1968 :: American America History

1968 "An Indignant Generation." With all its disruptions and rage, the idea of black revolution was something many white Americans could at least comprehend, if not agree with. When rebellion seized their own children, however they were almost completely at a loss. A product of the posts war "Baby Boom," nurtured in affluence and concentrated in increasing numbers on college and university campuses. It was a generation marked by an unusual degree of political awareness and cultural alienation. Some shared with the beat writers and poets of the late fifties, a deep disillusionment with this status quo, a restless yearning for something more than a "realistic" conformity. Others had been aroused by the southern sit-in movement, "The first hint," wore a contemporary, "That there was a world beyond the campus that demanded some kind of personal response. "Not so much ideological as moral, in Jessica Mitford's words, "An Indignant Generation." Although an image of arrogance, even ruthlessness, had followed him from his early days as counsel to a Senate committee investigating labor racketeering, Robert Kennedy had shown a remarkable capacity to understand the suffering of others. More than this, he had demonstrated an untiring commitment to the welfare of those who had gotten little more than the crumbs of the Great American Banquet. In fact, Kennedy Appealed most strongly to precisely those groups most disaffected with American society in nineteen sixty-eight, they believed in him with a passion unmatched for any other national political figure, in part for what he had done, but also for the kind of man he was. The collapse of communications made it impossible to determine the fate of the pacification program, but most assessments were pessimistic. When the communists launched their attacks, the government pulled nearly half of the five hundred and fifty revolutionary development teams out of the hamlets to help defend the cities, along with eighteen of the fifty-one army battalions assigned to protect the pacification teams. In so doing, Saigon abandoned the countryside and dealt the pacification program what many felt was a considerable setback. "There always was a semi vacuum in the countryside," said one United States pacification worker. "Now there's a complete vacuum." By the end of the February, orders have gone out for pacification teams and some troops to return to the hamlets, but progress was slow. Although ninety-five percent of the five thousand RD workers in the Saigon

How Oil Shaped Post War World Essay

†If one commodity can claim credit for the startling advances seen in the world in the 20th century, in particular in developed industrialized countries, it was crude oil- soon to be dubbed ‘black gold’. † Oil became an influential substance in the post war times, economically and also in shaping countries’ foreign policies. Whichever countries controlled oil controlled much of the world’s policies. After the increase in industrialisation and manufacture in the post war times, oil became a ‘must have’ resource, for a nation, in order for that nation to grow economically and become a self-sustaining state. The first Bush administration reiterated the need to invade the Gulf as, â€Å"a way to defend our way of life† in the form of acquiring and maintaining the supply of cheap oil into the American interior. Post war rebuild was the main agenda as most nations fought to rebuild their states from the damages sustained during the two World Wars. A drastic rise in the demand for oil in the world became eminent and those nations that held oil resources had substantial advantage over those that did not have easy access to it. In this essay, an outline of the role oil played in shaping post war worlds will be clearly discussed showing the various policies implemented by different nations in order to acquire the imperative resource. The general change from coal energy to oil energy was a catalyst for the increase in the rate of industrialisation. According to Yergin, Industrialisation sped up rapidly between the years 1949 and 1972. With economic recovery as the main focus of most nations affected by the catastrophes of both World Wars, oil had a vital role to play in each of the nation’s policies. With oil consumption tripling in each and every state, governments had to accommodate for the low death rates which increased population, high employment demand and increase in consumption which meant more oil had to be imported in order for general recovery to be implemented. Japan, regarding the devastation of the Hiroshima and Nagasaki atomic bombings, is one of the most prominent in wide spread economic recovery quickly declared they were free from post war recovery in the early 1960s as a result of their adoption of oil for industry. Organisation of the Petroleum Exporting Countries (OPEC) was formed in Baghdad, Iraq on the 14th of September 1960 by Iran, Iraq, Kuwait, Saudi Arabia and Venezuela. Its formation was largely associated with the grievances Arab nations had against the exploitive multinational Oil Companies that were gradually reducing oil prices to suit their Western home lands, had become powerful within the states they operated in and the oil companies boycott of the decree to nationalise all oil resources by Arab governments. OPEC meant to take over the oil market and have the power to decide for themselves the price and production levels of the resources that were within their nation’s interior. With the successful capture of the oil resource by the Middle East nation, came large and untimed variations in price, production levels and the general supply of crude oil to the rest of the world. United States of America and other global economies, already hard felt with other problems, were now vulnerable to Middle East oil policies which could affect their nations’ economies and social well beings. Looking into post war Iraq, Saddam Hussein’s era was characterised by the need for money to fund his expansion of uniting Arab nations into one nation under his political and Ba’athist ideologies. Hussein had Iraq export of crude oil as his main source of income however he met obstacles such as the Kuwait and United Arab Emirates (UAE) who had switched the OPEC policies to produce and sell oil at a fixed rate in order to gain demand along as a substantial profit. Kuwait and UAE were now producing more oil than agreed in Baghdad in 1960 which resulted in more supply of oil than demanded thus reducing the price of crude oil to less than $3 a barrel. Saddam’s retaliation was to threaten Kuwait and UAE with potential invasion if they did not adjust to the previously agreed policies to stabilise oil prices. Result was a Kuwait confirmation to Saddam’s demands but however led to a feud for aid funds which led to Iraqi army invasion of Kuwait. America’s invasion of Iraqi territory was highlighted as one of the most controversial foreign policies to have been implemented by the American government. The Persian Gulf War first initiated by president George H. W. Bush and the 2nd Persian Gulf War, implemented by the son of the former named president; George W. Bush formed the most debated policies of post war era. Most studies have come up with their own reasons as to why America decided to advance on Iraq with most highlighting the need to establish a constant supply of oil at a reasonable price, while others studies have put out that America wanted strategic positioning over its allies and rivals, save Russia, of oil seeking nations. Although none have been verified by the American government, it is clear that the main reason for American invasion was for the sole purpose of solidifying American position in the oil market. President George, W. Bush, the then American president, stated himself that the war was, â€Å"to defend our way of life† this could be seen as a direct implication on the need to have oil, a resource that is needed in America to support their economy. In conclusion, oil plays a vital role in shaping the world post to the World Wars. It is seemingly hard to believe that world recovery from such a devastating war could only take less than 50years leaving very little sign that there was ever a war to begin with. America remains a major power within the world with oil reserves larger than any other nation; China now boasts the world’s largest economy and Japan have recovered substantially for a nation that had very little resources to work with.

Triumphs of Experience

Triumphs of Experience In order to guarantee the conceptual soundness of the would-be undertaken longitudinal study of the selected cohort of UCLA students (concerned with identifying/measuring the ‘factors of happiness’, throughout their lives), its theoretical premise must be consistent with the currently predominant socio-cultural discourse. Moreover, it must also be observant of what account for the driving forces behind the process of this discourse attaining ever more of the previously unheard-of qualitative characteristics.Advertising We will write a custom essay sample on Triumphs of Experience specifically for you for only $16.05 $11/page Learn More The validity of this suggestion can be illustrated, in regards to Vaillant’s observation that: â€Å"Societies are forever changing† (10). In its turn, this presupposes the continual alteration of the manner, in which people perceive the significance of such vaguely defined terms as ‘happinessà ¢â‚¬â„¢. Probably the primary discursive aspect of the discourse of post-modernity, which now encompasses the realities of a modern living in America, has to do with the fact that, unlike what it used to be the case even a few decades ago, the deployment of the positivist approach towards conceptualizing the notion of ‘society’ can no longer be considered thoroughly appropriate. The reason for this is apparent – in light of recent discoveries in the fields of sociology, biology and cybernetics, the overall quality of a particular human society is not merely summative of the qualities of its integral parts – it is something that creates the discursive realm of its own. As Uphoff and Krishna pointed out: â€Å"It (the notion of society) refers not to a single, homo ­geneous thing which can be larger or smaller, stronger or weaker, but rather to networks of relationships between state institutions and the citizens within a society who are subject to state authority as well as among those citizens† (358). What it means is that, contrary to what the commissioners of the original Grant Study used to assume, the measure of the society members’ happiness is not something innately ego-centric/individualistic, which implies that it cannot be discussed in terms of a ‘thing in itself’. One of the major findings of the mentioned Study indirectly confirms the full soundness of such our point of view, in this respect: â€Å"Warm, intimate relationships are the most important contributing factor in the establishment of a good life† (Vaillant 37). After all, this particular finding indicates that it is specifically one’s ability to choose in favor of the socially integrated lifestyle, which is the most important predictor of his or her happiness. In its turn, this exposes the erroneousness of the Study’s initial premise (if assessed through the lenses of the discourse of post-modernity) that oneâ€⠄¢s happiness should be discussed in terms of ‘achievement’, rather than in terms of a ‘continuous process’. It is even more inappropriate to presume (as the original Study does) that a person’s likelihood to achieve a financial prosperity is being reflective of what happened to be the particulars of his or her racial background/social status. Due to being utterly euro-centric, this premise is profoundly inconsistent with the spirit of cultural relativism, emanated by the process of American society becoming increasingly multicultural, on one hand, and progressively less fond of the neo-Liberal idea that the accumulation of material riches is the actual purpose of one’s life, on the other (Hilton 226). Yet, this represented the actual rationale behind the original Study’s methodological approach to selecting the would-be engaged participants: â€Å"Well-to-do (White) men don’t die early of malnutrition, infection, accident, or b ad medical care, as happens much too often to poor†¦ These men had a high likelihood of long life† (Vaillant 10). In this respect, the proposed longitudinal study of UCLA Bruins will be much different – as opposed to what it is the case with the Grant Study, its ‘decathlon of success’ will be inherently holistic. That is, it will be concerned with measuring the participants’ ‘predictors of happiness’ in close conjunction with what appear to be the measurable aspects of their ability to function as the productive society members. After all, as it was pointed out earlier, there is now indeed a real reason to believe that in the post-industrial society one’s chances to attain happiness and to experience it on a prolonged basis, positively relate to his or her ability to remain on the path of a continual self-perfection – regardless of what happened to be the concerned person’s social status.Advertising Look ing for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The above-mentioned explains our rationale for applying adjustments to the original Study’s approach towards collecting the ‘intake’ data. The chief of them will be concerned with qualifying the predominantly non-White/socially-underprivileged UCLA students to participate in the Study. Such our proposal is dictated by the fact that, even though it is indeed more likely for the lifespan of White/well-off students to be longer than that of their non-White/socially underprivileged counterparts (something that formally makes the former better suited to participate in the longitudinal study), the fertility rate of Whites in the U.S. continues to decline (Ma 2285). In its turn, this significantly reduces the chances of White students to attain happiness through social integration. After all, one’s ability to contribute to the societyâ€⠄¢s overall well-being continues to be commonly assessed, in relation to what appears to be the measure of his or her eagerness to indulge in ‘baby-making’, as one of the most socially beneficial activities. The validity of this statement can be illustrated, in regards to the fact that the so-called ‘welfare states’ are dialectically predetermined to honor one’s talent in propagating the species – and, as we are well aware of, the building of such a state has been proclaimed the Government’s official goal (Sandel 11). Because the joys of parenthood are commonly regarded in terms of ‘happiness’, and because the ‘factor of happiness’ (in this respect) can be measured with ease (the more children the more happiness), we propose that the outcome ‘low in psychological distress’ (in the original Study’s Decathlon of Flourishing) should be replaced with the result ‘the number of children fro m 25-year-old onwards’. The appropriateness of such a proposal on our part, can be confirmed even further, in regards to the well-known fact that it is specifically the innately lonely/introvertedly-minded (and therefore often childless) individuals, who are very likely to experience the sensation of psychological distress at some point in their lives, which leads towards depression and alcohol abuse. The original Study’s findings leave only a few doubts about it: â€Å"Men of white Anglo- Saxon Protestant (WASP) and Irish extractions had rates of alcohol abuse five times those of men of Italian extraction† (Valliant 290). To make the UCLA Study’s Decathlon of Flourishing even more discursively sound, its outcome of ‘included in Who’s Who in America’ should be replaced with the one that can be formulated as ‘the indications of the participant’s social advancement/self-perfection’. The logic behind this suggestion is as follows: the initial outcome is concerned with measuring the participants’ success in attaining the dominant social status. This, in turn, reflects the outcome’s close affiliation with the discourse of Euro-centrism/Darwinism, based on the assumption that the qualitative dynamics within a particular society are always concerned with the never-ending struggle of everybody against everybody for the ‘room under the Sun’ (Nelson 493). However, as it was implied earlier, this assumption has been long ago proven conceptually fallacious – all due to its acute lack of systemic soundness. The suggested outcome will assess the strength of the participants’ commitment to applying a continual effort towards becoming ‘better men’, on one hand, and evaluate their ability to derive an emotional pleasure (happiness) out of the process, on the other. The measurable variables, in this respect, can be concerned with the number of books that a p articular participant manages to read throughout the set period, the number of professional degrees that he or she holds, and/or with the number of confirmed volunteer-activities, on this person’s part. Even though that the mentioned suggestions (as to how the UCLA longitudinal study could be improved) are far from being considered exhaustive, there is nevertheless a good reason to believe that while keeping them in mind, the study’s commissioners will be able to increase the objective value of the would-be obtained data. This should come as the consequence of the fact that, due to having incorporated these suggestions as its integral part, the study’s methodological apparatus will be much more likely to resonate with the discourse of post-modernity – just as it was hypothesized at the very beginning of this paper.Advertising We will write a custom essay sample on Triumphs of Experience specifically for you for only $16.05 $11/page Learn More Hilton, Matthew. The Death of a Consumer Society.† Transactions of the Royal Historical Society 18 (2008): 211-236. Print. Ma, Sai. Paternal Race/Ethnicity And Birth Outcomes. American Journal Of Public Health 98.12 (2008): 2285-2292. Print. Nelson, Richard. Evolutionary Social Science and Universal Darwinism. Journal of Evolutionary Economics 16.5 (2006): 491-510. Print. Sandel, Michael. Obama and Civic Idealism. Democracy.16 (2010): 9-14. Print. Uphoff, Norman and Anirudh Krishna. Civil Society and Public Sector Institutions: More than a Zero-Sum Relationship. Public Administration Development 24.4 (2004): 357-372. Print. Vaillant, George. Triumphs of Experience: The Men of the Harvard Grant Study, Cambridge: Harvard University Press, 2012. Print.

pseudonym - definition and examples in English

pseudonym - definition and examples in English Definition A pseudonym  (also called a pen name) is a fictitious name assumed by an individual to conceal his or her identity. Adjective: pseudonymous. Writers who use pseudonyms do so for a variety of reasons. For instance, J.K. Rowling, renowned author of the Harry Potter novels, published her first crime novel (The Cuckoos Calling, 2013) under the  pseudonym Robert Galbraith. It has been wonderful to  publish without hype or  expectation, Rowling said when her identify was revealed. American author Joyce Carol Oates (who has also published novels under the pseudonyms Rosamond Smith and Lauren Kelly) notes that theres something wonderfully liberating, even childlike, about a pen-name: a fictitious name given to the instrument with which you write, and not attached to you (The Faith of a Writer, 2003). See Examples and Observations below. Also see: AllonymName That -nymNicknameProper Name EtymologyFrom the Greek, false name   Examples and Observations Imprisoned for political offenses under Louis XV, Francois Marie Arouet changed his name to Voltaire in order to make a fresh start as a writer. The Rev. C. L. Dodgson used the pseudonym Lewis Carroll because he thought it beneath the dignity of a clergyman and a mathematician to write a book like Alice in Wonderland. Mary Ann Evans (George Eliot) and Lucile-Aurore Dupin (George Sand) used mens names because they felt women authors were discriminated against in the 19th century.(Fool-the-Squares. Time, December 15, 1967)Gender and PseudonymsPublishing under male and a-gendered  pseudonyms  was one way in which women writers made their work public, defied social convention, yet also became honorary men in their own day. The Brontà «Ã‚  sisters, George Eliot and even Louisa May Alcott published under pseudonyms. . . . [S]ubmitting work for publication under male or ambiguously gendered pseudonyms afforded  the anonymity necessary to have work judged by its literary merit, rather than on grounds of  gender  difference.(Lizbeth Goodman, with Kasia Boddy and Elaine Showalter, Prose Fiction, Form and Gender.  Literature and Gender, ed. by  Lizbeth Goodman. Routledge, 1996) Alan SmitheeAlan Smithee is probably the most famous pseudonym, invented by the Directors Guild for directors who are so unsatisfied with a studio or producers meddling with their film that they dont think it reflects their creative vision anymore. The first movie to use it was Death of a Gunfighter in 1969, and it has since been used dozens of times.(Gabriel Snyder, Whats in a Name? Slate, January 2, 2007)Pseudonyms of Stephen King and Ian RankinThe hyper-fecund Stephen King wrote as Richard Bachman . . . (until he killed Bachman off, citing cancer of the pseudo-nym as the cause of death). Ian Rankin found himself in a similar spot in the early 1990s, when he was bursting with ideas, but with a publisher wary of putting out more than one book a year. Along came Jack Harveynamed for Jack, Rankins first son, and Harvey, his wifes maiden name.(Jonathan Freedland, Whats in a Pseudonym? The Guardian, March 29, 2006)Pseudonyms and PersonaeA writer may sometimes assume a persona, not simpl y a different name, and publish a work under the guise of that persona. Washington Irving thus took on the character of a Dutch author named Diedrich Knickerbocker for his famous History of New York, while Jonathan Swift published Gullivers Travels as if he actually was Lemuel Gulliver, and described himself in the novels full title as first a Surgeon, and then a Captain of several Ships. The original edition even had a portrait of the fictional author, aged 58.(Adrian Room, Dictionary of Pseudonyms: 13,000 Assumed Names and Their Origins. McFarland, 2010) bell hooks, Pseudonym of American Author Gloria Jean WatkinsOne of the many reasons I chose to write using the pseudonym bell hooks, a family name (mother to Sarah Oldham, great-grandmother to me), was to construct a writer-identity that would challenge and subdue all impulses leading me away from speech into silence. I was a young girl buying bubble gum at the corner store when I first really heard the full name bell hooks. I had just talked back to a grown person. Even now I can recall the surprised look, the mocking tones that informed me I must be kin to bell hooksa sharp-tongued woman, a woman who spoke her mind, a woman who was not afraid to talk back. I claimed this legacy of defiance, of will, of courage, affirming my link to female ancestors who were bold and daring in their speech. Unlike my bold and daring mother and grandmother, who were not supportive of talking back, even though they were assertive and powerful in their speech, bell hooks as I discovered, claimed, and i nvented her was my ally, my support.(bell hooks, Talking Back: Thinking Feminist, Thinking Black. South End Press, 1989) Pronunciation: SOOD-eh-nim

Course Requirements for Homeschooling High School

Course Requirements for Homeschooling High School One of the most significant benefits of homeschooling is the ability to customize your student’s education, tailoring it to fit his interests and aptitudes. However, when it comes to high school, many parents feel that they need some guidance on which subjects to teach and when to teach them. Having graduated one homeschool student with two still in high school, I am a firm believer (after some trial and error) in maintaining an interest-led homeschool environment through the high school years as much as possible. After all, the benefits of a customized education don’t end in middle school. However, depending on your state’s homeschool laws and your student’s post-graduation plans, other entities (such as perspective colleges or state graduation requirements) may play a role in determining your teen’s high school course options. With that in mind, let’s take a look at the courses you may wish to have your homeschooled high school student pursue. What are the course requirements for 9th grade? Most colleges will expect that, following a typical course of study for 9th grade, students will have received one credit each in English, math, science, and social studies (or history).   English:  English for a 9th-grade student will usually include grammar, vocabulary, literature (including literary analysis), and composition. Many 9th-grade English courses will cover myths, drama, novels, short stories, and poetry. They will also include public speaking and honing composition skills, including reference and report-writing. Social studies:  It is common to cover United States history  in 9th grade. Families following a classical style of home education will likely cover ancient history as part of the four-year history cycle for high school. Other standard  options include world history, U.S. government, and geography. Math:  Algebra I is the most commonly taught mathematics course for 9th-grade students. Some student may cover pre-algebra Science:  Common courses for 9th-grade science include  physical science, general science,  or biology. Most colleges will expect a student to have 2-3 lab sciences, making biology a good choice, though students often complete it in 10th grade, rather than 9th. In keeping with customizing our teens educations, my 9th grader is taking an astronomy course this year. Other alternatives may include  marine biology, botany, animal science, Earth science, or zoology.    What are the course requirements for 10th grade? A typical course of study for 10th-grade students will include one credit each for the following: English:  A 10th grade English course will consist of the same general components as that of 9th grade (grammar, vocabulary, literature, and composition). It may also include a world, modern, or  American  literature course. If your student chooses world literature, it can be fun to tie in social studies with a world geography and/or world history  course. American literature would be an excellent tie-in to American history if your student didn’t cover it in 9th grade. Social studies:  World history is typical for 10th grade. Classical homeschooling families will likely cover the Middle Ages.  Some students prefer topical studies such as World War I and II. Math:  Algebra II or geometry are common math classes for 10th grade. The order they are taught may depend on the curriculum you’re using. Some math texts go straight into Algebra II from Algebra I. There is debate over the order the courses should be taught. Some  say  geometry should be taught  in 10th grade so that students have exposure to it for college entrance exams in 11th grade. Some say that some Algebra II concepts rely on geometry. Finally, some proponents of the Algebra I/Geometry/Algebra II sequence say it helps prepare students for pre-calculus. Science:  Biology is commonly taught in 10th grade unless it was covered in 9th grade. Alternatives include the same as those listed for 9th grade. What are the course requirements for 11th grade? An 11th-grade typical course of study includes the following core classes: English:  Grammar, vocabulary, and composition continue to be reinforced and built upon in 11th grade. Additionally, 11th-grade students may also begin learning the mechanics of a research paper. (Sometimes this is covered in 12th grade). Literature options include American and British literature. Social studies:  History for 11th grade may include modern or European history. It might also include civics, U.S. Government, or economics (micro- or macro-). For classical homeschoolers, high school juniors will typically cover the Renaissance and Reformation. Math:   Algebra II or geometry are typically covered in 11th grade  Ã¢â‚¬â€œ whichever the student didn’t study in 10th. Other alternatives may include accounting, consumer math, or business math. These alternatives are typically not for college-bound students. Students may also be taking dual-enrollment courses. Science:  High school juniors generally take chemistry or physics in 11th grade since the necessary math pre-requisites have been met. What are the course requirements for 12th grade? Finally, the typical course of study for 12th grade includes: English:  Again, the basics are the same  Ã¢â‚¬â€œ covering age-appropriate grammar, mechanics, vocabulary, literature, and composition. Students in 12th   grade will hone their  skills  writing research papers. Literature will likely be British Lit, including Shakespeare. Social studies:  Many high school seniors will have completed all the required courses for social studies. Additional courses may be taken as electives and could include psychology,  sociology, or philosophy. Classical homeschoolers will likely finish their high school years with  modern history. Math:  Senior math may include options such as pre-calculus, calculus, trigonometry, or statistics. Students may also be taking dual-enrollment courses. Science:  Many high school seniors will have completed all the required course for science. Some may choose to take courses such as physics,  advanced biology, or advanced chemistry. Others may choose to take non-traditional courses such as marine biology. Addition Courses of Study for 9th  Ã¢â‚¬â€œ 12th Grade In addition to the core classes, your high school student will need to take some miscellaneous required courses (as determined by potential colleges, your state’s homeschool requirements, or your own graduation requirements), along with some electives.Other required classes may include: HealthPhysical educationForeign language (typically two years of the same language)Government and/or civicsEconomicsPersonal financeElectives (6 or more credits are usually expected.) Electives can be almost anything, which makes them an excellent option for continuing interest-led learning. My teens have completed courses such as art, photography, computer programming, drama, speech, writing, and home economics. These course requirements are intended as a guideline only. Your chosen curriculum may follow a different course outline, your state’s requirements may vary, or your student’s post-graduation plans may dictate a different course of study.

Exploratory Papre Essay Example | Topics and Well Written Essays - 1250 words

Exploratory Papre - Essay Example nature of the human body, which is good and beneficial but if this state is increased than the usual level, it may cause physical and psychological severe symptoms. Stress is one of the ways that human body defends itself through it. Recently, stress occupies a prominent place on the top list of both physical and psychological illness. In fact, the impact of stress exceeding the physical and psychological said, it affects the individuals’ work and their life. As we know teachers are significant and effective component of school structure. Teaching is a great and honorable profession. Teachers suffering from stress have a negative impact that is different from the other members of the community experiencing stress in their work or life (Drury, 2013). According to The American Institute of Stress, stress is â€Å"a feeling or condition experienced when, a person notices that demands surpass the social personal resources the individual is capable of mobilizing.† Why is teachers’ stress different from other people’ stress? Let’s face it; Teaching is a tough profession. Regardless of being on their feet all day trying to meet the social, emotional, and academic needs of 20 or more students and dealing with endless stacks of paperwork that they often take with them home. Teachers face professional development courses, observations/evaluations, a new and hopefully improved curriculum, parent-teacher communications, after-school activities etc. Not only do teachers deal with students every day, but they deal with different type of people with various personalities, such as principals of the educational field at the state and school level and parents. Students of today are the future of tomorrow in the nation. To establish students with a strong base, we need teachers who are able to endure the stress and the difficulties of teaching profession. The great and hard work that teachers do leads to a bigger, better, and brighter future. â€Å"It is supposed to be hard.

German Syntax Essay Example | Topics and Well Written Essays - 2000 words

German Syntax - Essay Example 2.0 Word Order2.0 Word Order German is considered an SVO language (Fagan 146), which means that the underlying word order is Subject-Verb-Object in a phrase. 1)    Seine       Mutter      trinkt Whisky.              Ã‚     [subj-his mother]       [verb-drink]   [obj-whisky]           His mother drinks whisky.    (Collins 175)Sentence 1 demonstrates the most common word order in German; it is a declarative sentence and has only one main clause (Weyerts et al. 216). So the verb is in second position in a sentence that is complete and can stand alone; in other words in an independent clause. Weyerts et al. claim that â€Å"it is always a finite verb or auxiliary that appears in second position, and it only appears there in main clauses† (216).Double clause sentences are constructed in a similar way. If two independent or main clauses are joined with a conjunction, the word order remains as SVO in both clauses. Sentence 2 is an example of two independent clauses joined with a conjunction.   2)    Wir                   wollten                     ins       Kino,                        aber          wir                hatten  [subj-we] [verb-wanted] [indir. obj- to cinema] [conj-but] [subj-we] [verb-had]  kein      Geld[direct obj-no money]