. Owens was the youngest of his six brothers and sisters. When Jesse was very young, his family decided to move to the north, to find a better job to feed the family and stay strong. After his school days, he even had to work to help his family stay afloat with money. In other words, he had to work so that his family can be stable financially. Jesse Owens married his high school sweetheart Ruth. Together they made three daughters, Gloria, Beverly, and Marlene. She has helped him in many ways, and his daughters gave him true insp iration. Through all the hard times he had, he still manage to tie world records when he was in high school. In college, at the Big Ten Championships, Owens was not suppose to compete due to a back injury. Undergoing some therapy, Owens pleaded the coach to let him compete, stating that he feel fine. Under the span of forty five minutes, Jesse Owens broke four world records. The 1936 Olympic Games in Berlin, Germany, was a very controversial event to the world. Especially, for Jesse Owens. In the Olympics at Nazi Germany, Adolf Hitler decided that all his Aryan people were higher ranked than others. Hitler felt that will promote his racial supremacy. The United States was thinking to boycott the Olympic games but other athletes think that the even should not be a political reflection. (Official Olympic Committee) Hitler kept on promoting that his Aryan track stars will defeat the United States. Jesse Owens proved him wrong. Owens won four gold medals, four record in the one-hundred and two-hundred meter dashes, long jump, and the four-hundred meter relay. (â€Å"American Decades†) Surprisingly the medals did not give him money, but gave his attention. German crowds were cheering for Owens instead of their own athletes. They were cheering for Jesse, because of the fact that he is a minority, who has been put down so many times, but won all his events and still be humble about it. He defeated German athlete Lutz Long, Lutz Long was the favored of Hitler. Hitler assumed that Long would be the star athlete. Remarkably, Lutz became very good friends with Owens. Hitler had snubbed Owens at the award ceremony. Owens did not say a single world, but smiled and shrugged. On the very top of the podium, he gave an American salute, as other Germans gave the Nazi salute. â€Å"Although I was not invited to shake hands with Hitler, I was not invited to the White House to shake hands with the President either.†( â€Å"think exist†) That quote from Jesse Owens proved that even though he defeated his country’s rival and that he was an Olympic champ, he was not appreciated in his own country. Owens was looked as a role model because of his desire to help the community. Jesse Owens worked with children all around the globe. He treats kids as if they were his own. From helping them with education, athletics, with social and emotional problems, he was there for them. From the south side of Chicago to the streets of Berlin, Owens was glad and honored to help the children. He believes that kids are the future, and each one has the ability to change the world. (Schaap 62) Jesse Owens did not help children because of media or money but from the purity of his heart. Jesse Owens was the member of the Southside Boys Club in Chicago, Illinois. Owens who was the member of board directors, helped kids in poor areas to stay out of trouble. He made them focus on education and athletics. Jesse Owens was remember by his motivational speeches. He talked them about having hope in times where you might not have any. He made most of them on Goodwill tours. By his own words he made sparkles in people’s eyes and the desire to strive for their dreams. Owens designed the Junior Olympic Games for youngsters in Chicago between the ages of twelve and seventeen. (Bourgoin) It included sports from swimming to track and field. He knew that by creating this organization, it would make it even more possible for children to realize they can do anything they want. He also knew that this would make a goal for kids to pursue into their achievements. When Owens turned professional in some ways he still helped his community in various ways. In Europe he was asked to race professionally. He went all around the European countries, thinking he would get paid.(Jesse Owens Foundation) Until he had realized this was all a scam. Jesse Owens ran a couple of races against cars, horses and motorcycles. He even ran with baseball players but giving them a head start before beating them. From his expedition of professional racing he could afford to pay his tuition at Ohio State University. After his college graduation, he became a partner in a dry cleaning business but the business became bankrupted later on. In the 1940s, Owens was in huge debt and had three daughters to care for, so he became the director of Physical Education for Negroes, which brought him back to his feet. Later on, he became a personnel director for minority employment. A public relations firm was created by Jesse Owens. He was becoming a legendary speaker at business and professional conventions. Owens inspired the hopeless to have hope, gave them the chance to see what is really inside of people. He became in hot water when he was opposing a black American boycott for the Olympics. People has nicked his name as â€Å"Uncle Tom† and a kiss up to white people. Angered by the reaction of people, he made a book called Blackthink, he later became more of an activist and published, I Have Changed. Owens has not been recognized and appreciated until his late years of his life. Owens was shocked to realize that no one really appreciated what he had done for his country till many years later. Until forty years after he won medals, Owens was invited to the white house to accept a Presidential medal of Freedom from Gerald Ford. The award is given to people who made a change and promotes world peace. That is exactly what Jesse Owens did. Jimmy Carter honored Owens two years later with the Living Legend Award. The Living Legend award is given to artists, entertainers, writers, as well as athletes that promote diversity and contribute to the United States. The most significant honor that Jesse could ever get was ten years after his death, with the Congressional Gold medal. The Congressional award is given to an to an individual who performs an outstanding deed or act of service to the security, prosperity, and national interest of the United States.(â€Å"Congressional Gold Medalâ₠¬ ) After many years of Jesse Owens’ hard work has paid off, even until after his death. Jesse Owens health worsens when he just started to get respect and appreciation. As a long time smoker, Jesse Owens had developed lung cancer. (McConnell) He went to all hospitals that will get him the best treatment. He later got out of the Phoenix hospital and moved to Chicago. After his death, he was buried in Chicago at March 31st, 1980. Jesse Owens had many significant memories but most of his life their was unfairness. He was born into a poor family, he also helped children., and competed in the Olympics. Also, he was never honored until later on in his life. The Modern world can benefit from Jesse Owens by not talking how good you are but showing how good you are. People today are very self centered and cocky, and one thing leads to another. Owens’ examples can change that. Jesse Owens inspired many people’s life back then, and inspired many today. Owens, Jesse (1913-1980). Encyclopedia of World Biography. Suzanne M. Bourgoin. 2nd ed. Detroit: Gale Research, 1998. Student Resource Center Gold. Gale. PLAINFIELD NORTH HIGH SCHOOL. 6 Feb. 2008 . Owens, Jesse (1913-1980). American Decades. McConnell, Tandy. Online ed. Detroit: Gale, 2003. Student Resource Center Gold. Gale. PLAINFIELD NORTH HIGH SCHOOL. 6 Feb. 2008 . Owens, Jesse (1913-1980). Discovering Multicultural America. Online ed. Detroit: Gale, 2003. Student Resource Center Gold. Gale. PLAINFIELD NORTH HIGH SCHOOL. 6 Feb. 2008 . Schaap, Jeremy. â€Å"Triumph: The Untold Story of Jesse Owens and Hitler’s Olympics.† Forward Association. New York. January 19, 2007 The Jesse Owens Foundation. Who is Jesse Owens. 1999-2000. Official Olympic Committee. â€Å"Berlin 1936†. 2008 Research Papers on Biography of Jesse OwensAppeasement Policy Towards the Outbreak of World War 2Hip-Hop is Art19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoThe Hockey GamePersonal Experience with Teen PregnancyStandardized TestingCapital PunishmentWhere Wild and West MeetAssess the importance of Nationalism 1815-1850 Europe

Explicación sencilla del sistema educativo en EE.UU.

Explicacià ³n sencilla del sistema educativo en EE.UU. Para los recià ©n llegados a Estados Unidos, el sistema educativo es uno de los grandes misterios y uno de los temas que ms inquietudes plantea. Para navegarlo exitosamente es importante entender los puntos bsicos de la educacià ³n obligatoria. En este artà ­culo se resuelven dudas sobre quà © aà ±os comprende la educacià ³n obligatoria, tipos de escuelas, cules son los grados y, finalmente, temas especiales como estatus migratorio y escuelas pà ºblicas, alimentos, educacià ³n especial, etc. Aà ±os de educacià ³n obligatoria en EE.UU.: K-12 En Estados Unidos la educacià ³n es obligatoria entre los grados K-12, esto quiere decir, entre kindergarten -preescolar- al grado 12. Lo que no es tan claro es a quà © edad se debe comenzar en kindergarten y a cul finalizar los estudios obligatorios ya que cada estado establece sus propias reglas. Pero en general puede decirse que en algà ºn punto entre los 5 y los 8 aà ±os los nià ±os deben escolarizarse y deben estudiar hasta los 16 o, en algunos estados, 18-19 aà ±os. Por ejemplo, en California es obligatoria la enseà ±anza entre las edades de 6 y 18 aà ±os, pero se permite dejar de estudiar a los 16 si el estudiante se ha graduado de high school o ha obtenido el tà ­tulo equivalente que se conoce como CHSPE y, adems, tiene el permiso de sus padres. Por otro lado, en Connecticut la educacià ³n es obligatoria entre los 5 y los 18 aà ±os, permitiendo la ley multas y cargos delictivos contra los padres que no envà ­an a sus hijos a las escuelas.  ¿Dà ³nde deben escolarizarse los nià ±os? Estados Unidos brinda un amplio abanico de posibilidades para enviar a las escuelas a nià ±os, desde escuelas pà ºblicas y todas sus variedades o privadas y todas las diferentes opciones, pasando por educacià ³n en casa. Segà ºn el Centro Nacional de Estadà ­sticas para la Educacià ³n, 50.700.000 estudiantes estudian en escuelas pà ºblicas, es decir, la mayorà ­a de los pupilos en edad de estudios obligatorios. Las escuelas pà ºblicas se caracterizan por: ser gratuitas para los estudianteslos fondos provienen del gobierno federal, el estado, el condado, la municipalidad o una combinacià ³n de variosestn obligadas a admitir a los estudiantes que habitualmente residen en el distrito escolar En algunos estados se permite que los padres puedan elegir escuela. Tambià ©n es frecuente que se permitan alternativas a los padres cuando la calidad de las escuelas del lugar donde residen deja mucho que desear en cuanto a calidad, mediante el sistema que se conoce como voucher. Existen varios tipos de escuelas pà ºblicas. En primer lugar, estn las regulares. Algunas son excelentes. Adems de las regulares, estn las chapter, que son escuelas que funcionan con fondos pà ºblicos pero que son gestionadas privadamente por empresas, por cooperativas de maestros o, incluso, por padres o por comunidades. Existe una importante diferencia en calidad de la enseà ±anza entre distintas escuelas chapters, por lo que si esa es la opcià ³n de los padres es muy conveniente que investiguen antes de registrar a sus hijos. Adems, estn las escuelas pà ºblicas conocidas como magnet, que son escuelas pà ºblicas que destacan por su excelencia acadà ©mica. Se especializan en un rea acadà ©mica en particular. Las magnet se caracterizan por asegurar la diversidad à ©tnica y racial de sus estudiantes.  En esta base de datos se puede ver cules son las mejor calificadas en todo Estados Unidos, permitià ©ndose una bà ºsqueda por estados. Por otro lado, tambià ©n existen varios tipos de escuelas privadas en las que en la actualidad estudian poco menos de 6 millones de alumnos.  En este tipo de escuelas los estudiantes envà ­an una solicitud y deben esperar a ver si son admitidos. Asimismo, deben pagar por sus estudios, aunque hay casos en los que hay becas disponibles para los mejores estudiantes sin recursos econà ³micos. En Estados Unidos, donde 1 de cada 3 high schools son privadas, existen los siguientes tipos de escuelas de esta naturaleza: En primer lugar, estn las Escuelas independientes, que no pueden recibir fondos de grupos religiosos, aunque pueden tener una estrecha relacià ³n con ellos. Hay menos de 2,000 pero se encuentran dentro de esta categorà ­a las famosas  Phillips Academy  Andover, con un excelente sistema de becas para  estudiantes excelentes pero sin recursos,  y Exeter. En segundo lugar, hay escuelas parroquiales, que estn estrechamente vinculadas con una iglesia y son muy populares, conformando el mayor nà ºmero de escuelas privadas. En los Estados Unidos la mayorà ­a son catà ³licas, aunque tambià ©n las hay protestantes y judà ­as. Un aspecto a tener en cuenta es que son, en general, notablemente ms baratas que las escuelas independientes. En tercer lugar, destacar las escuelas privadas con fin de lucro, que se conocen en inglà ©s como proprietary schools.   Por à ºltimo, existe una alternativa a las escuelas pà ºblicas y a las privadas: la escolaridad en casa y es que en los Estados Unidos ms de un millà ³n y medio de estudiantes reciben la educacià ³n en sus casas, lo que se conoce como home schooling,  actuando como profesores sus padres, maestros-tutores contratados o, incluso, siguiendo cursos completos por internet. Los requerimientos en cuanto a la obligacià ³n de notificar esta opcià ³n de enseà ±anza, rendir exmenes o curriculum a seguir varà ­a enormemente entre los diferentes estados, por lo que es necesario informarse en profundidad de las reglas que rigen en el lugar de residencia habitual.    ¿Cà ³mo se dividen las escuelas por grados? Es muy comà ºn encontrar estos tipos de escuelas: En primer lugar, Primaria, conocida en inglà ©s como elementary school. Los muchachos estudian hasta los grados 5to o 6to, dependiendo de los distritos. Como regla general, hasta que tienen 11-12 aà ±os. En segundo lugar, Intermediaria, conocida en inglà ©s como middle school y tambià ©n como junior high. No existe en todos los distritos y donde sà ­ la hay, hay variacià ³n en los grados que la componen, siendo comà ºn que comprenda 4to, 5to y 6to grado. Se trata de un paso intermedio entre la primaria y la secundaria. En tercer lugar, Secundaria, conocida en inglà ©s como high school. comprende los grados 9 a 12 y comienza a la edad de 14-15 aà ±os. Hay una gran variedad de tipos de high school, como las especializadas en preparar para college y universidad, especiales, vocacionales  o alternativas. Las personas que alcanzan los 19 aà ±os de edad y no han obtenido el diploma de high school pueden sacar una certificacià ³n alternativa. La ms conocida es el GED, que tambià ©n se puede rendir en espaà ±ol. Pero hay otras opciones, dependiendo de los estados, como por ejemplo el TASC y el HiSET. Adems, en el caso de los mexicanos es posible obtener el certificado de bachillerato de Mà ©xico sin salir de los Estados Unidos.  ¿Quà © hay sobre la educacià ³n temprana  o pre-k? La educacià ³n temprana  no es obligatoria pero se brinda en un buen nà ºmero de escuelas pà ºblicas y privadas. Comienza a partir de los 3 aà ±os y el programa Head Start promueve la participacià ³n de nià ±os de bajos recursos. Los padres o tutores interesados deben consultar con las opciones en su lugar de residencia, ya que hay grandes diferencias entre distritos y estados. Escuelas, derechos migrantes y problemtica de visas Todos los nià ±os en edad de recibir educacià ³n obligatoria, es decir, en grados K-12 tienen derecho a asistir a una escuela pà ºblica en el distrito de su residencia habitual. Esto aplica por supuesto a los ciudadanos americanos, a los residentes permanentes y  Ã‚  tambià ©n a los nià ±os indocumentados. Asà ­ lo establecià ³ claramente una sentencia de la Corte Suprema que se conoce como Plyler v. Doe. Los padres, madres o tutores que confronten problemas por su estatus migratorio o el de sus nià ±os pueden contactar con Equity and Civil Rights, explicar su problema y solicitar que se cumpla la ley. Tambià ©n pueden asistir a las escuelas pà ºblicas los nià ±os presentes en los Estados Unidos con visas derivadas, como por ejemplo, la F-2, la H-4 o la J-2. Tambià ©n los hijos de extranjeros con visas de inversià ³n E-1 o E-2 vlidas. Sin embargo, la situacià ³n es muy diferente para el caso de nià ±os que ingresan a los Estados Unidos con visa de turista. Estudiar en una escuela pà ºblica significa que se est cometiendo una infraccià ³n migratoria y cada vez es ms frecuente que se le revoque la visa al nià ±o y tambià ©n a sus padres. Son varias las opciones de visa para estudiar en Estados Unidos que se brinda a esos nià ±os. Es muy importante entender que desde el punto de vista de la ley migratoria y las escuelas es muy distinta la situacià ³n de un nià ±o indocumentado, que sà ­ puede ir a las escuelas, y la de un nià ±o que ingresa al paà ­s con visa de turista y pretende asistir a una escuela pà ºblica. Estos  nià ±os no estn protegidos por Plyler v. Doe. Idioma, educacià ³n especial, vacunas y alimentos Si los nià ±os no hablan inglà ©s o si los padres desean que hablen con fluidez inglà ©s y espaà ±ol, pueden considerar los programas de educacià ³n que se brindan en uno o ambos idiomas. Hay una gran variedad de opciones, dependiendo del lugar de residencia. Madres, padres y tutores de nià ±os con situaciones especiales, como por ejemplo autismo, epilepsia, parlisis cerebral, etc deben explorar las diversas opciones de educacià ³n especial que mejor se ajusten a las necesidades de sus hijos. Hay opciones muy diversas, desde integracià ³n a escuelas especiales. Lamentablemente, las oportunidades no son las mismas y dependen en gran medida del lugar de residencia. Entre los requerimientos para registrar nià ±os para las escuelas es muy comà ºn el de pedir el rà ©cord de vacunas, si bien esto no es igual en todos los estados y hay importantes diferencias. En esta pgina en espaà ±ol de Los Centros para el Control y Prevencià ³n de Enfermedades se explica informacià ³n muy importante sobre dà ³nde llevar al nià ±o a vacunar, cules son las vacunas y la edad para recibirlas e incluso quià ©n puede obtener ayuda econà ³mica para las vacunaciones. Finalmente, destacar que todos los nià ±os enrolados en escuelas pà ºblicas o en privadas sin fin de lucro pueden recibir asistencia de alimentos si asà ­ lo precisan. Es indiferente su estatus migratorio y/o el de sus padres ya que lo à ºnico que se tiene en cuenta es la situacià ³n alimentaria del nià ±o. El programa ms grande es el Programa Nacional de Almuerzos Escolares. Tambià ©n destacar el Programa de Desayunos Gratuitos. Estas ayudas tambià ©n estn disponibles en verano cuando las escuelas no estn en activo. Despuà ©s de la educacià ³n obligatoria La enseà ±anza superior puede seguirse en colleges o universidades. Es importante considerar el costo e intentar evitar, en la medida de lo posible, llegar al momento de recibir el tà ­tulo con mucha deuda, ya que puede ser un gran lastre. Considerar las opciones de becas, debiendo los estudiantes excelentes esforzarse y animarse y creerse que pueden optar a lo mejor. Estas son 12 universidades de à ©lite que becan a todo tipo de estudiantes, incluidos los indocumentados. Tambià ©n considerar la opcià ³n de los colegios comunitarios, que resultan ms econà ³micos, adems de brindar otras ventajas. Puntos clave: educacià ³n en Estados Unidos En Estados Unidos, la educacià ³n de los nià ±os y adolescentes es obligatoria.Tipos de escuelas: pà ºblicas (50,7 millones de estudiantes) y privadas (5,9 millones de alumnos). Tambià ©n es legal recibir educacià ³n en casa, pero cada estado regula este derecho de diferente manera.Categorà ­as de escuelas pà ºblicas: regulares, chapter y magnet.Educacià ³n obligatoria y migracià ³n: por sentencia de la Corte Suprema Plyler vs. Doe de 1982, los nià ±os indocumentados tienen derecho a estudiar en escuelas pà ºblicas. Los nià ±os con visas derivadas hijos de trabajadores temporales o estudiantes internacionales tienen tambià ©n ese derecho. Por el contrario, es ilegal estudiar con una visa de turista. Este es un artà ­culo informativo. No es asesorà ­a legal.

Not working 40hr work week Research Paper Example | Topics and Well Written Essays - 250 words

Not working 40hr work week - Research Paper Example The union is clearly correct that the company did not provide notice of offenses, as the August 2001 letter was not labeled as warning. Also, in July 2001 his shift changed and management did not explain these changes to the grievant. The grievant could easily misunderstand the hours of work change, as it stated â€Å"from 3 pm to 12 pm† not from 3 pm to 12 am. This can easily be confusing, as one portion states a 40 hour week, but the times add up to a 105 hour week. Also, the company stated that the CBA was â€Å"clear and unambiguous† which it was not. Also, the company claimed that the grievant had a history of not working the required number of hours per day (8) and he would be suspended if this continued. The grievant had not worked a full 8 hour shift since he started as a doorman. He worked from 3 pm to 11 pm with an unpaid hour for dinner. That is, again, only 7 hours. 2. The CBA provisions dictate this award because of the inaccurate times laid out in the regi stered letter. Also, the grievant was told that he â€Å"will work an 8-hour day and a 40-hour work week.† If this does not happen, he will be suspended. The letter was not a warning and could easily be perceived as a simple letter of the change of his hours of work. There was no explanation of the CBA to the grievant, leaving him to his own devices to understand the readings. 3.

History of Contemporary Music Essay Example | Topics and Well Written Essays - 1000 words

History of Contemporary Music - Essay Example Just as other terms that confine the artistic vocabulary like neoclassicism and totalitarianism, this category is forming arguments and a spread of various approaches and clear distinction. Contradictory to the globalization explanations that talk about a new age of the post historical. This essay will consider the age of the post modern music as an aesthetic paradigm that is illustrated by a specific type of music and focused on one musician, Neil Young. This will show the deconstruction that these expressions are carried out in both the historical accounts and the concepts of pure music, which features in the modern music. Contemporary History of Music: Neil Young The history of contemporary music can be summed up as modernism, which was featured in the twentieth century between the years 1900 and 1950, which was followed by post modernism from 1960 till present. This is one of the many comprehensions of contemporary music and other deductions are simply possible. By the year 1970, the term rock and roll had become almost meaningless, because it saw the break up of the rock and roll groups like the Beatles and death of the king of rock, who was significant influences on the genre. However, this era saw the rise of an influential young musician, Neil Young. Young became one of the most soughted after musicians of that era. This is because he was a philosopher, as seen in his lyrics and thoughtful, when it came to singing and writing songs that were reflective. His lyrics were mostly deep and from the heart, and this made it difficult to understand. Young was also the only musician who could change from one style of music to another seamlessly. After Young had moved from the California folk rock band in 1968, he made a name for himself as one of the most influential and eccentric singer and songwriter of his generation. His only rank second to that Bob Dylan in terms of being deep, and was able to maintain his record sales and reputation, for a longer time than Bob Dylan. This was because of his on purpose, obstinate work ethic. From the start of his solo musical career, fro the late sixties through to the twenty first century, he did not stop recording, writing and performing, and kept numerous unreleased songs in his safe. As much as he was influential, he only had one hit song, titled Heart of Gold, from his number one album Harvest, in 1972. The song sounds like a claim for emancipation of all conquering love. The song was made for a hit, since he included Linda Ronstadt and James Taylor as back up singers. The song is still among the most requested at concerts, presently. The song has been performed five hundred and forty eight times, since its debut on 1/10/1971. Young went on to explore new territories and genres of music, from rock, blues to electronic music. However, these stylistic exercises only gained significance as compared to his two primary genres namely: country rock and gentle folk, and also loud electronic guitar rock t hat he regularly. He usually alternated from these two extreme genres, which both proved equally influential. There emerged various bands and individual artists who claimed that they were influenced by Neil Young. Regardless of his massive influence and catalogue, he went on exploring new music. His restlessness ensured that he was one of the few veterans of rock as vital in his old age, as he was in his early stages of life. Neil Young and the song Heart of Gold is mostly taught in

A Forgettable Trip :: Free Essay Writer

The words on the sign that hung outside the bar gleamed: â€Å"Black Jack’s Bar.† After I jumped off my five-speed mountain bicycle and took off my helmet, I confidently walked up to the radiant building. I performed a last minute check of my appearance in an outside mirror. I slicked back my hair and tucked my tie-dye shirt inside of my tight blue jeans. Looking so sexy, I was ready to accomplish my goal for the night: to be flirtatious, and secure a lady’s telephone number in hopes of getting a date. My eyes surveyed the vicinity for irresistible women. At first, I did not see any desirable women; however, my eyes were soon affixed upon a beautiful blonde-hair woman with long legs. I decided to approach her. I asked her, â€Å"Are you tired?† She responded in a soft voice, â€Å"No. Why do you ask?† I then answered nonchalantly, â€Å"Because you have been running through my mind all night.† She erupted into laughter. I couldn’t understand why she had laughed at my pick-up line, which is a famous clichà © used to get dates. I decided that this lady wasn’t for me. I was a little disappointed, but I didn’t quit. I put more oil in my hair and was ready to proceed. I returned to my seat at the bar. I needed a drink to make me feel better so I ordered a scotch and water. Better hold the scotch. As the bartender handed me my drink, a young-looking brunette entered the bar. She walked in and sat down next to me; I had never seen such beauty before. I did nothing at first out of fear; however, I remembered my objective for the night and prepared a speech. I slid over to her and said, â€Å"Your feet must hurt.† She retorted, â€Å"No, not really. Why?† â€Å"Because you just fell from heaven, angel,† I replied. The brunette departed immediately for some unknown reason. I was dumbfounded. On any other night, I would have had two women in my arms. I thought deeply about my previous behavior. I decided that I would be myself and act normal around the next woman I saw. I decided to use this philosophy instead of a tactic called loan sharking. This is the process of buying a woman a drink while demanding something in return. Many people put on masks when meeting people just like I had done. People hide their true personality and make themselves less attractive.

The Hunters: Phantom Chapter 6

The next morning was clear and hot again, another beautiful summer day. Elena stretched lazily in her comfy bed, then pul ed on a T-shirt and shorts and padded down to the kitchen for a bowl of cereal. Aunt Judith was braiding Margaret's hair at the table. â€Å"Morning,† Elena said, pouring milk into her bowl. â€Å"Hi, sleepyhead,† said Aunt Judith, and Margaret gave her a big smile and a finger-wiggling wave. â€Å"Keep stil , Margaret. We're about to leave for the market,† she told Elena. â€Å"What are you doing today?† Elena swal owed her mouthful of cereal. â€Å"We're going to pick up Alaric and his friend at the train station and just hang out and catch up,† she said. â€Å"Who?† Aunt Judith asked, her eyes narrowing. Elena's mind spun. â€Å"Oh, uh, you remember, he subbed for Mr. Tanner teaching history last year,† she said, wondering if that was in fact true in this world. Aunt Judith frowned. â€Å"Isn't he a little old to be socializing with high school girls?† Elena rol ed her eyes. â€Å"We're not in high school anymore, Aunt Judith. And he's only about six years older than us. And it's not just girls. Matt and Stefan are coming, too.† If this was Aunt Judith's reaction to the news of their spending time with Alaric, Elena could tel why Meredith was hesitant to tel people about their relationship. It made sense to wait a couple of years, until people thought of her as a grown-up. Since no one here knew al that Meredith had seen and done, she seemed like any other eighteenyear-old to them. It's a good thing Aunt Judith doesn't know Stefan's five hundred years older than I am, Elena thought with a secret smirk. She thinks Alaric's too old. The doorbel rang. â€Å"That's Matt and everybody,† Elena said, rising to put her bowl in the sink. â€Å"See you guys tonight.† Margaret widened her eyes at Elena in silent appeal, and Elena detoured on her way to the door to squeeze the little girl's shoulder. Was Margaret stil worried Elena wouldn't come back? Out in the foyer, she ran her fingers through her hair before opening the door. Standing in front of her was not Stefan, though, but a perfect stranger. A real y good-looking stranger, Elena noted automatical y, a boy about her age with curly golden hair, sculpted features, and bright blue eyes. He was holding a deep red rose in one hand. Elena stood a little straighter, unconsciously pul ing her shoulders back and pushing her hair behind her ears. She adored Stefan, but that didn't mean she couldn't look at other boys, or talk to them. She wasn't dead, after al . Not anymore, she thought, smiling at her private joke. The boy smiled back. â€Å"Hey, Elena,† he said cheerful y. â€Å"Caleb Smal wood!† Aunt Judith said, coming into the hal . â€Å"There you are!† Elena felt herself recoil, but she kept the smile on her face. â€Å"Any relation to Tyler?† she said, outwardly calm, and ran her eyes over him, trying to be subtle, checking for†¦ for what? For signs of his being a werewolf? She realized she didn't even know what those would be. Tyler's good looks had always had a flavor of an animal about them, with his large white teeth and broad features, but had that been a coincidence? â€Å"Tyler's my cousin,† Caleb answered, his smile beginning to turn to a quizzical frown. â€Å"I thought you knew that, Elena. I'm staying with his folks while Tyler's†¦ gone.† Elena's mind raced. Tyler Smal wood had run away after Elena, Stefan, and Damon had defeated his al y, the evil vampire Klaus. Tyler had left his girlfriend – and sometimes hostage – Caroline pregnant. Elena hadn't discussed Tyler and Caroline's fate with the Guardians, so she had no idea what had happened with them in this reality. Was Tyler even a werewolf now? Was Caroline pregnant? And if she was, was it with werewolf or human babies? She shook her head slightly. Brave new world, indeed. â€Å"Wel , don't leave Caleb out on the porch. Let him in,† Aunt Judith instructed from behind her. Elena stood aside, and Caleb moved past her into the hal . Elena tried to reach out with her mind and sense Caleb's aura, to read him to see if he was dangerous, but once again came up against that brick wal . It would take some time to get used to being a normal girl again, and suddenly Elena felt horribly vulnerable. Caleb shifted from foot to foot, looking uncomfortable, and she quickly composed herself. â€Å"How long have you been in town?† she asked, and then kicked herself for treating this boy she obviously was supposed to know like a stranger again. â€Å"Wel ,† he said slowly, â€Å"I've been in town al summer. Did you hit your head over the weekend, Elena?† He grinned teasingly at her. Elena lifted a shoulder, thinking of al she had suffered over the weekend. â€Å"Something like that.† He held out the rose. â€Å"This must be for you.† â€Å"Thank you,† said Elena, confused. A thorn pricked her finger as she took it by the stem, and she stuck the finger in her mouth to stanch the blood. â€Å"Don't thank me,† he said. â€Å"It was just sitting on the front steps when I got here. You must have a secret admirer.† Elena frowned. Plenty of boys had admired her through school, and if this had been nine months ago, she could have made a good guess at who would leave her a rose. But now she didn't have a clue. Matt's battered old Ford sedan pul ed up outside and honked. â€Å"I've got to run, Aunt Judith,† she said. â€Å"They're here. Nice seeing you, Caleb.† Elena's stomach twisted as she walked toward Matt's car. It wasn't just the strangeness of meeting Caleb that was affecting her, she realized, turning the rose's stem absently between her fingers. It was the car itself. Matt's old Ford was the car she had driven off Wickery Bridge back in the winter, panicked and pursued by evil forces. She'd died in this car. The windows had shattered as she hit the creek, and the car had fil ed with icy water. The scratched steering wheel and the dented hood of the car, covered with water, had been the last things she'd seen in that life. But here the car was – as whole again as she was. Pushing the memory of her death from her mind, she waved at Bonnie, whose eager face was visible through the passenger window. She could forget about al those old tragedies, because now they had never happened. Meredith perched elegantly on the swing on her front porch, pushing herself gently back and forth with one foot. Her strong, tapered fingers were stil ; her dark hair fel smoothly across her shoulders; her expression was as serene as ever. There was nothing about Meredith that might show how tensely and busily her thoughts were churning, worries and contingency plans whirring away behind her cool facade. She had spent yesterday trying to figure out what the Guardians' spel had changed for her and her family – particularly her brother, Christian, who Klaus had kidnapped over a decade ago. She stil didn't understand it al , but it was dawning on her that Elena's bargain had more far-reaching consequences than any of them had imagined. But today her thoughts were occupied with Alaric Saltzman. Her fingers tapped anxiously against the arm of the swing. Then she schooled herself into stil ness again. Self-discipline was where Meredith found her strength, and if Alaric, her boyfriend – or at least, he had been her boyfriend†¦ actual y her perhaps engaged-to-be-engaged, sort of almost fiance, before he left town – turned out to have changed toward her in the months they'd been apart, wel , no one, not even Alaric, would see how that would hurt her. Alaric had spent the past several months in Japan, investigating paranormal activity, a dream come true for a doctoral student in parapsychology. His study of the tragic history of Unmei no Shima, the Island of Doom, a smal community where children and parents had turned against one another, had helped Meredith and her friends to understand what the kitsune were doing to Fel ‘s Church, and how to fight it. Alaric had been working at Unmei no Shima with Dr. Celia Connor, a forensic pathologist who, despite her ful academic credentials, was the same age as Alaric, only twenty-four. So, clearly, Dr. Connor was bril iant. From his letters and emails, Alaric had been having the time of his life in Japan. And he'd certainly found a lot of interests in common with Dr. Connor. Perhaps more so than with Meredith, who had only just graduated from a smal -town high school, no matter how mature and intel igent she might be. Meredith gave herself a mental shake and sat up straighter. She was being ridiculous, worrying about Alaric's relationship with his col eague. She was pretty sure she was being ridiculous, anyway. Fairly sure. She gripped the arms of the swing more tightly. She was a vampire hunter. She had a duty to protect her town, and she had, with her friends, protected it wel already. She wasn't just an ordinary teenager, and if she needed to prove that to Alaric again, she was confident she could, Dr. Celia Connor or no Dr. Celia Connor. Matt's rattletrap of an old Ford sedan chugged up to the curb, Bonnie in front with Matt, Stefan and Elena sitting close together in the back. Meredith rose and crossed the lawn toward it. â€Å"Is everything okay?† said Bonnie, round eyed, when she opened the door. â€Å"Your face looks like you're heading off to battle.† Meredith smoothed her features into impassivity and scrambled for an explanation that wasn't, I'm worried about whether my boyfriend still likes me. Quickly and easily, she realized there was another reason she was tense, a true one. â€Å"Bonnie, I have a duty to help look out for everyone now,† Meredith said simply. â€Å"Damon's dead. Stefan doesn't want to hurt humans, and that handicaps him. Elena's Powers are gone. Even though the kitsune were defeated, we stil need protection. We'l always need to be careful.† Stefan tightened his arm around Elena's shoulders. â€Å"The things that make Fel ‘s Church so appealing to the supernatural, the ley lines that have attracted al kinds of beings here for generations, are al stil here. I can sense them. And other people, other creatures, wil sense them, too.† Bonnie's voice rose in alarm. â€Å"So it's al going to happen again?† Stefan rubbed the bridge of his nose. â€Å"I don't think so. But something else might. Meredith's right, we have to be vigilant.† He dropped a kiss onto Elena's shoulder and rested his cheek against her hair. There was no question, Meredith thought wryly, why this particular supernatural being was drawn to Fel ‘s Church, anyway, and it wasn't because of the ley lines running through the area. Elena toyed with a single dark red rose, something Stefan must have brought her. â€Å"Is that the only reason you're worried, Meredith?† she asked lightly. â€Å"Your duty to Fel ‘s Church?† Meredith felt herself flush a little, but her voice was dry and calm. â€Å"I think that's reason enough, don't you?† Elena grinned. â€Å"Oh, it's reason enough, I suppose. But could there be another one?† She winked at Bonnie, whose anxious expression lightened in response. â€Å"Who do we know who wil be fascinated by al the tales you have to tel ? Especially when he finds out that the story's not over yet?† Bonnie turned al the way around in her seat, her smile growing. â€Å"Oh. Oh. I see. He won't be able to think of anything else, wil he? Or anyone else.† Now Stefan's shoulders relaxed, and up in the driver's seat Matt let out a chuckle and shook his head. â€Å"You three,† he said affectionately. â€Å"Us guys never stood a chance.† Meredith looked straight ahead and lifted her chin slightly, ignoring them al . Elena and Bonnie knew her too wel , and the three of them had spent enough time scheming together that she should have known they'd see through her plan in a minute. But she didn't have to admit to it. The solemn mood in the car had lifted, though. Meredith realized they were al doing it on purpose, reaching out gently and careful y with jokes and lighthearted teasing, trying to ease the pain Elena and Stefan must both be feeling. Damon was dead. And while Meredith had developed a cautious, wary respect for the unpredictable vampire during their time in the Dark Dimension, and Bonnie had felt, Meredith thought, something warmer, Elena had loved him. Real y loved him. And even though Damon and Stefan's relationship had been rocky, to say the least, for centuries, he had been Stefan's brother. Stefan and Elena were hurting, and everyone knew it. After a minute, Matt's eyes flicked up to the rearview mirror to glance at Stefan. â€Å"Hey,† he said, â€Å"I forgot to tel you. In this reality you didn't disappear on Hal oween – you stayed the starting wide receiver and we took the footbal team al the way to the state championships.† He grinned, and Stefan's face opened in simple pleasure. Meredith had almost forgotten that Stefan had played with Matt on their high school footbal team before their history teacher, Mr. Tanner, died at the Hal oween haunted house and everything went to hel . She had forgotten he and Matt had been real friends, playing sports and hanging out, despite the fact that they'd both loved Elena. And maybe still do both love Elena? she wondered, and glanced quickly at the back of Matt's head from under her eyelashes. She wasn't sure how Matt felt, but he had always struck her as the kind of guy who, when he fel in love, stayed in love. But he was also the kind of guy who would always b e too honorable to try to break up a relationship, no matter what he felt. â€Å"And,† Matt went on, â€Å"as the quarterback of the state champions, I guess I'm a pretty good prospect for col eges.† He paused and broke out in a wide, proud smile. â€Å"Apparently, I have a ful athletic scholarship to Kent State.† Bonnie squealed, Elena clapped, and Meredith and Stefan burst out with congratulations. â€Å"Me, me now!† Bonnie said. â€Å"I guess I studied harder in this reality. Which was probably easier, since one of my best friends didn't die first semester and was available to help tutor me.† â€Å"Hey!† Elena said. â€Å"Meredith was always a better tutor than me. You can't blame it on me.† â€Å"Anyway,† Bonnie continued, â€Å"I got into a four-year col ege! I didn't even bother to apply to any in our other life because my GPA was not high. I was going to take nursing classes at the community col ege like Mary did, even though I'm not sure I'm real y cut out to be a nurse because, yuck, blood and other fluids. But, anyway, my mom was saying this morning that we should go shopping for my room at Dalcrest before Labor Day.† She shrugged a little. â€Å"I mean, I know it's not Harvard, but I'm pretty excited.† Meredith joined in the congratulations quietly. She had, in fact, gotten into Harvard. â€Å"Ooh. And! And!† Bonnie was bouncing in her seat with excitement. â€Å"I ran into Vickie Bennett this morning. She's definitely not dead! I think she was surprised when I hugged her. I forgot we weren't real y friends.† â€Å"How is she?† asked Elena interestedly. â€Å"Did she remember anything?† Bonnie tilted her head. â€Å"She seems fine. I couldn't exactly ask her what she remembered, but she didn't say anything about being dead or vampires or anything. I mean, she was always a little bit blah, you know? She did tel me she saw you downtown last weekend and you told her what color lip gloss she ought to buy.† Elena raised her eyebrows. â€Å"Real y?† She paused and went on uncertainly, â€Å"Is anybody else feeling weird about al of this? I mean, it's wonderful – don't get me wrong. But it's weird, too.† â€Å"It's confusing,† Bonnie said. â€Å"I'm grateful, obviously, that al the horrible things are gone and everybody's okay. I'm thril ed to have my life back. But my father blew up at me this morning when I asked where Mary was.† Mary was one of Bonnie's older sisters, the last one living at home besides Bonnie. â€Å"He thought I was trying to be funny. Apparently she moved in with her boyfriend three months ago, and you can imagine how my dad feels about that.† Meredith nodded. Bonnie's dad was the protective paternal type, and pretty old-fashioned in his attitudes toward his daughters' boyfriends. If Mary was living with her boyfriend, he must be apoplectic. â€Å"Aunt Judith and I have been fighting – at least, I think so. But I can't find out exactly why,† Elena confessed. â€Å"I can't ask, because obviously I should already know.† â€Å"Shouldn't everything be perfect now?† Bonnie said wistful y. â€Å"It seems like we've been through enough.† â€Å"I don't mind being confused, as long as we can go back to real life,† Matt said earnestly. There was a little pause, which Meredith broke, reaching for something to take them out of their somber thoughts. â€Å"Pretty rose, Elena,† she said. â€Å"Is that a gift from Stefan?† â€Å"No, actual y,† Elena said. â€Å"It was sitting on my front stoop this morning.† She twirled it between her fingers. â€Å"It's not from any of the gardens on our street, though. No one has such beautiful roses.† She smiled teasingly at Stefan, who tensed up once more. â€Å"It's a mystery.† â€Å"Must be from a secret admirer,† Bonnie said. â€Å"Can I see?† Elena handed it up to the front seat, and Bonnie turned the stem around careful y in her hand, looking at the blossom from al angles. â€Å"It's gorgeous,† she said. â€Å"A single, perfect rose. How romantic!† She pretended to swoon, lifting the rose to her forehead. Then she flinched. â€Å"Ouch! Ouch!† Blood ran down her hand. Much more blood than ought to come from the prick of a thorn, Meredith noted, already reaching into her pocket for a tissue. Matt pul ed off the road. â€Å"Bonnie – † he began. Stefan breathed in sharply and leaned forward, his eyes widening. Meredith forgot about the tissue, fearing the sudden sight of blood had caused Stefan's vampiric nature to take over. Then Matt gasped and Elena said sharply, â€Å"A camera, quick! Someone give me your phone!† with such a tone of command that Meredith automatical y handed Elena her phone. As Elena pointed the camera phone at Bonnie, Meredith final y saw what had startled the others. The dark red blood was running down Bonnie's arm, and as it ran, it had streamed into twists and curves from her wrist to her elbow. The trickles of blood spel ed out a name over and over. The same name that had been haunting Meredith for months.

Air Campaign Waged by Germany in The Battle of Britain Essay

The Battle of Britain is the name given to the World War II air campaign waged by the German Air Force against the United Kingdom during the summer and autumn of 1940. The Luftwaffe or German Air Force was trying to pave the way for a sea and airborne invasion of Britain as an extension of Hitler’s Blitzkrieg campaign in Western Europe. The Battle of Britain is significant because it was the only battle throughout World War II which was fought only in the air. The Battle of Britain also marked the turning point in the war. The Luftwaffe was overconfident in their ability to gain complete air superiority over the British Channel and the invasion area. The Luftwaffe intended to prevent both the RAF from striking against their attack but†¦show more content†¦The Germans would make small advancements throughout the length of the battle, but they could never make a large enough dent in the RAF to change the outcome of the battle. Britain had its hand in every major compon ent of the battle which what caused them to win the Battle of Britain and defeat the Germans in the first major campaign fought entirely by air forces. The courageous pilots of the RAF were the heroes that helped safeguard Britain which gave way to Churchill’s speech about the few men who risked their lives for so many others. The popular saying is, â€Å"Never†¦was so much owed by so many to so few.† Leadership Goering and Hitler The commander in chief Reichsmarschall Hermann W. Goering was an unstable leader for the Luftwaffe. Although Goering was a pilot in WWI he had not kept up with the changes in air power since his time in WWI and had little knowledge of strategy. Goering was prone to make impulsive and erratic decisions which made it difficult for the Luftwaffe to get a jump on the RAF. Because of Goering’s erratic decision making, Hitler would intervene when he thought necessary which would make the results even worse. 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