Argumentative Essay Essay Example for Free

Argumentative Essay Essay Ever since the war on terror our government continues the abuse of human rights by, always tracking individuals and labeling them, practicing lock downs of cities for when they really need it, and always adding to the list of freedoms there taking away from us. Most people don’t see it as that many people see it still as a war against people that terrorized America. Soon after 9-11 the United States best computers where hard at work beginning a process to find and label terrorist in America and by doing so they invaded everyone’s privacy by constantly scanning emails and texts, voice recognition software on all our phones, Facebook is primarily used to profile people and find more about their personal mind sets and likes. Our cell phones can trigger words that start voice recording software so anyone can listen in on our calls. Right after the Boston bombing the government exercised martial law by having everyone clear the streets and clearing house by house, no one could be outside without being considered a threat, that’s putting people on lockdown and testing out how well it works on big American city’s or towns and to see how well the people listened. One by one our freedoms are being taken away and no one can stop it, it’s part of the new technology and life we will have to grow and live into and our children. Ever since the terrorist act most of our freedoms where taken away right there, and as time goes on and we continue to let our government control us pretty soon we will have no freedoms what so ever and will be under full control as a people. Everyday new and better technology comes out that can help control America one way at a time. The war on terror has contributed to the growing abuse of human rights and no one will do anything to stop it. If we don’t come together as a hole to stop it people will soon be robots living under the control of one ruler or a group of people that decide everything about us.

Gatsbys Pursuit Of The American Dream :: essays research papers

Gatsby's Pursuit of the American Dream The Great Gatsby, a novel by Scott Fitzgerald, is about the American Dream, and the downfall of those who attempt to reach its impossible goals. The attempt to capture the American Dream is used in many novels. This dream is different for different people; but, in The Great Gatsby, for Jay, the dream is that through wealth and power, one can acquire happiness. To get this happiness Jay must reach into the past and relive an old dream; and, in order to do this, he must have wealth and power. The American Dream had always been based on the idea that each person no matter who he or she is can become successful in life by his or her hard work. The dream also brought about the idea of a self-reliant man, a hard worker, making a successful living for him or herself. The Great Gatsby is about what happened to the American Dream in the 1920s, a time period when the many people with newfound wealth and the need to flaunt it had corrupted the dream. The pursuit of the American Dream is the one motivation for accomplishing one's goals, however when combined with wealth the dream becomes nothing more than selfishness. Jay Gatsby, the main character of the story, is one character that longs for the past. Surprisingly, he spends most of his adult life trying to recapture it and, finally, dies in this pursuit. In the past, Gatsby had a love affair with the attractive young Daisy. Knowing he could not marry her because of the difference in their social status, he leaves her to gain wealth to reach her standards. Once he acquires wealth, he moves near to Daisy, "Gatsby bought that house so that Daisy would be just across the bay (p83)," and throws extravagant parties, hoping by chance she might show up at one of them. He, himself, does not attend his parties but watches them from a distance. When this dream doesn't fall into place like he planned, he asks around if anyone knows her. Soon, he meets Nick Carraway, a cousin of Daisy, who agrees to set up a meeting, "He wants to know†¦if you'll invite Daisy to your house some afternoon and then let him come over (p83)." Gatsby's personal dream symbolizes the larger American Dream where all have the opportunity to get what they want.

University Museum Case Analysis

Thomas Molteni MGMT 587 02/07/2013 University Art Museum Case Analysis I. Summary of Facts The Art museum is a classical building housing the art collection of a university. The building endowment was given to the university by an alumnus around 1912. (81) The wealthy son of the university's first president served as the museum's unpaid director until his death. During his service he brought a few additional collections to the museum. (81) While serving as unpaid director, none of the collections was ever shown to anybody except a few members of the university's art history faculty.After the founders death, the university handed off the position to amateur enthusiast Miss Kirkoff. Miss KIrkoff cataloged the collections and pursued new gifts. (82)The museum was remodeled to include an auditorium, library, and classrooms. September 1981 directorship is passed on. The New director attempts to make the museum a community resource, but it becomes too popular. (82) Classes and exhibitions lose interest with the students, and the Pd. D. is let go after three years of service. II. Statement of the Problem The university's problems spur from their lack of management and authority.The museum is not flourishing with the school as well as it has in the past, and the direction of the university is being questioned. III. Causes of the problem The museum gained notoriety during its use as an academic resource, but the later director wanted it to be a community resource. The building was designed by Miss Kirkoff to aid academia in their pursuit of knowledge; therefor, it failed to support the university and the public. The museum expects to hire a director and allow them to mold the museum in any way they see fit.The university needs to identify the direction they want the museum to head in and create guidelines for a director to fallow. IV. Possible Solutions Possible solutions for the museum include: forming a more cohesive board to decide the future direction of the museum, hire new manager who can get the job done, or allow the students to decide the future of the establishment. The current art history board is made up of staff who have built up a snobby and stubborn attitude, and without cohesion they will never agree.Hiring a new director is a possible solution but the university must form guidelines to aid the manager. The students having a voice in the situation is a great decision or a horrible decision depending on their involvement and understanding. V. Solution and Its Implementation To properly organize and manage the museum, an intelligent and modest group of enthusiast must decide direction of the establishment. The stubbornness built up by the current staff is disabling any productive movement.Once the group is formed they will brainstorm the future of the program and find balance between the public and exclusive. The decision and agreement will then trigger the search for possible management directors whom aligns with the university goal s. VI. Justification Implementing the board will work because it contains the same passion and elements which brought the museum to its present glory. Miss Kirkoff intended for the museum to be a resource but maintain its position as a part of the university. With the help of bright minds and focus, the museum should be able to realign with the goals of the past.

Writing Narrative

IMPLEMENTING PICTURE SERIES TO IMPROVE TENTH GRADE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS AT MABI PROGRAM OF MAN 3 MALANG A Thesis by Fifin Naili Rizkiyah (Nim 20622140128) State University of Malang, Faculty of Letters, English Department, July 2010 Nowadays, English is becoming more and more important. English is a global language which many people all over the world speak English as first or second languages. Many countries include English as the subject taught in educational institution. English is a key to open the door of science, technology, economics and culture.In Indonesia, our government has made a policy on the school curriculum that English is taught as a compulsory subject. As stated in Pusat Pembinaan & Pengembangan Bahasa in 1984 (in Marhum, 2009:3), on December 12, 1967, the Minister of Education issued Decree No 096/1967, stipulating English as the first foreign language to be taught in Indonesian schools. Based on KTSP (Kurikulum Tingkat Satuan Pen didikan= School Based Curriculum), the instructional objective of English is that the mastery of four language skills; they are listening, reading, speaking, and writing.Language skills are classified into receptive and productive skills. Receptive skill includes listening and reading while productive skill includes speaking and writing. Productive skills are obviously more difficult than the receptive. Widiati and Cahyono (2006:139) state that writing is the most complex skill compared to the other three skills. Some students often complained about how difficult it is to write in a foreign language, even Blanchard and Root (2003:1) state that writing can be difficult even in your language.In a new language, writing can be even more difficult. Students often got stuck in expressing their ideas into written texts. They also had problems with the language use. Those problems are faced by students of 10th MABI program MAN 3 Malang which is the subject in this study. To solve the studen ts’ problem in writing, the researcher decided to conduct a classroom action research applying picture series as a strategy to improve the students’ ability in writing narrative texts.The study is to find out how picture series strategy is implemented in improving 10th grade students’ ability in writing narrative text. The writing activities were to giving a model of how to write a paragraph of narratives including teaching students generic structures of narrative and training students to write a paragraph of narrative by using picture series. As the warm-up activity, the researcher did brainstorming in order to raise the students’ readiness and eagerness to write. Then the researcher comes to training stage, which is the process of writing.And the students’ final products are assessed based on the scoring rubrics made. The procedures of implementing picture series in teaching writing are as follows: 1. Brainstorming (asking some questions related to the topic to be discussed to elicit the students’ ideas) 2. Discussing flow-chart text containing communicative purpose, rhetorical structure, and grammatical pattern of the text 3. Distributing the pictures series 4. Prewriting (listing topics, identifying objects and action verbs in the pictures) 5.Outlining (making outline; making sentences representing every picture in the picture series) 6. Drafting 7. Polishing (revising and editing) The research design was a collaborative action research which consisted of two cycles, in where cycle 1 consisted of two meetings and cycle 2 consisted of four meetings. A cycle consisted of four steps namely: planning the action, acting on the plan, observing the action and reflecting on the observation. The subject of the study was the 21 students of X MABI MAN 3 Malang in the academic year of 2009/2010.The instruments used to collect data were observation checklist, field notes, questionnaires, scoring rubrics and the students’ writings. The data from the observation, scoring rubrics and questionnaires were analyzed and the results are presented in the form of tables and description, while the data gained from the field notes and the students’ writings were analyzed and reported descriptively. The result of the study showed that the picture series effectively improved the students’ ability in writing narrative texts.All students had reached the minimum score of 3 in all aspects; organization, diction, and language use. Moreover, the majority of the students gave positive responses towards the implementation of picture series, in the case that 70% of the students showed excitement. Furthermore, they found that picture series is interesting, easy to understand, moreover, it helped them to organize paragraphs and develop ideas in writing narrative texts. Here are the mean scores of the students’ writings in each category. Cycle 2 collaborative Cycle 2 individual Cycle 1 Preliminary study In conclusion, picture series can be implemented to improve the students’ ability in writing narrative text at MABI program of MAN 3 Malang. Picture series was very helpful to develop the students’ ideas and creativity. The students enjoyed the writing activity implementing picture series because it was interesting, fun, and not boring. It is suggested that the teacher use the picture series in teaching writing since it can solve students’ problems in writing. It is also suggested that other researchers conduct other researches that apply picture series in other skills and genres.

How to Cut and Fire Polish Glass Tubing

How to Cut and Fire Polish Glass Tubing Glass tubing is sold in a variety of lengths. Typical lengths are 6 (~150 mm), 12 (~300 mm) although glass is also sold by the foot. There is a good chance youll need to cut the tubing to make it the right size for your project or experiment, so here is what to do. Key Takeaways: How to Cut and Fire Polish Glass Tubing Before working with glass, be sure to put on eye protection and thick gloves. If the glass doesnt break cleanly, it can eject shards and cause potentially serious cuts.To cut tubing, score the glass. There are several methods to do this, including the use of a file or glass cutter. Some people prefer to score and break tubing underwater.To break the tubing, either hold the glass near the score mark and tap just below the mark with a hard object or else carefully snap the tubing apart.Fire polish the ends of the tubing by evenly heating the cut edges in a flame. Turn the tubing to assure even heating.Either place the tubing in a container with the hot ends facing upward or else set the tubing on an insulated surface. If you place hot glass on a cold surface (such as metal or stone) it may shatter. Use the edge of a steel file to score or notch the glass perpendicular to its length. A single score works best. If you saw back and forth, youre asking for a messy break. Also, a light score works better than a deep cut.Put on eye protection and heavy gloves. If you dont have gloves, you can minimize a chance of being cut by wrapping the tubing in a towel.Place your thumbs on either side of the notch and apply gentle pressure until the tubing snaps in two.The ends of the tubing will be extremely sharp, so youll need to fire polish them before using the tubing. Fire polish the tubing by holding the sharp ends of the glass in the flame of an alcohol lamp or gas burner. Turn the tubing so that it is heated evenly. Stop when the ends are smooth. Be careful that you dont leave the glass in the flame too long, which melts the tubing and may block the ends.Allow the glass tubing to cool before using it. If your tubing is too thick or you need to bend it, its easy to use a flame to bend and draw a glass tube. 3 Easy Ways to Cut Glass Without a File If you dont have a metal file or a glass cutter tool, dont despair. Here are three simple methods you can use to score and break glass tubing. Again, be sure to wear eye protection and protect your hands with gloves or a towel. Use String To use string to cut glass you need rubbing alcohol, a lighter, and a large container of water. Soak the string in the rubbing alcohol and wring out the excess liquid.Tightly tie the string around the part of the tubing where you want the cut.Set fire to the string.Once the flame completely encircles the glass, plunge it into a bucket of water.With the glass held under water, hold one side of the string and firmly tap the other below it with a stick or butter knife. Use Scissors Tubing will often cut with a pair of scissors. If the edges are jagged (which is likely), fire polish them afterward. You will need scissors, a pen, and a bucket of water. Use a permanent marker or wax pencil to mark where the tubing is to be cut.Hold the tubing underwater and simply snip the tubing along the marked line as if you were cutting thick paper. Use Wire Using wire to cut tubing it more reliable than string and produces a cleaner cut than scissors. You need wire, a lighter, and a bucket of water. A file is handy but not necessary. If you have a file, lightly score along the tubing where you want to cut it.Make sure youre wearing gloves. Heat the middle of the wire in a section long enough to completely encircle the tubing. Be careful because wire conducts heat so even the ends will get hot!Wrap the hot part of the wire around the tubing.Immediately immerse the tubing in water. The heat should break the glass without the need to apply any pressure.

The Influence of Teachers Words and Actions

The Influence of Teachers' Words and Actions Teachers can have a huge influence on their students.  This goes much deeper than the lessons they teach. You only have to reflect on your own time in school to realize how positive or negative experiences can stick with you for the rest of your life. Educators need to remember that they hold great power over students in their hands. Words Can Uplift By encouraging a struggling student and explaining how she can be successful, a teacher  can change that student’s career. A perfect example of this happened to my niece. She had moved recently and began attending a new school in ninth grade. She struggled through most of her first semester, earning D’s and F’s. However, she had one teacher who saw that she was smart and just needed some extra help. Amazingly, this teacher spoke to her only once. He explained that the difference between earning an F or a C would require just a bit of extra effort on her part. He promised that if she spent just 15 minutes a day on homework, she would see a huge improvement. Most importantly, he told her that he knew she could do it. The effect was like flicking a switch. She became a straight-A student and to this day loves learning and reading. Words Can Harm By contrast, teachers can make subtle comments intended to be positive but are actually hurtful. For example, one of my best friends in school took  AP classes. She always earned B’s and never stood out in class. However, when she took her AP English test, she scored a 5, the highest possible mark. She also earned 4’s on two other AP exams. When she returned to school after the summer break, one of her teachers saw her in the hall and told her that she was shocked that my friend had earned such a high score. The teacher even told my friend that she had underestimated her. While at first my friend was delighted with the praise, she said that after some reflection, she was annoyed that her teacher didn’t see how hard she had worked or that she excelled in AP English. Years later, my friend now an adult says she still feels hurt when she thinks about the incident. This teacher likely only meant to praise my friend, but this faint praise led to hurt feelings decades after this brief hallway discussion. The Donkey Something as simple as role-playing can bruise a students ego, sometimes for life. For example, one of my students spoke of a former teacher she really liked and admired. Yet, she recalled a lesson he presented that really upset her. The class was discussing the barter system. The teacher gave each student a role: One student was a farmer and the other was the farmer’s wheat. The farmer then traded his wheat to another farmer in exchange for a donkey. My students role was to be the farmer’s donkey. She knew that the teacher simply picked kids at random and assigned them roles. Yet, she said that for years after the lesson, she always felt that the teacher had picked her as a donkey because she was overweight and ugly. Words Stick With Students The example illustrates that a teachers words can really stick with students for their entire lives. I know that I have tried to be more careful with what I tell students each day. I’m not perfect, but I hope that I am more thoughtful and less damaging to my students in the long run.

Pharmacy school personal statement Example | Topics and Well Written Essays - 250 words

Pharmacy school - Personal Statement Example Not only that, I suffered from ill health upon my return for quite a while. Both these factors took their toll on my studies; I did not do as well in my classes as I would have otherwise done. However, throughout all this, I held on to my interest in pharmacy; I got a part-time job as a pharmacy assistant in my neighborhood pharmacy. This enabled me to interact with pharmacists who taught me a lot by relating their experiences to me, thus causing me to learn a lot about not just the field of pharmacy, but also how to go about studying in pharmacy classes. Moreover, they helped me develop the work ethic necessary for success in pharmacy. Their mentoring did not end there; they took me to pharmacy association meetings where I was introduced to other pharmacists by them, which helped me in not only building my interpersonal and communicational skills but also in enlarging my network. My zeal for pharmacy is something that I value both personally and professionally, and I want to pursue and get ahead in this field, therefore, I would be grateful if I am given the opportunity of attending (enter the course here) at your institute. It would be remiss not to add that my love for this field would enable me to serve the community as well, which I would do with the work ethic and professionalism that I have learned through my experiences, both at home with my grandmother, and at work in my neighborhood