5 Questions to Consider When Writing for Children

5 Questions to Consider When Writing for Children 5 Questions to Consider When Writing for Children 5 Questions to Consider When Writing for Children By Mark Nichol â€Å"I want to write a book for children† gets you about as far as saying, â€Å"I want to write fiction† or â€Å"I want to write nonfiction.† It’s a start, but only that. There are many forms and genres and age groups to consider, and though you can certainly move fluidly among them, what you’re going to write right now needs more focus. As you develop your ideas for a children’s book, be sure to answer these questions: 1. What do you want to write about? Is your book going to be autobiographical or semiautobiographical? Is it about a natural phenomenon, or a historical event, or a social issue? It is about a cultural or artistic topic? Write a sentence no longer than any of the ones in this paragraph that summarizes what the book is about. Or step back even further and try a tagline like the snappy phrase on a movie poster or a book’s back cover that encapsulates the theme. (The tagline for one story I’ve been working on is simply â€Å"Believe.† Another theme is â€Å"Friends don’t hesitate.†) 2. What form will the story take? Is the book nonfiction, explaining a scientific concept or exploring an issue from the past or present? Or is it going to be a fictional account of a scientific discovery or a story that takes place during a significant historical event or cultural movement? Either form may serve the subject matter well, but you must decide which one this project will take before you develop the narrative. 3. What’s the target demographic? â€Å"Children’s books† is a huge category. Are you writing for beginning readers, elementary school students, preteens, or adolescents? Will children of one gender or another be more likely to read your book? Is it directed toward a certain ethnic group (but written in such a way that others don’t feel excluded)? Research reading levels and match your book’s vocabulary to the intended age range. Decide who the ideal reader is, and check your work frequently to make sure you’re focusing on that child. If you repeatedly veer off, don’t try to force yourself to get back on target when it’s obviously not the right fit. Change the target. 4. What’s my word count? For very young children, picture books (generally 28 pages in a 32-page book with up to a few sentences on each page) are the norm. You should be able to tell your story or account in as little as a few dozen words for preschoolers to up to several hundred for seven- or eight-year-olds. Chapter books novels for readers this age or slightly older, might have up to a thousand words or so. Preteens can handle up to 40,000 words or so, and young teenagers about twice that; books for older adolescents, like those for adults, are often 100,000 words or more. 5. How do I want readers to feel? Basically, comfort young readers, and challenge older ones. For preadolescents of any age, nonfiction should not frighten children with stark facts about environmental crisis, for example, and fiction should not expose them to unhappy or uncomfortable circumstances. The violence and turmoil of the kind found in fairy tales and myths is acceptable, but real-life mayhem is off limits. Teenagers, on the other hand, are coming to grips with reality and can more or less handle more adult-themed materials as long as it’s not explicit or bleak. Psychological issues, familial and societal friction, and other mature themes are appropriate when handled evenhandedly. Even books for adolescents, however, should have upbeat conclusions. (Comeuppance for villains or reprobates is fine, but sympathetic characters, while they should be given obstacles and ordeals to overcome and can experience physical and psychological pain, should emerge from the story intact.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Homograph ExamplesAwoken or Awakened?Adverbs and Hyphens

buy custom Media Law essay

buy custom Media Law essay The purpose of this study is to examine the concept of privacy law as it applies to the field of journalism in UK. This study will focus on recent case studies in UK with an aim of demonstrating how the law relating to privacy affects the work of journalists. Privacy is a situation in which persons confidential information disclosed in a private place is not brought into public because, it can cause either emotional distress or embarrassment to the latter. The right of privacy mainly applies to those people in a place that somebody expects to be private. Example of private places includes hotel rooms, home and telephone booths among others. The privacy law can be applied in situations whereby, a person believes that the massage he or she ought to deriver is private and that it can only be heard by those acting in the presence of law. UK enacted privacy law on 2 October 2000. Several courts in UK enforced the privacy law after several incidents reported by various citizens, initially, the law was referred to as Data protection Act DPA and established purposely to ensure that both private and government agencies use personal data for specific and legitimate aims only. It also allowed people access to their confidential information, provide enough security for personal information, and to hinder the transfer of personal information to destinations lacking data protection laws. As we all know, that journalism is quite a sensitive field of work with regard to privacy law. Media acts as a tool for creating awareness to the public. In most case media focus on most sensitive incidents such as child abuse and neglect among others (Kenyon 2006. P. 14). Placing information in media such as radio and TVs calls for thorough scrutiny about the sources of information, this is to say that, journalists who are the key participants in media face challenges based on the provision of testimonies. In many cases, journalists must testify their sources of information. If it happens that the sources of information may not attributed to the public interest or dviates the law, journalists face charges from the privacy commissioners. Such commissioners do not rely on a complaint because they can carry out an investigation role to determine the level of quilt. The privacy commissioners have the right to decide the amount of money to be paid to the complaint as compensation. The other challenge facing journalists is that privacy law does not limit the amount to be paid. In the process of publicizing personal data or information, journalists should concentrate on useful and reliable information from government sources. In the provided case study, it is true that Jimmy sunshine who was a TV presenter had tempered with Dots privacy. The privacy law states that there is no person supposed to publicize other personal data without their consent. I think Dot should not have consulted Jimmy Sunshine before proceeding to the court because this could not have changed her image in the public. The best thing that Dot could have done is to sue Jimmy sunshine because by so doing that, other presenters will learn how to observe privacy law (Hendrickx, 2003. P. 45) Copyright is among other areas that tend to impose restrictions on the work of journalists. Privacy law tends to protect photography through copyright and moral rights. Private Law restricts Journalists through copyright not to publish certain photographs unless permitted by the authority. In UK, individuals have the right restricting journalists from publicizing photographs with information that should not be disclosed to the public. If the journalists have to take such photos, they should produce permit from the authority because privacy law through copyright safeguard people privacy. Below is an example of two case studies in which privacy law through copyright imposes a restriction on journalists work. Case study 1 in UK: woman in a swimming pool. Dorothy, a 24 years old woman, and a civil servant lives with her two children. In a servant quarter where she lives, there was a swimming pool sharred by all the residents living in within the servant quarters. As Dorothy was swimming one afternoon, a journalist came and captured some photos without the Dorothys consents. The following day Dorothy got shocked to find her photo in the newspaper. In the photo, Dorothy was half way naked, something that irritated her. She talked the matter with her law Daniel who later sued the journalists against privacy. After the hearing, by the privacy commissioners, the commissioner found the journalist guilty and the commissioner ordered the journalist to compensate Dorothy for interfering with her privacy (Bar et.al 2004. P. 67). Case study 2: Esther Edward aged 27 years old and a mother of two was a single woman who was living in community housing. Her landlord Eliud Colin gave her an eviction notice that did not give reason for eviction. The eviction notice did not allow her to address the concern of the landlord. They arrived at an alternative agreement after her lawyer used Victorian Charted to negotiate with Eliud Colin the landlord. Afterwards, Bruno a journalist came and took some photos of Esther and her house. Late that day Esther learnt that the photos taken by the journalist were placed in press against her consent. Later on her lawyer filed a case against the journalist concerning the disclosure of Esthers personal data. The journalist was found quilt by the privacy commissioner, and the commissioner ordered him to pay Esther $10 for compensation. This is to mean that privacy law through copyright imposed restrictions on the work of the journalist, (Great Britain, House of Commons, Parliament, Media and sport c ommittee, 2010. P. 135). Conclusion The above two case studies analyses the rights of privacy to all categories of individuals in UK. The two show how government agencies and private agencies ensure that personal data is made private. Violation of the privacy law is an offence and that a disciplinary action should be taken to all offenders being either journalist or not. Buy custom Media Law essay

Business Law Essay Example | Topics and Well Written Essays - 750 words - 7

Business Law - Essay Example this instance, the concept of unilateral and mutual mistakes under the Restatement (Second) of Contracts can be made use of by both the buyer and the seller. It is evident that, either both the parties made a mistake with regard to the value of the rock, or one of them (the owner through his inexperienced clerk) had made one. It is not clear in this instance whether the geologist had intentionally withheld his understanding of the rock’s value. But since the person (geologist) handed over the rock to experts for valuation, he may not be an expert and it can be assumed that it is a case of mutual mistakes. As per the Restatement (Second) of Contracts, â€Å"Where a mistake of both parties at the time of contract was made as to a basic assumption on which the contract was made has a material effect on the agreed exchange of performances, the contract is voidable by the adversely affected party unless he bears the risk of the mistake under the rule stated in 154† (Ayers, n .d.). It cannot be done in case of unilateral mistake. If it can be proved by the store owner that the geologist also made a mistake in assessing the value, he can make the contract voidable. But the geologist can take recourse to Section 154 mentioned above. Applying clause (b) of the section, the store owner had only limited knowledge about the stone and gave it to the geologist in the premise that he will have fairly good knowledge because of his professional qualifications. It is difficult to prove whether a person has limited or full knowledge of a product being exchanged in a contract. The store owner showed that he had limited knowledge, but not the geologist. In this instance there is every chance that the geologist may get full legal ownership of the stone. Since an employee is an agent of the employer, it does not matter whether the deal was done by the former. The choice of using the unconscionability clause is open to the store owner, but it is doubtful whether it can ov erride the

HR Practices Essay Example | Topics and Well Written Essays - 1250 words

HR Practices - Essay Example While the behaviors outlines the HR professional’s attributes that one needs to develop and use through the work, the bands concentrate on describing the transition from one level of professional competence to another, measuring up the contributions and outcomes of the strategic steps used in each level. The map has two core areas which represent the two core professional areas of HR practices. The first one is named, ‘Insights strategies and solutions’ and is placed at the innermost core, while the second one is the outer core of the map and is named, ‘Leading HR’. ‘Insights strategies and solutions’ concentrates on enriching HR practices by providing all the tools and facts that need to be maintained in the development of a viable HR strategy, solutions to address all issues within the strategy, and insights from external and personal experiences to help reach the right combination of strategy, outcome and solutions. These include measuring up employee and customer profiles and prioritizing political, social, and technical relationships and decisions. The ‘Leading HR’ segment concentrates on qualities required to achieve excellent personal and team leading capabilities. The section also identifies the required solutions to delive r performance and add value to HR teams led and manage HR budgets. For both the core professional areas, the Performance and Rewards band can be tested out at band four. For a senior HR professional, the use of performance and rewards strategies would lead to better performance by the junior members of the HR team. The ‘Insights strategies and solutions’ and ‘Leading HR bands are well addressed by senior HR professionals when they use a performance and rewards approach in determining each step. Attracting and retaining a diverse workforce is all about giving your organization the benefit of multi-background employees who are competent enough to understand the dynamics of different markets. Three main

The Development of American Colonies Essay Example for Free

The Development of American Colonies Essay Since the discovery of the New World by European powers, the newly established European settlements on American soil varied from region to region. Two such regions were The Chesapeake and The New England regions. Although both were settled vastly by the English people the societies they formed were different. These differences were due to a few factors. The factors include motivation for migration, geography, social, political and economical structures of the settlements. These factors are what contributed to the variations seen in the societies formed by settlers of distinct regions. In the 1600s life in Great Britain was no too pleasant for certain groups of people. The farming population of England was pushed off their land by landlords who began enclosing areas for pasture of animals such as sheep needed to maintain the increasing woolen industry of England. The landless farmers swarmed into cities such as London and Bristol. The cities became overpopulated and unemployment rates soared. People were desperate for jobs. In the 1600s a system called primogeniture was practiced in England. The system ensured that all inheritance went to the oldest son in the family. Younger sons of aristocratic families were left without inheritance where eager to find prosperity of their own. Such people looking for profit decided to try their luck in the New World. The motivation of these people was mostly personal profit. For those of elite origin escaping primogeniture was also a motivation. Another motive which stimulated these courageous people was finding a better route to the Indies which a few competing European powers were also seeking. The leadership was provided by a popular monarch Queen Elizabeth, and the financing by Virginia Joint Stock Company. In 1607 a group of Englishmen set out and settled James Town which became a colony in the Chesapeake region. The first band of settlers was all males, although later shipments of people did include a small fraction of women. This trend could be seen in Document C which contains a list of passengers headed for Virginia in 1635.The passage to the New World was rough and people died in its pursuit. The geography in the Chesapeake region was different from that in England. The hot climate provided for diseases such as malaria to which the English people were not immune. These diseases  killed off many of the colonists. The soil was fertile; the woods full of game and fish was present in the ocean. Yet many of the emigrating men were gentlemen who were not accustomed to work and therefore did not know how to take advantage of these resources. Other colonists spent time searching for gold instead of focusing on survival and the starving time came into being. The colonists died in large numbers of malnutrition and starvation and disease. The colony survived due to the leadership provided by Capitan John Smith. His theory of Those who shall not work shall not eat caused some discipline within the men. As stated in Document F by Captain John Smith the colonists faced hard times. They died of cold and hunger. Captain Smith explained in the document that getting colonists to work was troublesome. Those who hunted gold got others involved and the men wasted time instead of gathering food. Capitan Smith realizing such starvation sent out a ship to summon supplies for the next year. The two councilor that were present in the colony to maintain law and order made friends with the sailors and wanted to sail back to England thus causing Smith trouble to prevent such from happening. Such unruly colonists owed a large part of their survival to Capitan Smith. He made relation with the local Indians and their leader Powhatans aided the colonists in obtaining food. When another shipment of people arrived amongst them was leader Lord de la Warr. He held a harsh military rule and made trouble with the local Indians whom the colonists raided for food. A war was started yet peace came to be when colonists by the name of John Rolfe married the Powhatan princess named Pocahontas. The economy of the colonies improved when John Rolfe perfected tobacco growing. Tobacco was a profitable crop yet it required labor and vast areas of land to grow it upon. Tobacco exhausted soil and the English were forced to press upon Indian Territory to find more land for Tobacco growing. These actions caused Indians to rebel. Another series of Anglo- Powhatans wars was launched and a large number of colonists killed including John Rolfe.  Yet the English won and the peace settlement required the Indians to be uprooted and moved away form the white settlements. These were the origins of reservation systems which later came into being. Tobacco being a profitable crop, plantation system was developed for its growth. Such plantations required labor and the use of the Headright came into being. The system included the use of people called indentured servants. Indentured servants singed contracts and volunteered their labor as slaves for a set number of years in return for passage fair to the New World provided by their master. They were further promised their freedom dues which included a small piece of land, clothing, and a few barrels of corn upon the termination of their indenture. The indentured servants were promised much yet the promises were not always kept. The land they were given was on Indian Territory and caused Indian attacks. Further the land was second rate and not much crops could be grown on such land. The indentures thus faced poverty at the end of their indenture. These conditions caused the indentures to rebel. Bacons rebellion occurred in 1653 and consisted of angry indentures rebelling against the rich land owners who were backed by Governor Berkley or the area. Ideas of the rebellion are vividly described in Document H which explains how wealth was unjustly and unevenly distributed among the landowning population leaving the others including freed indentures to poverty. Another colony in the Chesapeake region was Maryland founded by Lord Baltimore as a haven for Catholics. The economy of the colony also largely depended on the growth and exportation of tobacco and thus also needed labor The Chesapeake region which had connections to the Caribbean saw the black slavery that occurred there and adopted it for the work on plantation. African servants were easier to maintain and control with the use of the Adopted Barbados slave codes. Virginia colony set up a form of government called the House of Burgesses which was a small parliament which governed the colony. Yet the southern colonies were surrounded by enemies of other nations such as the Dutch and  the Spanish in Florida. Government was not always able to defend the colony form such invaders. As Stated in Document G where Governor Berkley explained the colonial inability to defend itself form the Dutch which whom they were forced to share the continent. These attacks of foreigners had to be curbed and controlled by Virginias government. Societies were hard to form in the Chesapeake colonies. The areas were spread out and the establishment of schools and churches was difficult. There was still a shortage of females present in the region. Thus a large number of men could not find a wife and start a family. The few unstable families reproduced slowly compared with the New England Colonies. High mortality rate of men enabled women to have power and inherit their husbands property to support themselves and their children upon becoming a widow. Such were the factors that formed the societies in the Chesapeake colonies. English puritan separatist who believed the Anglican Church was corrupt suffered much prejudice for their religious beliefs. They moved to Holland where they became increasingly aware of the Dutchification of their children, their loss of English language and customs and adoption of Dutch culture. These people wanted a place where they could freely practice their religion while remaining fully English in speech and culture and traditions. Puritans secured a charter form the Virginia Joint Stock company and were supposed to land in James town, yet they sailed off coast and landed in Plymouth. The motivation of these people included mostly religious purposes and the worry of the Dutchification of their children. They thus came in families to settle and stay. These puritans strongly believed in hard work and survival. Only one person died on their passage over. As the list of passengers bound for New England is examined in Document B a trend of women men and children coming as families could be seen. Among the religious motives of the Puritans was the idea of building a perfect holy society that would be an example to all others. Jonathan Winthrop, the founder of the Massachusetts Bay colony. Expressed his desire to build a holy city on a hill blessed by god in Document A. Geography was another factor which influenced the development of the  colonies. New England soil was rocky therefore the families did small subsistence farming in contrast to the export economy sustained in the south. The New England region had access to the ocean therefore fishing and whaling was pursued. The woody region contributed to, much of the lumber used in shipbuilding. The local Indians of the region seemed to be previously wiped out by an epidemic leaving shelters and cleared fields for European settlements. The Wampanoag tribe in the settlement helped the puritans survive by introducing corn and other to them. The colony thus celebrated their first Thanksgiving Day with the Harvest brought about in the fall. The Governmental structure of the colonies was set up before the puritans left the ship to settle New England. The Mayflower Compact was drawn on the ship and was an agreement signed by the male passengers to form a self governing body ruled by majority in the settlements which they were about to established. As could be seen in Document D the Mayflower compact was the first form of the colonies agreement toward the common goal of survival. The government later set up in the colonies was a theocracy. The church was supported by a state tax yet the clergy officials were not able to hold office. Town meetings were administered in which decisions were made by a vote of majority. An assembly called the General Court was elected by free adult puritan males. The General Court made the decisions such as tax and wage regulations in the colonies. In Document E could be examined to see how the General Court assembly controlled prices and wages. Document E is a good example how theocratic even the General Court was often referring to god to prove their point or justify a cause. Outcasts were removed by the government such as minister Roger Williams. Roger Williams was and extreme puritan separatist believed that the puritan church established in the new world further needed reform. He thought that He believed that the Indians of the region were mistreated and deserved better land. Roger Williams was expelled from Massachusetts Bay colony and went further to est. the Rhode Island colony which offered complete religious freedom, no tax supported church and sheltered outcasts such as Anne Hutchinson. Anne Hutchinson also went to defy the puritan theology  claiming that there was no predestination a belief cherished by the puritans. She was exiled and sent to the Rhode Island colony. The economy of the colonies rested largely upon shipbuilding for the British army. Production of products such as tar and rosin were valued by the English navy and were paid well for. Bostons geographical location on a seaport made it a center of trade and commerce, which was a profitable position. Colonies like Rhode Island which often half slave auctions profited from such occurrences. Fishing and export of codfish also sustained the economics of the colonies. Finally the social structure of the New England colonies was different from the southern Chesapeake colonies. The New Englanders formed towns and communities. Education was important many of the colonists had to be literate in order to read the bible. Institutions such as Harvard University were established to train young men for clergy. The families in New England were stable and fertile. They reproduced well and the population grew. As the population grew other colonies such as Connecticut Valley and New Haven colonies were added to the New England region. These colonies were similar expect for Rhode Island colony and later established Quaker Pennsylvania. The Massachusetts colonies even formed a confederation called the New England Confederation with the Connecticut colonies whose purpose was to protect the colonies and was ruled by a voting majority of representatives. In conclusion the variations in geographical, economical, social, political, and motivational factors contributed to the diverse societies formed by people of common English origin. These factors affected the largely the mentality and the way of life of the people residing in these New England and the Chesapeake regions. The differences in the aspects of society mentioned above are what gave the colonies of different regions their distinct characteristics. Bibliography: Bailey, Thomas, and David Kennedy. The American Pageant. 10th. Lexington Massachusetts: D.C. Health and company, 1994.

Blitzkrieg Essay -- essays research papers

BLITZKRIEG (LIGHTNING WAR) In the first phase of World War II in Europe, Germany sought to avoid a long war. Germany's strategy was to defeat its opponents in a series of short campaigns. Germany quickly overran much of Europe and was victorious for more than two years by relying on a new military tactic called the "Blitzkrieg" (lightning war). Blitzkrieg tactics required the concentration of offensive weapons (such as tanks, planes, and artillery) along a narrow front. These forces would drive a breach in enemy defenses, permitting armored tank divisions to penetrate rapidly and roam freely behind enemy lines, causing shock and disorganization among the enemy defenses. German air power prevented the enemy from adequately resupplying or redeploying forces and thereby from sending reinforcements to seal breaches in the front. German forces could in turn encircle opposing troops and force surrender. Germany successfully used the Blitzkrieg tactic against Poland (attacked in September 1939), Denmar k (April 1940), Norway (April 1940), Belgium (May 1940), the Netherlands (May 1940), Luxembourg (May 1940), France (May 1940), Yugoslavia (April 1941), and Greece (April 1941). Germany did not defeat Great Britain, which was protected from German ground attack by the English Channel and the Royal Navy. Despite the continuing war with Great Britain, German forces invaded the Soviet Union in June 1941. At first, the German Blitzkrieg seemed to succeed. Soviet forces were driven back more than 600 miles to the gates of Moscow, with staggering losses. In December 1941, Hitler unilaterally declared war on the United States, which consequently added its tremendous economic and military power to the coalition arrayed against him. A second German offensive against the Soviet Union in 1942 brought German forces in the east to the shores of the Volga River and the city of Stalingrad. However, the Soviet Union launched a counteroffensive in November 1942, trapping and destroying an entire German army at Stalingrad. Germany proved u... ...Germany). Despite the birth of the United Nations, the world remained politically unstable and only slowly recovered from the incalculable physical and moral devastation wrought by the largest and most costly war in history. Soldiers and civilians both had suffered in bombings that had wiped out entire cities. Modern methods of warfare–together with the attempt of Germany to exterminate entire religious and ethnic groups (particularly the Jews)–famines, and epidemics, had brought death to tens of millions and made as many more homeless. The suffering and degradation of the war's victims were of proportions that passed the understanding of those who had been spared. The conventions of warfare had been violated on a large scale (see war crimes), and warfare itself was revolutionized by the development and use of nuclear weapons. Political consequences included the reduction of Britain and France to powers of lesser rank, the emergence of the Common Market (see European Economic Community; European Union), the independence of many former colonies in Asia and Africa, and, perhaps most important, the beginning of the cold war between the Western powers and the Communist-bloc nations.

African American Religion Essay

Before Africans were brought to America during the slave trade, they had their own culture and society. They had their own language and dance. They also had their own religion. History tells us that the Europeans justified their abuse toward the Africans as helping them become more civilized because the Africans lifestyle appeared primal to them and not as developed and industrialized as theirs. What is often overlooked is that even though Africans were taken from Africa and Americanized and have been stripped of their religion, culture, language and even their name, the very essence of the African as a people did not go away. Some African American slaves rejected Christianity’s religion because they saw it as the â€Å"white man’s religion†. History tells us American Slave Masters abused the Africans by whipping them like animals and by treating them inhumane. The fact that these slave masters wanted the African American to worship their god was unacceptable for some because they could not fathom why they should worship a god who allowed people to be so badly treated. Some Africans accepted Christianity’s religion and faith by identifying with Jesus Christ, the son of God who according to the Bible was innocent of sin and yet he was beaten, bruised and crucified for the sins of the world. Some African Americans wanted to remain faithful to their heritage yet did not agree with the conjure practices. Seth Holly’s character is a good example of conforming to the economic prosperity of America which was founded by Christians. White Christians enforced Christian beliefs, values, and some practices based on the Euro American Christian interpretation of Christian text. Seth developed a kind of hatred for his own people proving that he has adopted the practices of white America in the early 1900s. â€Å"Niggers coming up here from that old backwoods†¦ coming up here from the country carrying Bibles and guitars looking for freedom. † Seth says. â€Å"They got a rude awakening† (6). Seth signifies the African American who resents assimilation to the white American culture. But, at the same time, he too attempts to connect with his heritage by simply allowing Bynum to live in his home and bless it with his conjures rituals. Seth also participates in an African dance ritual called the Juba. Bynum’s character is introduced by practicing conjure rituals. He cuts open pigeons and spreads its blood onto him as a type of cleansing to communicate with spirits. Bynum represents the African American who chose to remain faithful to the religion of his heritage. Others who have chosen the faith of Christianity view conjure rituals as evil, witchcraft, or demonic. Some African Americans wanted to remain faithful to their heritage yet did not agree with conjure practices anymore. Loomis walks in on the juba dance and goes into a trance after dinner at the boarding house. He had a vision of skeletons emerge from a body of water. â€Å"Loomis: I done seen bones rise up out the water. Rise up and walk across the water. Bones walking on top of the water† (53). Loomis recognizes through the vision, his state of ignorance to the knowledge that will lead him to the new way of thinking. Bynum serves as a supporting character reacting to Loomis’s trance. â€Å"Bynum: They walking around here now. Mens. Just like you and me. Come right up out the water† (56). Loomis’s trance and Bynum’s interpretation of it is a turning point in the story. The skeletons coming from the bottom of the sea in Loomis’s vision represent the slave ships, the disorientation experienced by the slaves during emancipation, and the confusion of his release from Joe Turner. Both Loomis and Bynum have tapped into their ancestral religion. The difference between the two is that Bynum represents the African who never renounced his religion and Loomis is the African-American who turned from conjure religion and converted to the faith of Christianity. After Joe turner took his life away from him, Loomis questioned his Christian faith and his identity. By walking in on the ancestral ritual of the Juba dance, Loomis literally walked into what he had actually been looking for, his religion, consequently, his ancestral identity and this is why he fell into the trance. Throughout the play conjures is encompasses four generations; Bynum’s father, Bynum, Loomis, and the neighbor boy Reuben. Reuben’s vision is of Seth’s mother by the pigeon coop, she encourages Reuben to release the caged pigeons. Wilson writes in a way that leads the reader to believe that Loomis needs to find his missing wife. Martha Pentecost is not the one who was lost; Loomis was the one who was lost, wondering around from town to town, searching. Loomis came into the state of belief when Bynum helped him translate his vision. That vision represented Loomis going back to his ancestral conjure religion. Loomis needed to find Martha Pentecost simply to say good-bye to her and their life former together. Up until this point of the story, I believed that Loomis needed to find his wife so they could live out the rest of their lives as a happy free family with their daughter. However, it is made pretty obvious this was never Loomis’s intentions. â€Å"That goodbye kept me out on the road searching,† Loomis says, â€Å"now that I see your face I can say my goodbye and make my own world† (90). Martha Pentecost, a woman of Christian faith, represents the African who assimilated into white America’s culture and Loomis needed to find her to say good-bye to her and the Christian faith. Martha stands by her Christian faith by accusing Loomis â€Å"you done gone over to the devil† (91). White man’s religion believed that conjure was evil or the way of the devil. Loomis finds it easier to reject her for her Christian beliefs. â€Å"Loomis: Great big old white man†¦your Mr. Jesus Christ. Standing there with a whip in one hand and a tote board in another, them niggers swimming in a sea of cotton† (92). Loomis proves with his statement, his version of a bible story that differed from other African Americans but was similar to that of the white man who believed that they were on a level below God and the African’s were beneath them, African’s were one third of a person. Loomis now believes that if African’s are going to be free then they have to take charge of their own destiny. Martha Pentecost represents the African American’s religion, she identifies that Loomis needs to â€Å"be washed in the blood of the lamb† (92) and â€Å"you done gone over to the devil. (91) Through class lessons I learned that African American slaves compared themselves with stories in the bible to instill hope of a life free from oppression, violence, and bondage. Jesus according to the bible was innocent of sin and yet he was beaten, bruised and crucified for the sins of the world. The hope of reigning in heave with Jesus is considered the ultimate reward for suffering life’s trials and tribulations. It is the faith of the African Americans who accepted Christianity religion. Blacks trusted in the Lord instead of man. America was Egypt in the exodus story and as long as the enslaving and oppressing took place America would face the same wrath as Egypt. â€Å"Stand still and see the salvation of the Lord. † The bible was depended on in justifying and motivation rebellion for the blacks and used as a tool to keep blacks enslaved by the whites. African Americans used sermons, song, and prayer to convey and teach their message of travail and triumph of Israel. Some African Americans could not get past the treatment from the white people that called themselves Christians and as a result they rejected Christianity. Selig’s role suggests that the link between characters is the acquisition of material goods. Selig admits that his ancestors have always made their living pursuing African Americas; his great grandfather transported slaves from Africa, his father captured runaway slaves and returned them to their masters for a reward, and Selig locates displaced people for a fee. Selig attains his ecstasy through consumer capitalism, through the selling of material goods. African Americans are objects for exploitation and exchange in the new economy. He binds African Americans to the economic system, demanding payment of his services and products which necessitates subsistence labor by taking them from one construction site or work site to another, similar to a temporary employment agency today. You pay for an employee to work for some time, but Selig is getting paid by the person looking for work or a ride to a chance of freedom. Selig cannot find a person that has not purchased a dustpan from him because he keeps the names of his customers. Seth is determined to achieve material success, he has very little patience for African Americans migrating north looking for the same prosperity that he desires. Seth is very demanding of his patrons, insisting on advance payment in full, and is preoccupied with maintaining a respectable house. â€Å"It’s hard enough now without all that ignorant kind of acting. Ever since slavery got over with there ain’t been nothing but foolish-acting niggers. Word get out they need men to work in the mill and put in these roads†¦ and niggers drop everything and head north looking for freedom. †(5, 6) Seth wants to blend in with the white man’s world; therefore he keeps a link with Selig by negotiating the manufacturing and sale of dustpans. Seth does not have any idea of what it would be like to be a slave, as he was born free in the North and was educated. He demonstrates his education with his math calculation when dealing with the boarding house patrons and the quick notation of him letting Selig know that he is trying to overcharge him for the dust pan materials. Educational differences played a role in tension with Southern blacks, most of who were forbidden from learning to read, saw religion as a matter of oral tradition and immediate experience and emotion. Northerner blacks, stressed that one could not truly be Christian unless they was able to read the Bible and understand it. This play denies individual worth and identity for some of Wilson’s characters. To be defrauded of the products of one’s labor or to see that creation diminished, like with Jeremy and the guitar contest, is to be denied a reflection of individual worth and identity. If people have been separated from this truth of individual worth and identity through oppression their capacity to bond with one another, form friendships, or couples, families are undermined. Social alienation in Wilson’s characters are expressed in their stores of broken relationships, uncertainty, or suspicion that they feel toward one another. â€Å"Seth: Something ain’t setting right with that fellow, Bynum. He’s one of them mean-looking niggers look like he done killed somebody gambling over a quarter. †(20) Connection between oppression, alienation from self and inability to form bonds with others is displayed in the character of Loomis. Joe Turner’s ability to oppress Loomis carried a judgment of non-worth. â€Å"Loomis: He told me I was worthless. Worthless is something you throw away. Something you don’t bother with† (73) Turners judgment of worthlessness forced Loomis to accept the reality of the white man’s power; he was marked as â€Å"one of Joe Turners niggers and forced to forget his song. †(71) Being alienated from himself and displaced with his relation to the world, Loomis is unable to establish bonds with people around him. The oppression encountered by Wilson’s characters is material or economic, that oppression is spiritual as well in the capacity to deprive the individual of a sense of himself or his unique song. The reawakening of Loomis after his encounter with cultural wisdom is not the self discovery of an average African American but creation of a new source of cultural wisdom, a new African holy man. Wilson uses many metaphors throughout the play. The song is a metaphor for Loomis’s identity and the African American cultural identity. Music is a large part of African American identity, so it makes since that in search of one’s identity they are searching for their song. The boarding house serves as an inn for traveling folk, but the tenants actually receive a form of healing during their stay. Tenants get direction and guidance from Bertha and Bynum. The shiny man that Bynum is in search for signifies African American independence. The man that Bynum met on the road was an independent African American, just as Loomis was freed by his past when he cleansed himself in his own blood. â€Å"Bynum: Herald Loomis, you shining! You shining like new money! †(94) Loomis has dismissed that the blood of Christ can wash away his sins and make him the man he used to be, but by washing himself in his own blood he has sacrificed the old life to begin his new journey on his terms. Bynum’s shining man has been found, meaning his work is complete; he has passed his powers on to the next generation, Loomis. â€Å"They tell me Joe Turner’s come and Gone† is a song that is sung by Bynum, when I first read the story I thought that the meaning was came and now he is dead however, the second time I read the play I realized that it meant that Joe Turner has come and snatched the men and now he is now gone. August Wilson uses symbolism in the play as a very important part in conveying the meaning of the story. Wilson’s use of symbolism is demonstrated through Mr. Wilson’s use of the road, Martha Pentecost, and Herald Loomis. Symbolic importance is give to the word freedom. The word freedom has instilled hope into the lives of African Americans: during slavery, hope for the release from bondage; after emancipation, the right to be educated, employed, and to move about freely; twentieth century, social, political, and economic justice. Freedom has always stood for the absence of any restraint, because God made all men from his image. There are a number of characters that travel around searching for their place in the world. Mattie, mentions that she keeps on looking, seems like she just keeps starting over, I ain’t never found no place for me to fit. † (76) Reuben tells Zonia, when he finds out that she is leaving the boarding house in search of her mom, â€Å"when I get grown, I come looking for you. †(84) Jeremy does not seem to care much when he loses his job because, â€Å"don’t make me no difference. There’s a big road out there, I can always get my guitar and find me a place to stay. I ain’t planning on staying in one place for too long noway. † (64) Martha & Reverend Tolliver moved the Church up north because of the trouble the church was having. When the Civil War finally brought freedom to previously enslaved African Americans, the task of organizing religious communities was only one element of the larger need to create new lives, to reunite families, to find jobs, and to figure out what it would mean to live in the United States as citizens rather than property. August Wilson’s play, Joe Turner’s come and Gone, examines African Americans search for their cultural identity following slavery. Bibliography Murphy, L. G. (2000). Down By the Riverside. New York: New Yourk University Press. Wilson, A. (1988). Joe Turner’ Come and Gone. New York: Penguin Group.

Christian Perspective on Physician-Assisted Suicide Essay

Throughout our lifetimes, we are faced with questions that sometimes seem impossible to answer. Everyone is guided by something (or someone) when It comes to making choices both big and small. When it comes to issues of a moral nature, â€Å"three-quarters of all Americans claim their religious beliefs are the primary Influence on how they find guidance In their lives. † (O’Mathuna and Amundsen, 1998) What is the Christian perspective on physician-assisted suicide (PAS)? While the topic certainly inspires debate, conclusions can be reached using examples from the Bible, cripture verses regarding life and death, and denominational statements. There are seven recorded accounts of people in the Bible choosing to end their own lives. (Because the Bible does not speak specifically of PAS, insights will be drawn using examples of suicide. According to the Bible, killing Is killing; no matter who commits the act for what reason. ) Abimilech, Samson, Ahithophel, King Zimri, King Saul, Saul’s armor bearer, and Judas Iscariot. While there is no specific command in the Bible condemning the choice to end one’s own life, the depictions of the aforementioned characters are not those of a positive nature. Abimelech seizes power in his lifetime by conspiracy and murder of 70 of his own half-brothers. He is not chosen or appointed by God. After being mortally wounded by having a woman drop a stone on his head, he asks that his armor bearer run him through with his sword so that no one can say he was killed by a woman. The passage states that his death repaid the wickedness he had done to his father by murdering his brothers (Judges 9:50-57, New International Version). Samson is gifted by God with amazing strength. However, he ignores God’s commandments and lives a life tainted with trickery and sexual Immorality. He dies after being held prisoner by his enemies when he tears down a temple to which he has been tied. It collapses killing Samson and everyone else inside Oudges 17:29-30, NIV). Saul becomes the first king of Israel after being warned by God that Israel’s desire for a human king Is a rejection of the kingship of God. Saul; eventually becomes alienated from God, his family, and his people. His jealousy leads him to attempt murder on more than one occasion. Saul becomes wounded during battle and has no one to turn to for help and refuses to seek Cod. He asks his armor earer to help him die, and after he refuses (and then immediately takes his own life), Saul chooses to fall on his own sword (1 Samuel 31:1-6, NIV). Oftentimes in the New Testament, self-destructive behavior (suicide) Is associated with demon possession. Though the suicide of Judas Iscariot in the New Testament is recorded without comment, Judas was called a traitor, a devil, a thief, and a son of perdition. Judas betrayed Jesus. claiming he never knew him. The weight of his guilt lead him to hang himself. â€Å"A similar analysis of all the other suicide accounts reveals a consistent pattern. Nowhere is suicide praised or commended. In fact, the lack of explicit comment on the suicides could Just as easily be viewed as a negative evaluation. † (O’Mathuna and Amundsen, 1998) There is one last mention of suicide in the New Testament, yet its conclusion is full of hope and life. Two characters, Paul night, Paul and Silas were praying and singing to God in the midst of their suffering. A violent earthquake shook the foundation of the prison, opened all the cell doors, and loosened all of the chains of the prisoners. The Jailer was awakened and for fear of being killed once prisoners escaped, he drew his sword to kill himself. But Paul shouted and insisted that he not harm himself because no one had escaped. Paul and Silas then spoke with the Jailer about God’s love and salvation. The Jailer was filled with Joy because he had come to believe in God (Acts 16:24-34, NIV). Christians believe that the Bible is the spoken word of God through his people. They believe that the Journey of Jesus Christ from birth to death on a cross demonstrates how they are called to live even in the midst of pain and suffering.

History of Benjamin Banneker High School Essays - Free Essays

History of Benjamin Banneker High School Essays - Free Essays Howard University College of Dentistry Dental Hygiene Department School Based Program Benjamin Banneker Academic High School Nicole Johnson 82409-406-01/Dental Health Education Methods Professor Dawn Smith 09/06/2015 School Based Program History of Benjamin Banneker High School Originally, Benjamin Banneker, in August 1981, opened its doors as an alternative public institution of secondary education. Named after the districts renowned surveyor on the six-man team, which helped design, the blueprints for Washington, DC. President Washington appointed Banneker, making him the first Black presidential appointee in the United States. Banneker provided aid in selecting the sites for the U.S. Capitol building, the U.S. Treasury building, the White House and other Federal buildings. Banneker is ranked number 2 with the districts public school system. The school is designed to provide students with a highly structured college preparatory program. The curriculum of the school affords opportunities for developing knowledge, skills needed for success in post-secondary experiences. Population and Demographics The primary purpose of Benjamin Banneker Academic High School is to serve those students of the District of Columbia who desire a highly structured four-year academic program of study beginning at the ninth grade level. The demographics of Benjamin Banneker are diverse in nature; a large percentage of the student population is labeled as black with a total number of students estimated at 450. 9th Grade10th Grade11th Grade12th Grade 1428897103 Student Selection The selection of each students focuses on factors such as; total record of academic achievement; grade level achievement reflected by standardized test scores; strong recommendations from the principal and supporting teachers and staff; and a student and parent interview. Experiences gained through this enrollment process will allow students to participate in a rigorous college preparatory curriculum. Once the selection committee has proposed a list of accepted students, the students must undergo placement testing. They must also attend the Benjamin Banneker Summer Institute prior to entering the academic school year. Curriculum The Benjamin Banneker Academic High School is one of the District's International Baccalaureate (IB) Diploma Program sites and offers Pre-IB, Advanced Placement (AP) and its own summer institute as additional rigorous academic options. Students are supported by a variety of character building extracurricular activities. The intended curriculum is a college preparatory program, which includes the Advanced Placement (AP) and honors courses, that require twenty-six (26) Carnegie units for graduation and the International Baccalaureate Program (IB) requires twenty-eight and a half (28.5). Each student is also required to complete a minimum of 270 hours of volunteer service over a four-year period. In addition to high-level coursework in the core subject areas, the curriculum includes a unique philosophy course called Theory of Knowledge, a research project called the Extended Essay, and requirements in the areas of creativity, action and service. Health Care Curriculum The office of the State Superintendent of Education (OOSE) has mandated that each school have a health profile form that states the details of their wellness and fitness program. Banneker has one full time nurse, part time mental health clinician, as well as a full time qualified health teacher, who also serves as the physical education teacher. All, approx.450 students are required to complete the health education course at the school. According to the OOSE the following curriculum is offered as part of the required high school health education program: 1.Health Promotion and Disease Prevention - where the students comprehend concepts related to health promotion and disease prevention. 2.Access to and Evaluation of Health Information where the students demonstrate the ability to access and evaluate health information, products, and services. 3.Self-Management Skills where the students demonstrate the ability to apply self-management skills to enhance personal health and safety. 4.Analyzing Influences where the students demonstrate the ability to analyze the influence of family, culture, media, and technology on health and health behaviors. 5.Interpersonal Communication where the students demonstrate the ability to utilize interpersonal communication skills to enhance and protect health. 6.Decision-Making and Goal Setting where students demonstrate the ability to implement decision-making and goal-setting skills to enhance health. Also apart of their Wellness and Fitness program is the incorporation of the Brainfood program. Brainfood builds life skills and promotes healthy living to provide high school aged youth the opportunity to learn about cooking, nutrition, and community service. Brainfood encourages the youth to take healthy risks, learn new skills,

16 Substitutes for Because or Because Of

16 Substitutes for Because or Because Of 16 Substitutes for â€Å"Because† or â€Å"Because Of† 16 Substitutes for â€Å"Because† or â€Å"Because Of† By Mark Nichol Many words or phrases can be used to set up an explanation. The most common is because (or â€Å"because of†), but others have their uses. Here are alternatives and a discussion of their uses and their merits. 1. As: As is a direct synonym for because (for example, â€Å"He opted not to go see the movie, as it had gotten poor reviews†), but it’s inferior. 2. As a result of: This phrase is a substitute for â€Å"because of,† not because, as in â€Å"As a result of his intervention, the case was reopened and they were ultimately exonerated.† 3. As long as: This informal equivalent of because is used to express the thought that given that one thing is occurring or will occur or is true, another is possible, in such statements as â€Å"As long as you’re going, could you pick some things up for me?† 4. Being as (or being as how or being that): This phrase has the same sense and the same formality as â€Å"as long as.† 5. Considering that: This phrase is essentially identical in meaning to â€Å"as long as† and â€Å"being as† and its variants. 6. Due to: Like â€Å"as a result of,† â€Å"due to† is a preposition, rather than a conjunction like because, and is used in place not of because alone but instead of â€Å"because of.† It applies specifically to an explanation of why something occurred or will or will not occur, as in â€Å"Due to the large number of applications, we cannot respond individually to each applicant.† 7. For: This substitute for because is reserved for poetic usage, as in â€Å"Let us eat and drink, for tomorrow we die.† 8. Inasmuch as: This phrase is a very formal equivalent of because, as in â€Å"Inasmuch as his account has been discredited, I wouldn’t believe anything else he says.† 9. In view of the fact that: This phrase is identical in sense to â€Å"inasmuch as.† 10. Now that: This phrase informally connotes cause and effect, as in â€Å"Now that you’re here, we can proceed.† 11. Out of: This phrase applies to explanations of emotion or feeling for example, â€Å"She asked out of compassion† or â€Å"Out of spite, I refrained from passing the message along.† 12. Owing to: This phrase is equivalent to â€Å"due to†; the two choices are more formal than â€Å"because of.† 13. Seeing that: This phrase is identical to â€Å"considering that.† 14. Since: This alternative to because is informal and is considered inferior because since primarily refers to elapsed time and the usage might be confused, as in â€Å"Since it had rained, we didn’t need to water the garden†; the reader might not realize until reading the second half of the sentence that the sense is causal rather than temporal. 15. Thanks to: This equivalent of â€Å"because of,† despite the wording, can apply to either a positive or a negative outcome; â€Å"Thanks to your meddling, we’re receiving much unwanted attention† demonstrates the latter sense. 16. Through: Through is a preposition; it takes the place of â€Å"because of,† as in â€Å"Through the efforts of these charities, the city’s homeless services have been reinstated.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:How to Format a UK Business LetterExpanded and Extended6 Foreign Expressions You Should Know

Why South Europe would disagree or agree with Turkey joining the EU Essay

Why South Europe would disagree or agree with Turkey joining the EU - Essay Example Italian consolidation is considered relatively slow and it is not yet clear when the state became firmly democratic (McLaren 10). Spain’s consolidation is much clearer and its transition process began after the Franco’s death in 1975. Within a span of three years it had ratified a democratic constitution and held a democratic election (McLaren 11). All the three countries have large populations and land mass and this raises the potential difficulty in the governance and consolidation unlike the smaller Southern European nations such as Greece and Portugal. Both Spain and Turkey have faced threats of regional separatism as they are forced to tighten their security against the separatist movements. Their own armed forces are potential risks towards the stability of these countries. Although this is the case, Italy and Spain have been capable of consolidating their democracies while Turkey has failed (McLaren 16). The following factors explain the differences in these three countries; the level of stateness problems during the early transition periods and how the regimes handled those problems, economic crisis and economic development during the time of transition, methods used to design the new rules for the regime, military professionalism, and the external factors influence on the consolidation of democracy (McLaren 16). I will disagree with Turkey joining the European Union because of a number of factors. Looking at the background of Turkey and other members of the sub region, it is very clear that Turkey has failed in its democracy and the others have thrived well despite all of them starting at the same point. The per capita GDP of Turkey indicates that the country is faced with poverty and this may raise fears among the members of the European Union in terms of the increased immigration and workers from Turkey taking over their jobs (Emerson and

Close examination using market segmentation vo 1 Essay

Close examination using market segmentation vo 1 - Essay Example It thus allows ease of obtaining accurate information regarding library collections. Futterman (2008) notes that market segmentation is used to identify the library’s customers with regard to their characteristics. In this case, market segmentation refers to the grouping of potential customers into different segments based on common characteristics such as gender, age, income, geography or other attributes that relate to buying or consumption behavior. Futterman (2008) notes that the libraries mostly serve market segment of customers who are underserved. Most of these customers exhibit the following characteristics: firstly, they stay closer to the library, earn modest income, composed of diverse range of household types, life stages and age (Futterman, 2008). These include Green Acres (blue-collar baby boomers who earn middle income), Hometown (those within the house), Rustbelt Traditions, Exurbanites (with median home value of $235,000 and household income of over $80,000), Comfortable (settled married couples without children or adult children), Midlife Ju nction and Cozy. This segment is mainly composed of high patron penetration as was discovered by TSCPL library. The other market of the library is that composed of young people and those detained in juvenile. With the current advancement in technology and globalization, a number of potential competitive forces affect viability of libraries. For instance, consumerization of online information retrieval technology is seen as a major competitive force for libraries. This is because nowadays people can afford internet services at their doorsteps. This can be accessed via mobile phones, laptops, ipads, ipods and the like (Futterman, 2008). In cultural context, Futterman (2008) argue that the library should be able to provide services to diverse cultures in the