Set Theory and How It Is Used

Set theory is a fundamental concept throughout all of mathematics.  This branch of mathematics forms a foundation for other topics.   Intuitively a set is a collection of objects, which are called elements. Although this seems like a simple idea, it has some far-reaching consequences.   Elements The elements of a set can really be anything – numbers, states, cars, people or even other sets are all possibilities for elements. Just about anything that can be collected together may be used to form a set, though there are some things we need to be careful about. Equal Sets Elements of a set are either in a set or not in a set. We may describe a set by a defining property, or we may list the elements in the set. The order that they are listed is not important. So the sets {1, 2, 3} and {1, 3, 2} are equal sets, because they both contain the same elements. Two Special Sets Two sets deserve special mention. The first is the universal set, typically denoted U. This set is all of the elements that we may choose from. This set may be different from one setting to the next. For example, one universal set may be the set of real numbers whereas for another problem the universal set may be the whole numbers {0, 1, 2,...}.   The other set that requires some attention is called the empty set. The empty set is the unique set is the set with no elements. We can write this as { } and denote this set by the symbol ∅. Subsets and the Power Set A collection of some of the elements of a set A is called a subset of A. We say that A is a subset of B if and only if every element of A is also an element of B. If there are a finite number n of elements in a set, then there are a total of 2n subsets of A. This collection of all of the subsets of A is a set that is called the power set of A. Set Operations Just as we can perform operations such as addition - on two numbers to obtain a new number, set theory operations are used to form a set from two other sets. There are a number of operations, but nearly all are composed from the following three operations: Union – A union signifies a bringing together. The union of the sets A and B consists of the elements that are in either A or B.Intersection - An intersection is where two things meet. The intersection of the sets A and B consists of the elements that in both A and B.Complement - The complement of the set A consists of all of the elements in the universal set that are not elements of A. Venn Diagrams One tool that is helpful in depicting the relationship between different sets is called a Venn diagram.  A rectangle represents the universal set for our problem.  Each set is represented with a circle.  If the circles overlap with one another, then this illustrates the intersection of our two sets.   Applications of Set Theory Set theory is used throughout mathematics. It is used as a foundation for many subfields of mathematics. In the areas pertaining to statistics, it is particularly used in probability. Much of the concepts in probability are derived from the consequences of set theory. Indeed, one way to state the axioms of probability involves set theory.

A Woman’s Retrospective of the American Revolution Essay

Sarah Benjamin went before the deposition on the twentieth day of November, 1837 in the Court of Common Pleas of Wayne County, Pennsylvania. This deposition intended to validate claims for receiving pension benefits owed to Mrs. Benjamin from a previous marriage; an Aaron Osborn, veteran of the Revolutionary War. Her case founded itself on the numerous acts of Congress over the previous decade--in particular the Comprehensive Pension Act of 1832 and subsequent acts of Congress from July 4, 1836 and March 3, 1837--allowing for the first time yearly grants to all who served in the Continental Army for a period of six months or more. These acts supplanted Sarah Benjamins case because applicants no longer required disability or monetary†¦show more content†¦Osborn and her fellow female commandants of war became true patriots, veterans devoted to a cause they imagined worthy of a fight. While it may seem easy to speculate her deposition as mere hearsay or engorged fabrications o f an elderly woman, many claims Sarah Osborn purports are verifiable and unrequitedly true. Throughout this work I will, where reasonably necessary, corroborate Osborns claims with that of others similar testimony. The study of this document will mainly comprise of the role Sarah Osborn played, using her accounts of the years 1780 through the surrender of Yorktown in 1781, with contextual additions explaining social aspects of women during this era. To further this study and supply a deeper and thorough contextualization, the research and importance of other known accounts of women involved in the war serve as supplementing points to the main theme presented by Sarah Osborns testimony. These studies along with my own interpretations of Sarah Osborns deposition will hopefully create a view of life during the Revolution far too often unseen; that of a completely female perspective. I will attempt to show that they, as much as anyone, helped fight for, create, and maintain a union du ring crisis. By November of 1837 when Sarah Osborn stood before the Court of Common Pleas in Pleasant Mount, Wayne County,Show MoreRelatedLifting The Ban On Women s Rights1974 Words   |  8 Pagesharshness of battle. Females will also prevail as Army Rangers, Green Berets, Navy Seals, and Marine Corps. Many people now believe in what Defense Secretary Ash Carter said, â€Å"The important factor in making my decision was to have access to every American who could add strength to the joint force.† (Tilghman). With these beliefs women now get the chance to fulfill their lifelong dreams of fighting and protecting their country. 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Mrs. Thomas Holistic End of Life Care Free Essays

string(48) " is worse or that the pain is deserved somehow\." Governors university Scenario A brief synopsis of the scenario explored in this paper will be forthcoming so the following observations and detail will have context. The key points in the scenario explored for Mrs.. We will write a custom essay sample on Mrs. Thomas: Holistic End of Life Care or any similar topic only for you Order Now Thomas, her husband and family are as follows. Mrs.. Thomas is a candidate for palliative care; In specifically hospice If she Is given a prognosis of six months or less. She has suffered breast cancer twice In the past year. A year ago she had a right mastectomy with removal of five auxiliary lymph nodes, with chemotherapy and radiation. Six months ago she had a second mastectomy on her left breast, followed by chemotherapy and radiation. After said treatment it was discovered that the cancer had metastasis’s to her lungs and further surgery is not a feasible option. She has not been taking her pain medication as she does not want to procure an addiction problem. Her pain has Increased and she spends most of the time In bed crying. She had to leave her job, but has a small stipend via disability. She and her husband, a police officer, are struggling to make ends meet financially Her husband suffers from chronic depression that is being managed by medication, but he is resorting to take his medication often. He is a supportive and able caregiver however, he Is showing signs of caregiver strain and Job stress. In response Mrs.. Thomas Is worried that he Is becoming classical because of the circumstances of her condition and this In turn Is causing her further suffering. Core family support Is minimal. Mrs.. Thomas’ close female relatives are dead from the very disease that is killing her. Because she is sick, she and her husband no longer socialize; she does not seek help from her female friends. Her sons live far away, and call often but they do not come to see her. Mrs.. Thomas is saddened that her sons are not here, but Quality of Life and Health Promotion This nurse believes that quality of life is defined individually for each patient. Each individual is unique and how they perceive life and what their life circumstances are define what is needed for end of life care. Quality of life during a time when aggressive treatment is no longer possible needs to be focused on comfort and support of the patient, caregivers and family. This nurse believes comfort (quality of life) includes the right to be free from pain, unless the patient chooses to experience main in trade for mental clarity. It includes the right to not participate in aggressive treatment or in clinical trials if the patient has no wish to do so. Quality of life to this nurse is helping the patient to do the best with the situation in life in which the patient finds themselves. It includes helping the patient with what he or she perceives as unfinished business and helping the patient conclude this business to the extent possible. Holistic end of life care includes care of all aspects of the patient (physical, social and spiritual) and care for those who love the one dying?the family. The family is whatever blood or non-blood ties this entails; whatever â€Å"shape† of family the patient has at this time. This nurse believes that holistic end of life care encompasses not only physical comfort for the patient but promotion of healthy interactions for the patient with those who love and comfort them. These sensitivities are the goals of this nurse and if applied diligently may provide the best outcomes for the patient in this time of life. Strategies Four holistic nursing goals to begin to improve quality of life for Mrs.. Thomas, her husband and family are the nursing diagnoses: Pain Management, Addressing Anticipatory Grieving and Situational Low Self-Esteem, as well as, Altered Family Processes. First one must establish a rapport with the patient. By providing an open nonjudgmental conversation the nurse can encourage an open and realistic dialogue about what Mrs.. Thomas is feeling. By reviewing past life experiences one can get to know the patient and what interests her and establish trust. This trust is of most importance as all nursing care success depends on creating a team effort with the patient. Family involvement in this time needs to be proactive to help Mrs.. Thomas’ mental state and via this her physical functional ability. Nurseries) A beginning conversation with Mrs.. Thomas needs to be about the importance of pain relief. By bringing the patient to an understanding of how this relief of pain will benefit those around her, Mrs.. Thomas may be more likely to try the medication for said relief. This may be the initial hook with which one can get her to take said medication. The nurse must determine a comprehensive pain history, including frequency, duration and intensity using a scale dependent upon the patient’s perception of pain throughout her life span. Zero pain for no pain; ten for the worst pain ever. This call gives the nurse a baseline from which to assess pain management. Her pain has been increasing for the last six months and this nurse would designate that as chronic pain, perhaps with acute episodes. Also, the nurse must ask about and continue to monitor when said pain is occurring, as well as where and how much. Morning or when? Identifying precipitating factors of pain will help in its long term management. (Nurseries) Pain is what the patient says it is; we as nurses need to accept that premise. Within the realm of pain lie both physical and emotional response. Because Mrs.. Thomas is no longer seeking aggressive cancer treatment, he â€Å"variations of aggressive treatment† pain control will not be discussed. However, as her disease progresses it is most likely that her pain will increase. Which brings up another point?reluctance of the patient to report pain because of fear that the disease is worse or that the pain is deserved somehow. You read "Mrs. Thomas: Holistic End of Life Care" in category "Life" The nurse must also be aware of unmanageable side effects (like hallucination) which if experienced must be dealt with in a matter of fact fashion and by trying another medication regime. To address pain management with Mrs.. Thomas one must address her fear of addiction. By talking with Mrs.. Thomas openly and honestly about the need for pain relief, it is hoped that she is lead to the conclusion that pain management and pain medication abuse are two different things. At the end of life, pain medication addiction is not an issue. This idea needs to be gently but openly professed. One could point to the relief of stress for her husband if she is not in pain; as well as the physical benefit (and hence mental benefit) of remaining pain free. If she remains pain free she will be more able to take care of herself and her activities of daily living. She will be able to live in this time instead of living in dread of each day. Once she is taking said pain medication it must be monitored, adjusted and changed as needed for optimal effect and to support the ability to participate in activities of daily living to the fullest as possible. Also discussing non-pharmacological comfort measures like massage and diversionary activities like music is in order. What does Mrs.. Thomas respond to; what does she like? What kinds of non-pharmacological pain intervention has worked for her in the past? Ask questions so that she can verbalize these things to help herself. Being able to relax will help her focus her attention. Encouragement of stress management skills and complimentary therapies (relaxation techniques, biofeedback, LAUGHTER, music, aromatherapy, acupressure, acupuncture and touch are a few) helps the patient to actively participate and enhances a sense of control. Heat and cold may also help by decreasing muscle spasms and inflammation. Pain makes stress, stress makes stiff muscles and increases self-focus which, unfortunately, increases pain. As the nurse interacts with the patient it is important that the patient comes up with ideas about care and becomes a proactive member of their healthcare team. (Nurseries) Mrs.. Thomas is also suffering, â€Å"Anticipatory Grieving. This is related to loss of her physiological health and change in lifestyle. It is interconnected to the knowledge that she is going to die, for real, and most likely soon. This nursing diagnosis is needed because of her change in social activity level, her reluctance to tell her sons that she needs them?now. It is evidenced by her denial that she does need them and help and support in general from her friends. (Nurseries) Outcomes that are desired include the patient being able to feel her feelings and express them. By doing this she will hopefully come to the place where she is able to take one day t a time and continue her normal activities; even planning for the future. Being able to admit that she is dying, understanding and verbalizing the process is a beginning is done, she must feel supported in her grief work. One must beware of debilitating depression, the like of which is indicated by the scenario. To address this the nurse must be frank and direct in asking questions about the patient’s mind state. (Nurseries) Frequent visiting by the nursing team and care providers, family and social support of friends can help relieve feelings of isolation and abandonment. Her ones need to be contacted with a â€Å"for your information† talk about coming to see their mom (and dad) and possibly who could be of help with caregivers as it is needed. Mr.. Thomas is also a source to find out about who may be able to help with this care this, as well. The nursing diagnosis, â€Å"Situational Low Self-Esteem† is related to how Mrs.. Thomas feels about her disfiguring surgeries and subsequent treatment side effects (aliped, muscle wasting, and more) as well as feelings of self-doubt and lack of control in her life. It is about the doubt about being accepted by others–of still eyeing a human in the world. It is also about her anxiety and fear of her disease process. This is evidenced by her not taking responsibility for self-care (not taking pain medication; crying in bed all day. ) Acceptance of her situation is an outcome that is looked for. She needs to be able to develop mechanisms to cope with her problems and set realistic goals. What coping skills has she used in the past? She needs to be able to participate in her own life by learning to adapt. The nurse can help her through this process by asking proactive questions about how she feels and perceives her world. By getting her to voice where she’s at, she will also perhaps start to voice how she can manage. (Nurseries) This diagnosis ties in with the aforementioned, â€Å"Anticipatory Grieving† diagnosis. By defining diagnosis and disease process beginning problem solving can occur. By anticipating what can happen, some measure of control can be taken. By working with Mrs.. Thomas and planning how daily activities can be managed, adaptation can occur. (Nurseries) Discussion about her roles in life, as a worker, spouse, and mother and problem solving about how to accomplish her goals for these roles may help reduce problems that interfere tit her self-esteem. It may help her to see how she can cluster activities at home to conserve energy but be productive. It may help her to be more able to reach out to those who love her for inclusion and support. The nurse must acknowledge troubles she is experiencing and validate the patient’s reality; this opens the door to the patient being able to seek measures that are necessary to cope, like counseling, and support groups. The nurse should readily be able to supply information about said resources so as to facilitate the patient in procuring more support. If Mrs.. Thomas is n hospice the social worker of the interdisciplinary team can help facilitate and direct this work; but the nurse must always continue it during her visits. Holistic Nursing Plan Amongst personal revelation the nurse must explore who may be able to help Mrs.. Thomas with her activities of daily living. Her husband is doing the Job, but he is suffering from care giver strain and could use some help. It may be that the people she has cut herself off from socially miss her and would love the chance to be able to help in some way. Caregivers avenues and their affordability need to be explored before they are needed. These interactions; providing pain control, helping with grief and esteem issues, and helping the patient to discover what will work best to live disease state progresses, but before it is needed, preparation for a lesser level of self-care must be addressed. Medicare provides a â€Å"compassionate allowance† for hospice care for those of any age with a metastasis cancer with a prognosis of six months or less. She needs to apply for this care in the beginning of the nursing visits if she qualifies. To receive hospice care via Medicare she must be eligible for Medicare Part â€Å"A†, be certified as terminally ill and then apply for hospice care. This care would be in her home. By signing an election of benefits Mrs.. Thomas would be choosing hospice care in lieu of routine Medicare-covered benefits. Hospice would pay for pain medications and those required by her terminal diagnosis, as well as services included in the palliative plan of care. Often the hospice doctor confers with the patient’s primary doctor and others on the hospice interdisciplinary team are included. (â€Å"Your Medicare benefits,† 2014) Hospice of Kits County provides an interdisciplinary team consisting of the doctor, the patient’s primary provider and nurse practitioners, sitting nursing care, a medical social worker, a chaplain, a home health aide. Also provided are complementary services, which include massage and music therapies. Volunteers are also enlisted to help with such things as grocery shopping and the like or simply for company. These persons come to the patient’s home for service. Hospice care differs with regional coverage. Durable medical equipment is also covered, so if Mrs.. Thomas is in need of a hospital bed, oxygen, bedside commode, wheel chair and so on, it will be provided at no cost to her family via Medicare coverage. Grief and loss counseling is also provided. â€Å"Hospice of kits,† ) Providers for home care must be explored as Mrs.. Thomas declines. Often the expense precludes coverage of duties in this way. Exploration of service providers and means of payment need to be explored as a way to cover Mrs.. Thomas’ needs as she declines. Medicare covers the cost of a short term inpatient care in a Medicare approved hospice facility, or nursing home if the caregiver is suffering from caregiver strain (for up to five days) or if it is determined by the hospice physician that symptoms must be managed in an inpatient setting. Because Mrs.. Thomas has no Eng term care health insurance this care could be instrumental in providing for her final days. â€Å"Your Medicare benefits,† 2014) The fourth nursing diagnosis, â€Å"Altered Family Processes† must be addressed for the holistic health of Mrs.. Thomas. This holistic care includes her husband as well as Mrs.. Thomas’ sons and families. Situational crises can develop when a family member has a long term illness. There is a change in roles in caring for a paren t and an anticipated loss of said parent. (Nurseries) Those involved need to learn to express feelings freely and demonstrate individual involvement. This individual involvement must include a problem solving process that promotes suitable solutions for the situation. Mrs.. Thomas’ sons need to be contacted and requested to attend a family conference. If they are unable (because of finances or schedule) to attend then this could be accomplished via phone. They must understand the need of their mother to see them in person and will hopefully comply. The reality of the situation must be broached to them in a caring way. It may be that the Thomas’ or Mrs.. Thomas can go and stay with them for more available for care and support of their mother. Speaking with family members in a caring, respectful manner and providing information both written and spoken helps promote feelings of empathy. It stimulates individual feelings of value and capability in ability to handle the present situation. In answering questions and providing information one can empower Mrs.. Thomas’ loved ones. Identifying patterns of communication and interaction between family members is an important nursing intervention. It provides information about how active said communication is. It can also identify what problems may exist that interfere with the family in helping the patient and what problems there are in adjusting to the prognosis. Role expectations must be explored and how each individual sees the situation, in sharing these thoughts the family can promote understanding within its unit. Assessing the way members are expending their energy with which to deal with the situation is needed so as to provide guidance in positive focus for the well-being of patient. Acknowledging the difficulty of the prognosis, as well as, encouraging appropriate expressions of anger helps resolution in the stages of grieving. The nurse must remain centered. Stressing the importance f continuing dialogue that is open and honest between the family members helps communication to remain open and thus facilitates problem resolution. Mr.. Thomas must be educated by the community health nurse as with regards to how anti- depressants need to maintain a certain blood level to be effective. If he is not taking them regularly this will not happen. To help achieve this goal, a pill box with days on it can be set up; perhaps an alarm set to the same time each day enlisted, so that he can remember to take his medication and thus be better able to function at this time. To provide holistic nursing care to Mrs.. Thomas her needs as a person must be addressed. Physical, social and spiritual realms must be explored. Plans of action to provide for her physical care and the demise of her abilities must be explored; help must be sought out from the aforementioned sources. Method must be applied via nursing diagnosis and indications of said diagnosis. Desired outcomes must be planned, as well as nursing interventions to work toward these outcomes. Mrs.. Thomas must be approached with honesty and treated as a human being, with a life, in her time of need. How to cite Mrs. Thomas: Holistic End of Life Care, Essays

Kristallnacht Essay Example For Students

Kristallnacht Essay Ku Klux KlanThe Ku Klux Klan is a secret society based on hatredand violence. The Klan claims that it stands for onlylaw-abiding rallies and activities, but the Klan has beenknown for having hypocritical views throughout itsexistence. No matter where the Klan is headed, violence issure to be the destination. The Knights of the Ku Klux Klanclaim that the Bible is on their side. They claim that theBible condones their activity. Nowhere in the Bible iskilling thy neighbor encouraged. They claim they are notout to destroy America, but rather to save it. How is itpossible to save America with hate and violence? The Klanexists only to hold onto the beliefs of the Confederacy, buthanging on to the past only adds to the destruction of thefuture. Holding on to the past is bad enough when the pastis full of pleasant memories, but the Klan is hanging on tothe hate and ignorance of the South in the 1800s. The KuKlux Klan has always attempted to reach their goal ofinstilling fear and intimidation in the minds of everyone they cross. The Klan has undergone four stages after itsestablishment and the last stage is still on the rise. TheKlan has a distinct origin, a four stage revolution,distinct symbols, recruiting requirements, and strongpolitical beliefs.Formed in the 19th century, the Ku Klux Klan hasattempted to instill fear in the minds and the hearts ofblack citizens in the United States. The Klan was firstorganized on December 24th, 1865 in the Law Office of JudgeThomas M. Jones. There were six people who organized theKlan. They included Calvin E. Jones, John B. Kennedy, FrankO. McCord, John C. Lester, Richard R. Reed, and James R. Crow. This information is proclaimed on a wall in Pulaski,Tennessee. It was unveiled on May 21, 1917 by the widow ofCaptain Kennedy, who was the last of the six founders topass away. The origin of the Ku Klux Klan was described ina thirty page pamphlet published by Mr. and Mrs. William B. Romine of Pulaski. It read: As the Klan stood primarily for purity and preservationof the home and for the protection of the women andchildren, especially the widows and orphans ofConfederate soldiers, white, the emblem of purity waschosen for the robes. And to render them startling andconspicuous, red, emblem of the blood which Klansmenwere ready to shed in defense of the helpless, waschosen for the trimmings. Also, a sentimental thoughtwas present in adopting the color scheme, as white andred were the Confederate colors. Be it said to thecredit of the women of the South who designed and madewith their own hands more than four hundred thousand ofthese Klan robes for both horses and riders, not a wordwas said by these women to anyone about them and notone single secret concerning them was ever revealed. -page 8 of Ku Klux Klan, A Century of Infamy byWilliam Pierce RandelThis account was published in 1924. The six founderswere unable to fill a complement of den officers. At firstthere was no Grand Scribe. The original den leader, FrankMcCord was called Grand Cyclops; his chief lieutenant, knownas Grand Magi, was Captain Kennedy. James Crowe was chosenGrand Turk, a kind of marshal or master of ceremonies. Calvin Jones and Captain Lester were Night Hawks, orcouriers, and Richard Reed was the first Lictor or outerguard. New titles were created for the next few members tojoin. After these positions were filled, the new memberswere to be called Ghouls. The name of this secret organization was one of thefirst things that was discussed. They wanted a name thatwas original and one that would send a tingle down the spineof their victims. The title came from a Greek word kukloswhich means a band or circle. James Crowe suggested thatthe word be split in two and changing the last letter to anx. This gave them the name Ku Klux. Then John Lesterremarked that all six founders were of Scottish descent,therefore he proposed that clan be added to the end, butspelled with a k for consistency yielding the Ku KluxKlan. This name was much better than the proposedClocletz. Clocetz was the name of a phantom Indian chief who the Negroes from Georgia had feared, but they decidedthat it was too unoriginal. After the name was established, the Ku Klux Klan neededto have a set structure to maintain order. The structurewas founded by one of the most educated founders, JohnKennedy. Since he had briefly attended Centre College inKentucky, he had observed some details about howfraternities were structured. Since the structure offraternities helped establish other organizations, it seemedthat this was a perfect model to follow in the establishmentof the Ku Klux Klan. Now that the name and structure were established, theKlan needed uniforms. The color white was chosen for thereason that the KKK stood for purity. They decided to wearrobes and hoods to intimidate their much hated counterparts,the Blacks. The Ku Klux Klan has gone through an evolution over thecourse of time and it has endured four phases;Reconstruction, the Civil Rights movements, revival afterWorld War II, and present day activity. The first evidenceof the Ku Klux Klan was during Reconstruction. The Klanbegan as a prankish organization that targeted Blacks andRepublicans. The first Klan was a secret society established in theSouthern states during the Reconstruction period followingthe Civil War. It was founded at Pulaski, Tennessee in thefall of 1865 as a social club. The sudden attempt atenfranchisement of blacks, by passage of the Reconstructionacts of March 1867, and also of the Fourteenth Amendment tothe Federal Constitution, created serious problems ofpolitical and social readjustments. Local politicians andtheir white supporters, known as scalawags, and Northerners,known as carpetbaggers, who went south hoping to profit inone way or another by the manipulation of the black vote,added to the confusion and uncertainty. Many Blacks wereexploited by their new found friends and turned to them forhelp. The Ku Klux Klan was formed to intimidate Blacks. They used bizarre rituals and wore pointed hoods and drapinggowns to help intimidate Blacks. From 1868 to 1871, theKlan reached the height of its power. The movement wasreally a revolution against many of the aspects ofReconstruction, and was also a revolt to overthrow local andstate governments. At the first meeting for the KKK in Nashville,Tennessee, General Nathan B. Forrest, a famous Confederatecavalry leader, was chosen as Grand Cyclops, or president. The Klan was separated into local dens and they adopted aset of principles. They are as follows: 1) to protect theweakened and to relieve the injured and oppressed, 2) toprotect and defend the Constitution of the United States andlaws passed in conformity thereto and to protect the statesand the people from invasion of any source, and 3) to aid inthe execution of the laws and to protect the people fromunlawful seizure and trial except by their peers. The Klanspread from Tennessee to the Carolinas and especiallyGeorgia, Alabama, and Mississippi.In Louisiana, whiteradicals formed a group that was different than the KKK onlyin name. They referred to themselves as the Knights of theWhite Camellia. Other similar organizations were referredto as the White League and the Invisible Circle. The Klanhad a large group of members, but the members were not asevident as hoped. Local groups were soon were branded asoutlaws; therefore, were condemned. In 1871 and 1872, thegovernment introduced the Force Laws to break up theselocal groups and to control local elections. The Ku KluxKlan continued to participate in their activities until theyhad accomplished all of their goals. They vowed to continueprotecting the white people, reducing the black vote,expelling undesirable carpetbaggers and scalawags, andnullifying those laws of Congress that in a sense would putwhite Southerners under control of a party largely supportedby black voters. By 1877, when Rutherford B. Hayes becamepresident and the federal troops had been withdrawn assupport of local governments, the original Klan had beendisbanded. The second, or the modern 20th-century, Klan was formedby William J. Simmons on Stone Mountain, near Atlanta, Ga.,in 1915 as a fraternal organization devoted to theprinciples of white supremacy. It was a new organization,linked only by name and tradition to the original Klan. By1919, Edward Clark Young and Elizabeth Tyler, publicityagent and fund raisers, had joined with Simmons. Klanactivities were now not only directed against blacks, butalso against Roman Catholics, Jews, and the foreign-born. This Klan became dedicated to protecting the purity of thenative-born, white, Anglo-Saxon Americans and claimed ahigher morality and dedication to religious fundamentalism. Because the Klan was not sectional in its appeal, itsinfluence spread to other parts of the country outside ofthe South. Mysterious meetings around fiery crosses, withmembers masked, hooded, and robed in sheets, became symbolicof the Klan. The tactics they used were to instill fearupon their counterparts. They used whippings, tarring andfeathering, branding, mutilating, and lynching as tactics topresent intimidation and fear. None1 EssayThis old Cross was bathed in the Blood of ourLord Jesus Christ and became transformed into thesymbol of faith, hope, and love. Today it is used torally the forces of Christianity against the everincreasing hordes of an anti-Christ and the enemies ofAmerica and the White Race. We light the Cross with fire to signify to theworld that Jesus Christ is the light of the world. Where the Holy Cross shall shine, there will bedispelled evil, darkness, gloom, and despair. TheLight of Truth dispels ignorance and superstition asfire purifies gold and silver, but destroys wood andstubble. So by the fire of the Cross of Calvary, wecleanse and purify our virtues by burning out our viceswith the fire of His Word. Who can look upon this sublime symbol, or sit inits sacred Holy Light without being inspired witha holy desire and determination to be a better person? By this Holy Light of the Cross, we will perservere. KKK.com quoted by a Klansman on why they lightthe cross. Recruiting for the Klan was never thought about when itwas established. One of the first decisions that was to befollowed by the Klan everywhere was new members were not tobe sought out. Joining the Klan was each individualdecision. The den officers do not push people to join theKlan. Although the Klan does not recruit, people interestedin joining have to meet certain qualifications. They are asfollows: No person is allowed in our ranks who can not declarean unqualified allegiance to the Constitution of theUnited States. No person is allowed in this Movement who can not pledgethemselves to the protection, preservation, andadvancement of the White Race. No one is allowed in this movement who can not practicereal Brotherhood. Only pure White Christian people of non-Jewish,non-Negro, non-Asian descent who are at least eighteenyears old and who pledge to dedicate their lives to thiscause can enter the Knights of the Ku Klux Klan. Thoseunder the age of eighteen can join the Klan Youth Corp. with parental consent, and then become a full member ofthe Knights when they turn eighteen. The Knights of the Ku Klux Klan is strictly a law-abidingorganization. Every member is sworn to uphold the lawand the principles of justice, and he will not conspirewith others to commit any unlawful or violent crimes. The Knights of the Ku Klux Klan cocedes the right ofevery Christian citizen the right to worship God as hesees fit, and will not tolerate denominationaldissentation of any nature. All White Christians mustunite, at this juncture in history. The Knights of the Ku Klux Klan Movement is not anopen membership organization. Only those who meet 100% ofthe qualifications are allowed to join the Klan. Although the Ku Klux Klan is extremely influential inpolitics, members claim that the KKK is not a politicalaffiliation. They add that if it was a politicalaffiliation, the beliefs that would be introduced are asfollows:Reassert Americans White Christian Heritage. Return prayer to school. Stop all non-white organizations. Drug testing on all welfare recipitants. Quarantine all Aids carriers. Make the purchase of US Industry and property illegal toforeigners. Do away with free trade that harms the American workerand employ a policy of protectionism. Workfare not welfare. People work for their checks, soshould they. Troops on our South border to stop illegal immigration. Stop reverse discrimination by doing away withAffirmative Action. Declare all laws attempting to enforce gun control asunconstitutional. The Klans political beliefs are clearly out to benefitonly the white conformist who rejects what society hasundergone. Society today offers equality for every Americancitizen. The Klan is against this because they do not likethat they will have to work for their jobs just as hard asimmigrants do. Klan members want society to hand them whatever they want even though they are the under qualifiedapplicant. Equality should not bother anyone who is notafraid of working hard for what they want. Nothing will behanded out on a silver platter in todays society,regardless of what the Ku Klux Klan has to say. Complaining, criticizing, and envying will not produceanything except for hatred for the working man, or intodays society, the working woman. The Ku Klux Klan has endured and overcame manyobstacles to stay around and distort childrens minds. TheKlan has been around for a long time, and unless they arestopped, will be around for a long time. The Ku Klux Klanis a secret organization that hel ps segregate the UnitedStates by color or beliefs. The Klan helped to preserveracism and because members are ignorant, they will notmingle and learn to understand other cultures. Hating theunknown is just an easy and safe way to live. If the Klanattempted to understand other cultures, maybe they couldbegin to realize that everyone is alike in one way oranother. The most effective technique in destroying theKlan is education. Education is the tool for prevention. If children are not educated that the Ku Klux Klan standsfor evil purposes, these children may fall into the Klansevil empire. Educating the youth along with the society isthe only effective way to disband the Ku Klux Klan andsecret groups of this nature. The key is to never forgetwhat happened with the Klan so this world will never have toendure the hardships that the Ku Klux Klan has provided. The Ku Klux Klan has undergone a revolution of four stagesafter their origin in Tennessee and can be identified bytheir distinct sy mbols. The Klan has their own set ofrequirements that are to be followed when recruiting a newmember and have a one sided view on politics that they wantto see occur in the future

Animl Experimentation essays

Animl Experimentation essays According to Agnus Taylor, author of Magpies, Monkeys, and Morals, animal right supporters believe that it is the rights of animals to be left alone by humans and not used in experiments or research. Due to the efforts of animal rights activists, the use of animals in research dropped by fifty percent in the period from 1990 to 2000. Suggestion from the author is that scientist can use other means of experimentation other than using animals, however, Taylor gives no suggestions on how this may be done. Scientist believe that it is necessary to experiment and do research on animals as it is vital for our future, pointing out that animals also benefit from the research. According to scientists, over 80 medicines originally developed for humans are now being used to treat pets, farm animals, and wildlife. The animals rights view is controversial and has produced much opposition. In Magpies, Monkeys, and Morals, Taylor provides a theory of animals rights in experimentation that derives from our conventional and moral views. Although she tackles some of the more difficult philosophical problems on animal rights ethics, her presentation provides a clear outlook on the views of animal rightist in animal research. The author however, lacks direction in a solution on how to fix the problem she is posing in using other sources for the research. Conclusion is, although scientist believe using animals in research is necessary, activists believe it is cruel mistreatment of the animal and needs to be monitored or abolished. ...

A Brief Discussion on the Definition of Art

A Brief Discussion on the Definition of Art Art is a very complicated and thorny subject. It can be a source of heated discussion in the same way as religion or politics. One person's idea of art can be very, very different from another person's view, and the disparity between them can lead to harsh words and hurt feelings.By simple dictionary definition, art is the product of human creativity. It is the human effort to imitate, supplement, alter, or counteract the works of nature. However, in actual usage it's meaning can be poles apart. It is really much more subjective in connotation. As previously acknowledged, from one single person to the next the definition can be wildly dissimilar. So, then, what is the meaning of art in practice?Art begins in the eye of the beholder. If the viewer responds emotionally, if the work provokes thought, humor, passion, compassion, then it is art. A violinist who has mastered his instrument cannot compare to the violinist whose playing, though flawed, brings the listener to tears.Self-portr ait, (1876)Though a work may affect only a single person in this way, it must still be considered art if only for that single person's enjoymentIn the higher strata of society, art conforms more strictly to the dictionary definition. Something is only be considered art if the 'educated' art critic informs the cultured thespians that it is indeed 'art.' At this level, art is more of a status symbol than object of gratification. To appreciate the 'right kind of art' is to inform the rest of society that one is educated and in vogue. In this usage, the meaning is a distant term to the user, something incomprehensible yet necessary for social acceptance.For my personal use, art is something that is a little bit of all three. It is something that imitates...

Advanced Chronic Obstructive Pulmonary Disease Essay

Advanced Chronic Obstructive Pulmonary Disease - Essay Example Health promotion builds the capacities of individual members in the society to take charge over health determinants collectively in order to attain a positive change. The Ottawa Charter indentified three approaches for health promotion. These include advocacy for health to establish the necessary environment for sustainable health in the community. Enabling all persons to attain optimum health potential is the second approach and finally mediating between various stakeholders and interests in the society with the objective of achieving health. The three approaches are reinforced by five prioritized areas of action, included in the Ottawa Charter of health promotion. These areas include building healthy public policy, establish supportive environment for health and strengthening the community action for health. The fourth priority action area is developing personal skills and finally reorientation of health services.Health promotion is a broad and multidimensional approach that involv es other stakeholders, besides the basic healthcare providers and this underscores the importance of building a healthy public policy. Health promotion policy places health issues on the agenda of policy makers in all relevant sectors and in every level. By so doing, it directs and increases their awareness on the effects of their decisions on public health. Building healthy public policy also enables the policy makers to accept their roles and responsibilities in the maintenance of health in the society. To create an appropriate healthy public policy involves application of diverse methods, including the enactment of laws, formulating monetary or fiscal measures, taxation and encouraging organizational change. According to WHO (2008), the approaches are coordinated leading to health, and improvement of

Business analysis Essay Example | Topics and Well Written Essays - 3000 words

Business analysis - Essay Example The company owns more than 700 stores which are operating in United Kingdom and more than 300 of these stores are spread in around 40 countries. The company possesses expertise and specialists in the production and selling of luxury, food, and clothing products. Marks and Spencer was initiated by Thomas Spencer and Michael Marks in the year 1884 in Leeds (M&S, 2012). Later, during the late 1990s, the company gained the status of being the first British retailer to earn a pre-tax profit of more than  £1 billion. Afterwards, within a period of two years, it was caught in the economic and financial crises which took many years for the company to recover. At the moment, the company is the leading retailer of UK and, every week, over 21 million people visit the stores of M&S. The company offers high quality, creative and great value products for home and clothing along with the food of an outstanding quality. The products of the company are responsibly sourced from over 20,000 suppliers from all over the world (M&S, 2012). Moreover, an M&D employee 78,000 people from and outside UK, and possesses an international business which is expanding on an enormous rate. The concept of business environment pertains to the environment in which a business organization performs its activities and functions. It may be defined as an environment which comprises of the economic, political, social, and legal factors which impact the functions and operations of business either directly or indirectly. These factors have a direct bearing on the activities of business processes (Richard Pelly, 2011). A business environment of an organization is of two types: This environment is related to the internal aspects of the organization and affects the functions and activities directly. It includes the elements such as man, machinery, material, management, and marketing (Francisco, 2011). These factors are controllable and can change the other

Current Economic Issues in the Asia-Pacific Region Research Paper

Current Economic Issues in the Asia-Pacific Region - Research Paper Example Japanese political administration and economic pundits are working hard to revive the ailing Japanese economy. However, these efforts were not met with success yet. Economists have different opinions about the reasons of economic crisis in Japan. Some of them blame macroeconomic factors whereas others blame microeconomic factors for Japan’s economic crisis. In any case, it is a fact that the present economic climate in Japan is not so good compared to that in the 60’s and 70’s. Chris Burges, in his article, "Can Immigration Reform Really Save Japan?" argues that immigration may help Japan immensely in regaining its economic growth back on track. He has pointed out that out of the forecasted 86 million population in Japan by 2060, 40% would be over the age of 65. In other words, rising life expectancy and falling birth rates cause rapid ageing in Japan. Burges argue that without immigration, Japan may struggle to find enough labor power to meet the requirements in near future. This paper analyses the claim that immigration reform can really save Japan. According to Hidenori Sakanaka, a former director of the Tokyo Immigration Bureau, Only immigration can save Japan. He proposes bringing in 10 million migrants over 50 years (Burges). It is a fact that Japanese products are still number one in terms of quality in global market. Chinese products are dominating in global market at present, primarily because of the cheap price. On the other hand, quality conscious consumers still go for Japanese products if they are capable of spending few dollars more. In other words, higher price is the major problem which prevent Japanese products from competing in international market. The major reason for the higher prices of Japanese products is the expensive labor. In other words, manpower shortage is a severe problem in Japan at present. It should be noted that China

The Compare And Contrast Essay English Language Essay

The Compare And Contrast Essay English Language Essay First, lets explain compare and contrastw when we compare, we show our readers a subjects similarities and when we contrast, we show our readers a subjects differences. Compare and Contrast essays are learning-process essays. You learn about your subject as you gather and organize information. This type of essay takes a bit of organization, and its this organizational process, this gathering of facts, that helps you learn as you go. You will create lists of qualities or traits that each of your subjects has, and as you do this, you will discover insights to your subject that, at first glance, you may not have realized were there. Its like buying a new shirt. The moment you spread it out on your bed, you start seeing things you hadnt noticed in the store. Perhaps a button is loose, or the pocket is torn, or its a size too big. But theres more! As an intelligent, probing writer youre going to ask questions of this shirt: why, what, where, when, how, who. Why are buttons on the collar? What other type of shirt does this shirt remind you of? Where was it made? When was it made? How did it get to your store and into your hands? Who made it? The questions are endless. But you must ask them to understand your subject. Using why, what, where, when, how, who, you to probe into the core and the reason this shirt exists. The same type of probing and uncovering will happen to you as you outline your subjects qualities. Youll discover all sorts of new things as you ask why, what, where, when, how, who, and as you uncover these new points, your essay will change. In the end, most essays end up far different than expected. Your Thesis You will offer a thesis, like in an argumentative essay, but in this essay, your thesis sets the tone of your paper. In other words, through your thesis, you want the reader to understand what you plan to compare or contrast. Keep it simple: Your thesis will be one or two sentences on what you want to offer (your subject), and if youre comparing or contrasting. Getting Started If possible, find an interesting subject about which you can write. This is important because your enthusiasm will show in your work. This essay calls for an outline list: you are going to list the qualities of both subjects, qualities that can be compared, contrasted, or shared. For example: lets say your comparing and contrasting surfing to snowboarding. Your first job is to list the qualities of each subject. From these qualities and your insight, you can then develop your thesis. Qualities of A: surfing Shared Qualities Qualities of B: snowboarding surf on water both use a water medium snowboard on snow need wetsuits and trunks both require special clothing need winter clothes and boots A thesis that will set the tone of your essay for the qualities above might read: Though surfing and snowboarding are done in different seasons, these sports have more similarities than differences. Of course, the list above is incomplete, and, perhaps, not as academic is we would want it to be. But its a start. You keep listing qualities until you believe you have enough information to write a valid essay. A list of five to ten qualities works well for the average paper. But you may have to list twenty qualities to get five that will work for you. When listing, it is good to overdo it; this way, when youre ready to write your paper, you can weed out the qualities that wont work and pick the best of the bunch. Three Parts Opening: You will begin your essay, introducing the subjects you plan to compare and contrast and ending your fist paragraph with your thesis. Body: text by text (first discuss all of A and then discuss all of B) or point by point (alternate between A and B). In this class you will stick to point by point. And you will either compare or contrast, not both. Be careful, sometimes going point by point can make your writing sound tedious and repetitive. Watch your language and transition words. Use several points at a time. Ending: As in the argumentative essay, bring it all together. Allow your ending to go back to your thesis. Use the transitional words on the next page to help your papers coherence. Transitions and other connecting words and connecting sentences should be used throughout. Remember: There are no hard and fast rules as to how many comparisons or contrasts you should offer. For a thorough look into your subject, you must offer enough comparisons or contrasts or both to make a valid statement. Transitional Words (Conjunctival Adverbs) Use these words to help you connect your thoughts, your sentences, and your paragraphs: (Lest you wish to sound pedantic, tiptoe with caution through words such as indeed, and of course.) addition again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too comparison also, in the same way, likewise, similarly concession granted, naturally, of course contrast although, and yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, yet emphasis certainly, indeed, in fact, of course example or illustration after all, as an illustration, even, for example, for instance, in conclusion, indeed, in fact, in other words, in short, it is true, of course, namely, specifically, that is, to illustrate, thus, truly summary all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to put it differently, to summarize time sequence after a while, afterward, again, also, and then, as long as, at last, at length, at that time, before, besides, earlier, eventually, finally, formerly, further, furthermore, in addition, in the first place, in the past, last, lately, meanwhile, moreover, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, too, until, until now, when

Alcohol and Drinking - Alcoholism :: Exploratory Essays Research Papers

Alcoholism It was a rainy Wednesday afternoon and little Tommy was struggling to cross the slippery puddle- filled streets. The crossing guard at the corner felt a tug at her leg and it was Tommy waiting to cross. He waited patiently at the corner until traffic seemed to clear. The crossing guard began to lead Tommy across the street when out of nowhere a car sped around the corner and without acknowledging the crossing pedestrians, ended little Tommyà ¾s life. Tommyà ¾s parents were called at work and notified of the horrible accident. Through all the gory details they received the same awful truth that is heard by millions every year, Tommy had been killed by a drunk driver. Alcoholism is an epidemic in America that affects the lives of many. Alcoholism, as a disease, affects the individual, the family, and society as a whole. Families are torn apart, domestic violence occurs, and innocent bystandersà ¾ lives can be changed forever, just like little Tommyà ¾s. Drunk driving is just one of the many issues involving the abuse of alcohol. Alcohol abuse can lead to further drug and substance dependence. On the individual, alcohol damages bodily processes and organs, and affects personality and temperament. An approach to treating this serious illness is group therapy and individual counseling. The severity of the problem and the willingness of the patient will determine the extent of treatment he or she will undergo. Though there are many aspects of alcoholism, a major issue at hand is whether or not alcoholism is a genetically inherited disease. Through research studies and surveys, it is evident that alcoholism is, in fact, genetically inherited. Genetic makeup is not the only factor, however. Environmental influences can foster genes and motivate a person to drink. Many people drink due to a neurological imbalance (which causes a psychological disorder). Others use alcohol as an outlet to their daily stresses. There is even a group of people who become alcoholics with an unknown motive. Alcoholism is a disease with many dimensions. This disorder begins as early as childhood and elevates throughout adolescence to its prime stage in adulthood. The early years are the crucial determination point. If a child grows up with constant exposure to alcohol, they will most likely pattern their behavior after the role model. This is how the whole cycle continues. It is unfortunate that so many Americans a re affected by this disease and they are not even aware of it.

Island of the Sequined Love Nun Chapter 15~19

15 The Navigator Out on the edge of the world, with no place to stay, no way to move on, no job, no life, no friends; hurt, confused, hot, thirsty, and irritated, Tuck was desperate. Desperate for just the momentary satisfaction that might come from attracting an attractive woman. No matter that he couldn't do anything about the attraction. What was she doing out here? Who cares? What a walk! He quickened his pace, his legs and shoulders protesting against the weight of his pack, and approached within a couple of steps of the blonde. â€Å"Excuse me,† he called. She turned. Tuck stopped and backed up a step. Something is wrong here. Very, very wrong. â€Å"Oh, baby,† she said, hand to her chest as if trying to catch her breath. â€Å"You scare little Kimi. Why you sneakin' up like that?† Tuck was dumbfounded. She wasn't a natural blonde. Her skin was dark and she had the high cheekbones and angular features of a Filipino. Long false eyelashes, bright red lipstick, but lines in the face that were a little too harsh, a jawline that was a little too square. The dress was tight around the chest and there was nothing there but muscle. She wore a huge black medallion at her throat that looked as if it was made of animal fur. She needed a shave. â€Å"I'm sorry,† Tuck said. â€Å"I thought you were something – er, someone else.† Then the medallion turned its head and looked at him. Tuck let out an involuntary scream and jumped back. The medallion was wearing tiny rhinestone sunglasses. It squeaked at Tucker. It was the biggest bat he had ever seen, hanging there upside down with its wings folded. â€Å"That's a bat!† â€Å"Fruit bat, baby. Don't be scared. This Roberto. He no like the light. He like you, though.† Roberto squeaked again. He had the face of a fox or perhaps a small dog – a shaven Pomeranian with wings. â€Å"I'm Kimi. What you name, baby?† Kimi extended his hand limply to shake or perhaps for a kiss. Tuck took two fingers, keeping his eye on the bat. â€Å"Tucker Case. Nice to meet you, Kimi.† He was horrified. Thirty seconds ago he'd been having lustful thoughts about a guy! A guy wearing a fruit bat! â€Å"You look like you need a date. Kimi love you good long time, twenny bucks. Whatever you need, Kimi can do.† â€Å"No, thanks. I don't need a date. What I need is a boat.† â€Å"Kimi can get boat. You like it in boat? Kimi take you round the world in a boat?† He giggled and patted Roberto's little upside-down head. â€Å"That funny, huh?† Tucker forced a smile. â€Å"No, I need a boat and someone who can pilot it out to an island.† â€Å"You need a boat, Kimi can get boat. Kimi can pilot too.† â€Å"Thanks anyway, but I really†¦Ã¢â‚¬  Roberto shrieked. Tuck jumped back. Kimi said, â€Å"Roberto say he want to go on boat with you. How far is island?† Tucker couldn't believe he was having this conversation. He hadn't really decided he would go by boat. â€Å"It's called Alualu. It's about two hundred and fifty miles north of here.† â€Å"No problem,† Kimi said without hesitation. â€Å"My father was great navigator. He teach me everything. I take you to island and maybe we have party too. You have money?† Tuck nodded. â€Å"You wait over there in shade. We be right back.† Kimi turned and wiggled away. Tucker tried not to watch him walk. He was feeling sick to his stomach. He walked to a grove of palm trees that grew along the harbor and sat down to wait. Kimi piloted the eighteen-foot fiberglass skiff out of a shantytown built over the water, across the harbor, to a dock in front of the marina restaurant. Roberto had unfolded his wings and was crawl ing spiderlike over Kimi's head and back, looking for a comfortable spot to get out of the light. Tucker walked to the dock and looked at the boat, then out past the harbor, where waves were crashing on the reef, then back at the little boat. He wasn't sure what he had expected, but he was sure this wasn't it. Something bigger, maybe a cabin cruiser, with twin diesels and a big wheelhouse with some radar stuff spinning on the top – a modest but well-stocked wet bar, perhaps. â€Å"I got you boat!† Kimi said. â€Å"You give me money now, I go get gas and look at map.† Tucker didn't budge. The engine was a forty-horse Yamaha out-board. A rubber tube ran from the motor to a gas tank that took up nearly all the space between the two seats. Tuck guessed it would hold at least a hundred gallons of fuel, maybe more. â€Å"Are you sure this thing has the range to make it out there?† â€Å"No problem. Give me money for gas. Five hundred dollar.† â€Å"You're insane!† â€Å"Gas very expensive here.† â€Å"You're insane and your bat's glasses are crooked.† â€Å"I have to pay man for boat. The rest is for pilot. You buy water, flashlight, and two mango, two papaya for Roberto, and two box Pop Tarts for Kimi. Strawberry.† Tucker felt he was being hustled. â€Å"For five hundred dollars you can get your own mangoes and Pop Tarts.† â€Å"Okay, bye-bye.† Kimi said. â€Å"Say bye-bye to cheap sweaty American, Roberto.† Kimi moved Roberto onto his shoulders and pulled the cord to start the engine. Tuck imagined himself stuck on Yap for another two weeks. â€Å"No, wait!† He unclipped the flap of his pack and dug inside. Kimi killed the outboard, turned, and grinned. There was lipstick on his teeth. â€Å"Money, please.† Tuck handed down a stack of bills. He didn't like it, but he didn't have a choice. Actually, not having a choice made it a little easier. â€Å"Are we going to leave right away?† â€Å"We go through reef before dark so we no smash up and drown. After that it better to go in dark. Go by stars.† Smash up? â€Å"Shouldn't we call for weather?† Kimi laughed. â€Å"You smell storm? See storm in sky?† Tuck looked around. Except for a few mushroom-shaped clouds beyond the reef, it was clear. He smelled only tropical flowers on the breeze and something skunky rising up from his armpits. â€Å"No.† â€Å"Meet me here in half hour.† Kimi started the motor and putted off across the harbor toward a big tank with the Mobil logo stenciled on the side. Tuck walked to the store and bought the supplies, then found the telecom center a few doors down and sent a handwritten fax to the doctor on Alualu to let him know that his new pilot was on the way. He was waiting at the dock when Kimi returned in the skiff, his wig tied down with a red chiffon scarf. Roberto wore a smaller scarf with holes cut for his ears. Strangely, the scarf, in conjunction with the sunglasses, made Roberto look a little like Diana Ross. They say there is a finite number of faces in the world†¦ Tucker threw the heavy pack into the front of the boat, then climbed in and sat down in front of the enormous gas tank. Kimi threw the transmis-sion lever on the motor, twisted the hand grip, and piloted the skiff out into the harbor toward the reef. Kimi steered the boat out of the deep green of the harbor to the turquoise water of the channel. Tuck could see the reef, tan and red coral, just a few feet below the surface at the edge of the channel. He spotted small fish darting around great heads of brain coral. They were more like streaks of color than animals, and as one disappeared another appeared in the line of sight. A few long, slender trumpet fish, looking as if they had been forged from silver, swam adjacent to the boat, then turned and cruised into the reef. They passed the edge of the reef and into the open sea with only a slight bump into the first few swells. Kimi cranked up the motor and the skiff lifted and rode across the tops of the waves, bucking and dropping a gentle six inches, thumping out a drumbeat as counterpoint to the whining out-board. Tucker relaxed and leaned back as Kimi skirted the reef, traveling toward the setting sun until he cleared the island and could make the turn north to Alualu. For the first time since the crash, Tucker felt good, felt as if he was on his way to something better. He'd made a decision and acted on it and in eighteen hours he would be ready to start his new job. He'd be a pilot again, making good money, flying a great aircraft. And with some healing, he'd be a man again too. A quarter mile from Yap, Kimi made a gradual turn that put the sun at their left shoulders. Tuck watched the sun bubble into the ocean. Columns of vertical cumulus clouds turned to cones of pink cotton candy, then as the sun became a red wafer on the horizon, they turned candy-apple red, with purple rays reaching out of them like searchlights. The water was neon over wet asphalt, blood-spattered gunmetal – colors from the cover of a detective novel where heroes drink hard and beauty is always treacherous. Tucker searched the sky for cumulus clouds that looked like they might have aspirations to become thunderheads. How in the hell were you supposed to see weather from sea level? Just then a swell lifted the front of the boat and slammed it down. Tuck felt his tailbone bark on the edge of the seat and was just bracing himself when another swell bucked him to the floor of the boat and a sudden gust of wind soaked him with spray. 16 And Now, the Weather Report The High Priestess sat on the lanai watching the sunset, taking sips from a glass of chilled vodka between bites of a banana. The intercom beeped inside the house and she cocked an ear to the open window. â€Å"Beth, can you come down to my office? This is important.† The Sorcerer was in a panic. He's always in a panic, she thought. She put her vodka down on the bamboo table and tossed the banana out into the sand. She padded across the teak deck, through the french doors to the intercom, and laid an elegant finger on the talk button. â€Å"I'm on my way,† she said. She started toward the back door of the house – a two-room bungalow fashioned from bamboo, teak, and thatch – and caught sight of herself in the full-length mirror. â€Å"Shit.† She was naked, of course, and she'd have to cut across the compound to get to the Sorcerer's office. Life had become a lot more complicated since they had hired the guards. She stormed into the bedroom and grabbed an oversized 49ers jersey with the sleeves cut off out of her closet, then stepped into some sandals and headed out the back door. She wasn't really dressed, but it might keep the Sorcerer off her back and the ninjas off her front. The compound consisted of half a dozen buildings spread over a three-acre clearing covered with white coral gravel and concrete and surrounded by a twelve-foot chain-link fence topped with razor wire. At the front of the compound was a pier and a small beach that led to the only channel through the reef. At the back a new Learjet sat on a concrete pad, just inside the fence. Outside of the fence, the concrete runway bisected the island. Past the runway lay the jungles, the taro patches, the villages, and the beaches of the Shark People. The office was a low concrete building with steel doors and a roof covered in solar electric panels that shone red in the setting sunlight. She nodded to the guard by the door, who didn't move until she passed, then tried to get a glimpse in the side of her jersey. She slammed the door behind her. â€Å"What's up? You almost done with the satellite dish? My shows are coming on.† He turned from a computer screen, a piece of fax paper crumpled in his hand. â€Å"We've hired an idiot.† â€Å"Do you want to be specific or should I assume that one of the ninjas has distinguished himself above the others?† â€Å"The pilot, Beth. He missed the Micro Trader on Yap.† â€Å"Shit!† â€Å"It's worse.† He held out the fax to her. â€Å"It's from him. He's chartered a small boat. He says he'll be here tomorrow.† She looked over the fax, confused. â€Å"That's sooner than he was going to get here. What's the problem?† â€Å"This.† The Sorcerer pushed back in his chair and pointed to the computer screen. The image looked like a blender full of green and black paint. â€Å"It looks like a blender full of green paint,† she said. â€Å"What is it?† â€Å"That, my dear, is Marie.† â€Å"Sebastian, you've been out here too long. I know you like abstract art and all†¦Ã¢â‚¬  â€Å"It's a satellite picture of typhoon Marie. And she's a big one.† He pointed to a dot to one side of the screen. â€Å"That's Alualu.† â€Å"So it's going to miss us.† â€Å"We'll catch the edge of it. We'll have to put the jet in the hangar, tie everything down, but it shouldn't be too bad. The problem is that the eye will pass right over where our pilot is going to be. I can't believe he went to sea without checking the weather.† She shrugged. â€Å"So we have to get a new pilot. Tucker Case, meet Marie.† She smiled and her eyes shone like desolate stars. Too bad, she thought. The pilot would have been fun. 17 Foul-Weather Friend Tuck was amazed by what the human body could achieve when pressed to its limits: lift tractors, trek a hundred miles through the tundra after being partially eviscerated by a Kodiak bear, live for months on grubs and water sucked from soak holes, and in this particular case, vomit for two hours straight after having ingested nothing but alcohol and airline peanuts for two days. The stuff coming out of him was pure bile, burning acrid and sour, and with the bull rider pitching of the boat, half of it always ended up down the front of him. And between heaves there was no respite, just constant motion and soaking spray. His stomach muscles twisted into knots. It started with the swells rising, first a few feet, then to ten. Kimi piloted the boat up the face of each as if climbing a hill; they were dashed by the whitecap, then a sled ride down into a trough where they were faced with the next black wall of water. Roberto climbed down into Kimi's dress and clung there like a furry tumor. The navigator cried out each time the spray washed over him as Roberto's wing claws dug into his ribs. â€Å"Tie down you pack. Tie you belt to the boat,† Kimi shouted. Tuck found a coil of nylon rope and a folding knife in his pack and tied himself and the pack to the front seat. He noticed that the space under the seat was filled with dense Styrofoam. The boat was, theoretically, unsink-able. Good, someone would find their beaten, shark-eaten bodies. He threw a length of rope to Kimi, who secured it around his own waist. The wind came up as if someone had spooled up a jet engine, going from ten to sixty knots in an instant, dumping gallons of water into the boat with each wave, drowning out the sound of the outboard. Kimi screamed an order to Tuck, but it was lost in the wind. Tuck caught one word: â€Å"Bail!† Riding down the face of a wave, he took the time to look around the boat for a container, but found only the gallon of drinking water. He took the folding knife from his pocket and slashed the top off of the jug. He dumped the fresh water, then, with his feet braced against the inside of the bow and his spine against the seat, he began bailing between his legs, taking a full gallon with each scoop, throwing it with the wind. He bailed as if in a â€Å"run for your life† sprint and he was winded and aching after only a minute, but he couldn't seem to get ahead of the storm. The boat was riding lower in the water. He ventured a glance back to Kimi and saw the navigator had found a coffee can and was braced between the seat and the gas tank, bailing with one hand while steering with the other. His scarf and fallen around his neck and was trailing the blonde wig behind him in the wind. The motor was cranked full-out, and Kimi was trying to keep the boat steered into the waves. If one caught them from the side, they would roll and continue to roll until the storm consumed them. Tuck slowed his pace and tried to fall into some kind of sustainable rhythm. It began to rain, the drops coming in almost horizontal, and as they topped the next wave Tuck realized that half of the sky had disap-peared. They were only at the edge of the storm. The navigator was screaming at him. The sea, the sky, the boat faded to black. One second he was squinting saltwater out of his eyes and staring at an obsidian wall ahead of the bow, then everything went black. Total sensory overload, total sensory deprivation. He looked around for the stars, the moon, a highlight or shadow somewhere, but there was nothing but wind and wet and cold and ache. He shivered and nearly curled into the fetal position in the bow to wait for death. The navigator's screaming gave him a bearing. â€Å"We need light!† Tuck braced himself, then dug into the saturated pack until he came out with two waterproof flashlights. Bless you, Jake Skye. He hit the sealed switches. Light. Enough to see that Kimi was steering them parallel to an ominous wall of water. They would be swamped. The navigator slammed the outboard to one side and gunned it. The little boat whipped around just in time to meet the oncoming wave, ride up and over it. Tucker clung to the boat like a newborn monkey to its mother. Tuck lashed the lights to the anchor pulley at the bow, one pointed forward, one into the boat, then he resumed bailing. A monster wave rose up thirty feet and slammed down over them. When Tuck blinked the salt out of his eyes, he saw that the boat was all but a foot full of water. Another wave like that would swamp the motor. Without the motor to steer, they were lost. Bailing wasn't enough. We're going to die, he thought. Then the noise of the storm was gone. â€Å"No, you're not,† came the voice, â€Å"you fuckin' mook.† The roar of the wind and the screams of the navigator were gone. There was only the voice. â€Å"There's a tarpaulin in your pack. Lash it over the boat so you don't take on any more water. Then move to the stern and bail.† Now there was a picture in Tuck's mind of what he was to do. There were eyelets on the outside of the gunwales to accommodate the line around the edges of the tarp. He needed only to hook the line around the boat and tie it off back by Kimi, leaving just enough of the boat open for the navigator to steer and him to bail water. â€Å"You got it, ace?† Tuck could see it and he knew he could do it. â€Å"Thanks,† he said. Forget questioning where the voice was coming from. He nodded. The storm roared back over him. Five minutes later the boat was covered and began to rise in the water as Tuck sat next to the navigator and bailed. â€Å"You steer!† Kimi screamed. Tucker took the tiller as the navigator let go and tried to rub his hand out of a cramped claw. Tuck took the boat up the face of a monster wave and the skiff went airborne. With no resistance on the propeller, the motor shrieked and Tuck dumped the throttle to keep it from blowing up. The bow tilted skyward and Kimi grabbed the gunwale just in time to avoid being dumped off the stern. They landed hard and the motor nearly went under. The motor sputtered. Tuck worked the throttle to bring it back to life. They were already going up the face of another wave, steeper than the last. If the wind caught them at the top, they would flip. Tuck suddenly remembered a surfing move from his youth. The cut back. There was no way they could continue into the wind and into the waves. Halfway up the face of the wave, he twisted the throttle and threw the motor sideways. It coughed as if expelling a hairball, then roared, sending them across the face of the wave. â€Å"What you doing?† Kimi shouted. Tuck didn't answer. He was looking for the pocket, the place where the face of the wave would stay the same. If only the motor could maintain speed. The wave was creeping up on them, looming above their backs, but then they were high enough for the wind to catch them. Just enough boost. Just enough speed. The boat flattened out on the face of the wave. They were surfing, a thirty-foot wall of water waiting to crush them from behind should Tuck lose the pocket. Strangely, Tuck felt elated. It was a small victory, maybe even a temporary one, but they were running with the storm and he was in control of something for the first time since the plane crash. He watched the angle of the boat on the face of the wave, gauged its speed, its steepness, and made the adjustments that would keep them alive. The black water seemed to eat up the flashlight beams, but he could see the wave becoming steeper and rising higher as it climbed the ocean shelf toward the hungry reef. 18 Land Ho The island was little more than a coral cupcake with a guano frosting. Not a hundred yards wide at its widest point and only five feet above sea level at its highest, it served as a resting place for seabirds, a nesting place for turtles, and purchase for forty-eight coconut palms. The foliage and coconuts had all been torn from the palms, and the storm-driven waves breaking on the surrounding reef frothed over the island, beating against the trunks and washing away the precious topsoil. Heavy as they were, some of the palms were being undermined by the sea and would soon wash away. Of the three travelers, only Roberto knew the island was there. As a young bat, he had stopped there to rest after leaving Guam, his birthplace, on his way to someplace where the mangoes were sweet and the natives did not consider fruit bat a delicacy. But right now he was too busy hiding inside Kimi's dress, screeching and clawing and generally trying to keep warm, to mention to the navigator that the reason they were suddenly riding the face of an increasingly steep fifty-foot wave was because they were about to crash over a reef. By the time Tucker Case realized what was happening, they were inside an immense tube of water, surfing inside of the curl of the wave. The flashlights refracted off the green water, illuminating the tube, making it appear as if they were inside a giant seething Coke bottle. Tuck tried to keep the boat pointed toward the narrow circle of blackness where the bottle cap would go, where they would have to go to escape. He'd seen films of surfers shooting the curl on the North Shore of Hawaii. It could be done. He clung to that vision, even as the wave passed over the reef and collapsed upon them. The boat rolled once, twice, three times, then tossed end over end and spun just under the surface as the wave frothed over the island. Kimi and Tuck were wound against the boat by their lifelines, beaten against the trunks of the palms, tossed and battered against the boat. For Tucker there was no up, no down, no way to know when he might take a breath of life-giving air or suck seawater and die. He held his breath until he felt as if he would explode, then was slammed between the boat and a tree and he let go. Roberto's wing claws cut deep furrows into Kimi's ribs as he scrambled for air. The navigator had taken a glancing blow across the forehead as the boat rolled over him and was knocked unconscious. Tuck felt himself pulled away from the boat, spun for a moment, then the pressure of the lifeline around his waist. He could see the lights attached to the boat, still shining, the only visual input in the sensory chaos. The boat had caught on something and he was trailing out behind it. Something bumped against his ribs and he reached for it instinctively, catching a handful of Kimi's dress. Roberto was clinging to Kimi's head, growling into the wind. They had passed through the island and come out on the other side. The boat had caught on the last palm tree before they were swept out to sea again. Tuck caught his lifeline with one hand, then wrapped his other arm around Kimi's chest. Slowly, working against the streaming current, more like a river now that the waves had been broken by the reef and the island, he pulled them back to the boat. The boat was afloat, but barely, held up by the Styrofoam underseats and the air trapped in the gas tank. Only an inch or two of gunwale showed above the water. Tuck crawled in, took one deep breath, then dragged the lifeless navigator in after him. Roberto scrambled on Kimi's head to escape the sea and was almost taken by the wind. Tucker caught the giant bat by the throat and lifted him from Kimi's head to his own back, wincing as Roberto's claws penetrated his shirt. Then he hung the navigator over the side and began pumping the water out of his lungs. After a few seconds, he flipped him again and administered mouth-tomouth until Kimi coughed and vomited up a stream of seawater. Tuck held his head. â€Å"You okay?† Kimi nodded as he sucked in painful lungfuls of air. Once he had his breath, he said, â€Å"Roberto?† Tuck pointed to the little dog face that was looking over his shoulder. Kimi managed a smile. â€Å"Roberto! Come.† He took the bat from Tuck's back and held him to his chest. They were safe, relatively; sheltered by the island from the monster swells, they had only the wind and the rain to deal with. The tarpaulin was gone. The boat was full of water, but it was afloat. Miraculously, the flashlights were still attached. Tucker could see the tree that had caught them. He fell back into the bow, hooking his armpits over the gunwales, then slipped into a state of exhausted unconsciousness that could almost be called sleep. 19 Water, Water At first light the coconut palm that had saved them finally gave up and tipped over, releasing the boat to the sea. The outgoing tide carried the skiff and its sleeping passengers through a break in the reef to the open ocean. Tuck, sitting chest deep in seawater in the bow, was dreaming of being lost in the desert when a flying fish smacked him in the side of the head. Startled, he reached up instinctively, as one might slap at a biting mosquito, and caught the fish in his right hand. He opened his eyes. In his mind he was still in the desert, dying of thirst, and the fact that he was now holding on to something that looked like a trout with wings seemed a cruel surrealist joke. He looked around, saw the boat, Kimi slumped in the back, ocean and sky, and nothing else – there was no land in sight. He threw the fish at Kimi. It bounced off the navigator's forehead and into the sea. Kimi screamed and sat up abruptly. Roberto – sunglasses akimbo – poked his head out the neck of Kimi's dress and screeched at Tucker. â€Å"What you do that for?† Kimi said. â€Å"Nice piece of navigation,† Tuck said. Then he mocked Kimi's broken English. â€Å"You smell storm? You see storm in sky?† â€Å"Oh, you big-time pilot. Why you not check weather? What kind of dumb fuck American try to go two hundred miles in outboard, huh?† â€Å"You told me it was no problem.† â€Å"You paying Kimi big money. Not a problem.† â€Å"Well, it's a fucking problem now, isn't it?† Kimi stroked Roberto's head to calm him. â€Å"Stop yelling. You scare Roberto.† â€Å"I don't care about Roberto. We're half-sunk in the middle of the Pacific and we don't have a motor. I'd say we have a problem.† Kimi stopped ministering to Roberto and looked up. â€Å"No motor?† He turned and looked back at the empty motor board. There were marks where the clamps had raked across it as the motor pulled off in the tumble. He turned back to Tuck and grinned sheepishly. â€Å"Whoops.† â€Å"We're dead,† Tuck said. Kimi looked back again where the motor should have been, just to make sure that it was still gone. â€Å"I ask that man, ‘Is motor on good?' He say, ‘Oh yes, is clamp on very tight.' I pay him good money and he lie. Oh, Kimi is very mad.† Roberto barked in agreement. â€Å"Stop it!† Tucker shouted. Roberto ducked into Kimi's dress again. â€Å"We've got to get some of this water out of here. We have no motor. We can't go anywhere. We're adrift, lost†¦Ã¢â‚¬  â€Å"Alive,† Kimi interrupted. â€Å"I get you out of typhoon alive and you just yell and say bad things. I quit. You get new navigator. Roberto say you mean, nasty, Chevy-driving, milk-drinking, American dog fucker.† â€Å"I don't drink milk,† Tuck said. Ha! Won that round. â€Å"That what he say.† â€Å"Roberto does not talk!† â€Å"Not to you, dog fucker. You no†¦Ã¢â‚¬  Kimi paused in mid-rant and retrieved the coffee can, which had been tied to the boat with a string, and started furiously scooping water out of the boat. â€Å"You right. Now we bail.† â€Å"What?† Tuck looked up to see Kimi was looking, wide-eyed, out to sea. Tuck followed his gaze to a spot twenty yards in front of the boat where a triangular fin was describing slow arcs in the swells. â€Å"Hurry,† Kimi shouted. â€Å"He coming in.† Tucker reached for his pack, causing the bow to dip under the water by a foot. Before he could adjust his weight to counterbalance the boat, the shark came over the gunwale, snapping its jaws like a man-eating puppet. Tuck stood up to escape the jaws and the bow lurched deeper underwater. The shark slid into the boat as Tuck went backward over the side. Fear bolted through his body as if the water had been electrified. He wanted to move in all directions at once. He kicked hard and came up a few feet from the boat to see the shark slide back into the water. â€Å"Get in boat!† Kimi screamed. He was standing with his feet wide, trying to keep the boat from capsizing. Tuck kicked so hard that he raised out of the water to the waist, then he fell toward the boat, catching the gunwale with one hand. Kimi shifted his weight to counterbalance and Tuck pulled himself in just as something hit his foot. He jerked his foot so hard he nearly went out of the boat on the opposite side, then he twisted in time to see the shark sliding down into the water with his shoe in its mouth. â€Å"Behind you!† Kimi screamed. Another shark rose up at Tuck's back. He swung around and punched it on the snout as hard as he could, taking the skin off of his knuckles on the shark's sandpaper skin. The shark slid away. The motion in the bow caused the stern to dip underwater and the next attack came at Kimi. He tossed Roberto into the air as the shark came into the boat. Roberto spread his wings and soared into the sky. Kimi reached down and came up with the rubber fuel line. Tucker looked for anything they could use as a weapon, then remembered the folding knife he had put in his pocket the night before. It was still there. Kimi was slapping the shark with the rubber hose and backing his way up onto the huge gas tank that made up the midsection of the boat. Tuck opened the knife, then lunged forward at the navigator. â€Å"Kimi!† Kimi reached back and Tuck fit the handle of the knife into his hand. The shark had worked half of its nine-foot body into the boat. Its tail thrashed at the water to power the shark up onto the gas tank. Kimi scrambled backward. Roberto swooped and screeched in the air above. Kimi's right foot found purchase on the screw cap of the gas tank and he sat up. Tuck thought he was going to strike the shark with the knife, but instead he cut the gas line and squirted a stream of gas into the shark's gaping mouth. The shark thrashed and slid off the side of the boat. Kimi brandished the knife in the air. â€Å"Yeah, fuckface, you run away. That not taste so sweet as Kimi, huh?† He fell back onto the gas tank and took a deep breath. â€Å"We show that shark who the boss.† Tuck said, â€Å"Kimi, there's more.† He pointed to set of fins approaching from the stern.

Appropriate Consequences for Student Misbehavior

Appropriate Consequences for Student Misbehavior Students will misbehave in class. As teachers, we might not be able to stop all forms of misbehavior before they start. However, we have complete control over our own reactions to student behavioral issues. Therefore, we must choose our responses wisely, making sure that they are appropriate and logical. The old adage, the punishment must fit the crime, is especially true in a classroom setting. If you choose something illogical, students will learn less than if your response directly relates to the situation, or they might miss out on important information being taught in class that day. Following are a series of situations that have been chosen to illustrate appropriate responses in your classroom to help establish behavior management. Note that these are not the only appropriate responses, but instead chosen to show the difference between appropriate and inappropriate consequences. A student uses a cell phone for non-academic purposes. Appropriate: Tell the student to put the phone away.Inappropriate: Confiscate the cell phone.Explanation: A cell phone policy should be clearly stated in the student handbook and reviewed with students whenever there is an infraction. Teachers should record repeat offenders in order to share that the student is distracted in class with parents. Rules should be designed to meet the needs of students while addressing educators’ concerns. Some districts allow teachers a choice to make the decision by clearly posting if students can use their devices. Information on the webiste  Common Sense Media can help teachers plan for device use that considers digital citizenship and student safety. Regardless, digital devices like cell phones should only be used in class when there are specific goals in mind, critical thinking, collaboration, advancement, and equity. A student is late to class. Appropriate - The student misses the daily starter or do-now activity and could lose any points associated with this activity.Inappropriate - The teacher ignores the situation, and the student has no consequences for their tardiness.Explanation - Tardiness is a big deal, especially if left unchecked. Teachers should have a tardy policy in place to deal with problem tardies. Having a daily do now or warm up is one way to give students an immediate benefit for being to class on time. One note of caution, a student who is frequently tardy could build up a large number of zeros for not completing the warm-up activity. In this case, the warm-up activity could be used for extra credit points. There is a differemce between grading for ability and grading for behavior. A student does not bring in his or her homework. Appropriate - Depending on the school policy, the student could lose points off their homework assignment. The student could also receive a lower rating in academic behavior.Inappropriate - A lack of homework results in the student failing the class.Explanation -Homework is done outside of the control of the classroom. For this reason, many schools are deciding not to penalize missing homework. If teachers grade only in-class or summative assessments, then the grade accurately reflects what students know. However, keeping track of homework for completion can be valuable information to share with parents. National Education Association (NEA) suggests that all stakeholders (teachers, parents, and students) work together in any effort to set homework policies. A page on the NEA website states: Policies should address the purposes of homework; amount and frequency; school and teacher responsibilities; student responsibilities; and, the role of parents or others who assist students with homework. A student does not have materials (pen, calulator) needed for class. Appropriate - The teacher provides the student with a pen or pencil in exchange for collateral. For example, the teacher might hold on to one of the students shoes to ensure that the pen or pencil is returned at the end of the class.Inappropriate - The student does not have materials and cannot participate.Explanation - Students who can not finish any classwork without materials. Extrae quipment (calculators) orsupplies should be available in class. A student does not have their book in class. Appropriate - The student does not have a textbook during the lesson for the day.Inappropriate - The teacher gives the student a textbook to use without comment.Explanation - If textbooks are required in your day-to-day classroom, it is important for students to remember their texts. It is a rare situation where you have more than a couple of extra textbooks in your class. If students accidentally take an extra text with them, you will have most likely have lost that text forever. A student does not raise their hand but calls out answers instead. Appropriate - The teacher does not respond to the student who calls out and does not call on them.Inappropriate - The teacher allows individuals to answer without having to raise their hands.Explanation - Requiring students to raise their hands is an important part of wait time and effective questioning techniques. If you do not continuously uphold this rule, then students will no longer raise their hands in class. A student uses a curse word in class. Appropriate - The teacher reprimands the student saying, Do not use that language.Inappropriate - The teacher ignores the curse word.Explanation - Profanity should have no place in the classroom. If you ignore it, students will take note and will continue to use it in class. Note: Realize that if the profanity was used against someone else in the class, a form of bullying or harrassment, the consequences should be greater than if a curse word just slips out. Record the event.

Sophocles Antigone Essays - Operas, Antigone, Civil Disobedience

Sophocles Antigone Essays - Operas, Antigone, Civil Disobedience Sophocles' Antigone The debate over who is the tragic hero in Antigone continue on to this day. The belief that Antigone is the hero is a strong one. There are many critics who believe, however, that Creon, the Ruler of Thebes, is the true protagonist. I have made my own judgments also, based on what I have researched of this work by Sophocles. Antigone is widely thought of as the tragic hero of the play bearing her name. She would seem to fit the part in light of the fact that she dies in doing what is right. She buries her brother without worrying what might happen to her. She "Takes into consideration death and the reality that may be beyond death" (Hathorn 59). Those who do believe that Antigone was meant to be the true tragic hero argue against others who believe that Creon deserves that honor. They say that the Gods were against Creon, and that he did not truly love his country. "His patriotism is to narrow and negative and his conception of justice is too exclusive... to be dignified by the name of love for the state" (Hathorn 59). These arguments, and many others, make many people believe the Antigone is the rightful protagonist. Many critics argue that Creon is the tragic hero of Antigone. They say that his noble quality is his caring for Antigone and Ismene when thier father was persecuted. Those who ezd behind Creon also argue that Antigone never had a true epiphany, a key element in being a tragic hero. Creon, on the other hand, realized his mistake when Teiresias made his prophecy. He is forced to live, knowing that three people are dead because of his ignorance, which is a punishment worse than death. My opinion on this debate is that Antigone is the tragic hero. She tries to help her brother without worrying about what will happen to her. She says, "I intend to give my brother burial. I'll be glad to die in the attempt, -if it's a crime, then it's a crime that God commands" (Sophocles 4). She was also punished for doing what was right. Her epiphany came, hidden from the audience, before she hung herself. Creon's "nobleness" of taking in young Antigone and Ismene is overshadowed by his egotistical nature. He will not allow justice to come about simply because he wants to protect his image. He says, "If she gets away with this behavior, call me a woman and call her a man" (Sophocles 13). These elements prove that Antigone is the tragic hero. Creon, underezding his ignorance may lead one to believe that he is the true protagonist. But, if you define the word protagonist you would find that a protagonist is one who is a leader or supporter of a cause. Antigone is in support of her own actions in the burial of her brother Polyneices. She entrusts that she is doing what the Gods want, contrary to the belief of Creon. Many readers and critics may say Creon suffered greator hardships. Some may say Antigone never had an epiphany. Who would underezd it if their own brother were left to the birds and dogs. There would be no rational thinking involved in a act like this. These are arguments envolved in deciding who is the tragic hero of Antigone. Critics, to this day, still argue about who is the tragic hero of Antigone. Many say that Antigone is the heroin. Others say that it is Creon. My research favors Antigone as the perfect protagonist. No matter who the reader sides with, it is agreed by most that there is a valid argument either way, in light of the fact that they both endure great hardships.