African American History and Women Timeline 1900-1919

African American History and Women Timeline 1900-1919 The following is a timeline of African American womens history from 1900-1919. 1900 (September) Nannie Helen Burroughts and others founded the Womens Convention of the National Baptist Convention 1901 Regina Anderson born (librarian, Harlem Reaissance figure) 1902 Local white protests of the appointment of Minnie Cos as postmistress of Indianola, Mississippi, led to President Theodore Roosevelt suspending postal services to the town. (February 27) Marian Anderson born (singer) (October 26) Elizabeth Cady Stanton died (antislavery and womens rights activist) 1903 Harriet Tubman signed over her home for the elderly to the African Methodist Episcopal Zion Church Harriet Marshall founded the Washington (DC) Conservatory, admitting African American students Maggie Lena Walker founded St. Lukes Penny Savings Bank in Richmond, Virginia, becoming the first woman bank president Sarah Breedlove Walker (Madam C.J. Walker) begins her haircare business Ella Baker born (civil rights activist) Zora Neale Hurston born (writer, folklorist) 1904 Virginia Broughton published Womens Work, as Gleaned from the Women of the Bible Mary McLeod Bethune founded what is today Bethune-Cookman College 1905 Niagara Movement founded (out of which the NAACP grew) National League for the Protection of Colored Women founded in New York Ariel Williams Holloway born (musician, teacher, poet, figure in Harlem Renaissance) Constitution of the Industrial Workers of the World (IWW, Wobblies) included a provision that no working man or woman shall be excluded from membership in unions because of creed or color first outdoor tuberculosis camp in the United States was opened in Indianapolis, Indiana, sponsored by the Womens Improvement Club 1906 after a riot in Brownsville, Texas, President Theodore Roosevelt delivered dishonorable discharges to three companies of African American soldiers; Mary Church Terrell was among those formally protesting this action second meeting of the Niagara Movement met at Harpers Ferry, West Virginia, with about 100 men and women in attendance Josephine Baker born (entertainer) Susan B. Anthony died (reformer, abolitionist, womens rights advocate, lecturer) 1907 Negro Rural School Fund was established by Anna Jeanes, aimed at improving education for rural southern African Americans Gladys Bentley, Harlem Renaissance figure, became known for her risque and flamboyant piano playing and singing Meta Vaux Warrick Fuller received the first federal art commission awarded to an African American woman for figurines of African Americans to be used at the Jamestown Tercentenniel Exposition 1908 call issued which resulted in 1909 founding of NAACP; women signers included Ida B. Wells-Barnett, Jane Addams, Anna Garlin Spencer, and Harriot Stanton Blatch (daughter of Elizabeth Cady Stanton) in Los Angeles, the Womans Day Nursery Association was formed to provide care for African American children whose mothers worked outside the home Alpha Kappa Alpha sorority founded 1909 Nannie Helen Burroughs founded the National Training School for Women, Washington DC Gertrude Steins novel Three Lives characterizes a black female character, Rose, as having the simple, promiscuous immorality of Black people. (February 12) National Negro Conference 1910 second conference of the National Negro Conference forms the NAACP (National Association for the Advancement of Colored People), with  Mary White Ovington  as a key organizer holding a variety of offices 1910-1947 including as member of the Executive Board and board chair, 1917-1919; later women leaders included Ella Baker and  Myrlie Evers-Williams (September 29) Committee on Urban Conditions Among Negroes founded by Ruth Standish Baldwin and George Edmund Haynes 1911 Committee on Urban Conditions Among Negroes, Committee for the Improvement of Industrial Conditions Among Negroes in New York, and National League for the Protection of Colored Women merged, forming the National League on Urban Conditions Among Negroes (later just National Urban League) (January 4)  Charlotte Ray  died (first African American woman lawyer in the United States and the first woman admitted to the bar in the District of Columbia)   Edmonia Lewis  last reported in Rome; died that year or after (her death date and location are unknown) Mahalia Jackson born (gospel singer) (February 11)  Francis Ellen Watkins Harper  died (abolitionist, writer, poet) 1912 Virginia Lacy Jones born (librarian) Margaret Washington, newly elected president of the National Association of Colored Women, founded the periodical  National Notes 1913   Harriet Tubman  died (Underground Railroad conductor, abolitionist, womens rights advocate, soldier, spy, lecturer) Fannie Jackson Coppin died (educator) (February 4)  Rosa Parks  born (April 11) federal government officially segregates by race all federal workplaces, including rest rooms and eating facilities (-1915) Ruth Standish Baldwin served as president of the National League on Urban Conditions Among Negroes 1914 Marcus and Amy Jacques Garvey founded the Negro Universal Improvement Association in Jamaica this moved later to New York, promoting a homeland in Africa and independence in America for African Americans (or 1920) Daisy Bates born (civil rights activist) 1915 National Negro Health movement began to offer services to black communities, serving and including as health workers many African American women Billie Holiday born as Eleanora Fagan (singer) 1916 1917 Ella Fitzgerald born (singer)   Gwendolyn Brooks  born (poet) (June 30)  Lena Horne  born (singer, actress) (July 1-3) race riots in East St. Louis killed 40 to 200; 6,000 had to leave their homes (October 6)  Fannie Lou Hamer  born (activist) 1918 Frances Elliott Davis enrolled with the American Red Cross, the first African American nurse to do so (March 29)  Pearl Bailey  born 1919 NAACP founded with a number of women signing the call;  Mary White Ovington  became the first chairperson Pearl Primus born (dancer) Sarah Breedlove Walker (Madam C.J. Walker) died suddenly (executive, inventor, philanthropist);  ALelia Walker  becomes president of the Walker company Edmonia Highgate died (fundraiser, after the Civil War, for the Freedmans Association and the American Missionary Society, for educating freed slaves)

French Words Nouveau vs. Neuf

French Words Nouveau vs. Neuf English speakers sometimes find it difficult to translate new into French, due to confusion over the French words nouveau and neuf. In fact, the French adjectives have distinctly different meanings; the problem is actually caused by the fact that the English new has more than one meaning. Fortunately, this is an easy problem to remedy. Read over this lesson, learn the difference between nouveau and neuf, and you wont have any more trouble saying new in French. Nouveau Nouveau means new in the sense of new to the owner - a change or improvement; that is, something that is new because its different than what came before, regardless of whether it is brand new from the store. The opposite of nouveau is ancien (former).As-tu vu ma nouvelle voiture ?Have you seen my new car?(The car is not necessarily new out of the factory; new here means new to the speaker.)Il a mis une nouvelle chemise.He put a new shirt on.(He took off the shirt he was wearing and put a different one on in its place. The new shirt may or may not be new from the store; the important thing here is that it is different.)Cest nouveau.Its new.(I just bought/found/made it.)Nous avons un nouvel appartement.We have a new apartment.(We just moved.)Jai vu le nouveau pont.I saw the new bridge.(The replacement for the one that got washed out.) Nouveau precedes the noun it modifies and changes to agree in gender and number with it.nouveau - nouvelle - nouveaux - nouvellesNouveau has a special form for masculine nouns that begin with a vowel: nouvel. Note that une nouvelle is a piece of news and les nouvelles refer to the news in general. Neuf Neuf means new in the sense of brand new, fresh out of the factory, first of its kind. The opposite of neuf is vieux (old).Je nai jamais achetà © une voiture neuve.Ive never bought a new car.(I always buy used cars.)Il a achetà © une chemise neuve.He bought a new shirt.(He went to the store and bought a brand-new shirt.)Comme neuf.As good as new.(Its fixed, so now its just like new.)Nous avons un appartement neuf.We have a new apartment.(We live in a brand-new building.)Jai vu le Pont neuf.I saw the Pont neuf (in Paris).(Although this is the oldest bridge in Paris, at the time it was built and named, it was a brand-new bridge in a brand-new spot.) Neuf follows the noun it modifies and changes to agree in gender and number with it:neuf - neuve - neufs - neuves Remember that neuf is also the number nine:Jai neuf cousins - I have nine cousins. Nouveau vs Neuf In summary, nouveau means something has changed, while neuf indicates that something is newly-made. With this new knowledge, you shouldnt have any more trouble deciding whether to use neuf or nouveau.

Hamlet Essay Example | Topics and Well Written Essays - 750 words - 9

Hamlet - Essay Example The general male attitude towards women is well elucidated by Hamlet in Act II, Scene 2: â€Å"Frailty, thy name is woman† (Shakespeare, 29). Women were not considered able to think rationally and cleverly or worthy of being educated, take up employment, vote or hold public office. As a result, women lost their identity by meekly permitting themselves to be molded by the men in their lives (Brown). Gertrude and Ophelia, the two female characters in Elsinore, the Danish Royal Castle that is the epicenter of ‘Hamlet,’ are no exception. Although both are very beautiful, they are greatly disadvantaged due to the absence of female tradition and the absence of any significant female influence (like a mother or sister). They are dominated by the men in their lives. The hierarchy needed the presence of docile females so that they men could wield roles of power; Gertrude and Ophelia are such perfect docile foils to the dominant males in their lives (Brown). Both are depicted as weak and not self-reliant. They are both unable to think on their own and arrive at logical conclusions, but rely on the men in their lives to take decisions on their behalf (Angelfire.com). Gertrude tamely lets her life be molded by the three dominant males in her life – her first husband King Hamlet, her second husband Claudius and her son Hamlet. When King Hamlet dies, Gertrude is suddenly bereft of a major person who controlled her actions and identity. Acting by instinct, she makes haste to find a replacement as quickly as possible. In Act 1, Scene 2, she marries her brother-in-law Claudius just two months after King Hamlet’s death, well knowing that in those days a widow’s act of remarrying her husband’s brother was looked upon as incest (Melani). In an indication that shows Gertrude has never exercised the freedom or power of independent

Ancient Greece and Magna Graecia Essay Example | Topics and Well Written Essays - 2500 words

Ancient Greece and Magna Graecia - Essay Example Therefore, the Hellenic civilization flourished, later accepting the influences of native Latin civilization. The objective of the essay is to explore the influence of the Greek civilizations on its colonies and to know how far the Hellenic civilization embraced the hue of the native culture and civilization. Moreover, the focus will be to delve into to the ancient history to bring out the efforts of the indigenous people of the colonies to resist to maintain their own identity. The artifacts evidences will be explored to substantiate the stance. Hellenic art, which has a diverse subject matter and is enriched in stylistic development, flourished in an age which is distinguished by a strong sense of history. It was the age when museums and great libraries were established. The Hellenic art kept the traditions but had also made great innovations . The neo- Hellenic Art; the art which flourished in the Greek colonies had no precedence in earlier Greek art. As for example we find grotesques subjects; the figure of Greek Dwarf is, among the statuettes of the Hellenic civilization and Roman period, a standard example and type of grotesque. (Archaeological Institute of America; Vol.88 No.3, July, 1984, pp. 389-391) And the portraits of ethnic people, especially of Africans, betray the diversity of the Hellenic civilization. The new affluent class of consumers, who benefited from the trades, decorated their homes with luxury goods, such as bronzes statuettes, delicately carved furniture, sculptures made of stones and pottery with mold-made decorations. In the chapter on Pithekoussai and Cumae in The Greek Cities of Magna Graecia and Sicily by Luca Cerchiai, Lorena Jannelli, Fausto Longo, there is a picture of Rhodian cup from the grave yards of Monte Vico, which dates back to 730 B.C., and it bears the inscription 'I am the goblet of Nestor, fine to drink from, but whoever drinks from this goblet will instantly be seized by desire for the well-crowned Aphrodite.' This inscription reveals the vast knowledge of the epic cycle and it also reveals that the owner of the cup or whosoever used it was quite familiar with the Iliad.The Romans were the avid collectors of Greek art who loved to decorate their houses with Greek sculpture as demanded by their taste and interests. The wall paintings of Boscreala are t he evidence of the classical milieu that the Romans aristocracy preferred for their homes. Archaeological Evidence: The Town Planning: (a)Hippodamus of Miletus Hippodamus of Miletus is the known Greek urban theorist. The world knows him from the brief description of Aristotle in Politics. Aristotle tells us that Hippodamus, "discovered the division of poleis" This refers to the physical planning of the cities which surely did not refer to the invention of grid plan, which was an ancient technique and was in use when Hippodamus was born. (Cahill, 2002). Hippodamus introduced, in his utopia, the tripartite system; his polis, comprising of 10,000 citizens, was divided into three sections, one section was for artisans, the other for farmers and the third section was for soldiers. Likewise the land was also divided in three parts; religious, public and the private part. This numerology of Hippodamus is attributed to his background of Ionian

Assessment Tool Essay Example for Free

Assessment Tool Essay †¢ Assessment is an ongoing process that includes collecting, synthesizing and interpreting information about pupils, the classroom and their instruction. †¢ Testing is one form of assessment that, appropriately applied, systematically meas- ures skills such as literacy and numeracy. †¢ While it does not provide a complete picture, testing is an important tool, for both its efficiency and ability to measure prescribed bodies of knowledge. †¢ Alternative or â€Å"authentic† forms of assess- ment can be culturally sensitive and pose an alternative to testing, but they require a larger investment in establishing criteria for  judging development and training evaluators. †¢ Child assessment has value that goes well beyond measuring progress in children – to evaluating programs, identifying staff development needs and planning future instruction. †¢ The younger the child, the more difficult it is to obtain valid assessments. Early develop- ment is rapid, episodic and highly influenced by experience. Performance on an assessment is affected by children’s emotional states and the conditions of the assessment. Policy Recommendations: †¢ Require that measures included in an assess- ment be selected by qualified professionals  to ensure that they are reliable, valid and appropriate for the children being assessed. †¢ Develop systems of analyses so that test scores are interpreted as part of a broader assessment that may include observations, portfolios, or ratings from teachers and/or parents. †¢ Base policy decisions on an evaluation of data that reflects all aspects of children’s development – cognitive, emotional, social, and physical. †¢ Involve teachers and parents in the assess- ment process so that children’s behaviors and abilities can be understood in various contexts and cooperative relationships among families and school staff can be  fostered. †¢ Provide training for early childhood teachers and administrators to understand and inter- pret standardized tests and other measures of learning and development. Emphasize precautions specific to the assessment of young children. NIEER Assessment of preschool-age children who may not reliably or uniformly respond to inquiry has been the subject of much debate. The growing emphasis on testing young children as a means of holding programs accountable for their learning has intensified the discussion. Though there are legitimate concerns regarding standardized testing, it and other forms of assessment are necessary  components of all high-quality early education programs. Properly conceived assessments are important to understanding and sup- porting young children’s development. They are also essential to documenting and evaluating how effectively programs are meeting young children’s educational needs. For assessments to be effective, they must be practical, cost-efficient and meet reasonable standards of efficiency and validity. Testing usually involves a series of direct requests for children to perform, within a set amount of time, specific tasks designed and administered by adults. These tasks have predetermined answers. Alternative forms of assessment are more open-ended and often look at performance over an extended period. Examples include structured observations, portfolio analyses of individual and collaborative work, and teacher and parent ratings of children’s behavior. What Can Be Learned Assessment can provide the following four types of information for and about children and their parents, teachers and programs: †¢ Screen children to see if they need intervention—particularly when par- ents and teachers suspect a problem. †¢ Plan instruction for individuals and groups of children. †¢ Identify program improvement and staff development needs. †¢ Evaluate how well a program is meet- ing goals and needs for children. Data should be aggregated to determine whether desired outcomes are being achieved. Why Assessment is Important Preschool Policy Facts â€Å"Assessment is the process of collecting, synthesizing and interpreting information to aid classroom decision-making. It includes information gathered about pupils, instruction and classroom climate. â€Å"Testing is a formal, systematic procedure for gathering a sample of pupils’ behavior. The results of a test are used to make generalizations about how pupils would have performed on similar but untested behaviors. † — Peter Airasian, Assessment in the Classroom 2 The quality of an assessment depends in part on decisions made before any meas- ure is administered to a child. Project designers should be able to explain why specific measures are used and what they hope to learn from the results. Assess- ment strategies can be formal (standard- ized testing) or informal (observation, portfolios, teacher and parent ratings). The selection of a strategy is guided by the purposes and goals of the assess- ment and is also affected by the available resources in terms of time, money and staff. Formal and informal assessment  strategies each have strengths and weak- nesses. Therefore, a comprehensive assessment requires a multi-method approach in order to encompass the many dimensions of children’s skills and abilities. Standardized Testing †¢Most rigid of assessment strategies, places the greatest constraints on chil- dren’s behavior. Considered objective, time- and cost-efficient, and suitable for making quantitative comparisons of aggregated data across groups. †¢ Preschoolers’ performance is highly influenced by children’s emotional states and experiences, sometimes causing unstable scores over time. Most individual tests of cognitive  ability must be administered in a controlled, relatively quiet area. Observations †¢ Intrude minimally into children’s activities, which naturally integrate all dimension of development— intellectual, motivational, social, physical, aesthetic, etc. †¢ Should be used to complete develop- mental scales of proven reliability and validity, they are not sufficient alone. Portfolios †¢ Involve multiple sources and methods of data collection, and occur over a representative period of time. A collection of student work, the process provides richer information than standardized tests. †¢ Encourage collaboration – between  students, teachers, and parents – and integrate assessment with instruction and learning. Teacher Ratings †¢Can be used to assess children’s cogni- tive and language abilities as well as social and emotional development. †¢ Can be specifically related to other types of assessments, including stan- dardized test scores, other validated assessment tools, or global assessments of children’s traits. Parent Ratings †¢ Encourage parents to observe and listen to their children. †¢Inform parents about the important behaviors and milestones in young children’s development and allows teachers to involve parents as partners  in assessment. Assessment Methods Preschool Policy Facts 3 Issues and positions involving assessment are summarized in a document from the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) titled Early Childhood Curriculum, Assessment and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8. Given the pervasive use of testing and its probable expansion, when and under what conditions can this type of assessment be used appropriately with preschool-age  children? What characteristics of tests and their administration will guarantee that we â€Å"do no harm† to children and that we â€Å"do help† adults acquire valid informa- tion? Also, given that even the most well-designed tests can provide only limited data, how can we maximize the use of non-test assessments so they add valuable information beyond that obtained through standardized testing procedures? To produce meaningful data and minimize the risk of creating a harmful situation, all assessment tools for preschool-age children, whether formal or informal, should satisfy the following criteria: †¢ Assessment should not threaten children’s self-esteem, make them feel they have failed, or penalize them for what they do not know. †¢ Information should be obtained over time, or if time-distributed measurements are not feasible, unusual circumstances in the situation (e. g. , noise) or child (e. g. , fatigue) should be noted to avoid invalid, single-encounter results. †¢ Information should be obtained on the same content area from multiple and diverse sources, such as standardized tests, classroom observations and parent ratings, especially when repeated instances of data gathering are not feasible. †¢ The length of the assessment should be sensitive to young children’s interests and attention spans and therefore should probably not exceed 35-45 minutes. †¢ Testing for purposes of program accountability should be administered to a representative sample of students whenever feasible to reduce the overall time spent in testing and to minimize the chances for placing undue stress on children and burden on teachers and classrooms. Reliable and Valid Preschool Assessment To be reliable and valid, standardized testing should: †¢ Contain enough items to allow scores to represent this diverse range of indi-  vidual ability, in order to identify and distinguish among children of low, average and high levels of ability. †¢ Take place in a controlled environment that at least approximates the condi- tions experienced by the population on which the measure was standardized. †¢ Be administered by appropriately trained examiners who are familiar with testing materials and procedures and with working with young children. To obtain scores that resemble natural performance, informal assessments should: †¢ Take place in or simulate the natural environment in which the behavior being evaluated occurs to avoid meas-  uring the child’s response to an artifi- cial environment rather than the child’s ability to perform on the content. †¢ Be conducted by an assessor who is knowledgeable regarding the assess- ment materials and familiar with the children being assessed. When an outside researcher or evaluator must administer the assessment, it is best if the individual spends time in the classroom beforehand. †¢ Measure real knowledge in the context of real activities, resembling children’s ordinary activities as closely as possible. In addition, parent or teacher ratings should evaluate naturally occurring  behavior. †¢ Be conducted as a natural part of daily activities rather than as a time-added or pullout activity. This fact sheet is based on the policy brief â€Å"Preschool Assessment: A Guide to Developing a Balanced Approach† by Ann S. Epstein, Lawrence J. Schweinhart, Andrea DeBruin-Parecki and Kenneth B. Robin. The brief includes full references and is available at www. nieer. org. It was made possible by the generous support of The Pew Charitable Trusts. The opinions expressed are those of the authors and do not necessarily reflect the views of The Pew Charitable Trusts. Preschool Policy Facts.

tribute to the nice guys :: essays research papers

this is a tribute to the nice guys. The nice guys that finish last, that never become more than friends, that endure hours of whining and bitching about what assholes guys are, while disproving the very point. This is dedicated to those guys who always provide a shoulder to lean on but restrain themselves to tentative hugs, those guys who hold open doors and give reassuring pats on the back and sit patiently outside the changing room at department stores. This is in honor of the guys that obligingly reiterate how cute/beautiful/smart/funny/sexy their female friends are at the appropriate moment, because they know most girls need that litany of support. This is in honor of the guys with open minds, with laid-back attitudes, with honest concern. This is in honor of the guys who respect a girl’s every facet, from her privacy to her theology to her clothing style. This is for the guys who escort their drunk, bewildered female friends back from parties and never take advantage once they’re at her door, for the guys who accompany girls to bars as buffers against the rest of the creepy male population, for the guys who know a girl is fishing for compliments but give them out anyway, for the guys who always play by the rules in a game where the rules favor cheaters, for the guys who are accredited as boyfriend material but somehow don’t end up being boyfriends, for all the nice guys who are overlooked, underestimated, and unappreciated, for all the nice guys who are manipulated, misled, and unjustly abandoned, this is for you. This is for that time she left 40 urgent messages on your cell phone, and when you called her back, she spent three hours painstakingly dissecting two sentences her boyfriend said to her over dinner. And even though you thought her boyfriend was a chump and a jerk, you assured her that it was all ok and she sho uldn’t worry about it. This is for that time she interrupted the best killing spree you’d ever orchestrated in GTA3 to rant about a rumor that romantically linked her and the guy she thinks is the most repulsive person in the world. And even though you thought it was immature and you had nothing against the guy, you paused the game for two hours and helped her concoct a counter-rumor to spread around the floor.

Product Features of Windows 2000

Have you ever wondered where Microsoft will go next with Windows, well now it is time for you to find out. Microsoft has almost completed Windows 2000, which will be the new era for software around the world. In the last year computers have grow dramatically, with the new Pentium II chip and processors with the speeds up to 450MHZ. Almost every family home in America today has at least one personal computer. Whether it is for business or pleasure, more and more people are realizing the significance of computers. I am going to unleash the information that will show you how Windows 2000 will work. Windows 2000 is an operating system that configures your hardware for you. With its structure based upon Windows 98 and NT, they have also introduced revolutionary interface enhancements. Power management for the latest desktop and notebook models. That has one interface for browsing local files, Intranets, and the Internet. A customizable console that lets you control computers, peripherals, users, security settings, from any desktop. Which can handle all the tasks of managing users, groups, shared peripherals, and security, it also allows you to do all this over worldwide networks. A new security system that will use smart cards and other physical keys to let you access the computer. The new Plug and Play will allow you to handle all your hardware chores from one central location without restarting your computer. And at the location you will also be able to inspect driver device settings, update drivers, or troubleshoot resource conflicts. I am sure that this will be extremely helpful to many people out in the computer world including myself. With this feature it will make looking for a program or installing one a breeze. The Internet has become one of the biggest things used in homes and companies. It allows people at home to go shopping, check the weather, buy stocks, and work without ever leaving the desk. Companies are using it to publicize and inform people about them and their products. They also use it internally to connect different floors together via e-mail. With new Internet settings you will be able to choose your Web-style views thus letting you control what comes up on the screen without you saying, â€Å"what the hell is that.† With current Window versions, there†s no way to find a file-using Explorer. Instead you having to open many confusing dialog boxes that would only confuse you even more. The new search page lets you find files without leaving an Explorer window. That way you can see where you went and how you got there. Today managing a network takes forever. Windows 2000 has an all-new management console that lets you snap together a custom set of management tools. That is right, that means no more wandering around in the control panel in search of the right utility. The Active Directory is the central store of information about authorized users and groups, printers, fax servers, and other objects. Earlier Windows versions scatter this information across the network making it harder for people to find it but the Active Directory brings it all together. This will allow personal and corporate computer users to get work done quicker and more suitable for what they are doing. Windows 2000 will include support for a smart card that will let only one person access certain files, which they have blocked off. Windows will decrypt your files only after you have provided both your smart card and private key. Removing the smart card from the slot locks the system and the only way back in is with the same smart card. This will be used in many corporate networks throughout the world to provide safety and security. In conclusion, the future of Windows will only be the gateway for new management systems. Later on we will have computers that we will just speak to us and will hold up a conversation to accomplish projects and make using the computer easier but until then Windows 2000 will be there for us.

Representative Charles Rangel of New York

In attempting to scare American at the thought of going to war with Iraq, Representative Charles Rangel of New York proposed a bill to reinstate the military draft. His purpose was not to argue the draft itself, but to make Americans aware of the perils of going to war and the inequity in the current military. Ironically, four years later, the war is a reality, and so is the draft. Reinstating the military draft will serve the US’s failing military both abroad and at home.First of all, the draft in the 21st century would need to be fair. Many people fear the draft because it is well known that the lower socioeconomic levels and minorities are disproportionately represented in the fighting military today. As a matter of fact, more than 30 percent of the nation’s military is made up of minorities (Rangel Introduces a Bill to Reinstate Draft, 2003). The new draft would make everyone between the ages of 20 to 26 (or perhaps as young as 18 and as old as 28) register and serv e.Thus, the draft is perceived as more fair. â€Å"One reason more young people don't serve now is the fear that while they're wearing the uniform, their peers will be out having fun and getting a leg up in their careers. If everyone were required to serve, no one would feel like a sucker† (Moskos and Glastris, 2001). However, the idea of sending every college aged kid overseas to carry a gun is an outdated vision of the draft. Nowadays, the military needs more than just ‘professional soldiers.’ Plenty of duties are available for those draftees (and volunteers) that are made available with the draft. As Moskos and Glastris (2001) note, we are now dealing with a â€Å"shadowy enemy† rather than an obvious platoon of marching troops. The new enemy is everywhere – terrorism. â€Å"That terrorists might poison municipal water supplies, spray anthrax from crop dusters, or suicidally infect themselves with small pox and stroll through busy city streets, is no longer considered farfetched.That we might need to draft some of our people to counter these threats—now that's considered farfetched, to the extent that it's considered at all† (Moskos and Glastris, 2001). Fighting this war will take more manpower than the United States currently has. This manpower will not necessarily be in trenches or tanks. They will be doing duties that many Americans do not realizes are needed.These jobs include federal armed personnel to â€Å"guard dams, nuclear power plants, sports complexes, and U. S. embassies abroad; more border patrol and customs agents to keep terrorists and their weapons from entering the country; more INS agents track down immigrants who have overstayed their visas; more coast guard personnel to inspect ships; more air marshals to ride on passenger jets; and more FBI agents to uncover terrorist cells still operating within and outside our borders†¦border guards, customs agents, anthrax inoculators, or disaste r-relief specialists (Moskos and Glastris, 2001).None of these jobs require tactical war skills. In addition, many individuals do not understand the in a perfect situation, troops would not serve for such long terms. Now, with the shortage of soldiers in Iraq, many troops are being redeployed two and three times. A draft would solve this problem. In Bosnia or Kosovo, the average time of deployment was only six months (Moskos and Glastris, 2001).The short duration for draftees would be less daunting than the burden the current military is bearing. The idea of the draft of previous decades is not the same draft as the one of this era simply because the war landscape is different. Fairly distributing the burden and reducing terms is one difference that many will notice. In addition, these individuals will serve at duties not necessarily on the front lines, but in positions of homeland security due to the new type of war on terror.With the guarantee that all will serve in a way that is appropriate for them, people have a better chance of becoming that a draft is necessary to continue the freedoms that all Americans enjoy. References Moskos, C. & Glastris, P. (2001). Now Do You Believe We Need A Draft? Washington Monthly 4 June 2007 from http://www. washingtonmonthly. com/features/ 2001/0111. moskos. glastris. html Rangel Introduces a bill to reinstate draft. (2003). CNN. Com Inside Politics. Retrieved 4 June 2007 from http://www. cnn. com/2003/ALLPOLITICS/01/07/rangel. draft/

Cumulative Sentence Definition and Examples

Cumulative Sentence Definition and Examples In grammar, a cumulative sentence is an independent clause followed by a series of subordinate constructions (phrases or clauses) that gather details about a person, place, event, or idea. Contrast with a periodic sentence. Also called  cumulative style or right-branching. In Notes Toward a New Rhetoric, Francis and Bonniejean Christensen observe that after the main clause  (which is often stated in general or abstract terms), the forward movement of the [cumulative] sentence stops, the writer shifts down to the lower level of generalization or abstraction or to singular terms, and goes back over the same ground at this lower level. In short, they conclude that the mere form of the sentence generates ideas. Examples and Observations He dipped his hands in the bichloride solution and shook thema quick shake, fingers down, like the fingers of a pianist above the keys.(Sinclair Lewis, Arrowsmith, 1925)The radiators put out lots of heat, too much, in fact, and old-fashioned sounds and smells came with it, exhalations of the matter that composes our own mortality, and reminiscent of the intimate gases we all diffuse.(Saul Bellow, More Die of Heartbreak. William Morrow, 1987)Her moving wings ignited like tissue paper, enlarging the circle of light in the clearing and creating out of the darkness the sudden blue sleeves of my sweater, the green leaves of jewelweed by my side, the ragged red trunk of a pine.(Annie Dillard, Holy the Firm. Harper Row, 1977)The unwieldy provision carts, draught horses, and heavily armed knights kept the advance down to nine miles a day, the huge horde moving in three parallel columns, cutting broad highways of litter and devastation through an already abandoned countryside, many of the ad venturers now traveling on foot, having sold their horses for bread or having slaughtered them for meat.(John Gardner, Life and Times of Chaucer. Alfred A. Knopf, 1977) The San Bernardino Valley lies only an hour east of Los Angeles by the San Bernardino Freeway but is in certain ways an alien place: not the coastal California of the subtropical twilights and the soft westerlies off the Pacific but a harsher California, haunted by the Mojave just beyond the mountains, devastated by the hot dry Santa Ana wind that comes down through the passes at 100 miles an hour and whines through the eucalyptus windbreaks and works on the nerves.(Joan Didion, Some Dreamers of the Golden Dream. Slouching Towards Bethlehem, 1968)I am with the Eskimos on the tundra who are running after the click-footed caribou, running sleepless and dazed for days, running spread out in scraggling lines across the glacier-ground hummocks and reindeer moss, in sight of the ocean, under the long-shadowed pale sun, running silent all night long.(Annie Dillard, Pilgrim at Tinker Creek. Harper Row, 1974)He wept silently, after the custom of shamed and angry men, so that when the pursuit party came tumbling, pounding, scrabbling down the trail, past the fold in which he and Hillel stood concealed, he could hear the creak and rattle of their leather armor with its scales of horn; and when the Arsiyah returned, just before daybreak, at the very hour when all of creation seemed to fall silent as if fighting off tears, Zelikman could hear the rumbling of the mens bellies and the grit in their eyelids and the hollowness of failure sounding in their chests.(Michael Chabon, Gentlemen of the Road: A Tale of Adventure. Del Ray, 2007) Cumulative Sentences Defined and Illustrated The typical sentence of modern English, the kind we can best spend our efforts trying to write, is what we will call the cumulative sentence. The main or base clause, which may or may not have sentence modifiers like this before or within it, advances the discussion or the narrative. The other additions, placed after it, move backward (as in this sentence), to modify the statement of the base clause or more often to explain it or add examples or details to it, so that the sentence has a flowing and ebbing movement, advancing to a new position and then pausing to consolidate it. (Francis Christensen and Bonniejean Christensen, A New Rhetoric. Harper Row, 1976) Setting a Scene With Cumulative Sentences The cumulative sentence is particularly good for setting a scene or for panning, as with a camera, a place or critical moment, a journey or a remembered life, in a way not dissimilar to the run-on. It is another kind of- potentially endless and half-wildlist. . . . And here is this writer Kent Haruf, writing a cumulative sentence, opening his novel with it, panning the smalltown western landscape of his story: Here was this man Tom Guthrie in Holt standing at the back window in the kitchen of his house smoking cigarettes and looking out over the back lot where the sun was just coming up. (Kent Haruf, Plainsong) (Mark Tredinnick, Writing Well. Cambridge University. Press, 2008)

About Daniel Libeskind, New Yorks Master Planner

About Daniel Libeskind, New York's Master Planner Architects design more than buildings. An architects job is to design space, including the spaces around buildings and in cities. After the terrorist attacks of September 11, 2001, many architects submitted plans for reconstruction on Ground Zero in New York City. After heated discussion, judges selected the proposal submitted by Daniel Libeskinds firm, Studio Libeskind. Background: Born: May 12, 1946 in Là ³d’z, Poland Early Life: Daniel Libeskinds parents survived the Holocaust and met while in exile. As a child growing up in Poland, Daniel became a gifted player of the accordionan instrument his parents had chosen because it was small enough to fit in their apartment. The family moved to Tel Aviv, Israel when Daniel was 11. He began playing piano and in 1959 won an America-Israel Cultural Foundation scholarship. The award made it possible for the family to move to the USA. Living with his family in a small apartment in the Bronx borough of New York City, Daniel continued to study music. He didnt want to become a performer, however, so he enrolled in Bronx High School of Science. In 1965, Daniel Libeskind became a naturalized citizen of the USA and decided to study architecture in college. Married: Nina Lewis, 1969 Education: 1970: Architecture degree, Cooper Union for the Advancement of Science and Art, NYC1972: Postgraduate degree, History and Theory of Architecture, Essex University, England Professional: 1970s: Various architectural firms, including Richard Meier, and various teaching appointments1978-1985: Head of School of Architecture, Cranbrook Academy of Art, Bloomfield Hills, Michigan1985: Founded Architecture Intermundium, Milan, Italy1989: Established Studio Daniel Libeskind, Berlin, Germany, with Nina Libeskind Selected Buildings Structures: 1989-1999: Jewish Museum, Berlin, Germany2001: Serpentine Gallery Pavilion, Kensington Gardens, London2002 (selected in February 2003): Ground Zero Master Plan2003: Studio Weil, Mallorca, Spain2005: The Wohl Centre, Ramat-Gan, Israel1998-2008: Contemporary Jewish Museum, San Francisco, CA2000-2006: Frederic C. Hamilton Building at the Denver Art Museum, Denver, CO2007: The Michael Lee-Chin Crystal at the Royal Ontario Museum (ROM), Toronto, Canada2008: Westside Shopping and Leisure Centre, Bern, Switzerland2008: The Ascent at Roeblings Bridge, Covington, Kentucky (near Cincinnati, Ohio)2009: The Villa, Libeskind Signature Series, prefabricated house available Worldwide2009: Crystals at CityCenter, Las Vegas , Nevada2010: 18.36.54 House, Connecticut2010: The Run Run Shaw Creative Media Centre, Hong Kong, China2010: Bord Gis Energy Theatre and Grand Canal Commercial Development, Dublin, Ireland2011: Reflections at Keppel Bay, Keppel Bay, Singapore2011: CABINN Metro Hotel, Copenhagen, D enmark 2013: Haeundae Udong Hyundai IPark, Busan, South Korea2014: Ohio Statehouse Holocaust Memorial, Columbus, Ohio2014: Beyond the Wall, Almeria, Spain2015: Sapphire, Berlin, Germany2015: Centre De Congrà ¨s Mons, Mons, Belgium2015: Zhang ZhiDong And Modern Industrial Museum, Wuhan, China2015: CityLife Master Plan, Central Tower C, and Residences, Milan, Italy Winning the Competition: The NY World Trade Center: Libeskinds original plan called for a 1,776-foot (541m) spindle-shaped Freedom Tower with 7.5 million square feet of office space and room for indoor gardens above the 70th floor. At the center of the World Trade Center complex, a 70-foot pit would expose the concrete foundation walls of the former Twin Tower buildings. During the years that followed, Daniel Libeskinds plan underwent many changes. His dream of a Vertical World Gardens skyscraper became one of the buildings you wont see at Ground Zero. Another architect, David Childs, became the lead designer for Freedom Tower, which was later renamed 1 World Trade Center. Daniel Libeskind became the Master Planner for the entire World Trade Center complex, coordinating the overall design and reconstruction. See pictures: What Happened to the 2002 Plan for Ground Zero?One WTC, Evolution of Design, 2002 to 2014 In 2012 the American Institute of Architects (AIA) honored Libeskind with a Gold Medallion for his contributions as an Architect of Healing. In the Words of Daniel Libeskind: But to create a space that never existed is what interests me; to create something that has never been, a space that we have never entered except in our minds and our spirits. And I think thats really what architecture is based on. Architecture is not based on concrete and steel and the elements of the soil. Its based on wonder. And that wonder is really what has created the greatest cities, the greatest spaces that we have had. And I think that is indeed what architecture is. It is a story.- TED2009 But when I stopped teaching I realized you have a captive audience in an institution. People are stuck listening to you. It is easy to stand up and talk to students at Harvard, but try doing it in the marketplace. If you only speak to people who understand you, you get nowhere, you learn nothing.- 2003, The New Yorker There is no reason that architecture should shy away and present this illusory world of the simple. It is complex. Space is complex. Space is something that folds out of itself into completely new worlds. And as wondrous as it is, it cannot be reduced to a kind of simplification that we have often come to be admired.- TED2009 More About Daniel Libeskind: Counterpoint: Daniel Libeskind in Conversation with Paul Goldberger, Monacelli Press, 2008Breaking Ground: An Immigrants Journey from Poland to Ground Zero by Daniel Libeskind Sources: 17 words of architectural inspiration, TED Talk, February 2009; Daniel Libeskind: Architect at Ground Zero by Stanley Meisler, Smithsonian Magazine, March 2003; Urban Warriors by Paul Goldberger, The New Yorker,, September 15, 2003 [accessed August 22, 2015]

Antigony Essay Example | Topics and Well Written Essays - 2000 words

Antigony - Essay Example His Creon is really a dramatic character. The plot of the play is simple. Events take place in Thebes, in front of the royal palace. First, we learn the tragic fate of Oedipus’ children. His two sons have slaughtered each other struggling for the crown. Creon, the ruler of the state, issues the law ordering to bury â€Å"Eteocles, who perished in the fight to save our city, the best and bravest of our spearmen† â€Å"with all those purifying rituals which accompany the noblest corpses, as they move below†, while â€Å"Polyneices, who returned from exile, eager to wipe out in all-consuming fire  his ancestral city and its native gods, keen to seize upon his family’s blood  and lead men into slavery† is â€Å"to have no burial mound, no funeral rites, and no lament†. He is to be left unburied with â€Å"his body left for birds and dogs to eat† [190-200]. However, this proclamation contradicts all the traditions prescribed by gods and minded by people for many centuries. Ant igone, Oedipus’ daughter and Polynecies sister, is going to bury the brother. Sophocles’ Antigone is ruled by the laws set by gods. As she explains her firm decision to Creon:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   sent no such laws for men. I did not think  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   where they first appeared. So I did not mean  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  anything which you proclaimed strong enough   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   to let a fear of any human will Creon is outraged that someone has dared to disobey him. Most of all, he is irritated by the fact that this person is a woman. He feels insulted and, blinded with his pride and rage, is not able to hear any advice given to him by his environment. He  sentences Antigone to being buried alive in a cavern, notwithstanding the fact that she is his son’s (Haemon) bride. Haemon’s attempts to bring his father to reason result in even stronger rage of Creon. The end is tragic. Creon