Joy Luck Club Essays - Chinatown, San Francisco, Literature

Joy Luck Club In the novel, The Joy Luck Club, by Amy Tan, it tells of four Chinese women drawn together in San Francisco to play mah jong, and tell stories of the past. These four women and their families all lived in Chinatown and belong to the First Chinese Baptist Church. They were not necessarily religious, but found they could improve their home China. This is how the woo's, the Hsu's, the Jong's and the St Clair's met in 1949. The first member of the Joy Luck Club to die was Suyuan Woo. Her daughter, Jing-mei June Woo, is asked to sit in and take her mother's place at playing mah jong. Memories of the past are shared by the three women left, An-mei Hsu, Lindo Jong and Ying-ying St Clair. June Woo learns of the real secret her mother carried to her grave from her mother's friends. The twin baby girls, her half sisters, Suyuan pushed in a Wheelbarrow as she escaped from the Japanese. Due to sickness, Suyuan can no longer carry her babies, and is forced to leave them on the side of the road. She lives her whole life not knowing if they are alive or dead. In the book, the Woo's left for America to build a better life for themselves. Suyuan Woo wanted to have a daughter like herself, and no one would look down on her. It was important that she speak perfect English and hopefully not share in the same tragedies and sorrows she had known. The movie brought this concept out very vividly. You were able to imagine the time and place and the emotions of the characters. Their anger in the early years, how women and children were treated as possessions. The book spoke of Rose Hsu Jordan, daughter of An-mei Hsu, who had seven brothers and sisters. A very tragic time in her life when her brother Bing drowns at age 1 while she was in charge of watching him. The movie does not touch upon this tragic event and brings out the rich family Rose marries into, and the instant rejection from her boyfriends mother. Rose unhappiness in her marriage with Tod, is similar to the unhappiness her mother had throughout her life. Lindo Jong was a special character in the book , referring to promises she made to her mother as a young girl, and keeping them throughout her life. She was actually abandoned by her family and Lindo was sent to live with her future husband's family. She never complained because she would never dishonor her mother. The movie did an excellent job of showing us the culture during that time in China and how the matchmaker arranged the marriages at an early age. She is a very smart girl and figures out how she could get out of this marriage and still keep her promise to her mother. She puts the blame on the matchmaker and is released from the marriage. When speaking of strong characters in the book, one would have to include Waverl y Jong, daughter of Lindo Jong. She was a bright child who became a famous chess player, which made her mother very proud. The movie brought out her unhappiness in her life and the unhappy relationship with her mother. The two shared similar lives even though they lived in different countries and different times. Ying-ying St Clair, according to the book, was married at an early age and referred to her husband as a bad man. In fact she tried so hard to forget him she forgets his name. She tells of taking her baby before it was born because of the hate she has for her husband. The movie tells the story a little different in reference to her baby. After her husband comes home with his mistress and causes her shame, she drowns her tiny infant while bathing him. A tragic and emotional part in the movie. Lena St Clair, daughter of Lindo St Clair, may not have had such a tragic relationship with her husband as did her mother; but she was unable to find happiness in her marriage. The book and movie were similar in showing us the relationship she had with Harold.

Animal Farm Book Project essays

Animal Farm Book Project essays The novel Animal Farm was written in 1945 by author George Orwell. George Orwell was the pseudonym of Eric Arthur Blair, a British writer born in Motihari, India in 1903. After serving in the Indian Imperial Police force, Orwell wrote Down and Out in Paris and London, an account of the conditions faced by the poor in France and England. Next, in 1936, he fought in the Spanish Civil War, which was his source of inspiration for Homage to Catalonia. After his days in service, he devoted his efforts to speaking out against the domination of one man over another. This is shown in books such as Animal Farm and Nineteen Eighty-Four. Animal Farm takes place in England, on Manor Farm (later renamed Animal Farm) in Willingdon. It incorporates all seasons of the year, as it takes place over the course of many years, tracing the lives of all the animals. The point of view in the novel is third person, omniscient. Animal Farm is an allegory of the Russian Revolution and the course of communism in Russia and the USSR. The many characters in the book symbolize either one person or a group of people. The pigs represent the communist government and are the ones that become corrupt. More specifically, Old Major is Karl Marx, the father of communism, Snowball is Vladimir Lenin and Napoleon is Joseph Stalin. The dogs that Napoleon uses as his personal guards symbolize the KGB, the Soviet police force. Most of the other characters like Boxer, Clover, the chickens, Benjamin and others represent the working class that is gradually taken advantage of more and more throughout the story. Mr. Jones represents the last Russian Czar, Nicholas II, who is overthrown in the Russian Revolution, his men represent the Red Army and Mollie represents the sympathizers of the old government in the USSR. George Orwell sets up the novel by introducing the prize...

Free Online Public Schools for Florida Students K-12

Free Online Public Schools for Florida Students K-12 Florida offers resident students the opportunity to take online public school courses for free. Below is a list of no-cost online schools currently serving elementary and high school students in Florida. In order to qualify for the list, schools must meet the following qualifications: classes must be available completely online, they must offer services to state residents, and they must be funded by the government. Virtual schools listed may be charter schools, state-wide public programs, or private programs that receive government funding. List of Florida Online Charter Schools and Online Public Schools Florida Connections AcademyFlorida Virtual School Florida Cyber Charter Academy About Online Charter Schools and Online Public Schools Many states now offer tuition-free online schools for resident students under a certain age (often 21). Most virtual schools are charter schools; they receive government funding and are run by a private organization. Online charter schools are subject to fewer restrictions than traditional schools. However, they are reviewed regularly and must continue to meet state standards. Some states also offer their own online public schools. These virtual programs generally operate from a state office or a school district. State-wide public school programs vary. Some online public schools offer a limited number of remedial or advanced courses not available in brick-and-mortar public school campuses. Others offer full online diploma programs. A few states choose to fund â€Å"seats† for students in private online schools. The number of available seats may be limited and students are usually asked to apply through their public school guidance counselor. Choosing a Florida Online Public School When choosing an online public school, look for an established program that is regionally accredited and has a track record of success. Be wary of new schools that are disorganized, are unaccredited, or have been the subject of public scrutiny. For more suggestions on evaluating virtual schools see how to choose an online high school.

The Somali Profile in UK Essay Example | Topics and Well Written Essays - 1750 words

The Somali Profile in UK - Essay Example The paper also analysis the unemployment issue of the Somalis and the causes of the unemployment in London. The map below shows the location of Somalia in the African continent. Somalis in the UK, Migration and History Trends The Somali migrated to UK due to civic problems in Somalia. Somalia has had many problems since the ousting of formal government in 1991. Most of the Somali natives have escaped the worn-torn country to various destination including Kenya, Ethiopia and UK. The Somalis started their migration to England in notable figures in the early 1990s and formed the biggest group of refugees in the land then (Griffiths 2004, p25). The Somalis who fled to UK are a mixture of various clans most of whom are Muslims. Some of the Somalis migrated to Diaspora to join others who were living there (Werbner 2002, p126). Previous researches indicate that the Somali population has been in UK since the early 1980s (Grifiths 2002, p20). Most of the Somalis living in England are found in London. The number of Somalis living in London is approximately 70,000 people while the large proportion of them is found in Tower Hamlets. These are approximately 13,000 people (IOM 2006, p5). The map below shows the distribution of the community in UK. ... Some of the barriers causing the unemployment of the Somali people in London include invalid pre-migration qualifications and improper or inappropriate contacts in the land in addition to loss of significant skills due to the migrations. The unemployment problem is enhanced by the fact that most of Somalis prefer similar job to those they held in Somalia. Only a few of them about 15% have the required skills and training to acquire jobs in London. In 2006, more than 70% of the Somali living in London were jobless (Adfam 2009, p20). Lack of employment opportunities has led to desperation among many Somali people. They have in turn resulted to chewing khat as a means of passing time (Baafuo-Awuah 2005, p20). This has been a major problem and has been blamed for rising in crime and impotence among the males (James 2006, p44). Men 35years and above Women 35 years and above Young people 35 years and below With Jobs 900 400 450 Jobless 1100 2800 2350 Total 2000 3200 2800 Source:Adfam2009,p 20 Discrimination and racial issues Part of the unemployment problem of the Somalis in London is based on the issue of education. This is because compared to other ethnic groups in London in issues such as levels of wages and retaining of jobs, the Somalis perform worst. The issue of unemployment thus cannot be justified based on discrimination of black minority groups Harris 2006, p54). The Somalis are discriminated on the first impression created by nomadic settlers that they are poorly educated. Most of the women are poorly educated while the only educated people are the young individuals who have been able to enroll in the UK education system (Harris 2006,

Child Development 2 Essay Example | Topics and Well Written Essays - 250 words

Child Development 2 - Essay Example There are four significant developmental stages that correspond to the ages of 18 months, 7 years, 11 years and above 11 years. The ages correspond to the sensi-motor, pre-operational, concrete operational and formal operational stages of acquiring knowledge and skills (Atherton, 2011). Thus, certain tasks are not achievable until children reach a certain developmental stage regardless of how intelligent a child appears to be. Of all Piaget’s ideas, assimilation and accommodation are considered most significant (Atherton, 2011). These two processes are complementary and describe how anything in the external world is internalized by an individual. In assimilation, anything that is perceived in the environment is made to fit into stereotypes or preconceived notions. Accommodation is the process of accommodating the mind to what has been assimilated. Piaget’s theory was significant because it gave general ideas of cognitive development and points to the relationship of env ironment and the child. Piaget was the first to point out the importance of transformation in cognition (Gelman, 1979). The major criticism is that the theory is very rigid. The capacity of children for logical thinking of abstract events can be achieved earlier than age 11, and some people take longer to achieve the formal operational stage.

Response to Rereading America Essay Example for Free

Response to Rereading America Essay The introduction to the text, Rereading America, challenges us to look beyond the common misconceptions of the â€Å"myth† the American dream and to think critically. As far as what I think it means to be an American citizen, there are many things to consider. I believe that to be an American can imply freedom, security, and prosperity to some. To others however, it can mean a struggle to survive. The ideal American dream, no matter your interpretation of the idea, seems simply out of reach for most. My idea of what it means to be an American is that you are willing to do work. You are not just waiting for things to simply be handed to you on a silver platter. To me, it also means that you can become successful and accomplish the goals you set your mind to. Even though it is not a complete plan to become successful without having to deal with obstacles, I understand the value of hard work. Being an American for me is saying that I can complete any tasks in my future as long as I stay focused and take it step by step. Without hard work in college I will not be as successful in the work place as I would like to be. I understand that nothing will simply be given to me, but that I have to work hard and earn the things I desire. As far as college goes I will have to maintain a certain grade point average to be accepted in the nursing program. This will require a large amount of effort and I will need to acquire the need to continue on my journey of education, which will help me prepare for the real world. Being an American for me means I am willing to strive to meet the requirements or standards for a college student and a person in the work place. With hard work I will eventually achieve success.

The Unification of Greece :: Ancient History, Bronze Age, Greek

During the Bronze Age, the Minoan civilization; situated on the cultural bridge Island of Crete, greatly influenced the Aegean Islands as well as the Greece mainland (75). Though they were not Greeks, the Minoans kept detail records in a form of Greek. These peoples were ruled by a King who was supported by a bureaucracy and centered on a palace (75). This form of organization was typical of many early civilizations but changed tremendously after this age (75). After the Minoans, the Mycenaeans arose and ruled in a similar fashion to the Minoans. The Mycenaeans; though also non-Greek, settled in the Greek mainland and was ruled by a King who held a royal domain, was given the ability to appoint officials, and to command servants among other responsibilities (77). After the fall of the Mycenaean empire, many Greek peoples spread eastward, ended trade with the old civilizations, and internally throughout parts of Greece (78). This period led Greek peoples to move into smaller communit ies with little communication between them (78). The initial organization of the Minoan and Mycenaean civilizations were as close to unification as Greek history allowed until the Macedonians arrived. However, these successful civilizations were not Greek but situated themselves on what became Greece and merely demonstrated a slight similarity in language. After the fall of the Mycenaean civilization, Greeks entered though disorganized and independent. The appearance of the polis united Greek-speaking people though its initial use was not for such. The Greek poleis was a community of relatives who worshipped gods in ceremonies and formed republics dominated by the nobility through its councils of nobles and eventually distinguished monarchy (80-81). These poleis allowed Greek’s social life to grow and expand their territories tremendously (81-82). This expansion provided Greeks with a cultural identity and gave men outside the nobility an opportunity to become wealthy (82). This new class, however, also led to conflict and tyranny arose (82). The tyrants contributed most in that they eliminated the presence of the aristocracy leaving each citizen to prove their worth by their service of the polis (84). Throughout this period, tyrants ruled their individual city-states, and allied themselves with other allies to prevent war (84). After the end of the dark ages, Polytheism arose as a central religion connecting Greek peoples (85). During this age, the polis was still apparent though differed tremendously between different states (87). Sparta and Athens, though powerful and influential Greek states were among these poleis and though they were perhaps, the most likely of the states to unite Greece both were unfit.

Manifest Destiny and Foreign Policy Essay

The term â€Å"Manifest Destiny,† which American writer John L. O’Sullivan first used in the New York Democratic Review in 1845. , describes what most 19th-Century Americans believed was their God-given mission to expand westward, occupy a continental nation, and extend U. S. constitutional government to unenlightened peoples. The idea was the driving force behind the rapid expansion of America into the West from the East, and it was heavily promoted in newspapers, posters, and through other mediums. While the Manifest Destiny was not itself an official government policy, it had a critical impact on the foreign policy of the U. S. and encouraged Westward colonization, territorial acquisition, and American thought during the 19th century. Westward expansion A. K. A. â€Å"Manifest destiny† led to America’s rapid acquisition of the old Mexican Southwest and the Oregon Territory that marked the fulfillment of President James K. Polk’s expansionistic campaign promises. Polk ran on only one platform — westward expansion. He wanted to officially claim the southern part of Oregon Territory; annex the American Southwest from Mexico; and annex Texas. Thus, Polk’s desire for land would eventually cause a great deal of suffering for many Mexicans, Native Americans and United States citizens. Following the earlier Texas War of Independence from Mexico, tensions between the two largest independent nations on the North American continent grew as Texas eventually became a U. S. state. Disputes over the border lines sparked military confrontation, helped by the fact that President Polk eagerly sought a war in order to seize large tracts of land from Mexico. The war took place mainly on Mexican soil. Partially because of disorganization and instability in the Mexican government, the war resulted in and American victory. The Treaty of Guadalupe Hidalgo, ending the war, made the southern boundary of Texas the Rio Grande, gave California and New Mexico to the United States, and gave $15 million to Mexico in compensation. Furthermore, the Manifest Destiny affected the foreign policy of the U. S. through Polk appointing John Slidell of Louisiana as minister to Mexico, and instructing him to offer up 30 million dollars to settle the disputed claims and purchase California and New Mexico—the territory between Texas and California. Like Polk many Americans during the 1840s-1850s were motivated by the spirit of the Manifest Destiny. Specifically, â€Å"Oregon Fever† seized thousands of western Americans hit hard by the economic depression (known as the Panic of 1837)—triggered largely by an over-speculation in federal lands. Missouri was the starting point of the 2,000 mile Overland Trail, traveled by Jedediah Smith, Jim Bridger, and other mountain men. Commonly referred to as the â€Å"Oregon Trail,† the route ran along the Missouri and Platte Rivers, across the Great Plains, and through the South Pass of the Rocky Mountains. By, Americans moving that far west in Oregon only further supports that the Manifest Destiny impacted American thought and Westward colonization. Lastly, President James Polk used the cry of â€Å"Manifest Destiny† during his 1844 election, calling for the annexation of â€Å"All of Oregon†, and â€Å"Fifty Four Forty or Fight†, both popular rallying cries supporting annexation. James K. Polk’s used the Presidential bully pulpit and the cry of â€Å"Manifest Destiny† at different times, first with the British in attempts to gain Oregon and a couple years later to force Mexico to settle in 1848 and compromise, selling California and New Mexico to the United States to help end the war between the US and Mexico. Through the Manifest Destiny, Americans were motivated to seek economic and land opportunities especially in California. For example, the Gold Rush attracted an abundance of Americans to strike it rich. James Marshall found gold while working for John Sutter at his ranch in northern California on January 24, 1848. He had been hired to build a mill for Sutter. This place would enter American lore as ‘Sutter’s Mill’. Word quickly spread through California, the rest of America and eventually the world and people flocked to California to make their fortune. In fact, according to some estimates, the population increased by 86,000 people in two years. Most of these treasure seekers left for California in 1849, hence our name for them: 49ers. Next, the first lucky arrivals were able to find nuggets of gold in the streambeds. These people made quick fortunes. It was a unique time in history where individuals with literally nothing to their name could become extremely wealthy. The gold was free for whoever was lucky enough to find it. It is no surprise that gold fever hit so heavily. Yet the majority of those who made the journey out West were not so lucky. The individuals who became the richest were in fact not these early miners but were instead entrepreneurs who created businesses to support all of the prospectors. However, the Gold Rush reinforced the idea of Manifest Destiny. America was destined to span from Atlantic to Pacific, and the accidental discovery of Gold made California an even more essential part of the picture. Furthermore, the U. S. started an act called the Homestead Act. The Homestead Act stated that any White American that is over the age of 21 could move to the West side of the U. S. and own 160 acres of un-owned land if they wanted to. It also stated that a White American could get 160 acres of un-owned land and build a house on it then after 5-years it could be your land. The Homestead Act helped the western expansion in which was fueled by Manifest Destiny through the concept of how it’s the people’s â€Å"God Given Right† to own land. The Manifest Destiny also brought a strong feeling of Nationalism amongst the peoples. Nationalism was the key point in the west ward expansionism. Without this feeling of â€Å"unity† in our country we never would have made it. The spirit of â€Å"Manifest Destiny† pervaded the United States during the Age of Reform—the decades prior to the Civil War. John L. O’Sullivan, editor of the influential United States Magazine and Democratic Review, gave the expansionist movement its name in 1845, when he wrote that it is â€Å"the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions. Manifest Destiny was stimulated by nationalism and an idealistic vision of human perfectibility. It was America’s duty to extend liberty and democratic institutions across the continent. Underlying this divine American mission was a feeling of cultural and even racial superiority. All in all the overall concept of the Manifest Destiny, impacted the United States’ foreign policy through territorial acquisition and influenced American thought in which led to an abundance of Americans to move west because of economic, agricultural, and nationalistic beliefs.

Marginal Costs and Benefits

Marginal analysis is a technique used in microeconomics by which very small changes in specific variables are studied in terms of the effect on related variables and the system as a whole. Marginal costs and benefits are a vital part of economics because they help to provide the relevant measurement of costs and benefits at a specific level of production and consumption (McCain, 2008). This is the reason why I’ve chosen this topic for my paper. We use economics in our daily lives without knowing it. It would be nice to have an unlimited source of income, where one doesn’t have to worry on how they spend. Of course to most cases, we don’t have that luxury so we must live on a budget. Analyzing the marginal costs will benefit us in the long run because when we live on a budget, we spend most of our lives trying to find the most out of our spending. Let’s say that one person who lives on a tight budget, but they would like to have a nice vacation in one point of their lives. They would work toward that point and find out how much they would need for the costs of the trip. Every dollar now becomes crucial to their spending because we must know how much we can afford and have to be wise about it. We cannot go out there and start spending like mad because in the end we’ll ask ourselves, â€Å"Now how are we going to pay this off? † So calculating within the budget is necessary, but keeping in mind that we should be able to actually enjoy the vacation without being tedious of every single cent that is coming out of our pocket. Let’s say that we have a budget of $2000 total to go on this trip. Looking at the prices of the airfare, transportation, food, lodging etc. , we have to see much this would all cost us so therefore we can know how much money is left to us to spend on certain material items we may come across to when we are on vacation. There’s always something that one could find that raises the question, â€Å"I should buy this because I wouldn’t be able to find it where I am currently living. † When we calculate all the costs, we will see how much it would benefit us in the long run. The benefits of this situation is that if we find deals and discount for the necessary factors of our trip, we have more spending money to enjoy our vacation, buying things without that guilt factor because we know it’s within our budget.

My Personal Narrative †English Essay

My Personal Narrative – English Essay Free Online Research Papers My Personal Narrative English Essay I opened the door and walked out of the Deseret Towers W-Hall lobby, where I was immediately welcomed by a powerful rush of heat. I suppose I had been told enough times about the scorching temperatures that day, but I must have conveniently forgotten to stick that fact in my realm of conscious thought. Oh, well. My cousin Jon apparently didn’t share the same apathy. â€Å"Why the crap is it so hot out here?† I smiled, then chuckled inwardly. Stopping to check my bearings just four or five paces from the door, I gazed west, then east. I then pulled a folded, miniature yellow campus map out of my pocket and stared intently at it. Not looking up, I muttered to Jon, â€Å"What and where is the M-O-R-C?† â€Å"I don’t know. Is that where we’re supposed to be?† he asked. â€Å"Yeah,† I began, and then, discovering the black square on the map containing the abbreviation MORC, I announced, â€Å"Oh. It’s right over there. Ok- that’s cool. Let’s go.† After refolding my map I spun left on my heel and we began walking east to the Morris Center. During my eighth grade year, my mother signed me up for a program known as Summer Scholars Academy. Apparently, she was impressed with my excellent grades at the end of my middle school career and wished to nurture my academic skills by sending me off to a learning camp. Originally reluctant, I agreed to give this â€Å"Academy† a try when I discovered my favorite cousin and good friend Jon was also attending. The program was to be held at BYU, â€Å"and so,† my mother told me, â€Å"almost all of the kids attending are going to be members of the Church. It’ll be kind of new for you.† New for me? I lived in Boise, Idaho, for goodness sake. Still, I supposed, half the kids in my grade weren’t members. I guess â€Å"almost all† would be a nice improvement. We walked into the Morris Center and gave our blue temp cards to the hostesses at the food center entrance. After swiping mine, she smiled and gave it back. Initially straight-faced, I quickly managed a reflexive smile and continued into the cafeteria. I didn’t think of it much then, but that smile was my first glimpse of a new transcendental society with which I was yet to become acquainted. My mom and her sister sent in our registration papers for Summer Scholars Academy in March. Apparently, they wanted to get them in quickly so we would have top positions in the entrance order- I don’t know. The deadline was June 15th, so they may have just had some sort of personal philosophy against procrastination. The entrance papers required academic records, test scores, teacher recommendations- the whole works. Jon and I were both students of merit, and we received word of acceptance into the program in April. Essentially, we had four months to prepare for our first time sleeping without our family far away from home for longer than a couple nights. It was definitely more than a couple nights, too- nine, to be precise. Still, â€Å"Scholar’s Academy?† It wasn’t quite the top socially accepted camp title among juveniles. Jon and I both refrained from referring to the program as anything other than â€Å"the thing this summer,† or â€Å"that ca mp we’re going to,† to avoid vain repetition and constant reminder of the fact we were going to leave our homes to become more enlightened nerds. That and similar phrases popped into my mind as we stood in the cafeteria line listening to other â€Å"scholars’† conversations. I admit that I was skeptical about this camp- given its title, I conjured up a theory that everyone else there would lack either a personality or social skills or both. I didn’t consider myself to be a social butterfly or Don Juan or anything, but I did command a fair amount of social courage. Dwelling on that thought, I then determined to prove my theory and introduce myself to the Summer Scholar behind me in line. I turned, opened my mouth, and my theorem was shattered as that short brown-haired girl looked in my eye and said with confidence, â€Å"Hi. I’m Wendy. What’s your name?† I raised my eyes in surprise. â€Å"I†¦ I’m Howard. And, this is Jon,† I said, pointing to my cousin. â€Å"Hi, Jon,† she said, cheerfully. He returned the greeting. â€Å"Where’re you from?† she continued. â€Å"We’re both from Boise,† I answered. â€Å"Cool. I’m from Rock Springs, Wyoming.† And so, the camp began on that note. What I began witnessing over the next nine days was a society that produced a momentous transformation in my perspective on people. Before I came to Summer Scholar’s Academy, I was quite cynical of teenage society. How could one not be? I had just finished middle school- the embodiment of social competition. Middle school society is really the first worldly microcosm. Children come out of elementary school with an understanding of friendship, and quickly find that they now need to classify and quantify their friends so they may gain a position on a social scale. Such a society classes people and covets popularity, along with embracing an established dogma of â€Å"love not thy brother below thee.† It is testing to any child, and it takes a great amount of virtue to break out of such conformity, something that I never fully accomplished. I was a cheerful kid in elementary school, but I lost my smile after fifth grade. One can only image my surprise, then, when I walked out of the Morris Center that day, and passing through the first set of double doors, discovered that another male member of the camp was holding the second set open for Jon and I. â€Å"Thanks†¦dude,† I began. What could I say? This had never happened to me before; the only people that ever held the door open for me were my parents, and even that stopped when I was about six. Such random acts of kindness flourished throughout the next eight days. It soon became apparent that greeting people you didn’t know and holding the door open for anyone behind you were established doctrines. Additionally, the more specific principle of â€Å"open doors for all females,† a chivalrous tradition that I was sure had all but disappeared from this dispensation (except from the mind of my mother), was firmly implanted in my personal philosophy. One of the cardinal sins in middle school is associating with an underclassman. If you are in eighth grade, you do not talk to a sixth grader, unless you are telling them to get out of your way or something with a similar topic. Within three days of Summer Scholars Academy, Jon and I were hanging out with seniors, juniors, sophomores, and a few freshmen. It was incredible; they were not just being nice- they were genuine friends, people with whom it was possible to keep in contact with regardless of great lengths of distance and time. During the camp, we participated in a lot of academic activities, like a college bowl and various scholastic classes. We attended spiritual events- devotionals and a testimony meeting, along with several entertaining activities such as a water park, a barbecue, and three dances. In retrospect, I realize I learned a lot, built my testimony, and had a lot of fun. Yet, the personal results of the official schedule of the camp did not add anything. The activities were well planned, but they only sought to augment what I already possessed- for me, they did not add anything new. The aspect of the camp which changed my perspective forever was the people there- the transcendental society of Summer Scholars Academy. Almost all the people there, although all different in personality, lived by one guiding precept: â€Å"it’s cool to be nice.† This shaped and elevated the society; it made it higher than the one in which we now live. Admittedly, at Brigham Young University, the Latter-day Saint society is somewhat transcendental- even with its sparse dishonesty and other moral faulting it is elevated from the world population in terms of kindness, respect, and general charity. However, the society of Summer Scholars was greater than all of these. With its low, near one hundred-student population, it could be self-governed almost entirely by these moral principles alone. I do not claim to have taken these moral principles with me entirely and used them all in my life, but it gave me a perspective of society that increased my happiness tenfold. I lost my cynicism and I lost my vision of a competitive society forever. I learned to find joy in people. I regained my smile I had lost so long ago. Research Papers on My Personal Narrative - English EssayStandardized TestingThe Spring and AutumnHip-Hop is ArtThe Hockey GamePersonal Experience with Teen Pregnancy19 Century Society: A Deeply Divided EraQuebec and CanadaMind TravelThe Relationship Between Delinquency and Drug UseEffects of Television Violence on Children

Physical Property Definition and Examples

Physical Property Definition and Examples A physical property is a characteristic of matter that may be observed and measured without changing the chemical identity of a sample. The measurement of a physical property may change the arrangement of matter in a sample, but not the structure of its molecules. In other words, a physical property may involve a physical change, but not a chemical change. If a chemical change or reaction occurs, the observed characteristics are chemical properties. Intensive and Extensive Physical Properties The two classes of physical properties are intensive and extensive properties. An intensive property does not depend on the amount of matter in a sample. It is a characteristic of the material regardless of how much matter is present. Examples of intensive properties include melting point and density. Extensive properties, on the other hand, do depend on sample size. Examples of extensive properties include shape, volume, and mass. Physical Property Examples Examples of physical properties include mass, density, color, boiling point, temperature, and volume.

Demonstrate your comprehension of SocioCultural Theory Essay

Demonstrate your comprehension of SocioCultural Theory - Essay Example For instance, if an individual travels in a foreign land and spends adequate time there, he or she is likely to learn the language of the foreign country. The sociocultural theory explains that the interaction of people from different origins and backgrounds exposures people to a dynamic learning experience. Essentially, the learning environment has grown to be very dynamic in the recent years. People from different ethnic and racial backgrounds meet in similar education institutions for studies. In this case, cultural interaction has been promoted and, therefore, diversified the educational exposure. According to the social cultural theory, each culture has its unique kits of intellectual adoption. The kits for intellectual adoption provide children with an opportunity to utilize their basic mental skills in a manner that is adaptive to their present culture. Different cultures have different intellectual adoption kits and, therefore, living in different cultures requires an individual to possess diversified intellectual adaption kits. The American education system is quite diversified and accommodates students from different races, ethnic groups and minority groups. Research has shown that students from the minority ethnic groups perform poor compared to those from the majority ethnic groups. The poor performance of students from the minority ethnic groups is fueled by a number of factors. For instance, the students feel alienated from the rest of the student population. In addition, students from minority ethnic groups feel unmotivated and, therefore, lack the mutual drive for efficient performance. The issue of ethnicity in the education system should be resolved to enhance equitable access to the education services for all students. Students should not be victimized on basis of skin complexion or ethnic background. Instead, students should be motivated to interact socially and learn from each other’s culture.