The Model Devil Essay Example for Free

The Model D vicious EssayHumanity views friction match in different forms, having confused ideas of his being. Each race and religion has different faces of what daemon is. How eer, the world universally associates him with one pattern criminal. Lucifer his alternative name has been show in sacred teachings, in films, in publications, and in music done disclose the years. All of these depictions give him life, thus giving humanity a solid picture of what is venomous.The face of evil has been portrayed in two of the most prominent works of literature. Christopher Marlowes Doctor Faustus has Mephistophilis as the main character for the hellion. It was followed by John Miltons enlightenment Lost which gave a detailed account of Satans background. These two literary works shared notable descriptions of the make and became the basis of most mess on how hell and Lucifer was viewed.Doctor Faustus referred to the German academician, Faust, who sold his soul to Lucifer in exchange for power and knowledge. One of Lucifers certain follower, Mephistophilis was summoned by the doctors practice of necromancy. Faust spent the remaining twenty four years of his life doing deeds that allow acquire him power through Mephistophilis assistance. The doctor questioned about the world by having debates with the servant of Lucifer. The fret also acted as a guardian to the doctor to make sure that he will follow the oath.The stick was portrayed in Marlowes work as the messenger of Lucifer. He generously shared with Faustus the truths of hell and willingly participated with Fausts debates. From their offshoot meeting Mephistophilis transformed into a Francis spate friar because Faust was unable to bear the devils original appearance.I charge thee to return, and change thy shape gm art too ugly to attend on meGo, and return an old Francis send packing friarThat holy shape becomes a devil best. (Marlowe)It was much puff up-off interacting with the devil after F austus asked Mephistophilis to change its hideous form.Mephistophilis rear end be symbolized as an Angel of Death during his companionship with Fausts last twenty four years. The devil aided Faustus in fulfilling every worldly desire. On the other hand, he watched the doctor closely to make sure that every move will barely be faithful to the oath with Lucifer. The devil was with him until the very last day he lived on earth.In the course of the story, some scenes may accept addicted an impression that Mephistophilis was portrayed in a friendly manner with some of the conversation with Faust.O, Faustus, leave these frivolous demands,Which strike a terror to my fainting soul (Marlowe)Mephistophilis have been helping Faust because of the duty that was bestowed on him. On the other hand, the words that the devil uttered had an impression of allegiance with the doctor.The very moment that Dr. Faustus repented by the end of the story, that was the beat that Mephistophilis had taken h is life. The devil may have become a servant of Faust however its loyalty s gutter remained with Lucifer. Mephistophilis was able to claim Fausts soul and the devil make sure the pact will be accomplished.This literary work of Marlowe became a model for the depiction of evil specifically in poetry. John Milton came out with an epic entitled Paradise Lost that has a brief similarity with Marlowes character. Miltons work offered what the Catholic bible has forgotten to explain. He cerebrate a detailed account of Satans origin and how the formation of evil and hell came about.The dearest angel of God had begun to take pride into him and want to be as powerful as the Almighty. Satan gathered all the other angels who shared the same view or who were persuaded by him, until a scrap erupted in heaven. Defeated by God, all of the rebels were thrown out of heaven and fell into a burning lake.From this event, Satan took the role as the leader and started formulating strategies to vote dow n God.More than can be in Heaven, we now returnTo claim our just inheritance of old,Whether of open war or covert guile,We now debate. Who can advise may speak. (Milton Book II)The beginnings of Satans land inflicted an inner conflict for the fallen angel. The defeat made him realized more of Gods superior power. The debates of whether to wage war or not, posed his hesitations of seeing his chances of winning but shortly, his pride and narcissism earned his confidence.To battle Heaven directly, he knew that the chances were boil down but he was able to find a possible target to fight God. In Book II of Miltons Paradise Lost, Satan was cognizant of the new world being built by God.There is a place (If ancient and prophetic fame inHeaven Err not)another World, the capable seatOf some new race, called Man, about this timeTo be created like to us, kBgh lessIn power and excellence, but favoured moreOf him who rules above (book II)He found the new world as a vulnerable environment. S atan saw the vision inside him that if this world will be destroyed, he can persuade man to join his forces to fight God.This particular work of Milton showed an evolution of an important character in humanity. Satan was given an established identity by relating his origin. The rest of Paradise Lost narrated the fallen angels quest for the downfall of man. When he succeeded with his plans with Adam Eve, he was able to create his own kingdom called Pandemonium. This place, in the eyes of the readers, became the physical location of hell.The depiction of these two characters has made a striking impact on how people of today view evil. Mephistophilis and Satan shared attributes that made them identifiable with the concept of evil. Somehow, these fictional devils became real in the eyes of the people. Marlowe and Milton were able to create a solid image of the devil that prompted social club to view evil according to what the authors made.From the two literary works, the concept of he ll was the first aspect that was discussed. Mephistophilis and Satan both(prenominal) narrated that hell cannot be found in a physical territory. Hell was viewed as a state of mind. A torture that cannot be determine unless it is felt.Within the bowels of these elements,Where we are torturd and remain for everHell hath no limits, nor is circumscribdIn one self-place but where we are is hell,And where hell is, there must we ever beAy, think so still, till experience change thy mind. (Marlowe)The Hell within him for within him HellHe brings, and round about him, nor from HellOne step, no more than from himself, can aviate sheetBy change of place Now conscience wakes despair. (Milton Book IV)The above citations from both books pertain to the same views of the two devils regarding the concept of hell. It can be state that this particular notion of hell suggested that to see hell is to be excitedly tormented.The devils both interacted closely with humans with the intent of mans destr uction. It was seen from both literature that man was seen as a weapon to battle God. Man as Gods creation was made vulnerable to enchantations. This was used by the devil to lure man to commit sin and to disobey God.Both of the devils pursuit to lure man into disobedience was accompanied in the form of disguise. The transformation of Mephistophilis into a friar can symbolize Faustus desire to mock religion. Faustus was portrayed as a highly ambitious man who excelled in all academic areas and turn off religious laws. As Mephistophilis changed, this helped Faustus to interact with the devil without feeling intimidated and even gaining a sort of camaraderie in some of their outtakes.MEPHIST. Here, take this book, peruse it wellThe iterating of these lines brings goldPronounce this thrice devoutly to thyself,And men in harness shall appear to thee,Ready to execute what thou commandst.FAUSTUS. Thanks, Mephistophilis, for this sweet bookThis will I keep as chary as my life. (Marlowe)O n the other hand, Satan changed into a serpent to blend with the nature of Adam and Eves habitat. It was easier for him to tempt Eve in the form of a creature that was made by God as well.God created the world and placed Adam and Eve in paradise, where animals were created to aid the couple in taking care of the land. The serpent being part of that creation, posed no threat to Eve. From Miltons Book IX, it was easy for Satan to tempt Eve in the form of a serpent to serve as evidence that the beast did not die after eating the fruit. Thus, it made his lie more convincing.Whose rigid threats of Death ye shall not DieHow should ye? by the Fruit? it gives you LifeTo Knowledge, By the Threatner, look on mee,Mee who have touchd and tasted, yet both live,Shall that be shut to Man, which to the BeastIs open? or will God incense his ireFor such a petty Trespass, and not praise alternatively your dauntless virtue. (Book IX)In the course of events from both literary works, Mephistophilis and S atan shortly expressed a desire to re-experience the joy of heaven.Why, this is hell, nor am I out of itThinkst thou that I, that saw the face of God,And tasted the timeless joys of heaven, Am not tormented with ten thousand hells, In being deprivd of everlasting bliss? (Marlowe)Mephistophilis described to Faust that heaven is an eternal joy. The devil was completely aware that by being damned together with Lucifer, it entailed a never ending unhappiness of the spirit.Me miserable which way shall I flyInfinite wrath, and infinite despair? Which way I fly is Hell myself am Hell And, in the lowest deep, a lower deep hushed threatening to devour me opens wide,To which the Hell I suffer seems a Heaven.O, then, at last relent Is there no placeLeft for repentance, none for amnesty left?None left but by submission (Milton Book IV)On the other hand, Satan shortly reflected of his previous stature from heaven. It can be considered that the particular text above gave a shadow of regret from Satans rebellious action. This desire of wanting to go back to heaven was depicted in the two literatures very briefly. In the end, both devils were overpowered by their decision to do evil deeds and battle God.Mephistophilis and Satan were associated in the same concept of evil. However, both of them were shaped and portrayed differently in the development of each story. They differed in creating impact and affecting changes in the flow of events. Christopher Marlowes Doctor Faustus already had an existing concept of evil where his characters and plot revolved around it. But it was Paradise Lost by John Milton who related the origin of evil.Taking that into account, it can be seen why Satan was portrayed as a political leader and Mephistophilis as Lucifers messenger. Milton made Satan navigate the heraldic bearing of events in Paradise Lost. Being the central character, Satans actions created huge effects on other characters. On the contrary, though Mephistophilis was only descri bed as a follower, he was the cause of the downfall of the central character when he ended Faustus life.The story of the origin of evil provided Satans character with depth. It entailed that evil has a reason why it exists, that somehow it can be justified. Unlike Mephistophilis who interacted with Faustus out of sheer pleasure for doing evil, Satan had progression with his character. The approach with evil was more personal and Paradise Lost showed the inner workings of Satans mind which was beyond unimaginable in Marlowes poetry. Satan can be seen either as a protagonist or a villain. He was bounded with a purpose, his character behaved as such because of that purpose.Mephistophilis dialogue was similar to the evil angel urging Faust not to repent. He was consistently persuasive and encouraging to Faust in fulfilling every worldly desire and denouncing God. Satan, on the other hand, exuded more of an emotional tone in his words. His despair and anger reflected the vengeance that h e wanted to achieve against God because of his downfall.Here we may influence secure and, in my choice,To reign is worth ambition, though in HellBetter to reign in Hell than serve in Heaven. (Book I)Centuries have passed after Marlowe and Milton created these notable literary classics. The fresh society still perceives evil as similar from the characters that were drawn in the poetries. Mephistophilis and Satan became prominent figures especially in the aspects of religious issues. These two created recognized features of the devil which were once incoherently described by religious entities. The devil may have been derived from fictional creations but it became part of human reality.

Classification of Beer Essay Example for Free

Classification of Beer EssayWhats more refreshing on a hot summer day than a nice frigidity beer? Or how about drinking a nice cold one with some buddies after work at a local bar, sound nice doesnt it? Beer has been around for many years and testament probably be around for many more. A beer is any variety of dipsomaniac beverages produced by the tempestuousness of starchy material derived from grains or other plant sources. The production of beer and some other alcoholic beverages is often called brewing. Most every finale has on that point own tradition and the own take on beer, thus producing many unalike styles and variations.Simply put, a beer style is a label addicted to a beer that describes its overall character and often times its origin. Its a name badge that has been achieved over many centuries of brewing, trial and error, marketing, and consumer acceptance. There argon many different types of beer, each of which is said to be pine to a particular style. A b eers style is a label that describes the overall flavour and often the origin of a beer, harmonize to a system that has evolved by trial and error over many centuries.According to the type of yeast that is pulmonary tuberculosisd in the beers agitation process, most beer styles sink into one of two monstrous families ale or laager. Beers that bl determination the characteristics of ales and lagers are referred to as hybrids. An ale is any beer that is brewed using only top-fermenting yeasts, and typically at high temperatures than lager yeast. Because ale yeasts cannot in abundant ferment some sugars, they produce esters in addition to alcohol, and the result is a more flavourful beer with a s arcly f crushedery or fruity scent resembling but not limited to apple, pear, pineapple, grass, hay, plum or prune.Stylistic differences among ales are more varied than those found among lagers, and many ale styles are difficult to categorize. Top-fermented beers, particularly hot in t he British Isles, include barley wine, bitter, pale ale, porter, and stout. Stylistic differences among top-fermented beers are decidedly more varied than those found among bottom-fermented beers and many beer styles are difficult to categorize. calcium Common beer, for example, is produced using a lager yeast at ale temperatures.Wheat beers are often produced using an ale yeast and then lagered, sometimes with a lager yeast. Lambics employ wild yeasts and bacteria, naturally-occurring in the Payottenland region of Belgium. Other examples of ale include stock ale and old ale. Real ale is a term for beers produced using traditional methods, and without pasteurization. There are five main sub-catagories of ale beer which are barley wine, bitter, pale ale, porter and stout. Despite its name, barley wine is indeed an ale.It has a hearty, sweet malt flavor which is setoff by a strong and bitter flavoring from the hops for balance. Bitter ale has heavier hopping, dryer hop finish, light in alcohol content and if they are higher alcohol they are know as ESB (extra special bitter). Pale ales share a pronounced hop flavor and aroma with low to medium maltiness, and there is in like manner a strong deal of fruity esters. The Porters name comes from the Porters at Londons Victoria Station. They would frequently mix several styles of beer into one glass and drink large quantities of the mixture.A style was eventually created to approximate this blend and came to be known as a porter. The porter is a good beer for those who want a full flavored, dark beer without the bitterness from the roasted barley that a stout now possesses. Finally, there is the stout, a dark copper to very black in colouring ale. It has a rich and complex maltiness with noticeable hop bitterness. The two main ingredients are the dark roasted barley and black malts. Lagers are the most commonly-consumed fellowship of beer in the world.They are of Central European origin, taking their name from t he German word lagern, which means to store. Lager yeast is a bottom-fermenting yeast, and typically undergoes primary fermentation at 7-12C (45-55F) (the fermentation phase), and then is given a long secondary fermentation at 0-4C (30-40F) (the lagering phase). During the secondary stage, the lager clears and mellows. The cooler conditions also inhibit the natural production of esters and other byproducts, resulting in a crisper tasting beer.Modern methods of producing lager were pioneered by Gabriel Sedlmayr the Younger, who perfected dark brown lagers at the Spaten Brewery in Bavaria, and Anton Dreher, who began brewing a lager, probably of amber-red twine, in Vienna in 1840? 1841. With modern improved fermentation control, most lager breweries use only short periods of cold storage, typically 1? 3 weeks. Most of todays lager is based on the Pilsner style, pioneered in 1842 in the town of Plzeo, in the Czech Republic. The modern Pilsner lager is light in colour and high in carbo nation, with a mild hop flavour and an alcohol content of 3?6% by volume. The Budweiser brand of beer is a typical example of a pilsner. The five main sub-catagories of lagers are pilsner, bock, helles, dunkel and Oktoberfest. Pilsners defining elements were the extremely soft water that was pumped locally and the unique aromatic hops that were also grown nearby. Pilsners are malty sweet, and well hopped. Caramel flavors are often noticed accompanied by medium to high bitterness. Pilsners have a good amount of carbonation and are clean and crisp. Bock beer is a hearty beer with high alcohol content.Contrary to the rumor, bock beer is not whats cleaned out of the bottom of the vats at the end of the year Bock beer has a pronounced malt flavor with just enough hop bitterness to tame the sweetness. Bock beer is matured for a long period of time during the second fermentation. Helles is a pale lager that is light in color, not taste or calories. It is low in alcohol and mean to be an e veryday or session beer. Only a mild, short lived bitterness should be expected. Dunkel is basically a helles with additional roasted malt added for color and a toasty, chocolate-like taste.Last but not least, Oktoberfest or marzen. This beer is amber in color and is slightly heavy. It is malty sweet as typical with beer from southern Germany and Austria. There is low to medium bitterness but enough to offset the sweet. Hybrid beers are the last of the three main types of beers. Hybrid or mixed style beers use modern techniques and materials instead of, or in addition to, traditional aspects of brewing. Although there is some variation among sources, mixed beers generally fall into four sub-categories fruit and vegetable, herb and spiced, smoked, and speciality.Fruit beers and vegetable beers are are a variety of mixed beer blended with a fermentable fruit or vegetable adjunct during the fermentation process, providing new qualities. Herb and spiced beers add herbs or spices derive d from roots, seeds, fruits, vegetables or flowers instead of, or in addition to hops. In a smoked beer a brewer will fire his malt over a wood fire and let the smoke absorb into the grains. This imbues a smoky character in the taste of the brew. curiosity beers are a catch-all category used to describe any beers brewed using unusual fermentable sugars, grains and starches. With all of the different brewing techniques and styles and forms of ingridents there is almost and interminable world of beer. Beer is diffently the ultimate social drink and it has been proven for years. Beer can be anything from dark, fruity and mysterious to light, crisp and refreshing. Beer tasting is an art and should always be respected. So respect your beer and have fun. Go to your local bar today with a few buddies and begin on your own beer journey.

Education in Freedom Writers

Education in immunity WritersFoundations of EducationFilm Critique Freedom WritersHistorically, concepts much(prenominal) as curriculum, syllabus, lesson plan, educational objectives nourish been all-important words in education. These concepts do not exist in a vacuum. Teaching and learning are often affected by social, political, economic, and historical factors that are not accounted for in the formal curriculum. The film Freedom Writers explores some of these factors from the vantage point of Ms. Gruwell, an in visualized middle class flannel female teacher at an integrated school, Woodrow Wilson Classical High School inLong Beach, California. The film is set in the racially charged atmosphere of 1994, less than two eld by and by the Los Angeles riots sparked by the acquittal of the Caucasian officers who were caught on camera brutalizing Rodney King, an Afri mickle American. Her group of racially diverse at risk scholarly persons are unflatteringly labeled unteachables . Before she can teach basic concepts in poetry, however, Ms. Gruwell has to contend with and overcome the racial stereotypes, embarrassed teacher and student expectations, poor discipline, socioeconomic restraints, and myopic bureaucratic constitution that cave in resulted in her students negative attitude to their teachers, school, the educational governing body, and life in general. They believe that their educational boundaries are limited, that their teachers are not invested in them, and that school is merely another(prenominal) prison to which they are assigned during the day to fight the undeclared war. Both teachers and students believe that the students are hopeless and that attempts to teach them using the formal curriculum is an employment in futility. This paper explores how certain factors external to the educational institutionsracial stereotypes, low teacher and student expectation, poor discipline, socioeconomic and historical restraints, and myopic political p olicyaffect the educational forge as portrayed in Freedom Writers. Initially, Ms. Gruell tried an ineffective teacher dominated, teacher centered approach to educating her students. Try as she might, however, she could not get the students interested in her lessons. The students regarded her as an outsider and that she had to gain their respect before they would give them hers and allow her to teach them. Ms. G was forced to revision her teaching style and strategies to reach her students. purgetually she expelled the curriculum and simply listened to her students. Her wisdom was in recognizing that she had to connect with them and to understand that they had needs that had to be experienced and barriers that had to be pulverise before they would be taught. She assigned materials about minorities and discrimination that they could relate to including The Diary of Anne Frankand Elie WieselsNight. She empowered them with words by giving them diaries in which they could write thei r own stories. She devised activities and theater trips to help them learn respect and tolerance of one another. The student listened to guest speakers, and conducted a field trip to the linked States Holocaust Memorial Museum so they could experience racism, intolerance, death and injustice in a new context. She was even able to raise funds for class projects and outings. Once she had gotten their interest, Ms. G relentlessly built on themes that which was familiar her students. In so doing, she actions what thus far had been seemingly impossible getting her students interested in reading education.Ms. Gruwells pedagogical style evolved to agree the Inquiry Approach. Inquiry is a student-centered pedagogical model which is based on the idea that teaching and learning are enhanced when students are spry agents in the teaching and learning process. Teaching is most effective when students are not just passively digesting arbitrary information, but are engaged in the existing con struction of diverse, relevant, and existent world knowledge. Thus, the very nature of the Inquiry Approach means that it is naughtyly effective framework for catering to students different learning styles and for facilitating the concern of challenging curricula. The learning sequence is based on concepts that facilitate effective learning rather than arbitrary classroom activities tackling real-world questions, issues and controversies, developing questioning, research and communication skills, and lick problems or creating solutions. Schema activation, articulating novel methods of processing ideas, get toing ideas and generating new ideas from experiences, conducting independent research are important to Inquiry. Inquiry is honest lessons and content are cerebrate on authentic, relevant ideas that students are actually interested in. This is the ultimate genius of the Inquiry Approach the deep understanding of self-generated content in an authentic context which extends b eyond the classroom. While Ms. G might consider opted simply to teach the established curriculum, she instead opted to teach the students in the way they needed to be taught.One of the important themes of Freedom Writers is that teaching and learning do not take place in a vacuum. Rather, the classroom is a microcosm of the larger partnership where a host of social, historical, political and economic factors converge in the classroom and directly impinge on the education process. This plethora of factors influence the educational process and how effectively a teacher can teach.Political agents included the school administration and the Board of Education all cogs in a system designed to suppress the advancement of minorities. The callous label of unteachable placed on the students only exacerbates the sense of oppression these disenfranchised nonage students feel. The school serves as microcosm of the larger heights society where oppression was even more pervasive and detriment al. Instead of serving as a springboard for the students to self-actualize and escape the bonds of the hyaloplasm of domination by challenging them to achieve high standards, it instead institutionalized the same oppression the prevented the students from self-actualizing in the first place. A simple example is the reading list for class. Instead of allowing the students to interact with high quality, challenging reading material such as Shakespeares Romeo and Juliet, they students were expected to read a condensed version of the play which was below the reading standard for their grade. Even worse, the main concern of the head of department, Ms. Margaret Campbell, was that the students would damage the books instead of reading them. She was not concerned with challenging students to reach for high academic accomplishments. She simply fed into the machinery of the matrix where unteachable students continue to perform much more poorly than their Caucasian counterparts. What she fail s to realize is that this attitude simply perpetuates the very issue that she complains about. According to Carborne II in Race, Class, and subjugation Solutions for Active Learning and Literacy in the Classroom.The disadvantage perpetuated by this oppression can influence a students motivation to succeed in school, and has been shown to negatively impact academic mental process and levels of self-esteem. In many urban school settings, the racial impact of socio-economic status is reflected in the academic performance of minority students in those schools as well as in the sense of hopelessness that often accompanies it.The influence of historical factors and the influence on attitudes to education is clear in Freedom Writers. The film is set in 1994 soon after the 1992 race riots in Los Angeles which were prompted by the televised police brutality of Rodney King. With the single exception of a male Caucasian student, Erin Gruwells students are minorities African-American, Latino, Asian, and Mexican. Traditionally, underenlightened, underprivileged and marginalized, these students grew up with a long history of racial, economic, educational, and social inequity. They come from neighborhoods that are traditionally controlled by crime lords, drug kingpins neighborhoods where drugs, small families, gang-life and violence are a way of life. Survival dominates their thinking, and most are confident that the will not reach their 18th birthday. The hate the system that warehouses them in integrated school and forgets that they exist. Their primary goal in school is to survive the day.Learning is of secondary importance particularly if the education comes from a Caucasian, the representation of the system that they hate so much. Initially, Ms. Gs students resisted her attempts to educate them, because they had been socialized to think of Caucasians as them racially oppressive forces that historically have undermine and disenfranchised minority races. The students re fuse to or cannot respect her as a teacher or even as a human being because she is one of them. They fail to acknowledge the possible positive ramifications of being educated by her.The most damning aspect of this kind of oppressive system is that it is self-perpetuating. Over generations, the oppression has become unwaveringly engrained in the lives of minorities to the point where they internalize and manifest the stereotypes even as they resist them. For example, while Ms. G was genuinely interested in her students, but after years of discrimination and ill treatment, her interest came across as sympathy, or worse pity. Her positive attitude was not accepted at face value. Instead her divulge of what the students interpreted as what Freire terms false kindness was yet another bit of proof that the system was stacked against them. The fact is that she needed to show charity because of the systemher systemput minorities at an unfair economic disadvantage.Economics play a major ro le in Room 203. Researchers such as Jonathan Kozol (2008) and Berliner (2006) record startling correlations between the feat gap and which are directly linked to economic prosperity. According to a Trends in Mathematics and Science see TIMMS (2003), American schools with the most wealth possess the highest test scores. Conversely, American schools with the highest levels of poverty achieve the lowest test scores. Hodgkinson (2008) reports even more startling statistics the United States has the largest total build of children living below the poverty line. In this demographic, 33% is African while only 14% is Caucasian. Hodgkinson asserts that long term investment from regime and non-governmental agencies would be the best way to alleviate the problem of student performance in underperforming schools. Investment like this would have a ripple effect in the larger society by breaking the cycle of poverty. However, the issue is far too complex to be solved by a simple stroke of fi nancial capital into poor performing schools. A collaborative effort is needed where students, parents, teachers, school administrators, and teachers converge as a single entity to combat this issue.Initially, Ms. Gs students resisted her attempts to educate them, because they had been socialized to think of Caucasians as them racially oppressive forces that historically have undermine and disenfranchised minority races. Their attitude toward her was based on their previous experiences with white teachers and other privileged members of a racially oppressive system, who do not understand the struggle that they had experienced as minorities poverty, discrimination, crime, drugs, racism, and death. In fact, for these crush students, these individuals are actually part of the machinery designed to perpetually oppress minorities. With her constant smile, her high minded ideals, and her feeble, misguided attempts to save the minority students from their own lives, she fit perfectly the stereotype of white privilege. The author of Race, Class, and Oppression Solutions for Active Learning and Literacy in the Classroom explains this in terms of a matrix of domination where the transaction gap between minority students and their Caucasian counterparts has led to the marginalization of many students by social class and race. The students refuse to or cannot respect her as a teacher or even as a human being because she is one of them. They fail to acknowledge the possible positive ramifications of being educated by her.The movie provides an in-depth exploration of the complex dynamics of expectations. Historically, low expectations were routinely assigned to lower class or minority populations by teachers and the students themselves. The academic rank of Woodrow Wilson High School after integration proved that minorities are not as academically capable as students from other privileged backgrounds. The poor performance was further exacerbated by the students lack of discipline which in turn confirmed teachers negative attitude and low expectations. Perhaps the worst consequence so such attitudes is that they creates a sense of inferiority in these students who now internalize these low expectations of others now manifest them as low expectations of themselves. Clearly, expectations are a double stabbing sword. Positive expectations are a major contributor to student success, while negative expectations have the opposite effect. Over the last several decades a number of researchers have shown that irrespective of whether the teacher or students have high or low academic expectations, self-fulfilling prophecies assure that those expectations will be met. The results of a study of 30,000 minority students by Harvard University economist and researcher Ronald F. Ferguson discovered the distinct importance of teacher encouragement as a source of motivation of non-White students. Both Mr. Gelford and Ms. Campbell, and the rest of the staff, had low expectations of the unteachables in Room 203. From the onset, Ms. Campbell indicated that Ms. Gs objectives in her lesson plan were pitched above the students ability and advised her to simplify them. She also dismissed the idea that the student should be provided with rich, stimulating material. Mr. Gelford refused to entertain the idea that the students would be able to appreciate the novel The Diary of Anne Frank and sneered at the idea that they had the intellectual sophistication to draw parallels between their lives and Annes life. Ms. Gs kids were not expected to achieve as much as the students in Mr. Gelfords advanced class so they were held to a different, albeit lower, standard.The solution for counteracting the damaging effects of low expectations is not merely to dispel low expectations or to declare a belief in high expectation. Teachers must believe that students have to potential for unlimited success. Rosenthal and Jacobsons 1968 experiment indicated that students sh owed remarkable academic success simple because their teachers thought they would. Had Erin attended to the advice about the achievement potential of the students in 203 would never have achieved their remarkable academic performance. What drove them to achieve was her simple belief that they were just as capable of the levels of achievement as their Caucasian counterparts.Despite all odds, Ms. G was able to achieve what the two teachers before her had been unable to. She was able to get the students in Room 203 to take an active interest in their own education. Despite all odds, and with great personal sacrifice, she showed the students what it really meant to have an education in an oppressive world. She gave them hope for the future. Once she shifted the guidance from her teaching to the students learning, she was able to recognize that the racial stereotypes, low teacher and student expectation, poor discipline, socioeconomic and historical restraints, and limited bureaucratic policy are real restraints that compromise the educational process.The film Freedom Writers inspires me as a teacher. Students today are much more difficult to manage, but as the film shows, vigilance difficulties are rooted in social, economic, political, and historical factors that the students internalize and consciously manifest in ways that compromise them. It takes enormous dedication, patience, and conviction to help students break by dint of whatever constraints the students are struggling with. Ms. Gruwells experiences remind me of my first days as a teacher with typed lesson plans and a thousand misconceptions about how students should be taught. Ultimately, we have to understand out roles as facilitators of learning, and more broadly, life. Our jobsvocationas teachers is not merely to broadcast facts. Rather it is to educate students in the sense of helping them to win and construct relevant information that will help them to evolve as creative individual thinkers. Tea chers need to find catalysts that generate the fire for learning in their students. We need to strive daily to find creative and revolutionary means to get students to achieve way beyond their wildest expectations. If Ms. G, inexperienced and idealistic as she was, divine 150 at risk students to persevere and graduate, then so can any teacher. She truly is an inspiration for us all.ReferencesCarbone II, S. A. (2010). Race, Class, and Oppression Solutions for Active Learning and Literacy in the Classroom.Student Pulse,2(01). Retrieved fromhttp//www.studentpulse.com/a?id=113Laurier. J. (2007). Freedom Writers Truly no child left behind Retrieved from http//www.wsws.org/en/articles/2007/01/free-j27.htmlOHara, M. (2009). Freedom Writers Their Story Their Words. A Study Guide. Retrieved from http//www.metromagazine.com.au/freedom/downloads/freedomwriters_sg.pdfTeach for America. (2011). Diversity, Community and Achievement. Retrieved from http//www.teachingasleadership.org/sites/default /files/Related-Readings/DCA_2011.pdf

Edward Snowden: The Most Famous Whistleblower

Edward Snowden The Most Famous WhistleblowerWhistleblowers are some of the most important hoi polloi to have in a democracy. They provide information that the government doesnt want to get out, while this could be dangerous in the case of Edward Snowden he released information that was valuable to the citizens of the united states. Snowden is non the first person to do something like this and has previously stated he was inspired by Daniel Ellsberg who leaked pentagon papers in the 1970s. Even though hes wanted by the government to some people Snowden is a hero.Edward Snowden who was born in North Carolina to a greater extentover later mover to Massachusetts had dropped out of of high school barely was no degenerate. A bad case of mononucleosis kept him out of school for 9 months so instead of falling behind he unyielding that he would drop out. After dropping out he began studying computers at Anne Arundel Community College which was located in Maryland. His father was quoted s aying We always considered Ed the smartest wiz in the family. and this was clear when Edward scored a 145 on two different IQ tests. He later enlisted into the special forces because he wanted to apprize new languages, but never made it out of basic because he either broke both legs or washed out because of shin splints, it depends on who you ask. After this he was a security guard at a college in maryland that had ties to the NSA. After this he landed a job with the C.I.A.(Central learning Agency) but quit after being suspected of attempting to break into assort files. While still with the C.I.A. he was on a mission in Switzerland where he first discovered corruption in the Government. This is where he first wanted to become a whistleblower but with Obama being soon elected he was optimistic about the changes he was going to attract. After working for the C.I.A. for some time he moved to a private IT company where he worked as a contractor and would later work in a few office s for the N.S.A. this is where he nonices a breach in security and got his hands on the classified information that he would leak.The definition of a hero is someone who is admired or idealized for courage, outstanding achievements, or noble qualities. When he was younger, saw police sergeant Frank cross reveal the information about the war in Iraq he thought of him as a hero for being honest, and letting the people know what was really going on in Iraq. Even though Ford was once Snowdens hero Snowden would disembowel a bigger impact than Ford. Sowden and Ford are not the only whistleblowers who have made themselves public. Manning had leaked hundreds of documents that had to do with the wars in Iraq and Afghanistan. Before any of them Ellsberg had leaked a ton of information in the early seventies. Nixons arrangement alienated Ellsberg much like Obamas administration has done to Snowden but now Ellsberg is considered a hero. Now Snowden is considered the hero to some people bu t a gage of people within the government or who listen to the government would disagree.He has inspired many an(prenominal) other anonymous leaks from within the U.S. Government. Snowden receives credit for most of these but he has said that many leaks come from another source or other sources. The U.S. government has made it clear that they know about the the copycats when a representative, fling Schiff who is a member of the House Intelligence Committee claiming that it is a big concern of theirs. Schiff too said The degree that people have been lionizing Snowden, it encourages people to make a name for themselves by leaking which is true. Even Some Government officials have publicly claimed that they went too far. Though many people think the Government was in the wrong for so intensely tracking suspected terrorist it makes sense for the Government to do that because some 9/11 hijackers were tracked but then zero was done about them. Officials say that this could have put th e country in more danger by showing potential terrorist how the government tracks them it allows them to bypass those methods. Schiff also claimed that the Government should be more considerful with who gets access to what by saying Snowden should have never had access in the first place. The Pentagon has approved as many as 3.2 million people access to highly classified information from 2006 to 2011 (CNN).After fleeing the country Snowden got ahold of journalists and offered them an unprecedented scoop(PBS). Even though the two journalists had received the documents it was not until they were on a plane and out of the country when they felt safe to open them and look at the things Snowden had shared. Greenwald, one of the journalists was quoted saying I didnt sleep one second for the next 16 hours because the adrenaline made that impossible. He said that he understood that this would be a story like hed never write before and one that people would talk about for decades. The jou rnalists were given thousands of documents that showed what the Obama administration had been doing to tied(p) citizens who had no criminal records and were not suspected terrorists. They were simply eavesdropping on regular citizens who had not done anything wrong. Some of the eavesdropping was justified but a surprising amount was not. Snowdens leaks shed a serious amount of light on this task and it led to a two part series on Frontline that dove into the topic from after 9/11 all the way to when things were leaked by Snowden. This series went even further than Snowden when they had revealed the extent that the government went to to keep these secrets hidden. It was during this time where Snowden had revealed that the worst of the wiretapping and eavesdropping had come from when Bush was president.Snowden still cares about America though saying that he would like to return one day and I told the government Id volunteer for prison, as long as it served the right purpose, he say s I care more about the country than what happens to me. But we cant allow the law to become a political weapon or agree to scare people extraneous from standing up for their rights, no matter how good the deal. Im not going to be part of that. (Wired). These statements show his true character and that he really does care about America. Snowden claimed that he had tried to leave clues for the N.S.A. to show him what documents were actually copied and which ones were just looked at. Despite these efforts the N.S.A. had missed the clues and reported that he took over a million documents when in reality he on took a few thousand. Snowden sounded disappointed when speaking on the fact that the government had missed his clues because he had thought that they were obvious. Sponsors from both major(ip) political parties can agree that this has shown that the U.S. government needs to stop their mass surveillance for clear reasons. This was such a big deal that President Obama himself as we ll as congress have both publicly talked about the issue and the Supreme Court has hinted at making a decision about the governments use of unwarranted surveillance. This was never Snowdens intention he had just wanted to share what the government was doing because he felt that it was unjust. Despite the efforts by the government to make Snowden out to be the bad guy more than half the population agrees with what he did. Many government officials have spoken on this but not in the favor of snowden, N.S.A. director Keith Alexander claimed that the russian government had manipulated him while the secretary of state called him a coward and a traitor.

The Goals Of Positive Youth Development Young People Essay

The Goals Of positivistic offspring Development Young People essayPositive call holdess Development focus on build or promoting demonstrable qualities in adolescents and focus on adolescents principle in a complaisant context, including the family, school and/or community (Catalano et al., 2002) . It suggests that good brio bear be encouraged by identifying individual expertnesss of character and fostering them (Seligman. 2002).Positive youth exploitation goal is to build and strengthen personal qualities that enable adolescents to grow and flourish throughout life (Park, 2004). Positive youth development suggests that by focusing on adolescents strengths, the impact of negative risk factors will be reduced (Thornberry, 1995). Focusing on adolescents strengths in multiple domains, such as family, school, and community, is what is particularly important in buffering adolescents from the effects of risk factors (Thornberry, 1995). Positive youth development sets the main g uidelines as to how we throw out best support adolescents healthy development. Lerner (2005) states that Positive youth development outcomes give the sack be identified as the Five C Competence (academic, social, vocational skills), Self-Confidence, Connectedness (healthy birth to community, friends, family), Character (integrity, moral commitment), Caring and Compassion (Lerner at al., 2005). Positive youth development focuses on the adolescents compulsive outcomes rather than negative outcomes (Catalano et al., 2002).The positivistic youth development approach aims to provide the maximum impact on the life-path of adolescents (Catalano et al., 2002). Youth development suggests ample-term outcomes. Adolescents who consistently experience healthy attitudes and clear expectations for positive behaviour within their families, schools, and communities be less likely to become involved in risky behaviours, especially if they imbibe developed strong bonds to the individuals and social groups within these settings (Garmezy, 1971). Adolescents have to experience and embrace the newly acquired skills and positive relationships over a long period of time to be effective. Positive youth development strategies have to accompany adolescents throughout their growing up years. While short term positive outcomes argon important and should be built on, Positive youth development suggests positive long term outcomes.(Park, 2004).The Positive Youth Development focuses on twist on the adolescents strengths, talents and interests encouraging wellness as much as on remedying deficits. Youth development strategies target all adolescents. It suggests that creating supportive and enriching environments for all adolescents will get out to positive outcomes as well as reduced negative outcomes (Lerner, 2004).The Positive Youth Development perspective stemmed from the wee of comparative psychologists who had been studying the plasticity of developmental modes that emerged fr om the fusion of biological and contextual levels of organisation (Benson et al., 2006). The work of Garmezys (1983) ideas about the invulnerable child, which suggests that adolescents protective factors can reduce the impact of risk factors, followed by Werners (1982) work on resiliency were the cornerst wizard for the positive youth developmental approach (Damon, 2004). In 1997 Benson focused on the developmental assets, idea, which explains the adolescents positive characteristics in contrast to the incapacities of adolescents. The exploration of adolescence by developmental scientists interested in developmental systems theory resulted in the elaboration of the Positive Youth Development perspective (Benson et al., 2006).The Positive Development prospect Versus the Deficit ViewThe exploration of a strength- based ideal promotes the concept of positive human development (Lerner, 2004). Since the founding of the scientific study of adolescent development (Hall, 1904), the predomi nant conceptual frame for the study of adolescence has been one of prevention and elimination of risk factors that make adolescents and youth vulnerable to maladaptive behaviours ( Benson et al., 2006).The goal of Positive Youth Development is not merely restricted to surviving in the face of adversity but actually growing throughout life (Lerner, 2007). Interventions targeting unaccompanied one single problem have come under criticism. Broad based interventions can therefore have broad effects. Thus programs that promote wellness and building strengths such as character strength among youth and sustain it across the life span may pay much greater dividends, not but preventing in the short run disorders but also building the long run moral, healthy, and well developed mass who can over come challenges in life and enjoy the good life (Albee 1996 Cowen 1994,1998 Durlak 1997Elias 19995) Catalano, Berglund, Ryan, Lonczak, and Hawkins (1999) noted that problem behaviours are tracked m ore often than positive ones and, while an change magnitude number of positive youth development interventions are choosing to measure both, this is still far from being the standard in the field.The Positive Youth Development approach suggests that adolescents are resources to be developed, and not as problems to be managed (Roth Brooks-Gunn, 2003a,b). It builds on the idea of resilience and protective factors suggesting that adolescents have the personal strength and resilience to help them avoid problems such as alcohol, drugs, and school violence (Luthar, Cicchetti, Curtis, 2000). People are pleased when intervention programs reduce the rates of drug abuse or teenage crime. However there are few positive indicators to which people may point to reflect the desirable, healthy, and valued behaviours among their children and adolescents (Lerner, 2004).Replacing the deficit view of adolescence, the PYD model regards adolescents as having strengths. The PYD model suggests that incr eases in eudaemonia and thriving are possible for young adolescence through aligning the strengths of adolescents with developmental assets present in their social and physical ecology (Lerner, 2005). Earlier prevention programs only focused on the reduction of the influence of well-established risk factors for the development of problem behaviours. The health and well-being of adolescents require as much attention to promoting developmental strengths as to directly combating risk, environmental threats, and social dysfunctions that obstruct human development (Benson, 2006). These two approaches ought to be complementary and in balance.Positive Youth Development Enhances the Well universe of Young PeoplePositive Youth development program strive to build strengths, competence, and positive qualities in children (Catalano et al., 2002). Earlier prevention programs only focused on the reduction of the influence of well- established risk factors for the development of problem behaviour s. The Positive Youth Development approach focuses on lowering the impact of developmental risks and increasing the influence of protective factors. Protective factors are targeted by prevention strategies aimed at influencing a wide range of different problem behaviour being developed ( Jessor, 1995). School based substance prevention programs can be effective in reducing consumption rates of substance during adolescences (Tobler et al., 2000). Such programs employ synergistic teaching methods, thus providing contact and communication opportunities between students, encouraging refusal skills, allowing feedback to be received in a non-threatening climate, and enabling students to practice acquired skills. Along with the inter diligent teaching approach, PYD prevention programs promote resistance, assertiveness, communication, and problem solving skills against social pressure (WHO, 1997). The characteristics for effective prevention programs against adolescent substance misuse can best be reflected in life skills programs implemented within school or community setting ( Tobler Stratton, 1997) The life skill program can help adolescents throughEnhancing a spirit of Personal SafetyAdolescents need to have a sense of physical and emotional security, they need to feel that adults will protect them from any emotional or physical harm. It is important for adolescents to feel less apprehensive of negative outcomes when failing to achieve certain goals, thus adolescents need to be encouraged to pip positive risksYouth at a program feel as though the adults there will protect them from any physicalharm. Young people who are encouraged to take positive risks without negative consequences for their mistakes become less fearful of failure and more likely to pursue stretch goals, objectives they might once have rejected as out of their reach (Seligman, 2002).Encouraging Relationship BuildingAdolescents need many supportive relationships to help them navigate their ad olescence. They need guidance from adults as well as emotional and practical support from their peers. Research has identified these adult-child and peer relationships as the key to helping young people overcome the obstacles of adolescence and adolescence relationships (Lerner, 2004). bringing up Meaningful Youth ParticipationSimple participation is not enough to promote positive youth development youth must have an active procedure in shaping the program. They must have the opportunity to practice and develop leadership skills by planning projects, initiatives, and activities (ODonnell et al., 1995).Giving youth a meaningful role in the program will heighten their sense of belonging to the program, fostering deeper relationships with the adult staff and other youth participants (Park, 2004).Providing Opportunities for Community InvolvementYoung people are often looking for a sense of purpose. Creating opportunities for young people to become involved in the community, and for com munity members to interact with youth, is a powerful charge to foster this sense of purpose (Larson, 2000). It is also a successful and innovative way of advancing community change.Life skills programs encourage a mutualism relationship between the youth of a community and the community as a whole. By engaging in dialogue and action together, youth can check over more about the community in which they live, giving them greater respect for it, and preparing them to become active and responsible citizens within it. At the same time, the community can overcome negative stereotypes about the young, and gain a greater understanding of the assets of the youth who live there.Positive Youth Development in relation to on the job(p) with adolescents.PYD perspective presents a real shift in thinking of how we provide services for young people. It suggests that motivation results from using reinforcers effectively. Focusing on adolescents character strength and nurturing positive skills can actually increase intrinsic motivation and increases adolescents sense of autonomy, achievement, and the understanding of why we succeed and fail (Benson, 2006). Positive Youth development challenges communities to take a new look at its resources and how they can be used to support young people.Positive Youth Development perspective helps adolescents take responsibilities for their own learning by setting and monitoring goals, using positive personal skills, and employing effective strategies. In addition, teacher characteristics including personal teaching efficacy, modelling, caring, and high expectations together with classroom climate and instructional variables to enhance motivation.Motivation is increased when adolescents work in a safe and orderly environment, experience success, understand tasks and the reasons from them, and experience optimal challenge, Instructors can increase adolescents motivation by preparing attractive activities and tasks, involving the adolescents, personalising content, and providing informative feedback.Life is full of different stresses and risks. Neither society nor parents can completely protect children from them, it is the children who themselves have to fitting these challenges (Lerner, 2000). However we can prepare them to overcome adversities in life and further more to thrive. By identifying important developmental strengths such as character strengths and life satisfaction by facilitating their development, and by strengthening and maintaining them, we can help youth achieve the healthy, happy, and good lives that they all deserve (Benson, 2006).

F. Scott Fitzgerald: Living the American Dream Essay -- American Dream

F. Scott Fitzgerald is one of Americas most famous authors whose works were greatly influenced by his life and his economic crises. Fitzgerald was born on folk 24, 1896, in St. Paul, Minnesota. He was named after his second cousin three times re move on his fathers side Francis Scott Key, the man who wrote the Star- Spangled Banner. (Bio.com) Mary molly McQuillan, Fitzgeralds mother, was an Irish immigrant with a large inheritance. Then, his father was Edward Fitzgerald, who was a failed wicker, but later was a salesman for Procter and Gamble. (Shmoop Editorial Team) Due to his fathers failure they go back and forth, for the first decade of his life, between Buffalo and Syracuse in upstate N.Y. His dad lost his job as a salesman when F. Scott Fitzgerald was 12 and they moved back to St. Paul living on the mothers inheritance. When F. Scott Fitzgerald was 13 when he published his first piece of writing for his schools newspaper in 1909.(Bio.com) after Fitzgeralds formal edu cation he went on to Princeton University, where he wrote for Princeton Tiger and the Triangle Club.(Shmoop Editorial Team) But, he was put on academic probation for his bad grades, so he dropped out and joined the army.(Bio.com) And even in the army Fitzgerald wrote, he began a novel titled The Romantic Egoist in 1917. Unfortunately, when he send it to his editor/publisher, Scribners, it was rejected, but Scribners encouraged him to revise it. Then, in 1918 he meets his future wife, Zelda Sayre, in Alabama while he was commissioned there.(Shmoop Editorial Team) This new dishful Fitzgerald found in Alabama is an artist, dancer, and also a writer. Although Zelda liked Fitzgerald she broke off their engagement, a year after they me... ...24 Feb. 2014. .F. Scott Fitzgerald Biography. Bio.com. A&E Networks Television, n.d. Web. 22 Feb. 2014. .F. Scott Fitzgerald. PBS. PBS, Mar. 2007. Web. 23 Feb. 2014. F. Scott Fitzgerald Quotes. BrainyQuote. Xplore, n.d. Web. 24 Feb. 2014..The Great Gatsby Reviews and Ratings. IMDb. IMDb.com, 10 May 2013. Web. 24 Feb. 2014. .Shmoop Editorial Team. F. Scott Fitzgerald Timeline of Important Dates. Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 23 Feb. 2014. .

Directing Romeo and Juliet: Act 2 Scene 2 Essay -- Drama

Directing Romeo and Juliet Act 2 Scene 2I am going to direct act 2 picture 2 from the play Romeo and Julietwritten by William Shakespeare. The scene is also hold outn as the balconyscene. During this scene Romeo is looking up at Juliet on the balconytalking about love. The scene is going to be set in as historicalenvironment the 16th century in Verona. Therefore the costumes shallalso reflect this era. Juliet will be in her in nightdress (1) andRomeo will be in a caller costume (2). This is because he has just beenat the Caplets party.From the previous scene we know that there is a conflict between theCapulets and the Montagues. Romeo is a member of the Montagues andJuliet is a member of the capulets. Romeo had been convinced to go tothe party by his cousin Benvolio and his friend Mercutio. During theparty Tybalt wants to hit Romeo but Lord Capulet doesnt let him. Thisshows the conflict.I will be using a thrust stage. The balcony will be placed on the left wingcorner of the stage . There will be trees and colourful flowerssurrounding the balcony. As this scene is set in the 16th centuryJuliet will be unaware of her rights as a women.The theme of the scene is love. Both Romeo and Juliet are expressingtheir feelings for each other. The relationship between Romeo andJuliet is very passionate, which will be conveyed though the use oflanguage, their seventh cranial nerve expression and body language. They will speakdirect from Shakespheres text. In t...