Mobile telephone ( listening and reading, with vocabulary ) Assignment

Cell phone ( tuning in and perusing, with jargon ) - Assignment Example In instances of crises, for example, mishaps, cell phones can be utilized to call the police. Then again, cell phones likewise furnish us with amusement, for example, music or recordings and they are additionally equipped for putting away a ton of information, for example, music recordings, contacts just as pictures. The cell phones likewise have different applications, for example, word, spreadsheets, web, alert, camera, convertors and numerous different capacities. In that capacity, I picked this theme since cell phones help us in various manners in our day by day lives. 2 What was it about? Both the video and the article chose are about the significance of cell phones in our lives. The video utilizes appealing photos of the PDAs which show various models of telephones accessible available. The video shows various kinds of mobile phones and explicit highlights about them and the article specifically plots the significant elements of PDAs. 3 Did you peruse or listen first? Why? Do y ou think the request you picked helped you or not? How frequently did you have to peruse and tune in before you felt certain about understanding the subject and jargon? What is your opinion about this theme, for example positive or negative sentiments? Do you concur/can't help contradicting the ideas?† I tuned in and viewed the video at that point continued to peruse the article. I rehashed the procedure to get an away from of the message introduced in the article just as the video cut also. The jargon utilized in the video and the article is exceptionally basic. I didn't locate any new word that was befuddling since the jargon utilized was straightforward. I felt certain in the wake of perusing the article and viewing the video. This subject is extremely intriguing and I have positive sentiments about it given that a few of us can't live without mobile phones. I have additionally found that PDAs have become a significant piece of our lives since we can utilize them to impart or perform other work since they have numerous capacities like PCs. In the present day, we utilize cell phones to do a great deal of things which are identified with our work and social needs. I concur with the thoughts recommended in the video and the article about the significance of cell phones. 4. Did you gain anything new from this perusing and tuning in? What? Since I likewise utilize a cell phone regularly, I didn't get the hang of anything new about this theme. 5. Was this point associated in any capacity to your future examinations and provided that this is true, how would you want to discover increasingly about it? By one way or another, the point is associated with my future examinations since I utilize the cell phone to play out a ton of capacities, for example, looking into changed subjects identified with my territory of study. 6. What was simple/troublesome about it? The subject was straightforward since the article was written in basic terms and was straight forward. The video likewise demonstrated alluring pictures and it clarified in detail the benefits of utilizing a cell phone in our lives. I understood that the cell phones can empower us to contact individuals in various pieces of the world from anyplace. We use phones each day so I didn't find anything new about this point. I can securely say that the theme was not troublesome at all. 7. Which was the additionally testing perspective, the perusing, or the tuning in? Why? There was nothing so testing in perusing the article and viewing the video. The article specifically plot more subtleties that were obviously clarified

Ulysses S. Grant Essay -- biographies bio biography

Ulysses S. Award      On April 27, 1822 a kid was destined to Jesse Root Grant and Hannah Simpson Grant in the humble community of Point Pleasant, Ohio. They named their child Hiram Ulysses Grant. In 1823 the family moved to a town close by called Georgetown, Ohio, where Ulysses’ father possessed a tannery and a few farmland. Award had two siblings and three sisters conceived in Georgetown.      Ulysses went to class in Georgetown until he was 14. He at that point spent one year at the institute in Maysville, Kentucky, and in 1838, he entered an institute in close by Ripely, Ohio. Right off the bat in 1839, his dad discovered that a neighbors child had been excused from the U.S. Military Academy. Jesse requested that his congressman select Ulysses as a substitution. The congressman committed an error in Grant’s name. He imagined that Ulysses was his first name and his center name that of his mother’s original last name. Be that as it may Ulysses never revised the mix-up.      Grant was a normal understudy at West Point. He burned through the vast majority of his free time understanding books and brief period contemplating. He positioned high in math and was generally excellent at horsemanship. Ulysses didn't care for the military life and had no goal of making it his vocation. Rather he thought about instructing arithmetic in a school.      Grant moved on from West Point in 1843 and was dispatched a second lieutenant. He was doled out to the fourth Infantry Regiment positioned close St. Louis. It was there that he met Julia Dent. They began to look all starry eyed at and soon became locks in. The danger of war with Mexico postponed their wedding plans.      In 1847, Grant participated in the catch of Mexico City and won a advancement for his ability and fortitude. He arrived at the position of first Lieutenant by the finish of the war. Award came back to St. Louis when he could and on Aug. 22, 1848, he was hitched to Julia Dent. During their marriage, the Grant’s had four youngsters: Frederick, Ulysses S. Jr., Ellen, and Jesse Root Jr.                     Civil War Era      Grant was right around 39 years of age when the Civil War started in 1861. He had liberated his solitary slave in 1859 and emphatically contradicted severance. After President Abraham Lincoln called for Army volunteers, Grant helped drill a organization that was framed in Galena. At that point he went to Springfield, the state capital, and worked for the Illinois associate general. Award asked the government government for a commission as colonel, yet his requ... ...e ring from introduction. Award strongly protected Babcock, who was found not guilty. Numerous different authorities were indicted for cheating the government. Notwithstanding the developing rundown of outrages, numerous Republican pioneers needed to designate Grant for a third term as president. In any case, Grant wouldn't run once more. In June 1876, the Republicans designated Governor Rutherford B. Hayes of Ohio for president. Hayes won the administration by a edge of just a single appointive vote.      When Grant resigned in 1879, he had about $100,000 in investment funds and chosen to put it in a financial firm called Grant and Ward. His child was a accomplice in this organization. Award thought nothing about banking, yet his child guaranteed him that Ferdinand Ward was a money related virtuoso. The breakdown of the organization came in 1884 leaving Grant practically destitute. So as to make a living after this incredible misfortune, Grant started composing magazine articles about his war encounters. Before long he started to compose his journals. The diaries were a extraordinary achievement and earned Grant’s family about $500,000.  â â â â      In 1885, Grant moved to Mount McGregor, New York, close to Saratoga. Award kicked the bucket on July 23,1885 from disease. His better half later kicked the bucket in 1902. Ulysses S. Award Essay - accounts bio life story Ulysses S. Award      On April 27, 1822 a kid was destined to Jesse Root Grant and Hannah Simpson Grant in the unassuming community of Point Pleasant, Ohio. They named their child Hiram Ulysses Grant. In 1823 the family moved to a town close by called Georgetown, Ohio, where Ulysses’ father claimed a tannery and a few farmland. Award had two siblings and three sisters conceived in Georgetown.      Ulysses went to class in Georgetown until he was 14. He at that point spent one year at the institute in Maysville, Kentucky, and in 1838, he entered an institute in close by Ripely, Ohio. Right off the bat in 1839, his dad discovered that a neighbors child had been excused from the U.S. Military Academy. Jesse requested that his congressman choose Ulysses as a substitution. The congressman committed an error in Grant’s name. He imagined that Ulysses was his first name and his center name that of his mother’s birth name. Be that as it may Ulysses never adjusted the slip-up.      Grant was a normal understudy at West Point. He burned through a large portion of his free time understanding books and brief period examining. He positioned high in math and was generally excellent at horsemanship. Ulysses didn't care for the military life and had no expectation of making it his profession. Rather he thought about educating science in a school.      Grant moved on from West Point in 1843 and was charged a second lieutenant. He was appointed to the fourth Infantry Regiment positioned close St. Louis. It was there that he met Julia Dent. They began to look all starry eyed at and soon became locks in. The danger of war with Mexico deferred their wedding plans.      In 1847, Grant participated in the catch of Mexico City and won a advancement for his ability and fortitude. He arrived at the position of first Lieutenant by the finish of the war. Award came back to St. Louis when he could and on Aug. 22, 1848, he was hitched to Julia Dent. During their marriage, the Grant’s had four youngsters: Frederick, Ulysses S. Jr., Ellen, and Jesse Root Jr.                     Civil War Era      Grant was just about 39 years of age when the Civil War started in 1861. He had liberated his lone slave in 1859 and unequivocally contradicted withdrawal. After President Abraham Lincoln called for Army volunteers, Grant helped drill a organization that was shaped in Galena. At that point he went to Springfield, the state capital, and worked for the Illinois right hand general. Award asked the government government for a commission as colonel, however his requ... ...e ring from presentation. Award strongly safeguarded Babcock, who was found not guilty. Numerous different authorities were sentenced for duping the government. Notwithstanding the developing rundown of embarrassments, numerous Republican pioneers needed to choose Grant for a third term as president. Be that as it may, Grant would not run once more. In June 1876, the Republicans selected Governor Rutherford B. Hayes of Ohio for president. Hayes won the administration by a edge of just a single constituent vote.      When Grant resigned in 1879, he had about $100,000 in reserve funds and chosen to put it in a financial firm called Grant and Ward. His child was a accomplice in this organization. Award thought nothing about banking, yet his child guaranteed him that Ferdinand Ward was a money related virtuoso. The breakdown of the organization came in 1884 leaving Grant practically destitute. So as to make a living after this extraordinary misfortune, Grant started composing magazine articles about his war encounters. Before long he started to compose his diaries. The diaries were a incredible achievement and earned Grant’s family about $500,000.  â â â â      In 1885, Grant moved to Mount McGregor, New York, close to Saratoga. Award passed on July 23,1885 from malignancy. His significant other later passed on in 1902.

Flight of Ideas in Bipolar Disorder

Flight of Ideas in Bipolar Disorder Bipolar Disorder Symptoms Mania and Hypomania Print Flight of Ideas in Bipolar Disorder By Marcia Purse Marcia Purse is a mental health writer and bipolar disorder advocate who brings strong research skills and personal experiences to her writing. Learn about our editorial policy Marcia Purse Medically reviewed by Medically reviewed by Steven Gans, MD on December 30, 2015 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 18, 2020 Bipolar Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Your Rights Kent Mathews Collection / Stone / Getty Images While bipolar disorder is generally considered to be a mood disorder, symptoms can also include disorders of thoughtâ€"particularly during manic episodes. People in a manic state may have a difficult time filtering out meaningful versus non-meaningful input, and may thus respond to their environment in surprising ways. Ordinary sensory input, such as the sound of traffic or blinking lights, may become severely distracting, focusing attention on nonessential information. Rapid  Thoughts Associated With Mania During manic episodes, it is not unusual for bipolar people to experience racing thoughts and flight of ideas.?? These two associated symptoms involve extremely rapid thought processes that, in some cases, leap from topic to topic at incredible speed. Racing thoughts and flight of ideas are also common symptoms of schizophrenia and some cases of ADHD.?? Bipolar Disorder vs. ADHD Racing Thoughts Racing thoughts are often a symptom of anxiety, and while they are common with mood and thought disorders, they also may occur in people who have no disorder but are in a stressed state.?? Typically, racing thoughts focus on a particular topic, often related to a stress-inducing event; for example: My big test is tomorrow, but I dont know the information. I could know the information if I studied more but studying also makes me feel more stressed. If Im more stressed Ill likely do poorly on the test but if I dont study Ill also do poorly and either way, Im in trouble because this test is half my grade and if I fail Ill fail the class which means summer school and ... Flight of Ideas While racing thoughts may or may not be expressed, flight of ideas involves continuous, rapid speech that changes focus from moment to moment based on association, distractions, or plays on words. Some of the time, it is possible to follow the persons leaps of logic (especially if you know the person well). Other times, the racing thoughts are so disorganized and chaotic that even a close friend or relative will find them confusing. For example: I am hungry. Does my dog need to go for a walk? I wonder what the weather will be tomorrow. What is the purpose of life? I should learn to play canasta. My mom should lose some weight. Wait, I forgot to pick my kids up from school. Pressured Speech in Bipolar Disorder Treatment Racing thoughts and flights of ideas may be relatively mild or quite severe. When the symptoms are mild, it may be possible to use simple calming techniques such as:   Meditation (Meditation is a proven technique for self-calming)Deep breathing exercises (the physical act of deep breathing can often calm both mind and body)Guided visualization (tapes are available to help refocus racing thoughts to calmer thoughts)Distraction (watching television or otherwise distracting ones mind from the racing thoughts) When symptoms are very severe, however, the person experiencing the racing thoughts and flights of ideas will not be able to stop and focus on such exercises.?? In such cases, it is a good idea to consult a doctor who may be able to provide medication to lower anxiety and/or help manage a manic episode. The 9 Best Online Therapy Programs

Monty Python And The Holy Grail 1975 Directed By Terry...

The infamous British film known as Monty Python and the Holy Grail 1975 directed by Terry Gilliam and Terry Jones, was considered a cult classic among the comedy genre. But what made it so significant among other films during that era, and why is does it still stand the test of time? Classical films were originally considered more than just another form of entertainment. This form of media allowed artist to visually express their personal views through the big screen. Some film makers tend to lean more on either the avant-garde or political side of cinema to tell their story. Being able to utilize film techniques in the most sophisticated ways to tell a narrative is a challenge, but aesthetics are cognitively powerful within this art form.†¦show more content†¦It is a reaction to the concept of modernism; a style or movement in the arts that aims to depart significantly from classical and traditional forms in the early 20th century. Postmodern lacks a precise definition, but share many aspects of modernism. They are fueled by post-industrialization, and driven by late capitalism. However, there are a few distinctions that make it quite deliberate from its predecessor. According to Fredric Jameson s theory, the experience of an art is mediated by technology and/or capitalism so we no longer experience things as natural (Jameson 64).† In other words there are effects that create this erosion of high culture and low culture. In addition of devaluing historical contexts, while lacking an ideology because the focus on a surface image of the art. Furthermore, it refocuses on the individual rather than the singular subject. The basic concept of postmodernism is the refusal to think historically, and disdain for the thought of underlying reality as actuality. Overall postmodernism is broad, but very retrospective in terms of content, form and style within cinema. It is all about recycling materials in order to reproduce for the interest of the individual being rather than a singularity subject. On the other hand, Monty Python and the Holy Grail style and form are what separate itself from the masses of classical cinema, whether artistic or mainstream. The writers, producers and directors of this film were developed

Essay on Slavery and the American Revolution - 1243 Words

As the slave population in the United States of America grew to 500,000 in 1176, documenting slavery as part of the American Revolution became increasingly important. America was rooted in slavery; and it contributed to the economy and social structure. The revolution forced citizens of the new nation to be conscious of slavery and its potential dismissal from every day life. Two articles that prove slavery only succeeded because of the false reality that slave owners created and the conformity to this reality by slaves are; George Fitzhugh who defends the proslavery argument and Frederick Douglass who supports a desire for freedom. The history of abolition directly relates to the many obstacles Americans faced when trying to change†¦show more content†¦In a state of independence there is more jealousy and hostility towards one another. There are no mobs, trade unions, strikes for increase in wages, armed resistance to law, jealousy of rich by the poor, few people in jail and fewer people in poor houses. George Fitzhugh took a very radical approach in making the argument for pro slavery, he is clear with his point and never once agreed or suggested positive points about emancipation. When comparing the North and the South he states that wealth is better distributed in the south where slaves are abundant than in the North. He alludes to the fact that economies in France, England, and New England always keep famine close because it leaves no room to â€Å"retrench†. Where as in the South they have a wasteful mode of living which in result leaves room for retrenchment. George Fitzhugh fails to recognize the fact that the one’s enslaved have been confined and forced into a system of living that they know no better than. They were taken from their homes and forced to work for an owner who couldn’t recognize that they were individuals who would one day realize the true reality of the situation they were forced into. He is takin g a side that only focuses on the want and belief of the slave-owner without accounting for the actual slaves. This being the key in the â€Å"sociology of the South†, they were so entrenched in the idea that slaves were the key to a successful economy thatShow MoreRelatedSlavery And The American Revolution938 Words   |  4 Pagesconcepts that are constantly changing, and the American Revolution brought upon major changes to their definitions in the colonies. Two major changes of beliefs were in the concept of slavery and also the roles of women in society. The American Revolution was partly based on the right for American’s to control their own property. At this time property could include other human beings. Before the revolutionary war, slavery was a central institution in American society in the late 18th century. AlthoughRead MoreThe American Revolution And Slavery3056 Words   |  13 Pages Slavery Demetria Juarez 1301.11 US History From 1763-1877 Dr. Gwinyai P. Muzorewa Lamar University Abstract This mission involves discovering how the Civil War was remembered during the nineteenth century. Slavery was a controversial concern during this era, especially for those that endured the pain and suffering, the victims. Examining events, such as the Three-fifths Clause, the Fugitive Slave Clause, the Civil War and the abolition of Slavery. Observing these events,Read MoreSlavery And The American Revolution1987 Words   |  8 PagesSlavery has been a key issue in American history since the first settlers settled here in 1607. Historians such as Vincent J Rosivach writes that when the issue of slavery is mentioned the first thing people think about is the slavery model of the deep south, the cotton kingdom. Rosivach writes that there were many different slave models such as the northern American colonies and 4th century Athens. Rosivach and many other historians agree that the way slavery was done in the north was totally differentRead MoreSlavery And The American Revolution1132 W ords   |  5 PagesSlavery, was an institution strongly integrated into American society. This economic system was primarily used in the Southern states of the United State on the plantation areas where tobacco, rice, corn, and eventually cotton were grown. Inspirations of freedom and liberty spread throughout the United States prior to the American Revolution. Along with thoughts of liberty came thoughts of emancipation of this system. â€Å"Even after the prolonged battle for independence, when cries for liberty rangRead MoreSlavery And The American Revolution2902 Words   |  12 PagesThat is the reason behind me choosing my topic on slavery in that era because it is such a wide and important topic with so much relevance and importance to creating the U.S. that we live in today not only building the foundation but creating the melting pot that the U.S. prides itself on. Within the body of this essay we will discussing many important topics on slavery including the Haitian Rev olution, Brazil being the last country to abolish slavery, showing the difference between women and men slavesRead MoreAntebellum Slavery And The American Revolution885 Words   |  4 PagesAmerican slavery was something that was not only mentally challenging, but it was physically demanding as well. Many slaves did not have the luxury of a â€Å"kind† master, and many were mistreatment from birth. Slaves fought masters, and master fought slaves without regard to the human condition. Antebellum slavery was different than past forms of American slavery, because slaves had gained a taste of the ideas that were spread from the American Revolution. These idea played a big role in slaves wantingRead MoreSlavery During The American Revolution Essay1523 Words   |  7 PagesSlavery was held out until 1865, but during this time period abolitionist are trying to do anything to stop slavery. The reason being is because slavery wasn’t slavery anymore. Slavery was beginning to b ecome more advance due to technological innovation. The Abolitionist are people that were against slavery and would boycott anything to get rid of slavery. The argument that the Abolitionist had during this time period was its conditions as violating Christian’s principals and rights to equalityRead MoreAntebellum Slavery And The American Revolution879 Words   |  4 PagesAmerican slavery was something that not only mentally challenging, but it was physically demanding as well. Many slaves did not have the luxury of a â€Å"kind† master, and many were mistreatment from birth. Slaves fought masters, and master fought slaves without regard to the human condition. Antebellum slavery was different than past form of American slavery, because slaves had gained a taste of the ideas that were spread from the American Revolution. These idea played a big role in slaves wanting freedomRead MoreEssay on Slavery and the American Revolution1771 Words   |  8 Pagesto slavery an d underwent the American Revolutionary War. Colonization of the New World by Europeans during the seventeenth century resulted in a great expansion of slavery, which later became the most common form of labor in the colonies. According to Peter Kolchin, modern Western slavery was a product of European expansion and was predominantly a system of labor. Even with the introduction of slavery to the New World, life still wasn’t as smooth as we may presume. Although the early American colonistsRead MoreEssay about The American Revolution and the Institution of Slavery580 Words   |  3 PagesIntroduction The American Revolution is defined as the political turbulence that took place towards the end of eighteenth century when thirteen colonies in America united to attain freedom from the British Empire (Clifford, 2005). The union of the thirteen colonies is now known as the United States of America. According to Clifford (2005), the American Revolution occurred because of a series of political, intellectual, and social transformations in the American government and society, which is

Break Up of Marks for Formative Assessment Free Essays

Break Up Of Marks For Formative Assessment 3 4 For Class IX ENGLISH |1. |Monday Test |10 Marks | |2. |Literature based Role Play[ Bishop’s Candlestick] |3 Marks | |3. We will write a custom essay sample on Break Up of Marks for Formative Assessment or any similar topic only for you Order Now MCB based Debate[content, Language, Pronunciation] |3 Marks | | |Topics: | | | |TV viewing – positive negative Impact | | | |Boarding School/ Day Schooling | | | |Generation Gap a reality | | |4. Maintenance of Books Work |4 Marks | | |Total |20 Marks | MATHEMATICS |1. |Pen Paper Test [MT. 3. 3] |5 Marks | |2. |Group Presentation- |3 Marks | | |Class will be divided into different groups of size 5-7 each. Each group will be | | | |given a topic will be asked to make presentation [includes ppt/charts/models]. They| | | |will be asked to present the topic with in the given time limit [5-7 mins] There will| | | |be a question answer round after the presentation. | | | |List f topics is as follows: | | | |Areas of parallelograms triangles on the same base between two parallel lines. | | | |Properties of special types of quadrilaterals. | | | |Criteria for congruence of triangles. | | | |Linear Equations in two variables – Graphical representation. | | |Representation of irrational numbers on number line. | | | |Surface area volume of solid figures [Cube/Cuboids/ Cylinder/Cone etc. ] | | |3. |CW / HW / Assignment |2 Marks | | |Total |10 Marks | GENERAL SCIENCE Physics |3rd MT |10 Marks | | |CW |5 Marks | | |HW |5 Marks | | |Presentation on various sections of sound production, propagation reception of |5 Marks | | |sound | | | |Class participation |5 Marks | | |Total |30 Marks | |Chemistry |3rd MT |10 Marks | | |CW |5 Marks | | HW |5 Marks | | |Project – written project on natural resources |5 Marks | | |Class participation |5 Marks | | |Total |30 Marks | |Biology |3rd MT |10 Marks | | |CW |5 Marks | | |HW |5 Marks | | |Project – report on any one communicable disease |5 Marks | | |Class participation | | | | |5 Marks | | |Total |30 Marks | | |Grand Total |90 marks | | |FA 3 = 90/9 |10 marks | SOCIAL SCIENCE |1. |Monday Test |10 Marks | |2. |Assignments |5 Marks | |3. |Projects |5 Marks | | |Total |20 Marks | | |Assignments- | | | Specific lists of assignments attached. History, Geography, Economics, Political | | | |Science assignments will be marked for 5 marks each and the resulting marks out of 20| | | |will be reduced to 5. | | | |Projects- | | | |Students will be assigned only one project either from History, Geography, Economics | | | |or Political Science. The project will be for 5 Marks. | |Topics |Geography- | | | |F actors affecting natural vegetation and wildlife | | | |Main features/ characteristics of different vegetation belts | | | |Variety of Medicinal Plants | | | |Endangered animals | | | |Why India has rich flora Fauna? | | |Map | | | |Political Science- | | | |Make a dictionary of terms in political Science | | | |Topics of Assignment | | | |The women’s Reservation Bill in parliament (with special reference to the present | | | |position of woman in 15th Lok Sabha | | | |Is Educational qualification required by candidates to contest elections? | | | |Political Competition in Elections | | | |Role of Election Commission in conducting free fair elections. | | |Economics- | | | |Implementation of NREGA, 2005- An analysis | | | |Unemployment amongst the educated in India – an evaluation | | | |Poverty in India as seen by the social scientists( with reference to human poverty) | | | |History- | | | |Assignments (to be marked out of 5) from | | | |Nazism and the rise o f Hitler | | | |Forest society and colonization | | | |Clothing – a social history | | | |Assignments will be in the form of text-based questions, questions where the students| | | |have to give their personal opinion, questions where they have to relate the past to | | | |the present. | | INFORMATION TECHNOLOGY |1. Monday Test |10 Marks | |2. | Practical Assessment |10 Marks | |3. |Project ( Presentation on Networking, Spreadsheet for Student’s Mark sheet) |10 Marks | |4. |CW/ HW Notebook |10 Marks | |5. |Discussion on Development in the field of Computers |10 Marks | | |Total = 50/ 5 |10 % | FRENCH FA 3 | |1. |Unit Test (Written) |30 Marks | |2. |Oral discussion on ways of spending their pocket money. (Individual activity) |3 Marks | |3. |Contrast the importance, usage and definition of pocket money in past and present. ( |4 Marks | | |Group activity) | | |4. |Maintenance and completion of books and class performance. 3 Marks | | |Activities From- | | | |Chapter – 6 La Rentree | | | |Chapter – 7 L’Argent de poche | | | |Total |40 Marks | | |FA 3 – 40/4 |10 | |FA 4 | |1. |Unit Test (Written) |30 Marks | |2. |Role play of a market scene( Day to day dialogues using conditional present pronom |3 Marks | | | | | |3. |Using French magazines, describe a picture or present an advertisement, using |4 Marks | | |respective vocabulary | | |4. |To take a few examples (like books, clothes, shoes etc. and compare them on basis of|3 Marks | | |price, quality and brand value | | | |Activities from- | | | |Chapter 8 Les Loisirs et Les Sports | | | |Total |40 Marks | | |FA 4 – 40/4 |10 | LIBRARY |1. |Is he/she able to maintain library discipline decorum |Most indicator skill | | | |is A+ | |2. Attitude towards teachers classmates |Many indicators skill | | | |A | |3. |Takes the initiative to consult the facilities available for various activities like | | | |debate, recitation, and book clubs. | | |4. |Is able to explain why they enjoy a particular book. | | |5. |Is able to express ideas/opinions creatively in different forms. | | |6. |Is able to write a short summary on the recently read books. | | HINDI |Fa^mao-iTva prIxaa 3 | |1? Pairyaaojanaa kaya- — maaOiKk AiBavyai@t —sasvar kivata paz. |3 AMk | | |EavaNa xamata kiva hirvaMSaraya | | | |baccana raya kI | | | |kivata | | | |‘Aignapqa’.? laya? gait? Aaraoh–Avaraoh | | | |saiht? | | |2? Pairyaaojanaa kaya- — AaSauBaaYaNa — ‘Qama- kI AaD, maoM saampdaiyak |3 AMk | | |JagaD,o’` | | | |Paaz — ? haimad Ka Qama- kI | | | |AaD,? | | |3? |Pairyaaojanaa kaya- — kivata saMklana — ‘jaIvana saMGaYa- ka naama hO’ |4 AMk | | |saMbaMiQat caar kivayaaoM kI | | | |rcanaaAaoM ka pustkalaya | | | |sao saMklana. | |Fa^mao-iTva prIxaa 4 | |1? |Pairyaaojanaa kaya- — jaanakarI eki~t — kivata ‘KuSabaU |3 AMk | | |krnaa. rcato hOM haqa’ ko | | | |AaQaar pr laGau | | | |]dyaaogaaoM sao saMbaMiQat | | | |jaanakarI eki~t | | | |krnaa. aOsao Agarba%tI | | | |banaanaa? maaicasa banaanaa? papD, | | | |banaanaa Aaid. | | |2? |Pairyaaojanaa kaya- — paz – Sauk`taor ko samaana — Bart ko |3AMk | | |maanaica~ pr | | | |saMbaMiQat sqaana dSaa-naa. | | |3? |kxaa kaya-? gaRhkaya-? saamaUihk pircacaa-? kxaa maoM yaaogadana. |4AMk | SANSKRIT Fa^mao-iTva prIxaa 3 | |1? |Paazyak`ma — kma-Naa yaait saMisaiwma– saMskRt ka AapsaI vaata-laap |3AMk | | |ivajayatama svadoSaA– isaKanaa. | | |2? |vyaakrNa — p~ laoKna? Sabd $p? Qaatu $p – vyaakrNa ka |3AMk | | |ica~ laoKna – ivastRt ana | | | |saMvaad laoKna – jaa? canaa? ka^pI maoM?. | | |3? |ka^ipyaa ]%tr puistkae — kaya- ka pUra ivavarNa. 4AMk | | |kxaa kaya-? gaRh kaya-. | | | |vyaakrNa maoM ivaiBanna trIko jaOsao kxaa maoM baaoD- pr hI Sauw–ASauw krvaanaa? | | | |]ccaarNa ko maaQyama sao vyaakrNa jaa? canaa yaa Ca~aoM sao svayaM p`Sna pUCkr | | | |vyaakrNa kI jaanakarI laonaa. | | |Fa^mao-iTva prIxaa 4 | |1? |Paazyak`ma — kao|hM vadtu saamp`tma — mauhavaro banaanaa. |4AMk | | |na Qama-vaRwoYau vayaA samaIxyato. Aayau ko AaQaar pr | | | |baalakaoM ko ana ka | | | |p`dSa-na kr ]nako | | | |ivaYaya maoM jaanakarI | | | |donaa. | | |2? |vyaakrNa — ica~ laoKna? — ica~ eki~t kr vaNa-na. |4AMk | | |kqaa saMvaad laoKna. kao[- BaI kqaa inaima-t kr saMskRt | | | |maoM Anauvaad. | | |3? |AnauSaasana — p`%yaok kaya- ko samaya Ca~aoM ka vyavahar. AnauSaasana? |2AMk | | |BaaYaa ka p`yaaoga. | | How to cite Break Up of Marks for Formative Assessment, Essay examples

Pushing Through free essay sample

The only thing I can feel is my nose. And I wish I couldn’t. It’s red, frozen, and feels like it’s about to fall off. I just keep telling myself to put one foot back in front of the other. I have to. I can’t quit now because I’ve already come this far. Thirty miles. Walking for the past five days has taken a toll on my body, but months of preparation in the hills of Virginia have prepared me for an eight day, fifty mile hike in the middle of nowhere, Wyoming. I stop to take a drink and look back at how far I’ve come. I look down and see a valley between two of the largest mountains I’ve ever seen and wonder how I got up here, and how I managed to pull forty pounds on my back up the side of a mountain. We will write a custom essay sample on Pushing Through or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I struggle to take a breath, adjust my pack, and continue on the trail. The monotony of hiking and peaceful nature of the woods throws me into the endless river of thought that flows through my mind. Hiking affords me the opportunity to ponder the many things I have learned and how I have grown. It has pushed me out of my comfort zone and into a place that I am able to grow and learn. Into a place that I learned I can do more than I had ever believed, and the euphoria felt from that knowledge is the motivation to put that foot right back in front of the other. I’ve gained discipline, self-confidence, responsibility, and a love for the natural world that God has created for me from something that has become much more than a walk through the woods to me.

DBQ 1988 essays

DBQ 1988 essays The United States government did not detonate the two nuclear devices on Hiroshima and Nagasaki with the intention of bringing an end to the war with Japan, but instead to intimidate the Soviet Union. The defeat of Japan proved that the United States bombed the country to show how strong the Americans are regarding nuclear energy versus the Soviets. Also, the undeniable truth that relations with the Soviet Union started to deter, showed that the United States wanted to frighten the U.S.S.R. by bombing Japan. Finally, competition for the post-World War II division of Europe proved that the U.S. wanted to scare the Soviet Union. Dropping the atomic bomb constituted a major factor in decision of Japan to accept the terms laid out at the Potsdam agreement. Their casualties in defending the hopeless island of Okinawa equaled to one-hundred-ten-thousand and the naval blockade that the allies had enforced brought trade down to almost nothing (Document A). Destruction quickly emerged in Japan. The allies ignored this for the reason that dropping the atomic bomb on the Japanese cities of Hiroshima and Nagasaki would intimidate U.S.S.R. If the Americans truly considered saving more lives and bringing a quick end to the war in Japan, they would have simply waited them out without the major loss of life seen at both of the devastated Japanese cities. At the Yalta conference, Franklin D. Roosevelt asked Josef Stalin for Soviet support in the war with Japan (Document D). In return for the support against Japan, Roosevelt agreed to terms that helped create more tension between the two countries because it gave U.S.S.R. too much power in world affairs. At the time, Roosevelt did not have confidence that the United States could win the war easily without help from Stalin. He assumed that he had to invade Japan (Document C). After Roosevelt died, Truman took office. As situations developed and progress on the atomic bomb continued to in...

Somebody Loves You Mr. Hatch - Book Review

Somebody Loves You Mr. Hatch - Book Review Summary of Somebody Loves You, Mr. Hatch Somebody Loves You, Mr. Hatch, a Valentines Day picture book by Eileen Spinelli, wonderfully illustrates the power of love and friendship. It would make an excellent gift for a young child. The illustrations are by Paul Yalowitz whose whimsical, textured artwork adds greatly to the story of a lonely man whose life is changed by an anonymous gift, a change in attitude and the kindness of others. Somebody Loves You, Mr. Hatch is a book I recommend for parents to read aloud and talk about with their kids, ages 4-8. Mr. Hatch and His Lonely Life The main character in the picture book is a very lonely man, Mr. Hatch. The story begins with a description of Mr. Hatchs lonely daily life. He lives alone, barely knows or talks to anyone, works all day in a shoelace factory, buys a fresh turkey wing for supper each day, eats, takes a shower, and goes to bed. In his neighborhood and at work people say the same thing about Mr. Hatch, He keeps to himself. Mr. Hatchs loneliness is illustrated with drab colors and by the way in which the artist depicts him: shoulders slumped, head down, manner subdued. A Big Change for Mr. Hatch All of this changes when the postman brings Mr. Hatch a huge, heart-shaped box of chocolates along with a card that says somebody loves you. Mr. Hatch is so happy he does a little dance. Because he thinks he might meet his secret admirer, Mr. Hatch puts on a colorful tie and some old aftershave. He takes the box of chocolates to work to share. He even talks to Mr. Smith at his newspaper stand, notices he looks sick and offers to watch the newsstand while Mr. Smith goes to the doctors office. Mr. Hatch continues to talk to others, to help those in need, and to share with his neighbors. In fact, Mr. Hatch bakes brownies and holds an impromptu picnic for his neighbors at which he plays his old harmonica for them. His neighbors enjoy being with Mr. Hatch and like him very much. The more Mr. Hatch is friendly and kind to his neighbors, the more they reciprocate. When the postman tells Mr. Hatch that the candy had been delivered to his house by mistake and that he doesnt have a secret admirer, Mr. Hatch becomes withdrawn again. The postman tells the neighbors what has happened. The neighbors get together and throw a big surprise party for Mr. Hatch, complete with candy, a new harmonica, and a big sign that said, Everybody loves Mr. Hatch. My Recommendation This is a charming book with a powerful message. The importance of love and kindness comes through loud and clear. Even very young children will understand how good it is to feel loved and how important it is to help others feel loved. While this is an excellent Valentines Day book, the story is one that children will enjoy year-round.(Simon Schuster Books for Young Readers, 1996, Paperback. ISBN: 9780689718724) Other Good Books for Valentines Day One of the childrens books I particularly recommend is the special pop-up gift edition of Guess How Much I Love You, by Sam McBratney, with Anita Jerams delightful illustrations and Corina Fletchers well-designed paper engineering. Youll find more books on my annotated list of the Top Childrens Books for Valentines Day, which includes picture books, such as, Queen of Hearts Love, Splat and t, plus the beginning readers Too Many Valentines and Nate the Great and the Mushy Valentine.

Walmart Case Study Example | Topics and Well Written Essays - 500 words - 1

Walmart - Case Study Example Instead, their ways of doing business never impressed the Germans therefore; the company lost the market to the local firms (p. 4).Wal-Mart decision to join the German market without carrying an analysis to understand their culture was an enormous mistake. Walton could have thought about the difference between Germans culture and the Wal-Mart ways of doing business. This could have helped him come up with ways of integrating the Wal-Mart culture with the German culture (p. 5). This could have helped them understand the best approaches to adopt in order to grasp the German market. He could have thought of the effect of the language barrier between customers and the American heritage employees. The best move that Wal-Mart was to follow was to get German origin employees who usually understood the cultural and custom practices of the Germans. This could have helped them to offer services effectively as per the cultural principles of the customers. With this, Wal-Mart could have succeeded in maintaining their identity without offending the German customers. Following the recommended six steps, an organization research group, will have enough time to interact with the people thus helping them to understand their needs and consumtion behavior, thus creating a deep relationship with the locals which would help the company. This will enable them to have a better relationship with the employees when the time comes to launch their business overseas (p. 6). Secondly, they can have reviewers to check for any cultural variation between the company culture and the people’s culture. This will help the company take the foreign culture in its operations to avoid resistance from the people. Wal-Mart experience has helped us to know that if any company wants to improve communication, it first has to use the local people who understand the customers’

Environmental Science Phase 4 Individual Project Essay

Environmental Science Phase 4 Individual Project - Essay Example The disadvantages with the batteries of electric cars, however, include their range, long recharging process and huge dimensions. The short distance travel, normally about 100 miles maximum, makes it impossible for electric cars to be tested in long travels due to the minimum of 5 hours recharging (Lee, 2007). There are various kinds of fuel cells, but the one best applicable for automobiles is pertained to as the (PEM) fuel cell. Some of its primary aspects are its capacity to ignite the engine immediately and to function at the worst conditions, which is very beneficial due to the fact that it does not consume much energy in order to function. However, the efficiency of fuel-cell-powered vehicles is hindered by the level of fuel in its tank (Sterrett, 1994). Most fuel cells for cars are also complicated and weigh heavily: a tremendous disadvantage for automobiles. The most recommended alternative fuel for cars that does not cause pollution is the hydrogen fuel. Hydrogen fuel possesses tremendous potential as a fuel source for the next hybrid of automobiles. They do not possess limitations like what normal car batteries have. Hydrogen is burned by a chemical process that does not cause pollution. Hydrogen fuel basically integrates hydrogen and oxygen in the chemical process that equates into electric power and water as end products. Add the fact that hydrogen is the present in every surface of the Earth. Because of these excellent qualities, hydrogen has normally been pertained to as the best fuel source available on Earth. Its primary reserve in this planet is water which is also abundant everywhere (Poole, 1992). The utilization of hydrogen as a fuel source for cars perfectly coexists with the environment, and not harmful. It is very impossible for Earth not have supplies of hydrogen. Hydrogen fuel is the recommended

Racism in US Criminal Justice System

Racism in US Criminal Justice System The biggest offense in the U.S. criminal justice system is that it is an institution based on racial disparity in which African-Americans are openly beleaguered and penalized in a much more destructive manner compared to white people.  This paper is an attempt to learn the degree of racism followed by the criminal justice system of America. The paper also attempts to make use of relevant literature to outline statistics for certain crime records that have been associated criminal injustice. American society is turning out to be more ethnically and inexpensively polarized. Many poor and minority citizens pledge to the prejudice theory that the criminal impartiality exists. A recent Gallup poll showed that virtually two third of the African-Americans interviewed believed that the law system is assembled against them. Many civil rights support groups have the same opinion, but many conservatives refuse that the organization is racist (Rubin, 2006). Information on race is accessible for each phase of the criminal justice system starting from drugs, police stops, taking into custody, bailing out, legal court  representation, selection of jury members, courtroom trials, prison term, imprisonment, parole and liberty.  It is very evident in America that a policeman stops you on a highway for no reason whatsoever asking you to prove your identity and ask you where you are from (Riles, 2006). Very often your car and your belongings are searched. It is common policy that they believe your racial identity is blamed for your reason to be a criminal and anyone who looks like them is stopped or interrogated with further questions. If they are accused of a certain crime, then it is probable that your representing lawyer will only give you a few minutes and will convince you to plead guilty. If you argue over yourself being innocent, then you will get to stay in prison for some months. Racism has been prominent since the days of African slavery. It is likely that all the information and proofs provided are against you, especially if you are an adolescent. The rate of incarceration for your ethnic group is seven times that of the common populace, most of whom concur with the police that your type are tending to create violence and commit crime (Cole, 1999). People like you are arrested, convicted and killed by the police more often than those in the general population. One in every third person from your ethnicity and skin color, especially in the age group of 20 to 29 is in jail or on parole or trial. In universities, almost 100 graduates are arrested each year. You are not living in some oppressive misery (Cole, 1999). All this is because you are an African American residing in the United States, a so called home liberalists and bravery. Law enforcement officials universally claim that targeting of Black and Latino drivers is not done, but the stories of African-American and Mexican men prove otherwise. Attorney Christopher Darden, one of the prosecutors in the O.J. Simpson trial says in his book that he is stopped about five times a year. Many men of color find similar experiences, from Ohio to Florida to New Jersey to California (Allen, 1999). An African-American Miami policeman was stopped on Route 4 in Florida, where it seems that the police have decided that all Black men are likely to be drug runners, despite the fact that it is estimated that nationally Blacks are equal to only 13 percent of drug offenders. Undeniably, the Orlando Sentinel acquired recorded tapes of at least 1,100 stops in a single Florida County and revealed that while Blacks were only five percent of all drivers transiting from there, they were 70% of those blocked and the rest were not even bothered to be stopped (Goodale, 2005). In Maryland, one African-American lawyer and his family were blocked on Interstate 95 after departing from a funeral. When they prosecuted, a central court ruled that the Maryland state police had to disburse $50,000 and had to split information on the race of motorists blocked and searched. They found that African-Americans were 75% of those stopped and searched, although they made up only 17 percent of the motorists (Goodale, 2005). A professor of law at Georgetown University, David Cole marshals plenty of evidence that Americas criminal justice system is racially biased. And yet many others have done that before him. What is more important and commonly available in literature to date, is the argument that it is only by denying basic rights to poor and black Americans that the more prosperous white minority can itself enjoy the constitutional protections of which Americans are so proud. Certainly America is not the only country whose system of criminal justice is marred by racial or economic biases. Drug policies comprise of the most important factor causative to racial indifferences in criminal justice. Federal laws against cocaine are a basic example of institutional discrimination. Under the present law, crimes concerning crack cocaine are penalized much more harshly than those concerning powder-cocaine (Goodale, 2005). But the United States is supposed to be different (Neugebauer, 2000). It is a society founded on the idea of equality before the law, where such idealism has always been taken seriously and comprised a central part of its self-image. In a careful explication of Supreme Court judgments and a description of how the criminal justice system actually works, it makes a persuasive case that on the streets or in the nations police stations and courtrooms, constitutional protections so cherished by the majority barely exist for most poor or black Americans. Over the past 40 years, the Supreme Court has grandly defended the principal of a race- and income-neutral system of justice. Every defendant, including the indigent, is entitled to a competent lawyer, the court has said. The exclusion of jurors on racial grounds is forbidden (Cole, 1999). The police cannot use race as a criteria for stopping, investigating or prosecuting someone. Race-based sentencing is, of course, totally unacceptable. But in a series of decisions the court has also made it virtually impossible to prove the existence of such practices on appeal, and so they permeate the criminal justice system. For instance if we look at Ohio traffic incident. After hearing a most recent case, government requests the judge to accept that the Ohio State Highway Patrol intentionally goals African-American drivers for narcotics search. When there is no odd traffic or climate situations, policemen on traffic easily manage but not halt vehicles on interstate main streets for racing when they are only passing at the pace restricted to two miles per hour. (Ratner Jason, 2001) After hearing similar testimonies as above, the Congressional Black Caucus presented a legislation to halt particular races, aiming at of Black and Latino motorists. Already approved by the House, it was waiting for Senate activity at the end of the last conference. The Traffic Stops Statistic Act of 1998 was conceived to assemble the facts and numbers to display that racial aiming at does exist (Nolan, 1997). It needs the United States advocate general to perform a study of such halts and to topic a report to Congress on them. The clues apparently displays that African-Americans are being regularly halted by policeman easily because they are Black. It is precisely this sort of unjust remedy that directs minorities to distrust the lawless individual fairness system (Rubin, 2006) For example, the court has accepted that the death penalty is applied in a racist fashion (blacks who kill whites receive it far more frequently than anyone who kills a black) (Travis, 2000). But it has demanded that racial bias be proven in each individual case, something that is almost always impossible given that judges and juries rarely express such biases overtly. The exclusion of blacks from juries is a recognized practice of prosecutors across the country. And yet the court has steadfastly upheld prosecutors right to reject jurors without giving any reason for doing so, virtually endorsing the practice. The court has set the standard for competent defense attorneys so low that even lawyers who have fallen asleep during death-penalty trials have qualified, and the court has done nothing about the financial strangulation of public-defender programmes, denying most of those accused of a crime a proper legal defense (Goodale, 2005). Police regularly sweep through poor neighborhoods stopping and searching whomever they like. Yet the court has repeatedly refused to require the police to advise people that, according to the Fourth Amendment to the constitution, everyone has a right to refuse a search unless the police have a warrant or have arrested them for a crime. So most poor people, intimidated and wary of the police, believe they have no choice but to submit (Brown, 1998). The court has permitted police so much prudence in deciding as to who will be stopped and searched that most African-Americans are despairingly familiar with the act of being stopped for driving because they are black, a crime of which white Americans are supremely not aware of. Most white people, especially the better-off, are simply not treated this way by the police. If they were, there would be a public outcry (Agamben, 1998). It is impossible to imagine the majority ever tolerating the statistics being reversedthe incarceration rate for whites being seven times that of blacks, for example. It is conceded that it is probably impossible ever to eradicate completely the advantages the economically better-off enjoy before the law. And given the number of blacks in jail, racial profiling can seem like a rational strategy for the police. First, such discrimination is itself pushing many young black men towards crime and has seriously alienated the black community (Cunningham, Herie, Martin, Turner, 1998). After all, the vast majority of black people stopped by the police are innocent of any crime. Second, the better-off majority can only enjoy sweeping constitutional rights because these are denied to the poor and black minority. If everyone had the same level of legal protection against search and seizure, the police would probably find it impossible to do their job. Nevertheless, if the United States is ever to live up to its noble ideals, it must find an answer to both these dilemmas. But first it must recognize the scale of the problem. We love to symbolize our societys commitment to equality with classical icons like Lady Justice, with her blindfold and neatly balanced scales. And we resonate with pride to the words Equal Justice under Law emblazoned over the portico of the Supreme Court. But reality shatters these illusions in the criminal justice system. The commitment to equal criminal justice in America is a mile wide and an inch deep (Cole, 1999). Discrimination on the basis of economic class also pervades the criminal-justice system. In 1964, New York Times columnist Anthony Lewis wrote a powerful book called Gideons Trumpet. Lewis celebrated the courage of Clarence Gideon, who was found guilty of a felony he did not commit, and who pleaded to the Supreme Court in a handwritten petition for an attorney to help him in his appeal (Lewis, 1964). Lewis also celebrated the generosity of Abe Fortas, later to become a justice, who argued Gideons cause before the court without a fee, and persuaded the court that the Sixth Amendment right to counsel must be extended to everyone in jeopardy of losing their liberty through a felony conviction. Lewis could not write such a book today (Lewis, 1964). What are the costs of inequality in our criminal-justice system? It is argued persuasively that people obey the law primarily because they think it is the right thing to do, not because they fear punishment. Where a community accepts the social rules as legitimate, the rules will be largely self-enforcing. Citing a 1995 Gallup poll that found that 77 percent of blacks and 45 percent of whites think that the system treats blacks more harshly than whites, it is evident that severe costs flow from this erosion of confidence that the criminal justice system is fundamentally fair (Allen, 1999). Where a community views the law as unjust, enforcement is subverted. Police find it more difficult to get leads, prosecutors find witnesses more reluctant to testify, and jurors may engage in nullification (Agamben, 1998). According to the Bureau of the Census, approximately 30 million African Americans live in the United States, comprising about 13 percent of the countrys population (Neugebauer, 2000). What is more? African-Americans commit a notably large proportion of those crimes that people fear most-heightened stabbing, theft, rape, and assassination. Disproportionate black criminality has consistently been revealed by official statistics of arrest and incarceration rates. And while these reports undoubtedly contain methodological biases that make any evaluation of black crime a precarious undertaking, Kennedy correctly points out that victim surveys (which typically involve ordinary citizens with nothing to gain by lying), as well as careful criminologists of various ideological stripes, corroborate the official statistics. They are the largest racial/ethnic minority. However, blacks, particularly young black men, perpetrate a percentage of street crime that is strikingly disproportionate to their percentage in the population. Kennedy states that in 1992, for example. 44.8 percent of all persons arrested for violent crime were black (Rubin, 2006). Racial differences relate not only to patterns of felonies but at every step of the criminal justice system as well. From incarceration to detention, from judgment to imprisonment, blacks are targeted in great numbers, a proportion incomparable to their entire number in US population. As Cole observes: The country is already at a point where three out of every four black males will be arrested, jailed, and acquire a criminal record by age 35 (Cole, 1999). Looking further, the arrest statistics are even more dismal. Data from 1990, for example, indicate that 28.9 percent of all arrests in the U.S. involved African-Americans. In 1992, there were over 14 million arrests nationally; five million of them were black males (Miller, 1996). Turning his attention to delinquency, Miller cites a 1994 study of juvenile detention decisions which indicates that, even after controlling for the influence of offense seriousness and such social factors as single-parent home. African-American youths were more likely than white youths to be detained at each decision point in the criminal justice system (Miller, 1996). In short, black teenagers are more likely to be handled formally, to be waived to adult court, and to be adjudicated delinquent. One important irony that Tony points out is that even as the black proportions of serious violent crimes remained essentially stable since the early 1980s, disproportionate incarceration rates of African-Americans have grown steadily worse, especially since Ronald Reagan became president. Conclusion Racial bias studies never completely take into account all of the legitimate factors that determine how an ease is handled, consequently, these unmeasured factors might explain a racial disparity if the factors are ones on which the races differ. Given the small disparity in the first place, such unmeasured factors become potentially important. Another questionone that frequently arises in racial bias studies that combine or aggregate samples from different states and different countiesis whether black defendants were more heavily represented in jurisdictions where sentences were possibly tougher, not just for blacks, but for whites as well. If so, combining the jurisdictions would create the appearance of a sentencing disparity even when no disparity actually exists. Because Americas races are scattered differently across jurisdictions, and jurisdictions sentence differently from one another, aggregating has an effect that is easily mistaken for racially disparate sentencing.

Differences Between Four Hispanic Groups

Despite important differences in historical experiences, Puerto Ricans, Cubans and Mexican Americans share a similar socioeconomic status. Nathan Glazer and Daniel P. Moynihan were among the first to recognize the parallel: â€Å"To a degree that cannot fail to startle anyone who encounters the reality for the first time, the overwhelming portion of both groups constitutes a submerged, exploited, and very possibly permanent proletariat. â€Å"(Marifeli, 1993) The marked debility of their position relative to the citywide standard is clearly reflected in several indicators.Patterns of labor force participation, unemployment rates, and median family incomes indicate that the gaps between native minorities and whites have persisted for decades. Nevertheless, there are discernible differences between the two minority groups. Comparative Community Infrastructures: Migration and Settlement Three features affecting a migrant group's eventual prospects for social mobility in its new locati on are (1) time of arrival, (2) the economic conditions surrounding its initial entry, and (3) the pace of its incorporation. As noted earlier, U.S. society is often viewed as embodying a â€Å"queuing system† in which each of successive groups of migrants establishes a foothold and struggles for social and economic mobility until it attains its particular form of accommodation. Scholars have debated the role played by such factors as the cultural characteristics of the group, discrimination, political activity, and a host of other influences. But it has been generally presumed that in time the descendants of first-generation migrants will find their niche within the larger society. (Chavez, 1991)Before the massive Puerto Rican migration that took place following the termination of World War II, a significant immigrants’ community existed, nourished by several decades of migrant labor. From a purely chronological standpoint, one reason may be that the pre-World War II Puerto Rican community–with its active but still embryonic array of community institutions–had in effect been swamped by the mass migration of the late 1940s and 1950s. (Edwards, 2001) Other features of the Puerto Rican experience may also have contributed to the relatively slow development of political organizations.One important influence was the New York branch of the Commonwealth Office of the Puerto Rican government. Established in 1948 to assist arriving migrants, it was a subsidiary of the island-based government and recognized by U. S. agencies as an official entity aiding Puerto Ricans in the settlement process. The office assumed responsibility for such functions as monitoring a program of contract farm workers; referring arrivals to employment opportunities, housing assistance, and social services; and familiarizing Puerto Ricans with the legal and cultural realities of life on the mainland.The effects of racial discrimination on labor force segmentation-and vice versa–are exemplified in the experiences of Mexican Americans and Puerto Ricans. Denied access to educational skills and union power, and often victimized by discrimination in hiring, Hispanics were effectively excluded from primary jobs during the period of transition leading to segmentation in the early twentieth century. (Edwards, 2001) Their confinement to secondary jobs had as much to do with racial oppression as with the class processes that determine how white workers are allocated across segments.Racial dynamics may have other consequences. The political struggle of racially oppressed groups can provide the impetus for the creation of new jobs and may even help to transform industries, affecting the segmentation process from the demand side of the economy. The history of Mexican Americans, the second largest racial/ethnic minority, reveals another kind of interface between segmentation and racial processes. In effect, the communities of Mexican origin that popul ated the U. S. Southwest from the mid-1800s through the first few decades of the 1900s constituted an â€Å"internal colony.† (Barrera, Mario; 1999) Over time, with the penetration of U. S. capital into the region, Mexican labor was funneled into a specific range of low paying jobs. Whether as agricultural day laborers, mine workers, or ranch hirelings, their plight was unvarying: distanced from the rapid industrialization occurring in the North and lacking many of the civil liberties accorded to most U. S. citizens, these workers were subject to dual wage systems, debt peonage, and extreme labor repression. (Carey McWilliams , 1998)After World War II, Chicanos were integrated into the broader U.S. class structure through the labor segmentation process, but they still retain important elements of the colonial relationship. Overwhelmingly relegated to secondary labor, they have remained residentially segregated and politically powerless in many areas. (Tienda, 2002) Unionizati on helped Mexican Americans in employment sectors where they had no trouble getting jobs. But they also hungered for the work reserved for whites—because it was better paying and not as backbreaking and it conferred more status.Mexicans could not get jobs as store clerks, for example, except in places that catered to Mexicans. Many a young Mexican would look at the crisp white uniform of a Texaco service-station attendant or the technological skills needed to drive an urban bus with a degree of longing. Obtaining such a job was a mark of mobility. Again, this longing became an integral feature within the Chicano Movement. Many of the movimiento objectives, irrespective of the separatist rhetoric and emphasis on cultural pride, stemmed from a hunger for job status.Mexicans also looked to government employment as way of â€Å"getting ahead. † To get â€Å"un trabajo del citi† (a municipal job), even in street maintenance, offered security and fringe benefits. Conv incing the city council to put Mexican American employees on permanent status rather than being â€Å"temporary† became one of the first issues of Houston's Latin American Club (LAC). In reality, the Mexicans worked full-time for the city; they just did not get the fringe benefits. (Garcà ­a, 1990) World War II for many Mexican Americans became a major source of upward mobility.Just in the military service alone, some rose high in the ranks as enlisted men, fewer as officers, and were given supervisory duties over other men, including whites. Employment in the more highly technological manufacturing sector, spurred mainly by the defense industry, became the bailiwick of white workers, but Mexican Americans wanted access as well. Mexican American politicians and civil right activists tried to make the agency accountable, but for the most part the policy of keeping out Mexicans from other than menial jobs continued during the war.Most Mexican women stayed behind although many moved to other industrial areas in the boom years of the war and worked in places where Mexicans had never been allowed. In cities in the Midwest and Southwest that had wartime industries, hundreds of daughters of immigrants, who had first settled in the colonias earlier in the century, obtained industrial jobs that were normally done by men. The organizing of Mexican workers in the first four decades of the twentieth century cut across many labor sectors, but it concentrated mainly in mining and agriculture.The breadth of its activity was extensive, but victories were few, primarily because employers had the support of officialdom—local police, judges, city councils, and such. ( Gutià ©rrez, 1995) A report done for the Works Progress Administration indicated, While some gains have been made by the Mexicans as the result of organization, both through their own racial unions and as members of others of mixed racial makeup, these have been won at the cost of considerable viole nce and economic loss due to time spent in carrying on their struggles, during which income stopped.In addition, agricultural and service sectors were not accorded the protection of the National Labor Relations Act. That crucial legislation provided industrial sectors struggle-free unionization by removing many of the obstacles that had stood in their way. Certainly when Mexicans participated in work sectors that unionized, the tide of worker prosperity carried them into the suburbs and material well-being. In Arizona for example, at the time of the Chicano Movement a great sociological divide based on material attainment existed between Mexicans in mining communities and their paisanos in agricultural towns.But the unfinished work of acquiring â€Å"affirmative action† served as a vertebra for the movimiento. Confronting the systematic exclusion of Chicanos from educational institutions and desirable jobs that continued even after the Mexican American generation gave it â₠¬Å"its best shot† became the primary target of the Chicano Movement. (Skerry, 1993) To be sure, other issues were in the forefront, including cultural pride, police brutality, the Vietnam War. But all of these really revolved around the core concern: gaining access to the proverbial piece of the pie. ConclusionFor decades, although scholars have disputed the sources and ends of â€Å"assimilation,† it has generally been seen as a positive force, helping to homogenize numerous ethnicities into a stable, self-reproducing American identity. Characteristics of successful membership in U. S. society include penetration into the economic mainstream, emergence of a significant middle class, and monolingualism in the second generation, allegiance to European cultural traditions, suburbanization, and participation in established political structures. In recent decades, however, that model has been severely tested.First, native minorities fall outside several of the specified par ameters. Earlier in the century, because of their relatively small numbers and because racial hegemony kept them impoverished and invisible, these groups posed no fundamental threat to the assimilationist model. But as the postwar years brought about their population growth, migration to urban centers, and political insurgency, the racial and cultural backgrounds of groups such as Mexican Americans, Cubans and Puerto Ricans challenged the country to broaden its definition of â€Å"American. † Immigrant minorities are providing the second major test of the assimilation model.

Review Of Franz Kafka s The Metamorphosis - 958 Words

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Analyzing the No Child Left Behind Act - 545 Words

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