Ancient Egyptian Art A Visual Analysis Of Bastet And The...

Cats in Ancient Egyptian Art: A Visual Analysis of Bastet and the Menat of Taharqo: the King Being Nursed by the Lion-Headed Goddess Bastet The ancient Egyptians are known for their fondness for animals, and the cat was a favorite household companion. Cats were common in ancient Egyptian art that depicted domestic scenes since they were greatly appreciated as killers of rodents, snakes, scorpions, ect. Typically homes with cats had less sickness, and fewer deaths. But beyond these roles, cats were cherished as pets and even worshipped. The ancient Egyptians revered and worshipped many animals, just as other ancient civilizations did, but none were worshipped as reverently as the cat. This essay will carefully analyze the Egyptian relief†¦show more content†¦Naturally, cats were sacred to Bastet, and to harm one was unlucky and a crime against her. Bastet’s priests kept sacred cats in her temple, which were thought to be incarnations of the goddess. When a cat died, they were mummified and would be presented to the goddess as an offering, sometimes in carved cat shaped vessels. This rich history inspired renditions of the goddess in many styles and forms. The two major works that will be focused on here are the Egyptian relief necklace charm of Menat of Taharqo: the King Being Nursed by the Lion-Headed Goddess Bastet and the Egyptian free standing Statuette Bastet. Both works are on view at The Metropolitan Museum of Art in New York City. (aslo known as â€Å"The MET†) Starting with Bastet, this free-standing statue hails from Late –Ptolemaic Period (664–30 B.C) from Egypt. Medium used was bronze, precious metal and black bronze inlays. The dimensions are H. 5 cm (4 1/8 in.); W. 3.2 cm (1 1/4 in.); D. 3.9 cm (1 9/16 in.). This statuette was donated to the Museum by George and Florence Blumenthal in 1934 and is on view at The Met Fifth Avenue in Gallery 134. Here Bastet s shown as a cat-headed goddess, in this form her peaceful traits were emphasized. It is presumed that she likely once held at least two separately-attachedrts, probably an aegis against her chest and a sistrum in her other hand. Her dress has elaborated striped patterns, alternating between dotted and

Slavery within the Eyes of Frederick Douglass Essay

What would it be like if we were a part of the slave years? To get an inside look of slavery we look through the eyes of a former slave Frederick Douglass. Through his experience of being grown into slavery in the south made him re-evaluate his life knowing he was worth more than being treated as someone else’s property. Not only was Douglass a part of the plantation system, city life, and brutal whipping but he was put into history as a great role model defining the true meaning of life. All people today should show respect to African Americans due to their struggle in reaching freedom and coming across difficulty. Thomas Jefferson added an anti-slavery statement within the declaration of independence but was deleted by the southern†¦show more content†¦William Lloyd Garrison, John Russwurm, Samuel Cornish, and Frederick Douglass all wrote in a newspaper including their own publications, explaining their view on slavery and wanting to put an end to it. The Undergroun d Railroad was organized by abolitionists; it consisted of a system of safe houses and guides leading the slaves towards new life in the north (Skiba pg. 319). Douglass was born in a slave cabin in Maryland in February 1818. He was primarily raised by his grandmother so the day she took him to the plantation of his master Douglass felt a sense of betrayal because she never told him she was going to leave him. He spent time with different masters within the plantation and the city. At around seven or eight years old he was chosen to live with Hugh Auld in Baltimore, when he moved over to Baltimore Sophia Auld began teaching Douglass the alphabet. Although giving a slave knowledge was unlawful Sophia Auld continued to educate him until her husband told her not to. At the age of eighteen he had an aborted escape and was sent back to Baltimore to live with the Aulds. As Douglass continued to gain knowledge he prepared a plan that led to his escape in 1838, it consisted of impersonating a sailor. When moving to New Bedford, Massachusetts with his new wife they began to raise a family. After his involvement in the anti-slavery convention he became a lecturer for the Anti-Slavery Society inShow MoreRelatedFrederick Douglass s The Road Of Freedom1187 Words   |  5 PagesFrederick Douglass the Road to Freedom Frederick Douglass was the champion to a lot of people especially those enslave at that time. It’s easy to imagine slavery but hard to see it. Douglass was inspired by his own story which then inspired millions of others. He is confronted with a challenging task in his writing by trying to fulfil the need. Frederick Douglass opens up people eyes. His book helps to see through his eyes, someone who resisted and fought for freedom for each and every one of usRead MoreThe Narrative Of The Life Of Frederick Douglass And Assata1165 Words   |  5 Pagesof Frederick Douglass and Assata: An Autobiography the authors talked their experience of confinement while being in slavery and prison. The perspective Fredrick Douglas brought upon his experience of slavery affected the tone throughout the book. As for Assata her viewpoint of confinement was from her experience as a prisoner in the hospital and prison. Confinement is the act of isolating someone from human contact and society or a mother giving birth to their baby. Both narratives Frederick DouglassRead MoreFreedom And Liberty By Frederick Douglass948 Words   |  4 Pagesgroups seeking their acceptance into society. 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Thus, he was born into slavery and was sent off to work at the Lloyd Plantation afterRead MoreThe Life Of Frederick Douglass, Web Dubois, And Booker T Washington1323 Words   |  6 PagesYOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO INTRO YO: Throughout history, all over the world, people have been enslaved and mistreated based on various arbitrary factors. From the slavery of cultures all over the world, to racial oppression of today, these people have been subjected to subhuman cruelty. In America, the turning point for this mistreatment was the late 19th century and early 20th century. With the civil war and the passage of the 13th, 14th, and 15th Amendments to the ConstitutionRead MoreKey Arguments in The Narrative of the Life of Frederick Douglass1154 Words   |  5 Pagesâ€Å"The Narrative of the Life of Frederick Douglass†. A few of which include inequality, education, and Christianity as the keys to freedom in terms of its true values within the institution of slavery. While Frederick Douglass made some key arguments, he also made common ground to make his appeal for the abolition of slavery. One of the key arguments in â€Å"The Narrative of the Life of Frederick Douglass† as well as in other narratives about slaves is inequality. Douglass attempts to show us how AfricanRead MoreEssay on Comparing Frederick Douglass and Sojourner Truth607 Words   |  3 PagesQuestion 3 Sojourner Truth and Frederick Douglass two inspirational black figures in black history were very atypical from their fellow slaves. Both figures were disrespected then and even more respected today. There were plenty of trial and tribulations throughout their lives but they preserved to become the icons they are today. For many reasons we can see how they are atypical from there fellow slaves and how we should be thankful for our freedom and take advantage of opportunities just likeRead MoreA Comparison Of Writings By Harriet Jacobs And Frederick Douglass1718 Words   |  7 Pagesand Frederick Douglass In this paper I will compare the writings of Harriet Jacobs and Frederick Douglass. I will touch on their genre, purpose, content, and style. Both authors were born into slavery. Both escaped to freedom and fought to bring an end to slavery, each in their own way. Both Jacobs and Douglass have a different purpose for their writings. Harriet Jacobs and Frederick Douglass were both slaves that wrote about their struggles and pain during their years of slavery. Read MoreNarrative Of The Life Of Frederick Douglass Essay1027 Words   |  5 PagesThe Narrative of the Life of Frederick Douglass, Book Report The Narrative of the Life of Frederick Douglass, An American Slave was written by Douglass himself, giving a detailed description of the slaveholders cruelty. Douglass was born in Tuckahoe, Maryland, and he makes known that he does not know his specific birthdate, â€Å"... no accurate knowledge of my age, never having seen any authentic record containing it.† (47), but it was approximately around 1818. Once being enslaved, and then escapingRead MoreFrederick Douglass Narrative Analysis1333 Words   |  6 PagesNarrative, Frederick Douglass exposes his belief that freedom from slavery comes through a combination of knowledge and self-agency, and through his personal experience, delineates a model for abolitionism. Although his Narrative does represent an autobiography, Douglass has a higher purpose in mind beyond simple recollection; Douglass wants to convert people to the cause of abolitionism and illuminate what it truly means to join the cause, through exposition of his o wn life and experiences. Douglass views

Research Question and Literature Review

Question: Describe about the teaching and learning related topic that is selected is Development of numeracy skills for 4th grade student? Answer: Abstract Often with the course of learning it is seen that students are lacking basic numeracy skills. Therefore, it is required to develop the basic learning skill of student right from their childhood. Keeping such motive, the topic that has been selected for this research is Development of numeracy skills for 4th grade student. Fifteen scholarly articles have been included in this literature review and it has been found that enhancing the basic learning capability increases the numeracy skillsin children from their childhood. It has been found that agile approach will enhance the learning procedure by motivating more children in solving numeracy. Keywords Numeracy Skills, cognitive thinking, self-grading, statistics, development, virtual representation Research Topic The topic related to teaching and learning is Development of numeracy skills for 4th grade student. This topic has been selected because lower grade students find it quite difficult to solve numerical problems, and thus right from their childhood a matter of fear and struggling approach arise regarding numeracy. It is very common among students to hardly pass in the numeracy course and thereby ignore the learning process. This research topic will help in finding the gap in the learning process for the lower grade students in future. Research Problem There is a problem in the research taken, as when both the teachers and students are considered for being beneficial, there will be surely a gap in practice. For a teacher it may not be possible to concentrate on each of the students to distinguish the education deliverable. For students as well, approaches like direct instruction and agile approach may not be suitable, which will create more confusion. Despite of the fact that teachers are trying to get idea from students background and their ability to solve numeracy, still it will become hard for teachers to apply those for each student as they have a limited time to educate students. This problem has negatively impacted on the teachers in their professional career and partially for students as well because teachers may be under too much pressure to handle each student, which will create a gap between both teacher and student.Direct teaching will need to concentrate on each of the student that will need more amount of time and thu s creating more pressure on individual teachers, which may impact on numeracy development for 4th grade students.A possible cause of this problem is students were not categorized or classes of students were not grouped, and so each of the students was taken into concern, which will be too much impractical in practice. Perhaps a study, which investigates category of student by Q method and interviews, could remedy the situation. Purpose Statement The purpose of this research is to identify how operations and algebraic thinking capabilities for the students from 3rd to 5th grade can be upgraded in future. Moreover, it is quite common that professional teachers are not able to deliver assistance to all students within limited timeframe. Thus, the purpose is to identify the kind of assistance required from teachers for upgrading cognitive thinking capabilities of students by upgrading the learning style for 3rd to 5th grade students. Furthermore, the purpose is to identify whether teachers are making any kind of changes in learning method for 4th grade students or not in the present system of education. As a conclusion, it can be said that there is a gap in education style with regards to numeracy. It has been found that teachers are not able to give enough time regarding numeracy skill development for each of the student. Though teachers have tried to apply agile approach in making innovative approach to education, still many students are not able to operate computers. Teachers have tried to introduce working pattern, which is a visual representation of counting, but keeping a keen eye on each student is a quite tough job for teachers. Research Questions What is the effect of direct teaching method on students development regarding operations and algebraic skills in 3rd to 5th grade students? Hypothesis Direct teaching of operations and algebraic skills will not increase test score for third, fourth and fifth graders. Justification of Research Approach Quantitative research approach is most suitable for research as this will help in understanding the gap in teaching professionalism. Relationship between variables can be identified and subjectivity can be justified by quantitative research (Learning, 2015). With the help of quantitative research, several conclusions can be drawn regarding the type of education style that is practiced by the teachers. Basically, there is a gap in teaching style, which can be understood by the derived statistical data from this approach. Apart from that, through the empirical studies, several options can be identified, which can be further implemented in future for developing the operations and algebraic thinking capabilities in 3rd to 5th grade student. Such data can be utilized further in future to make the professionalism and education style more concrete for 3rd to 5th grade students. Professionalism of teachers is even affected by direct teaching as the expectations of students are mitigated when teachers directly communicate with them. In turn, this will affect the teachers as well as more amount of pressure is to be handled by them if each of the students is to be taken care within a limited amount of time. Literature Review Focus on Numerical Disability One of the most important aspects of numeracy learning is that it must start from early childhood. If 3rd, 4th and 5th grade students are considered, then it can be found that such students are lacking basic numeracy skills, which are impacting on cognitive skill developments in their life. According to (Jimenez Staples, 2015), functional relationship helps in enhancing the common core standards of mathematics. Graphic organizers can only dissolve intellectual disability, which relates to the selected topic. Being an empirical article, the approach of T-test might not have delivered best results as there were more than 35 students, and hence relation between self-development and evaluation was not achieved satisfactorily. On the other hand, (Jimenez Kemmery, 2013), in their article defined that non-standard measurements like calendar and counting skills and working patterns help in developing cognitive skill development right from an early age in students. Moreover, it can be said that thoughtful visual representations helps in developing cognitive skills of students, as at an average students cannot go beyond limited imagination, which is found in the article of building numeracy skill in kindergarten by (Aunio, Heiskari, Van Luit, Vuorio, 2015). According to (Aunio, Heiskari, Van Luit, Vuorio, 2015), post hoc group comparisons help in relating the mathematical scales, where one student helps the other, and thus students get interested in the learning process. They have also argued that if the students are educated by visual representations, then it helps in creating the base of practical mathematical implications right from their childhood. In this way, when students are attracted in the learning process, then they even get interested in developing their skills. Moreover, according to (Culaste, 2015), contextual information, procedural calculation, and mental visualization help in developing the cognitive ability of the student right from childhood. Though, it can be found from the article that the metacognitive representation cannot be well configured through visual representations, specifically for numeracy, and so development can be reached by working patterns. Thus, it can be said that working patterns will help the tea chers to figure out which particular student is lacking numeracy skill, and in this way their skill will be developed. Furthermore, according to (Olkun, Altun, GoerÃ…Å ¾ahin, AkkurtDenizli, 2015), statistical concepts from the research show the practical picture of reduction in numeracy skills for children of 3rd to 5th grade. Teachers can understand how to deliver numeracy education to students by concentrating on each student through their disability and ability. From this article, one can find about the leniency of professional teachers and it is evident that teachers are trying to increase the style of education but they are not being to concentrate on every student, which has even been supported by (Aunio, Heiskari, Van Luit, Vuorio, 2015). (Jimenez Staples, 2015),gave the idea of functional relationship determination, which may not be fulfilled only by working patterns, and hence from the review it is evident that cognitive numeracy ability will be enhanced in future. Developing Learning and Teaching Ability According to (Mulligan, 2015), in order to develop numeracy skills, teachers need to take initiatives to go beyond basic numeracy skill development. According to him, data modeling helps in creating meta-representational competencies. Quantitative approach has been taken and statistical data shows learning development through informed judgments. Basic numeracy skill development does not take much time and along with that data-modeling has to be included to increase the mathematical judgments right from childhood. On the other hand, (AbdulhameedAufan Al-Makahleh, 2011), gave the idea of direct instruction for mitigating learning difficulties. As there are a lot of students with varying disabilities, professional teachers can only enhance the teaching procedure by direct instruction. Many times it is found that the students, which consume a huge time, cannot figure out logical representations. Thus, it will be better for the teacher to give direct instruction to solve such numeracy fro m where students get ideas to solve future numerical problems. (Garcia-Retamero, Galesic, Ghazal, Schulz, Cokely, 2012),pointed out through his article about the outcome of Berlin Psychometric Test. This test gave the view about how students feel while solving numerical problems. From this article it was found that students eventually take longer time in solving patterns and logical representations. Thus, it can be said that (Jimenez Kemmery, 2013), gave the practical approach in solving numerical problems through working patterns and logical representations. It is quite evident that students need to get better assistance and better considerations from teachers in solving logical numeracy. According to (Van Hoof, Verschaffel, Van Dooren, 2015), natural number bias is another aspect that confuses students. There are several formulas for natural numbers and rational numbers numeracy and hence students get confused in solving such problems. Hence, it can be said that teachers need to work over here to mitigate such confusions, but this article does not provide the method to enhance traditional learning procedure. On the other hand, (Skwarchuk, Sowinski, LeFevre, 2014), give the idea that agile approach must be included in the education system. The approach of virtual representation helps in increasing the attraction of children. According to them, virtual approach is very much necessary in this era as traditional means of learning has saturated the process of learning. In their method of quantitative approach, they gave the view that children are considerably taking less time in solving patterns as they need not create illustrations in minds. This is an innovative appro ach in numeracy education, which was found to be required by (Mulligan, 2015). Thus, from the articles it can be said that students will get better learning approaches with the initiative of virtual representations through the agile approach. In this way, the selected topic will be justified, as students will get best assistance in future. Activities for Numeracy Skill Development According to (Skwarchuk, Sowinski, LeFevre, 2014), formal home learning activities are one of the best ways to increase the learning capabilities of children. Most of the time, it is found that children lack assistance from their parents who are busy in jobs. Parents feel students cannot get motivation in solving numeracy unless parents play an active role. On the other hand, they contradicted that due to their busy life they are unable to spend time with their wards and often experience a feeling of frustration, leading to a gap between parents and children. Thus, it can be said that professional teachers are best for creating the base of numeracy of students. On the other hand, (Toll, Luit, Johannes, 2013), pointed out that limited working memory skills will decrease the complexity of the learning procedure. They believe that students will get more time in solving basic numeracy right from kindergarten if working memory is optimized. In their quantitative approach, they went thro ugh multivariable analysis and found that cognitive skills and self-developing are developed by limiting the complexity. Thus, it can be said that through changes in learning procedure children will be more accompanied by teachers and thereby enhance the style of numeracy skill development. According to (Brinkman, Gregory, Harris, Hart, Blackmore, Janus, 2013), early development is instrumental for numeracy skill enhancement, which will increase the motivation of children towards increasing their skill. In this empirical article, the dependent variable such as development has been viewed to be increased with respect to kindergarten children just with the change method in learning development. Earlier, Electronic Data Interchange methods were quite traditional and that does not fit with the standard school assessment at present. This study was conducted in Australia, where they feltthat the education system needs to undergo change from an initial stage so that the base of students can be made concrete right from the start. On the other hand, (Van Hoof, Verschaffel, Van Dooren, 2015), gave the view that numeracy development does not need to be changed from kindergarten, as this will hamper the basic numeracy skill development. This research-based article gives the view of early numeracy skill development from 3rd grade. According to them, the statistical analysis gave the view of early skill development and the variance is prominent from 3rd grade students as such students have the capability of data-modeling and logical representation ability. This idea has been supported by (Davenport Johnston, 2015) as well. According to them, professional teachers get the idea from the article as to where contingency educational skill can be applied for distinct student. They also contradicted that intervention strategy may not be beneficial for teachers, as application of this will decrease confidence of students. This can be termed as the weakness for teachers in professional life. From the analysis, it can be concluded that development of early numeracy skill can be well achieved if professionals take initiatives. Measures such as virtual approach, direct instruction and working pattern will surely enhance the learning procedure. References AbdulhameedAufan Al-Makahleh, A. (2011). The effect of direct instruction strategy on math achievement of primary 4th and 5th grade students with learning difficulties. International Education Studies , 199. Aunio, P., Heiskari, P., Van Luit, J. E., Vuorio, J. (2015). The development of early numeracy skills in kindergarten in low-, average- and high-performance groups. Journal of Early Childhood Research , 3-16. Brinkman, S., Gregory, T., Harris, J., Hart, B., Blackmore, S., Janus, M. (2013). Associations between the early development instrument at age 5, and reading and numeracy skills at ages 8, 10 and 12: A prospective linked data study. . Child Indicators Research , 695-708. Culaste, I. (2015). Cognitive Skills of Mathematical Problem Solving of Grade 6 Children. . International Journal of Innovative Interdisciplinary Research . Davenport, L. A., Johnston, S. S. (2015). Using most-to-least prompting and contingent consequences to teach numeracy in inclusive early childhood classrooms. . Topics in Early Childhood Special Education , 250-261. Garcia-Retamero, R., Galesic, M., Ghazal, S., Schulz, E., Cokely, E. T. (2012). Measuring risk literacy: The Berlin numeracy test. . Judgment and Decision Making , 25-47. Jimenez, B. A., Kemmery, M. (2013). Building the early numeracy skills of students with moderate intellectual disability. Education and Training in Austin and Developmental Disabilities , 479. Jimenez, B. A., Staples, K. (2015). Access to the common core state standards in mathematics through early numeracy skill building for students with significant intellectual disability. . Education and Training in Autism and Developmental Disabilities , 17. Learning, I. (2015). Importance of Quantitative Research. Retrieved 12 28, 2015, from libweb.surrey.ac.uk: https://libweb.surrey.ac.uk/library/skills/Introduction%20to%20Research%20and%20Managing%20Information%20Leicester/page_45.htm. Luit, V., Johannes, E. H., Toll, S. W. (2014). Explaining numeracy development in weak performing kindergartners. Journal of Experimental Child Psychology , 97-111. Mulligan, J. (2015). Moving beyond basic numeracy: Data modeling in the early years of schooling. . Zdm , 653-663. Olkun, S., Altun, A., GoerÃ…Å ¾ahin, S., AkkurtDenizli, Z. ( 2015). Deficits in basic number competencies may cause low numeracy in primary school children. Ted EÄÅ ¸itimVeBilim . Skwarchuk, S., Sowinski, C., LeFevre, J. (2014). Formal and informal home learning activities in relation to children's early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology , 63. Toll, S., Luit, V., Johannes, E. H. (2013). Accelerating the early numeracy development of kindergartners with limited working memory skills through remedial education. Research in Developmental Disabilities , 745-755. Van Hoof, J., Verschaffel, L., Van Dooren, W. (2015). Inappropriately applying natural number properties in rational number tasks: Characterizing the development of the natural number bias through primary and secondary education. Educational Studies in Mathematics , 39-56. Vasconcelos de Castro, M., Silva Bissaco, M., Panccioni, B. M., S., C. M., Domingues, A. M. (2014). Effect of a virtual environment on the development of mathematical skills in children with dyscalculia. E103354. PloS ONe .

Success And Failure In Death Of A Salesman Essay Example

Success And Failure In Death Of A Salesman Paper Success And Failure In Death Of A Salesman Success and Failure in Death of a Salesman Throughout history societys interpretations of success and failure remain fundamentally sound. Over the years monetary, occupational, and family standings continue to be some key items which measure the success and or failure of an individual. Many people believe that a well-paying occupation and the possession of material goods such as cars and houses represent the epitome of success. On the other hand, society considers the lack of money and material goods in ones lifetime typical of a loser. In order to be triumphant both in Arthur Millers lifetime as well as in present day society, one must conquer mankinds high expectations. Fulfilling these demands is attainable for only a small percentage of the human race. However, meeting these challenges for the majority of mankind whether through indifference, neglect, inferiority, or laxity leads to what society labels, unsuccessful. Today the general public is far more generous in their acceptance of people who strive and attain successf ul standings in the workplace and community, than those who lack determination and drive. Arthur Millers ideas on success and failure similarly concur with the viewpoints of present day society. Many of Millers life experiences are relative to We will write a custom essay sample on Success And Failure In Death Of A Salesman specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Success And Failure In Death Of A Salesman specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Success And Failure In Death Of A Salesman specifically for you FOR ONLY $16.38 $13.9/page Hire Writer success, death, salesman, willy, willys, miller, family, failure, dream, charley, society, ben, one, life, loman, drama, well-liked, millers, american, world, reality, father, dreams, views, successful, never, man, business, bernard, about, throughout, present, past, order, during, being, because

Bad Kid free essay sample

Bad Kid It was 7:45 a.m, geometry, second hour, dark outside, and I was facing the biggest ethical dilemma of my freshman year. Ninth grade†¦what can I say. It’s vital to the adolescent psyche, and yet we all want to forget it as soon as it’s over. I wanted to fit in, but be unique. I wanted to avoid the Garbage Can at all costs. I wanted to survive. And here, sitting on my right, was my chance at survival. Scottie and Brad were older, smarter, cooler sophomores who needed a freshman’s aid in geometry. Unfortunately for me, this assistance was required in the middle of the unit test. I remember I was working on an algebraic proof when I felt a nudge on my elbow. Brad passed me his sleek iPhone. For a moment I just stared at him, unsure what he was asking. Then he whispered, â€Å"Take a picture. We will write a custom essay sample on Bad Kid or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † And it began. In the span of seven seconds, I weighed the pros and cons. Or, more accurately, I tried to calculate the chances of my getting caught versus the benefits of possibly getting into this friend group. I looked at Scottie- that tall, tan, dark haired kid, peering around Brad with not the faintest clue on the planet, a small smirk pasted on his face. And I snapped a photo of my work. And I passed it to Brad, who was back for more within one minute. I took three more for them. I finished my test and passed it in; oddly, I couldn’t make eye contact with Mrs. Hartley. There was something pulling viciously at the base of my heart, making it hard to breathe. I had a dull pang in my core. Somebody out there is reading this right now and thinking I exaggerate the physiological symptoms I had. All I can say is this: when one makes eye contact with a parent (the â€Å"scarier† parent) right after committing a childhood crime, one feels that awful sinking feeli ng because the parent is telepathically berating the child. Think back to that feeling. Got it? That’s how I felt after that test. Rock bottom had been hit. Houston, we had a big, BIG problem. But it hadn’t been stretched to the max yet. Nope. There was more torture to come. At 9:02 the bell rang and I gathered my binders and I walked out from behind my desk and I made one step towards the door before she uttered my name. I turned, hands trembling. Without looking up from her desk, Mrs. Hartley motioned me to her desk. I approached with the distinct feeling I was rolling a giant rock in front of my tomb. â€Å"Do you have something you want to share with me?† Without waiting for a reply, she held up mine, Scottie’s and Brad’s papers. â€Å"The exact same errors, on the exact same problem. I can see Scottie and Brad doing something like this, but you? You know I can call the office right now and report you for academic dishonesty.† I felt t ears at the corners of my eyes and was horrified. I was already in trouble, and I was going to cry on top of it? I held them back with a barbed wire swallow. There was a pause that lasted approximately one third of an eternity. Then she sighed. â€Å"I’ll let it go just this once. If it happens again, your parents will find out. I will talk to Scottie and Brad about this separately.† There was a resigned look in her eyes that killed me. I had gotten off, and I could feel that slide off me, but†¦I was no longer in that category, that trust category, that golden kid territory. She didn’t trust me, and had, I believed, written me off. So I thanked her and went to my next class. A few nights later, I was standing next to my dad, surveying the insulation work we’d done that day. He was tapping in a few screws that weren’t flush with the studs. The bedrooms were being redone, and it was a project that took time and effort. I wasn’t feeling th e triumph. As I stood there, I went through the other feeling that is familiar to anyone who’s ever been a kid. To tell or not to tell? That was the question. This time, I made the right decision. I told my dad about that morning. He didn’t say anything at first, just held his hammer. I wondered if he was considering using it on my head. Then he said, â€Å"Why’d you help them?† Well, there was a core answer to that and there was surface answer. I went with the surface answer first. Just testing the waters. â€Å"I†¦felt bad for them, I guess, I don’t know, they seemed so lost and it was like†¦Ã¢â‚¬  (insert unintelligible mumbling). I received that sardonic eye roll/glare which New York natives are gifted with. Dad was not impressed. â€Å"Why’d you help them? It wasn’t because you felt bad for them, you know that. You’re a freshman and they’re sophomores. And they’re ‘cool’.† â €Å"I kinda†¦wanted them to like me, I guess. I wanted them to talk to me, so I’m not- alone.† There was the core answer. I wanted to fit in, to be like the kids everybody else emulated. This particular sentiment isn’t just felt by freshmen†¦it continues. Everyone wants to blend, to be accepted. After that test and after I talked to my dad and after I finished geometry with an A and as I write this essay, I understand this urge. I also understand the effect it has on people in general, and on me. Why is it that we feel the need to follow the pack, be a white sheep, blur the lines that make us individuals? It’s simply human nature. We’re like wolves, mustangs, chickadees: social creatures. Zebras, when being stalked, shuffle together and turn their hides into a living mirage of black and white until the lioness can no longer distinguish one to attack. I think people are the same way; I think we band together because we are afraid to be picked out and hurt. It’s not a bad trait- the only problem is that it can translate into our daily lives and the choices we make. So what makes a black sheep? After that experience, I started to form what would become my high school persona, what has carried me through stress and pressure. Who am I? I’m the kid at the back of the classroom who speaks to the teacher with respect. I’m the one who takes AP classes and doesn’t flaunt it, the one who tries to keep her mouth shut so she doesn’t eat her words later. When I do say something, it’s been mulled over for a few minutes. When I hear someone express a thought, I consider it from every angle and never denounce it. Slow to anger and quick to forgive, I make friends quickly, yet I don’t actively seek them. I’m not there until I speak or am spoken to. This is who I am, and I’m comfortable in it, for now. I may be outspoken in a few years. I may be loud and energetic. I’m open to change in myself, and I believe that is one of the keys to being unique; I will never try to fit into something I’m not. Experiences like the Failed Morality Test of Ninth Grade will shape me. I am quiet, intelligent, strong as all hell and tough as nails. I learn from my mistakes. And†¦I never ever cheat.

Adolf Hitler Appointed Chancellor of Germany

Adolf Hitler Appointed Chancellor of Germany On January 30, 1933, Adolf Hitler was appointed as the chancellor of Germany by President Paul Von Hindenburg. Hindenburg made the appointment in an effort to keep Hitler and the Nazi Party â€Å"in check;† however, the decision would have disastrous results for Germany and the entire European continent. In the year and seven months that followed, Hitler was able to exploit the death of Hindenburg and combine the positions of chancellor and president into the position of Fà ¼hrer, the supreme leader of Germany. Structure of the German Government At the end of World War I, the existing German government under Kaiser Wilhelm II collapsed. In its place, Germany’s first experiment with democracy, known as the Weimar Republic, commenced. One of the new government’s first actions was to sign the controversial Treaty of Versailles which placed blame for WWI solely upon Germany. The new democracy was primarily composed of the following: The president, who was elected every seven years and vested with immense powers;The Reichstag, the German parliament, which consisted of members elected every four years and based on proportional representation- the number of seats was based on the number of votes received by each party; andThe chancellor, who was appointed by the president to oversee the Reichstag, and usually a member of the majority party in the Reichstag. Although this system put more power in the hands of the people than ever before, it was relatively unstable and would ultimately lead to the rise of one of the worst dictators in modern history. Hitler’s Return to Government After his imprisonment for his failed 1923 coup known as the Beer Hall Putsch, Hitler was outwardly reluctant to return as the leader of the Nazi Party; however, it did not take long for party followers to convince Hitler that they needed his leadership once again. With Hitler as leader, the Nazi Party gained over 100 seats in the Reichstag by 1930 and was viewed as a significant party within the German government. Much of this success can be attributed to the party’s propaganda leader, Joseph Goebbels. The Presidential Election of 1932 In the spring of 1932, Hitler ran against incumbent and WWI hero Paul von Hindenburg. The initial presidential election on March 13, 1932, was an impressive showing for the Nazi Party with Hitler receiving 30% of the vote. Hindenburg won 49% of the vote and was the leading candidate; however, he did not receive the absolute majority needed to be awarded the presidency. A run-off election was set for April 10. Hitler gained over two million votes in the run-off or approximately 36% of the total votes. Hindenburg only gained one million votes on his previous count but it was enough to give him 53% of the total electorate- enough for him to be elected to another term as president of the struggling republic. The Nazis and the Reichstag Although Hitler lost the election, the election results showed that the Nazi Party had grown both powerful and popular. In June, Hindenburg used his presidential power to dissolve the Reichstag and appointed Franz von Papen as the new chancellor. As a result, a new election had to be held for the members of the Reichstag. In this July 1932 election, the popularity of the Nazi Party would be further affirmed with their massive gain of an additional 123 seats, making them the largest party in the Reichstag. The following month, Papen offered his former supporter, Hitler, the position of Vice Chancellor. By this point, Hitler realized that he could not manipulate Papen and refused to accept the position. Instead, he worked to make Papen’s job difficult and aimed to enact a vote of no confidence. Papen orchestrated another dissolution of the Reichstag before this could occur. In the next Reichstag election, the Nazis lost 34 seats. Despite this loss, the Nazis remained powerful. Papen, who was struggling to create a working coalition within the parliament, was unable to do so without including the Nazis. With no coalition, Papen was forced to resign his position of chancellor in November of 1932. Hitler saw this as another opportunity to promote himself into the position of chancellor; however, Hindenburg instead appointed Kurt von Schleicher. Papen was dismayed by this choice as he had attempted in the interim to convince Hindenburg to reinstate him as chancellor and allow him to rule by emergency decree. A Winter of Deceit Over the course of the next two months, there was much political intrigue and backroom negotiations that occurred within the German government. A wounded Papen learned of Schleicher’s plan to split the Nazi Party and alerted Hitler. Hitler continued to cultivate the support he was gaining from bankers and industrialists throughout Germany and these groups increased their pressure on Hindenburg to appoint Hitler as chancellor. Papen worked behind the scenes against Schleicher, who soon found him out. Schleicher, upon discovering Papen’s deceit, went to Hindenburg to request the President order Papen to cease his activities. Hindenburg did the exact opposite and encouraged Papen to continue his discussions with Hitler, as long as Papen agreed to keep the talks a secret from Schleicher. A series of meetings between Hitler, Papen, and important German officials were held during the month of January. Schleicher began to realize that he was in a tenuous position and twice asked Hindenburg to dissolve the Reichstag and place the country under emergency decree. Both times, Hindenburg refused and on the second instance, Schleicher resigned. Hitler Is Appointed Chancellor On January 29th, a rumor began to circulate that Schleicher was planning to overthrow Hindenburg. An exhausted Hindenburg decided that the only way to eliminate the threat by Schleicher and to end the instability within the government was to appoint Hitler as chancellor. As part of the appointment negotiations, Hindenburg guaranteed Hitler that four important cabinet posts could be given to Nazis. As a sign of his gratitude and to offer the reassurance of his professed good faith to Hindenburg, Hitler agreed to appoint Papen to one of the posts. Despite Hindenburg’s misgivings, Hitler was officially appointed as chancellor and sworn in at noon on January 30, 1933. Papen was named as his vice-chancellor, a nomination Hindenburg decided to insist upon to relieve some of his own hesitation with Hitler’s appointment. Longtime Nazi Party member Hermann Gà ¶ring was appointed in the dual roles of Minister of the Interior of Prussia and Minister Without Portfolio. Another Nazi, Wilhelm Frick, was named Minister of the Interior. The End of the Republic Although Hitler would not become the Fà ¼hrer until Hindenburg’s death on August 2, 1934, the downfall of the German republic had officially begun. Over the course of the next 19 months, a variety of events would drastically increase Hitler’s power over the German government and the German military. It would only be a matter of time before Adolf Hitler attempted to assert his power over the entire continent of Europe. Sources and Further Reading Hett, Benjamin Carter. The Death of Democracy: Hitlers Rise to Power and the Downfall of the Weimar Republic. New York: Henry Holt, 2018.  Jones, Larry Eugene. Hitler versus Hindenburg: The 1932 Presidential Elections and the End of the Weimar Republic. Cambridge: University of Cambridge Press, 2016.  McDonough, Frank. Hitler and the Rise of the Nazi Party. London: Routledge, 2012.  Von Schlabrendorff, Fabian. The Secret War Against Hitler. New York, Routledge, 1994.

Relationship between China and the United States Case Study

Relationship between China and the United States - Case Study Example And whatever the answer to these would surely rock the world. The relationship of the People's Republic of China (PRC) - to differentiate it from Imperial China to the China transformed by Mao Tse-Tung in 1949 - and the United States started bitterly, brought about by two diametrically opposed ideologies that each espouses: the United States, being the indefatigable monument of imperialism, and China, being the staunch ally of communist Russia. The world then was equatorially divided between imperialism in the west and communism in the east. And no one ever conceived that this demarcation would ever be radically altered. During this period (1949-1970) both nations regarded each other as intransigent enemies. The United States refused to acknowledge the PRC and denied China of its legitimacy being a nation by totally isolating it from the diplomatic community: it excluded China from the United Nations; it banned any trading with China; it fanned anti-communism and supported separatist movement within China (as what it did with USSR after the cold war) to divide the strong China; and it rallied South Korea, Japan, Taiwan, Southeast Asia and South Vietnam into a 'crescent-shaped alignment against communism', immediately communist China (Han-Yin Chang, 2000, p.62); that any ally having any diplomatic relations with China warrants the wrath of the powerful US. The U.S. depicted China to the world as repressive, fascistic, dictatorial, denying individual freedom that any one living in a democratic country, like America, enjoys. China on the other hand, side by side with Russia, was a front liner in the united front against US imperialism, all-out supporting national movements that decry U.S. colonialism. It was instrumental in the liberation of North Korea and North Vietnam. China portrayed the U.S. to the Chinese people and to the U.S. colonies, especially in Southeast Asia, that Uncle Sam - a derogatory depiction of the U.S. mocking it as an arrogant self-declared semi-god out to exploit nation's wealth and resources in the guise of benevolence - is nothing but a despotic aggressor, that would like to impose its hegemony over the peoples of the world. It perceived, and made all in its realm perceive, too, any U.S. action as an act of calculated subjugation and total exploitation. This marked anti-American sentiment lingers on among Chinese people until today. Such was the very hostile relationship of these two powerful nations that no peaceful gesture could lessen the tension, instead, if there was any, could have been interpreted as a mere ploy to thwart the other; that peaceful co-existence was unacceptable, because only one should rule the world. Each one representing the two contrasting ideologies, offered itself as the best social system to rule the world, both promising prosperity and humanization of society. Who could ever think that this would change' No one ever did, not even in any of these