Children of the Mission :: Babysitting Descriptive Personal Narrative Essays

Children of the Mission A few teenagers are sitting on the ground under a network of slides. There are a few younger children there with them, doing the various things children do at five years old. The mottled sunlight creates exotic patterns across the faces of those under the network of slides, and it plays with the features of the smaller children on their laps. A slight breeze picks up every now and then, but for the first time in a week it's a warm breeze that brings cheer, rather than rain. One toddler finds the camera stowed under a teenager's knee. This is an object of mystery. Another child grabs the hand of an older girl, showing her the round, convex mirror in the shade that shows a distorted image of the entire playground. For some reason, that mirror is the principal image I remember from our day of babysitting. It measured about two feet in diameter, and in its metallic reflection, every one appeared as a colorful blob, or, if a person was lucky, he had eyes and a wide-open mouth. Everything looked backwards and uniform in that mirror, and it fascinated me. The irony in my attraction to it is that just as when I looked into the mirror, when I looked at the playground around me that afternoon, I was blind to what was actually there. The sun, the breeze, and the delightful children all combined in my perception to look like something I thought I knew. It is only now, three and a half months later, that I realize I was not able to comprehend much of anything I saw that day. Our rooftop daycare is located about a half mile from the intersection of Wilson and Wilson in Uptown Chicago. It occupies the roof of the Uptown Mission and Homeless Shelter. The Shelter crouches on a wide, deceptively clean street where the shadows have eyes and the sharp stench of urine permeates the air. Last summer, our youth group came here as missionaries to try to "help" the homeless people. On this particular sunny afternoon, we were to baby-sit their children. However, since there were more babysitters than children, I wonder how effective our effort actually was. As I sat watching the kids run in and out, my mind flooded with memories of my own childhood. I noticed that despite the difference between the adults who'd grown up in upper-middle-class Topeka and those who were homeless in Chicago, there existed many similar characteristics between the children in both conditions.

Hero in Ernest Hemingways The Sun Also Rises :: Hemingway Sun Also Rises Essays

The Hero in The Sun Also Rises      Ã‚  Ã‚  Ã‚     Prevalent among many of Ernest Hemingway's novels is the concept popularly known as the "Hemingway hero", or â€Å"code hero†, an ideal character readily accepted by American readers as a "man's man". In The Sun Also Rises, four different men are compared and contrasted as they engage in some form of relationship with Lady Brett Ashley, a near-nymphomaniac Englishwoman who indulges in her passion for sex and control. Brett plans to marry her fiancà ©e for superficial reasons, completely ruins one man emotionally and spiritually, separates from another to preserve the idea of their short-lived affair and to avoid self-destruction, and denies and disgraces the only man whom she loves most dearly. All her relationships occur in a period of months, as Brett either accepts or rejects certain values or traits of each man. Brett, as a dynamic and self-controlled woman, and her four love interests help demonstrate Hemingway's standard definition of a man and/or m asculinity. Each man Brett has a relationship with in the novel possesses distinct qualities that enable Hemingway to explore what it is to truly be a man. The Hemingway man thus presented is a man of action, of self-discipline and self-reliance, and of strength and courage to confront all weaknesses, fears, failures, and even death.      Ã‚  Ã‚   Jake Barnes, as the narrator and supposed hero of the novel, fell in love with Brett some years ago and is still powerfully and uncontrollably in love with her. However, Jake is unfortunately a casualty of the war, having been emasculated in a freak accident. Still adjusting to his impotence at the beginning of the novel, Jake has lost all power and desire to have sex. Because of this, Jake and Brett cannot be lovers and all attempts at a relationship that is sexually fulfilling are simply futile. Brett is a passionate, lustful woman who is driven by the most intimate and loving act two may share, something that Jake just cannot provide her with. Jake's emasculation only puts the two in a grandly ironic situation. Brett is an extremely passionate woman but is denied the first man she feels true love and admiration for. Jake has loved Brett for years and cannot have her because of his inability to have sex. It is obvious that their love is mutual when Jake tries to kiss B rett in their cab ride home: "'You mustn't.

Education In The Working Class Essay

Gradually, there was a rise in the total number of sports that were available to women (although they were still based on the idea of gentle exercise for ‘weak women’) such as skittles and gentle forms of tennis and badminton. Croquet in particular was very popular. There were several indoor versions such as ‘parlour croquet’ ‘table croquet’ and ‘carpet croquet’. Its rise in popularity was due to the fact that it was a social game that could be played by both sexes. The reality however, was that women played an ornamental role, as in-active players who wore stiff corset-like dresses. Although the middle-classes were beginning to be more social, women were still required at all times to remain ‘lady-like’ in their actions and mannerisms. They were often only spectators of men’s sport such as cricket. Tennis started to become more accessible to women, although more of a status symbol rather than for sporting reasons. It started off as a game of pat-ball and began to grow among the middle and upper classes as a more enjoyable way for middle & upper class women to show off their talents. The acquisition of private courts symbolised the affluence of a particular family. Middle-class women also saw it as a way of displaying their ‘cultured mannerisms’ to prospective husbands. Needless to say the traditional stereotype of weak women did not disappear. If men and women played together then the man would always give the woman every advantage possible such as allowing her to stand as close to the net as she would like when serving, and gentle rally’s and shots. The playing of games became an important aspect of middle-class women (although it was rather out of fashion than the thought of it being a necessity for health). The vast majority of middle-class girls were educated in private schools or by private tutors. Exercise was encouraged so that girls could gain a ‘ladylike disposition’. It eventually became a part of the curriculum on par with other skills such as playing the piano, singing and needlework. Typical examples of exercise include crocodile walks, callisthenics, croquet and dancing. To be strong and healthy was deemed to be ‘vulgar’ instead frailty and paleness was encouraged. Late 19th Century – The Beginning Of A Change?  The major changes in women sport occurred through the education of young girls. The encouragement of girls’ sport in schools set a precedent for women. Equal education rights for women were increasingly being lobbied for. In 1848 Queens College and Bedford College in 1849 were landmarks opened for the development of higher education. Other elite schools for middle-class girls were opened such as the Girls’ Public Day School Company (1872) and the Church Schools Company (1883). Specialist colleges of physical education were also established such as the Dartford College (1885) and Anstey College (1897), which were responsible for the training of teachers for physical education of girls and women. The elite schools immediately established a set curriculum for p.e for girls, which included a wider range of activities. This was a substantial change and was quite radical for the time. In light of the changing curriculum for girls there was a gradual shift in medical opinions about girls exercise. Many doctors were in support of more energetic forms of exercise for girls, whilst some were even campaigning for it to be made a compulsory part of the curriculum. They argued that â€Å"prolonged exercise of brain, deficient exercise of limbs† would produce sickness in girls, and that allowing energetic exercise for girls was good preparation for when women needed strength e.g. during pregnancy. Female physical education and sports were influenced by a number of factors towards the end of the 19th century, such as the changing position of women I society, the growing debate about exercise for girls and women, and the opinions of numerous doctors, educational specialists and liberal reformers. Despite new and more varied sports being made available, this differed from school to school and generally there was no overall programme of sports meaning that the standard of sports that were available to girls was a ‘lottery’. Gradually more sports were being included on the physical education syllabus for girls, such as hockey, tennis and cricket. Team games were very much promoted and were beginning to become a serious aspect of daily school life. Inter-house and inter-school competitions became popular with many girls teams beginning to train in the gym in preparations for girls matches. In this way, games playing in girls started to take on the traditional characteristics of boys playing. For this reason, girls’ games playing had to be strongly and regularly justified. It was never argued that girls were equally as strong or stronger than boys, but that girls needed regular exercise to promote a ‘healthy mind’.  Although physical education for girls was improving for the middle and upper classes, it was yet to be mirrored in the education of the working class. The London School Board started to show keenness for some form of exercise for girls in London elementary schools, which was previously non – existent. In 1879 Miss Concordia Lring was appointed as the ‘Lady Superintendent Of Physical Education’ in girls and infant schools. She was trained in Per Henrik Ling’s system of gymnastics and effectively started the training of teachers in gymnastics which then went on to teach in state schools. Her successor, Martina Bergman (who worked for the London School Board from 1882 – 1887) trained 1312 women teachers in Swedish gymnastics who then went on to introduce the system in to 300 schools. By 1888, every girls and infants department were being taught Swedish gymnastics.

Olympic Games Ap World Dbq

Will someone check and grade my essay for me please! The Olympic Games There are many factors that shape the modern Olympic movement from 1892 to 2002. The original reason was so people of many people of different races, religions, or genders could come together and compete against each other in various competitions. The Olympics first started in 776 B. C. E. but ended 393 C. E. they later started back up in 1892, but it was a bit different than before. Today, many of the factors that shaped the Olympics reflect what has changed and what has taken place since the last games.Some examples would have to do with women, the economy, and world wars and other region battles. From 1892 to 2002, things kept changing around for women. In document 2 you could see that from the year 1908, only 2% of the Olympic athletes are women, the other 98% are all male. Those 2% of women were also wearing full clothing; the only skin that was allowed to be shown was their face and hands. From document 8 in 1992, 29% of the athletes were women, this time most of them were able to show off their bodies and not wear as much clothing.The big difference in the percentage of women competing in the Olympics and the amount of clothing they wear shows a good reflection in the transformation of women’s rights in the Olympics. Another reflection of the Olympics is the state of the economy. If you read document 5, it talks about a major from Japan wanted the 1964 games to be held in his country. Ryutaro Azuma wanted the games to be held in Tokyo because he believed that it would help the economy and the trades in Japan get stronger.It worked well and in document 7 you can see that Japan is one of the countries, as well as the United States, that gets selected to be one of nine of the sponsors for the 1988 Olympic Games. To be able to become a sponsor, your country has to be able to avail itself of an opportunity to display its industrial and economic power to a worldwide televised audienc e. The author of the journal that wrote document 7 believed that becoming a sponsor would bring your country a lot of money. In document 9, it shows that more and more money is being spent on the media for the Olympics.These documents show that a factor of the Olympics is earning money for your country; Japan proves it and raised the economy and its trade power during the Olympic Games. In the 1940s, World War II happened, which is right in the middle of the time period of these documents. The war dealt mainly with the Nazis and the Americans. Being that both Germany and the United states were in the war, both countries felt like that had to win it all to show a dominance for their government and to prove who had the better athletes.Documents 3 and 4 both are point of views from capitalists; but in document 3 it shows how the Nazis felt about things. They had the Olympic Games held at home and they wanted to win it. In a ski race, they wanted to prove that Nazism was the best Democr acy. The downhill course was closed for practices before the race, but apparently Nazis practiced the course without anyone knowing. The Olympics were shaped as hateful things between the two nations, and they both clearly wanted something to prove. In document 4, instead of the Nazis being the enemy in the Olympics, it was the Soviets.In the 1952 games, the United States team felt a lot of pressure because of the soviet team. It was during the Cold War and they felt like they just had to beat the Soviet team, whether they were good or bad, they felt they had to. In documents 1, 6, and 10, the people writing the documents wanted to show the whole world was these athletes are capable of. Pierre de Coubertin from document 1 felt that the Olympics should be used for a time of peace and friendship between other nations. In document 6, it talks about how the Soviets had a really bad reputation as communists.The Olympic committee wanted the Soviet Union to be more peaceful and democratic. Document 10 deals with the feelings of a new nation that thinks they are as capable as the nation they broke away from in competing in the Olympics. Pakistan wanted to break off from India and become nationalists, they felt that they would be able to compete in the Olympics and do just as well as the India. In the 1956 Olympics, the men’s field hockey team finished second to its rivals from India, but greatly won their first gold medal in 1960. Unfortunately, the national team is not nearly as good as they were back then.To conclude, the Olympic Games have satisfied many goals from countries. The Olympics brought many people together and it eventually created peace in the world. If people closely studied the Olympic Games after reading those 10 documents, you could see that they have caused some problems in the world, but most of the good things out weigh the bad things with the Olympics. Many global events factored out and shaped the modern Olympic movement from 1892 to 200 2, and they reflected the great well beings of the physical competition in it.

Gothic Tales and Edgar Allan Poe Essay

Compare ‘The Tell-Tale Heart’ with ‘The Black Cat’. How, in these tales, does Poe draw on the Gothic tradition and take us into the tormented, diseased minds of his narrators In both ‘The Tell-Tale Heat’ and ‘The Black Cat’ there are many gothic effects used. For example, the gruesome concealment of the victims is described in a deadpan but detailed manner. In The Black Cat our narrator describes all of his options and then illustrates exactly how he carried it out, â€Å"†¦I easily dislodged the bricks, and, having carefully deposited the body†¦Having procured mortar, sand, and hair†¦I prepared a plaster which could not be distinguished from the old†¦Ã¢â‚¬  Then in The Tell-Tale Heart he describes this concealment procedure again, † I took up†¦ the flooring†¦then replaced the boards so cleverly so cunningly the no human eye†¦could have detected anything wrong†¦nothing to wash out†¦no blood-spot whatever.† Both narrators seem proud at their astute covering-up of the innocent victims. The gruesome lexis, mixed with the matter-of-fact tone gives off a horrifyingly insane, b ut calm feel to the passage. Also the motives for the killing seemed irrational and over emotional in both stories. This is another typical Gothic characteristic. In The Tell-Tale Heart he says â€Å"I loved the old man†¦never wronged me†¦never given me insult†¦One of his eyes resembled that of a vulture†¦take the life of the old mad, and thus rid myself of the eye forever.† His incentive was unreasonable; he states that there is no other reason than his eye. In The Black Cat his reason for the first killing of his cat Pluto was â€Å"perverseness†¦for no other reason than because he knows he should not?† In this part of the passage it seems strange as he seems to be excusing himself for the sin he is about to narrate to us. Then also at the end of the story when he kills his wife because she stopped him from killing the second cat he says, â€Å"†¦this blow was arrested by the hand of my wife. Goaded, by the interference, into a rage more than demoniacal †¦buried the axe in her brain. She fell dead upon the spot.† The lexis used here is brutal and infernal, typical of Gothic writers â€Å"rage more than demoniacal† references to the devil highlight the white hot anger surging inside the twisted narrator. The use of an unreliable, villainous storyteller was not a typical Gothic feature at the time but it has greatly influenced future authors who write in the Gothic style. In both tales the narrators give off an intensely nervous energy by using repetition and strong, unruly lexis. The first line of The Tell-Tale Heart sets the tone for the whole story instantly â€Å"TRUE!-nervous-very, very dreadfully nervous I had been and am; but why will you say that I a mad?† The dashes break up the sentences making them erratic; this is helped by the uneven sentence structure and the fusion of long and short clauses to make the whole pace of the story jerky and uneven. A typical Gothic feature that appears in only The Tell Tale Heart and not The Black Cat is the use of the night. The narrator describes how â€Å"†¦that every night, just at twelve, I looked in upon him while he slept.† Also the murder itself was committed at night and the use of the disguise of darkness gives an eerie feel to the piece and emphasis the Gothic tone of the story. However in The Black Cat the story was described through the day and the night and the murders of both the narrator’s wife and cat were during the day. Although this was not traditionally Gothic, and the description of the gruesome death caused some sections of the story to be more in the genre of horror. An element of Gothic literature that was in The Black Cat and not The Tell Tale Heart was the use of â€Å"omens†, obviously the title itself was a bad omen at the time and the other story had no omens, other than the heart beat motif that causes the narrator to confess his sins to the police. The title itself was not the only omen used in The Black Cat; Poe writes about two other obvious omens in this tale. Firstly the large imprint of â€Å"the figure of a gigantic cat†¦ There was a rope about the animal’s neck†, this was left on the wall the night after our narrator had killed his cat, this is not a figment of his imagination though as other people around can see it; later on however the narrator describes a mark of white hair, which shows â€Å"the image of a hideous -of a ghastly thing -of the GALLOWS!† This is more likely to be an illusion as the remorse builds up inside him. But he describes it as â€Å"†¦terrible engine of Horror and of Crime -of Agony and of Death!† The lexis used here is full of anger and is very strong. The capitalisation of the more significantly brutal words personifies these aspects and emphasises the narrator’s fear of the cat and of guilt. Poe uses many different techniques to suck the reader into the mind of his narrators. For example in the The Tell Tale Heart he describes his â€Å"disease† to the reader and excuses his actions. â€Å"The disease has sharpened my senses, not destroyed, not dulled them.† This line shows how the narrator is quite openely conceited. His insanity is revealed to us in a number of ways, firstly the deadpan tone of many parts of the passage give the reader an eery feeling of calm, that causes a disturbing sensation, such as when the narrator is describing his method of concealing his victim’s corpse, â€Å"I took up three planks†¦deposited all†¦then replaced the boards†¦Ã¢â‚¬  This use of everyday lexis â€Å"deposited† almost makes us forget that he is talking about a corpse, it makes the whole procedure sound mundane, which gives the impression of madness but also numbness to the narrator. Secondly, his lunacy is exposed to us as the character of the narrator is unravelled through the story. Throughout, hints are dropped as to the overconfidence of our narrator, repetition of various phrases. â€Å"†¦what had I now to fear?† and then again when the officers arrived, â€Å"for what had I to fear?† This reiteration of egotism makes us feel as if the narrator is reassuring himself that he is confident, and suggests to the reader that he has inexplicable insecurities lying beneath his cool exterior. Also in The Tell Tale Heart Poe uses many capitalised words and short, broken phrases to speed up the pace of parts of the account. â€Å"They heard! — they suspected! — they KNEW!† This shows how truly nervous and petrified the narrator is, and with the staggered, gaunt sentence structure makes the reader feel the same way, even if not to the same extent. A way in which The Black Cat’s method of pulling the reader into the mindset of a murderous narrator is near the beginning we are given some background about the narrator’s life. In The Tell Tale Heart we were given no information about setting or circumstance to help us detail our image. I find that this helps more as we have more pictures painted to us and these can then feed our imagination to produce a far more complex, but realistic understanding of the narrator’s mental situation. â€Å"I was especially fond of animals,† This line is quite ironic, as we learn from the rest of the story he seems to, infact, have a severe problem with cats. The way in which Poe implies the insanity of the narrator is in the language used to describe his cats. â€Å"†¦sagacious to an astnoishing degree† His strange attachment to the cat gave the narrator an untrustworthy and evil feel. Then when he describes his motives for hanging his first cat, Pluto, this insinuates utter, pschotic madness, â€Å"the spirit of PERVERSENESS†¦have we not a perpetual inclination†¦to violate that which is Law† This strange, confused motive gives the narrator a trace of humanity, but more of a childlike malevolence which emitts an air of wickedness. This infantile but wicked narrator, I find, is more chilling than the more simple, insane and evil narrator in The Tell Tale Heart, because of its uncanny likeness to reality. A similarity between The Black Cat and The Tell Tale Heart is that both narrators have a sense of superiority about them and this strong impression of narcissism makes the reader feel overwhelmed by malice and also builds up a strong feeling of resentment to their disagreeable characters. In both stories, the narrators end with a confession to their terrible deeds, both obviously caused by insolence and bravado. Another feature that is in The Black Cat but not The Tell Tale Heart is the sense of paranoia given off by the narrator, about the mark of white hair on his second cat’s chest, â€Å"†¦the mark†¦of which I have spoken†¦assumed a rigorous distinctness of outline†¦the image of a hideous- of a ghastly thing – of the GALLOWS!† This paranoia of an omen about the sadistic murder of Pluto blatently lays out the narrator’s madness and causes the reader to feel possibly more sympathetic, but more likely, to feel more estranged from the narrator. In conclusion I found the ways in which we were drawn into the psychotic mind of our killers were more effective in The Black Cat, as some were more subtle, but the more obvious one’s were easier to spot and gave a more definite and outlined picture of the narrator’s psyche. However, I found that the typical Gothic features used in The Tell Tale Heart made it more Gothic than in The Black Cat and also made the tale more chilling, even if not as gruesome or detailed as The Black Cat.

Case project Study Example | Topics and Well Written Essays - 250 words

Project - Case Study Example been developed to cater for the different operating systems and large file sizes include Smartsector for windows and Linux dd for the Linux operating system which are able to operate in both file by file and sector by sector modes of imaging hence increasing the speed of fragmentation. These new technologies are also able to image from more than a single storage device including hard drives, removable media devices and tapes. In order to acquire an image disk from a Linux operating system, various methods of acquiring images have been developed including: Safeback version 2.0 technique which is able to acquire images on various operating systems on the IDE drives of computers using the sector by sector method; the snapback DataArrest technique which acquires images on SCSI drives of computers using the sector by sector method and DIBS RAID technique which performs optical acquisition of images on both the SCSI drive and the IDE drive of the computer using both the sector by sector and the file by file methods. These methods hold a major strength in the fact that they are able to handle large amounts of data unlike the traditional methods. However, the most appropriate tool to use is the Linux dd version 7.0. This tool acquires images from the hard drive of the computer. External storage devices such a removable disks, tapes, flash drives and compact disks can also be used with this tool to perform imaging in a Linux environment. Linux dd version 7.0 is able to perform image verification by AMD5 checksum verification method [2]. This tool shows high levels of strength in computing complexity and it is very good in detection modification. The probability of programs collision is very low. Imaging is then done on the SCSI drive of the computer unlike other methods of imaging that perform imaging in the IDE drive. Copying of data into the hard drive is normally done using both modes of imaging which are sector by sector and file by file. This tool is able to

Unit #7 Assignment Example | Topics and Well Written Essays - 250 words

Unit #7 - Assignment Example Most disabled children are easily subjected to ungovernability and truancy charges. According to Miller (2008, P. 113, C.2, Para. 1), there were97 deaf inmates at the Texas State Prison with 61% of them being convicted of violent offenses, 19% illegal drug violations, and 11% were convicted of other petty crimes like indecent exposure. Various schools are obligated to single out students with special needs like deafness and give them specialized treatment (Tulman, & Weck, 2010, P. 878, Para. 2). Failure to efficiently adopt this, deaf students will be more vulnerable to committing various crimes. Additionally, deaf students are likely to commit status offences which are, by classification, a particular category of non-criminal misbehaviors, (Tulman, & Weck, 2010, P. 879, Para. 2). Despite the fact that the Juvenile Justice and Delinquency Act (JJDPA) has advocated for the deinstitutionalization of status offences, several deaf offenders have ended up in correctional facilities. Due to their perceived naivety and disabilities, deaf inmates are highly vulnerable to sexual assaults and other discriminations in prisons, Vernon (2010, P.311, C.2, Para. 2). Additionally, some are subjected to forced treatments against their will in the correctional facilities. Subsequently, most prisons even do not know their deaf inmates are making it hard for them to get access to parole services. Moreover, it is uncommon for the jury to incarcerate deaf defendants experiencing linguistic incompetence, Miller (2008, P. 117, C.2, Para. 2). For instance, the case of Mr. J, who was deafened by meningitis, aged 3. Mr. J was treated harshly by a policewoman after he accidentally scratched a Corvette at a dinner. After being assaulted by more policemen, he was jailed without treatment. Additionally, he was tried without an interpreter. About 40% of deaf defenders experience communication