Exemplification Essay: Separation of Church and State -- Expository Ex

 Because of my solid convictions, I have been known as the Antichrist, a witch, an agnostic, and a Satanist. Intense Christians have revealed to me that my â€Å"kind† is exclusively answerable for the defeat of American ethics.  As a matter of fact, none of these names fits me. I am not a witch on the grounds that the main present day religion to rehearse black magic is Wicca (American Heritage 1381), and I am not a Wiccan. I am not a Satanist since current Satanists don't have faith in Satan as a real element; rather, they follow a religion of oneself, as the originator of the Church of Satan, Anton LaVey, put it. (LaVey 1) Satanists additionally have a place with an association, for example, the Church of Satan or the Temple of Set, and I don't have a place with any such association. I don't consider myself a skeptic since agnostics tend to not have very much evolved moral frameworks. I am a common humanist. This implies I have no confidence in powerful creatures or powers (divine beings or goddesses, holy messengers, evil spirits, leprechauns, and so forth.); that balanced idea is more imperative to me than daze confidence; and that I esteem opportunity of articulation, conviction, and request.  Presently, in light of the fact that I esteem opportunity of conviction, it doesn't trouble me that individuals ponder me. In the event that they need to accept that I fly through the air on a broomstick to a Satan-adoring bash, that is their misconception. On the off chance that they need to think my life is more energizing than it truly is, they're welcome. What pesters me is the way that strict bias stretches out to the most elevated levels of government. George Bush was cited as saying, I don't realize that nonbelievers ought to be considered as residents, nor should they be viewed as nationalists. This is one country under God. (Quotes 5) The issue is that the primary alteration expresses that C... ... of the larger part, the minority suffers abuse. The nature of government endures when it has been blended a lot in with religion, and the nature of strict thought processes endure when they have been dirtied by political intentions.  We should move to a genuine division of chapel and state.  Works Cited American Heritage Dictionary, second. School Edition. Boston: Houghton Mifflin Company, 1982. Blue Laws. Barron's Concise Student's Encyclopedia. 1993 ed. LaVey, Anton. The World's Most Feared Religion. Cloven Hoof, Issue 127. Scott (Last name obscure). Statements. 6 pp. On the web. Web. 13 Jan. 1997. Accessible http://www.paranoia.com/~wcs/quotes.htm Worbois, Dean. Establishing Faiths. 3 pp. On the web. Web. 13 Jan. 1997. Accessible http://www.postfun.com/worbois.html [Note: this record has been moved here - website admin, 11/25/97] Â

Standards Based Education: The Base for Improving Schools

Since about twenty years, instruction in the United States has been emphatically affected by â€Å"standards movement†. Connected proximally to assessment and answerability, standard-based, dislike most other instructive frameworks like open training, conduct objectives, and least capacity, has made strides in an incredibly serious and widely inclusive way. Directly from guardians to approach producers, there is a passionate countrywide help to utilize guidelines as the base for improving schools. (The Virginia Standards of Learning) According to Collins Cobuild word reference, â€Å"a standard is a phase of value or accomplishment, especially a phase which is viewed as adequate. It is something used to figure or inexact the quality or level of something, for example, the level of predominance of a bit of work. † In the circle of training, a standard is a word that portrays a developing group of information and set of ability which is the establishment for quality instruction. They put across what each understudy must know and be competent to perform, anyway don't state teaching method. Why have a principles based educational program and what are the suggestions for the instructing learning-appraisal process? ) The pith of a â€Å"standard† is to delineate a degree of information or execution that is fundamental for reasons unknown. For example, there is a standard fixed by the phone organizations identifying with the way administrators speak with the clients, by the State Government to convey driving licenses, a force of exactness is vital for building cars, and a lot of unambiguous procedure for evaluating vaulting, plunging, and ice skating. In an indistinguishable way, educators utilize destinations of the understudies to discover what will be granted, and as a model for making grades for student†s work. Each of these â€Å"standards† has two sections: a record of what will be perceived or performed, and a recommendation of nature of its presentation. In training, these two extents have been pointed as substance standard and execution measures, and they call attention to genuinely assorted ideas, each having a different arrangement of undertone. (The Virginia Standards of Learning) Discuss the beneficial outcomes and qualities of standard-based instruction. In standard-based instruction, the schedule and units of study are unmistakably portrayed, grasped by the educators and understudies and passed on to each worker, families and the network. Standard-based instruction framework will advance reasonable play, encourage learning of understudies and fortify answerability. (Guidelines Based Education: www. thompson. k12. co. us) Establishing norms is an indispensable and productive learning instrument as they state particular possibility of what each understudy must have an understanding and fit for doing with the language. They can be strong to different populaces like the state, regions and school, instructors, understudy and guardians. Building up a national standard lets to saving for indistinguishable possibility for each understudy. To begin with each understudy is assessed against similar norms. Without an all inclusive norm and each instructor setting up their autonomous norm, the desire for the school on their understudy will be different. As there will be no component for examination, guidance just as evaluation can't be unswerving. Besides, in case of setting up a national norm, it is evident what the understudies will realize at different phases of their instruction. Assessment gave by the state can evaluate the improvement of the understudy towards accomplishment of the norm. The understudies who are bombing in accomplishing the measures can be given starter, effective assistance. (Why have a gauges based educational plan and what are the suggestions for the instructing learning-evaluation process? ) Discuss the advantages for both instructor and understudy. Measures set understudies to fix specific targets with comprehension of the specific possibility and standards for progress. This lets to set targets that are achievable. The uniformity of a standard based methodology at present opens chances to people. Altered learning strategies, learning at one†s free speed, recognizable proof of the particular discovering that requires to occur, helps in portraying the way in which and what understudies are required to know and be fit to perform to achieve the age appropriate norm, as saw by a few comments. (Standard-based Education: schools. coventryschools. net) The change to guidelines based assessment helps in building a culture of achievement in which each understudy can accomplish an agreeable norm. In the event of understudies, standard built up clear execution possibilities, supporting them to grasp what they are required to do as such as to satisfy the measures. These works lets the understudies to show their insight, including the standard for assessment. This gives understudies and guardians with important information in regards to the presentation towards satisfying the measures. Also, while managing guidelines based schedule, schools will be capable to report the development of the understudy towards achieving the gauges by expressing the measuring sticks they have accomplished. Why have a measures based educational plan and what are the suggestions for the instructing learning-appraisal process? ) Standards are unbiasedly portrayed. This lets instructors to utilize their inventiveness and aptitude to discover which techniques work ideally with both individual just as a gathering of understudies. (Standard-based Education: schools. coventryschools. net) Standards help educators devise schedule, rules and assessment based on what is indispensable to know about. Measures gives the data required to prepare instructors in forming the improvement of understudies in accomplishing the guidelines, as expressed in the prospectus. Educators, the instructive organization and the state are answerable for the training of the understudy dependent on the accomplishment of these measures. As the guidelines give a straightforward and organized point of view for assessment, it is along these lines liable to discover how much the norms have been accomplished. (Why have a principles based educational plan and what are the suggestions for the instructing learning-evaluation process? ) How does standard-based instruction improve training? Standard-based instruction has come to be across the board political change bunch as it blends a ton of components that focuses on what is ordinarily understood to be a â€Å"failing open school†. This has come about to give a significance on â€Å"high† gauges that implies improved or additionally testing or â€Å"world class† principles. During 1999, the National Education Summit assessed the guidelines relationship since 1996, concluding that the threat of weakening nature of training be as a matter of first importance discovered in A Nation at Risk in 1983 remains in 1999. The report expresses, the American citizen†s show that it clearly appreciates that our industrious monetary quality, social perpetual quality, personal satisfaction is reliant on our ability to fundamentally advance our schools. The report further announces that the vows to expanded principles have unambiguously come to be a focal factor in a countrywide development to upgrade school execution. Generally, the exploration embraced by an establishment ‘Public Agenda† call attention to a famous dismay among school instructors and bosses of students† basic aptitudes. A second element of standard-based enhancements stresses predominant execution of each understudy. This involves decency. Supporters of guidelines based instruction consider that poor performing understudies didn't approach equivalent training as persevering wretched desires from these understudies have been answerable for their low execution. In this way, it is contemplated that standard-based improvement will upgrade training in the event of monetarily denied and minority bunch understudies by expanding the possibilities. (The Virginia Standards of Learning) The rising distinction in the procuring levels in US will be reduced as the current hole as respects training among low and high performing understudies is brought down. Principles, it is discussed, â€Å"smoothens the playing field,† and will bring about less arranging put together generally with respect to social class and ethic classification which they have a place. In the occasion understudies don't show accomplishing the gauges, at that point all things considered arrangement and retaining may be appropriate. A third component is the way where the norms are connected to prizes and consolation. As against a great part of the exploration that has focused on the essentialness of youngster focused, formatively appropriate methodology to instruction, norms based supporters consider that competition and outer prizes will energize understudies and upgrade execution. This is established for the most part on tenseness with prior â€Å"movements† pointed by instructors, and the action in different countries, along with worldwide examinations, which infer American understudies trailing. On a very basic level, the dispute is that American schools and understudies require outer instigations to attempt for more elevated levels of execution. At present, 20 states give monetary assistance to schools wherein understudies act in a superior way on standard-based tests. Fourth, there is an expanded statewide and government assessment and impact over schools is required. The appearing earnestness is to set up a solitary arrangement of guidelines and one wide-extending vision if there should be an occurrence of all understudies cutting over all evaluation levels. The push for national gauges during the mid-1990s has come about to a fervent inclusion over the state since the phase at which principles based instructive strategy is made and executed. Because of this, a great deal of gatherings, distributions, and reports with respect to principles based improvement have been created by associations which are receptive to the requiremen

Have you read a book in print lately I havent.

Have you read a book in print lately I havent. Have you read a book in print lately? I haven’t. How about an e-book? I haven’t either (other than how-to books like my own Profile href=https://theessayexpert.com/services-rates/linkedin-profiles/how-to-write-a-killer-linkedin-profile/>How to Write a KILLER LinkedIn Profile and e-books about publishing e-books). Word on the street is that electronic books are fast-replacing print as the preferred reading venue for Americans age 16 and up. The LA Times, in E-book reading jumps as print declines, reports that a quarter of Americans in this age category own a Kindle or other tablet device, and 23% have read an e-book in the past year. Who are these readers? Mostly they “had a college degree, lived in a household earning more than $75,000 and ranged in age from 30 to 49.” The Kindle has provided a solution for people like my uncle, who has multiple bookshelves throughout his large home, all packed to the brim. I often used to wonder how in the world he would find room for additions. Avid readers like him are responsible for the fact that publishers are thriving in the new e-book economy (See NPR’s story, E-Books Destroying Traditional Pulbishing? The Story’s Not   That Simple). These folks purchase and download e-books with abandon, often for less than the cost of print editions. Many seem to be making peace with the loss of the tactile experience of reading a paper book. I am still a hold-out on purchasing a tablet or Kindle. I’m not sure I would use itâ€"not because I am attached to reading tangible books, but because I almost always read only while doing something else. As a child, I read while walking (yes it was probably dangerous). When living in New York City, I read on the buses and subways. Now I read on airplanes and while waiting in lines. For some reason, I have a hard time just sitting and reading in my apartment or a café. Magazines pile up on my dining room table unread. I can probably count on one hand the number of books I have read since moving to Madison. Up until a few months ago, I frequently wondered whether I had simply lost my fondness for the sport. Then, like manna from heaven, I discovered audiobooks. The library has just about every book I could imagine, either on CD or in digital audiobook format (just plug in earphones and listen!) Since beginning to “read” again, blissfully multitasking by driving, cooking or cleaning, I have whipped through Beautiful Boy (a father’s story of his son’s meth addiction), The Truth about Hillary [Clinton], Of Mice and Men, Their Eyes Were Watching God [classic African American fiction by Zora Neale Hurston], Naked [David Sedaris], and Marley Me [tearjerker about the world’s “worst” dog]. I am currently listening to The Tipping Point [Malcolm Gladwell] and Three Cups of Tea [compelling even if some of it is not completely true]. On deck: Animal Farm and Hope’s Boy. Perhaps someday my brain and body will be content to sit and read, but that day has not come yet. I am just glad to have rekindled (no pun intended) my love for stories and for absorbing knowledge. It seems this bookworm’s hunger is still insatiable.

Essay on Racism in Invisible Man - 838 Words

Racism is perceived as a very negative aspect of society. When most people think of racism, they see hatred, evil, and ignorance. It has always been around since history has been recorded, and probably before that. There are many different forms of racism, but when one thinks of racism in America, they most certainly think of the struggles that the African-Americans have faced for hundreds of years. American literature has been noted for its sometimes controversial, but outspokenness of issues faced by people and minorities. Ralph Ellison is considered one of these authors after his novel Invisible Man. It was published in 1953, before the Civil Rights Movement really got strong. Ellison confronts the various forms of racism in this novel.†¦show more content†¦The man says something that the narrator does not like and tries to force an apology out of the man. This is what initiates the first part of racism and the thought of being invisible in the novel. The narrator endures the different types of racism through the different places he visits. Everyone expects something different of him and other African-Americans. This is how he tries finding his inner self and it just confuses him more because everyone wants something different. Another example of this is when the narrator is working for Liberty Paints in New York. The work force is primarily blacks, but the final product is white. This is ironic because their slogan is â€Å"If it’s Optic White, it’s the Right White.† There is also a sign outside of the building that reads â€Å"Keep America pure with Liberty Paints.† This is a form of racism in itself because they only produce white paint, and they say that they are keeping America pure. †Our white is so white you can paint a chunka coal and you’d have to crack it open with a sledge hammer to prove it wasn’t white clear through† (Ellison 217). This is said by Lucius Brockway, an engineer at Li berty Paints. This can be seen as an extended metaphor between the paint making process that requires a black chemical to be added, and the whites vs. blacks at the company itself. The company seems to have primarily black workers producing the paint, but this quote goes to show that white is overpowering and thatShow MoreRelatedInvisible Man, Race And Racism1822 Words   |  8 PagesIn the novel Invisible Man, race and racism is a constant issue of equality and inequality. In the 1960s, a black man confronts racism against not only to white folks, but society’s from degradation, but the narrator s experiences in the battle royal and his role in perceived the Brotherhood organization. However, the novel goes more in-depth in a race that makes it hard to find an individual identity. Finding out that the outside context of racism is more imposed into others while the narratorRead MoreRacism In Ralph Ellisons Invisible Man1573 Words   |  7 PagesRacism has been around for se veral centuries and it means, Prejudice, discrimination, antagonism, all directed towards someone of a different race, believing that one’s own race is superior over another† (CITATION). Racism goes far back into the thirteenth and fourteenth centuries and continues today although it isnt near as bad as it was before the 1900s. Invisible Man, written by Ralph Ellison and published in 1952, uses objects that symbolize the narrator to aid in the explanations of the racialRead MoreA Protest Against Racism In Ralph Ellisons The Invisible Man1099 Words   |  5 PagesA Protest Against Racism Merriam- Webster’s dictionary defines racism as, â€Å"prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that ones own race is superior† (Merriam-Webster). The story follows a young college age black man (Invisible) in his quest of personal identity. The story follows a young college-age black man (Invisible Man) in his quest of personal identity. The novel exposed the evils of racism that are difficult to eradicateRead More Racism and Identity in Ralph Ellison’s The Invisible Man Essay2209 Words   |  9 PagesIn Ralph Ellison’s novel The Invisible man, the unknown narrator states â€Å"All my life I had been looking for something and everywhere I turned someone tried to tell me what it was†¦I was looking for myself and asking everyone except myself the question which I, and only I, could answer†¦my expectations to achieve a realization everyone else appears to have been born with: That I am nobody but myself. But first I had to discover that I am an invisible man!† (13). throughout the novel, the search forRead MoreThe Role Of Identity In Ralph Ellisons Invisible Man1236 Words   |  5 Pagesadolescents face. In the novel, Invisible Man, by Ralph Ellison, Ellison highlighted the struggles the main character, the â€Å"Invisible Man (IM)†, faced when it came to the division between how he distinguished himself and how the people in his life distinguished him. This caused a lack of self-established identity within the Invisible Man and throughout the course of the novel, various factors caused the Invisible Man to rethink his own identity. Ellison made a point about how racism went hand and hand withRead More Analysis of Ralph Ellisons The Invisible Man Essay934 Words   |  4 PagesAnalysis of Ralph Ellisons The Invisible Man The prologue from The Invisible Man deals with many issues that were palpable in the 1950s, and that unfortunately are still being dealt with today. An African-American man who refers to himself as the invisible man goes through life without being truly noticed as a person. He states that because of his skin color he is only looked down upon, if he is ever noticed at all. The invisible man goes through life living in a closed down part of aRead MoreAnalysis Of Invisible Man By Ralph Ellison1665 Words   |  7 PagesRyan LaFleche 2-21-16 Dr. Valkeakari AMS 365 The Complexity of Identity in Invisible Man by Ralph Ellison Invisible Man (1952), written by Ralph Ellison, tells the story of a young, college- educated African American man struggling to survive and succeed in a society that is racially divided that refuses to consider him to be a human being. Taking place in the late 1920s and early 1930s, this novel describes the extraordinary journey of an unnamed African AmericanRead MoreInvisible Man1629 Words   |  7 PagesAmanda Trujillo Gianunzio English 1B 24 October 2017 Invisible Man: Impact of Invisibility and Blindness on Individual identity The themes of blindness and invisibility are evident throughout the novel. The society is blind to the behavior and characteristics of the narrator. The narrator makes himself invisible since he knows the society already sees him as an unimportant individual. The aspect of invisibility is evident throughout the novel including his aim of impressing the white, his innocenceRead More Use of Symbolism In Ralph Ellisons Invisible Man Essay766 Words   |  4 Pagesattempt to escape from stereotypes and his theme of racial inequalities in his novel, Invisible Man. In particular, the symbolism of the cast-iron is one that haunts the narrator throughout the book. Ellison’s character discovers a small, cast-iron bank that implies the derogatory stereotypes of a black man in society at the time. From its â€Å"wide-mouthed, red-lipped, and very black† features, to its suggestion of a black man entertaining for trivial rewards, this ignites anger in Ellison’s narrator. The Read MoreRevelations Of The Fictional Characters Of Ralph Ellison s Invisible Man1402 Words   |  6 PagesEllison’s Invisible Man, the main character goes through a spiritual realization just as Meursault does in Albert Camus’ The Stranger. In the Invisible Man, Dr. Bledsoe leads the protagonist astray to the fabled Harlem of New York City. Once the narrator arrives in Harlem, it becomes apparent that he was sent to Harlem as a punishment and has been permanently expelled from black college. The narrator finds himself struggling to understand the role he must play in society as a black man. As the novel

Saying Good Evening in Japanese

Whether youre visiting Japan or youre simply trying to learn a new language, knowing how to say and write simple greetings is a  great way to start communicating with people in their language. The way to say good evening in Japanese is Konbanwa. Konbanwa shouldnt be confused with  konnichi wa, which is a greeting often during daytime hours.   Greetings for Day and Night Japanese citizens will use the morning greeting ohayou gozaimasu,  most often before about 10:30 a.m. Konnichiwa is used most often after 10:30 a.m., while konbanwa is the appropriate evening greeting. Pronunciation of Konbanwa Listen to the audio file for Konbanwa. Japanese Characters for Konbanwa 㠁“ん㠁 °Ã£â€šâ€œÃ£  ¯Ã£â‚¬â€š Writing Rules There is a rule for writing hiragana wa and ha. When wa is used as a particle, it is written in hiragana as ha. Konbanwa is now a fixed greeting. However, in the old days it was a part of sentence such as Tonight is ~ (Konban wa ~) and wa functioned as a particle. Thats why it is still written in hiragana as ha.

Commentary Different Free Essays

The text is a monologue and inspired by two other kinds of texts. Alan Bennett’s â€Å"Talking Heads† and (to a lesser extent) a text I discovered by Carol Ann Duffy called Comprehensive. It is present in the AQA English Language and Literature Anthology for 2003, 2004, 2005. We will write a custom essay sample on Commentary: Different? or any similar topic only for you Order Now The purpose of the text is as a means of entertaining an audience of a younger age (possibly in between the ages of 12-18) that are aware of the groups of people concerned (who are usually teenagers themselves) and also of their colloquialisms. This targets mostly those who are affected or annoyed by these types of people within their daily lives. (People in the Birmingham area of this age are more likely to understand the dialect). A person that fits into this category should hopefully find that the text is true to real life, and also quite amusing. The piece begins as one of Alan Bennett’s â€Å"Talking Heads† would. As his works were written with the assumption that they would be visual for a watching audience as well as just for a listening audience, he wrote, what could be referred to as stage directions in italics at the top of each monologue. I have done this also as I think it sets the scene well and perhaps gives away more information about each character. The genre of the piece (monologue) does not really confine me in terms of the subject matter or layout but I feel that its genre is evident from merely viewing the layout and maybe reading the first paragraph. I did not feel it suitable for either person to greet the audience, as they would be talking to a camera and not a person. This also would not aid me in any way when putting across my attitudes. Instead I continued straight into both characters speeches as a means of making the passage run more smoothly. There is not just a single attitude that I am trying to get across in writing this text but they are all linked in that my ‘complaints’ all refer to the groups known to me and many others as â€Å"greebos† and â€Å"Kevs†. I have attempted to explain these two groups of people’s attitudes (as I see it as an outsider looking in) towards their own lives and, more importantly, to each other. I have also made clear use of slang with each person to show the listener how confusing some of the slang that teenager’s use today is and how the language varies between the different groups (i.e. one would rarely hear a ‘greebo’ say the word â€Å"wicked† unless it were as a means of imitating a ‘kev’). I have tried to show how humorous some of the words and phrases used sound, and in some cases, how they make no sense whatsoever, for example, the names of these groups alone are somewhat confusing and do not give us any clue as to what it means to be a member of these groups. Even though I am familiar with these groups, I do not know where their group names or the language they use is derived from. They have both somehow managed to inherit a kind of stereotype description, which everyone can refer to if either the word â€Å"greebo† or â€Å"Kev† is used. Part of the message that I am trying to put across is trying to, explain that most â€Å"Kevs† and â€Å"greebos† do not fit their stereotype description at all. For example, according to Tom, Jack and ‘his kind’ do not like the game of football, â€Å"what kind of a person doesn’t like football!?†, when clearly Jack states that he has â€Å"got a season ticket for City† and he enjoys going to the games. â€Å"Filthy scum get outta Brum'† â€Å"Bopping† around in their â€Å"Rocky P’s† Tom and Jack speak in an informal manner (shown above), as if they are talking to a friend instead of in a more impersonal way. They both presume that the listener understands the slang that they use. I felt that if they didn’t do this, then my attitude towards the language that they use would seem less obvious. Despite their supposed initial feelings of being comfortable talking at a camera, towards the end of both monologues the boys both seem to feel threatened after arriving at the subject of befriending a member of the opposite group. At this point there are a lot of stops and stutterings marked by â€Å"†¦Ã¢â‚¬ , and finally – seemingly as a means of escape – both come to an abrupt end and what looks like a farewell without an explanation of where they have to rush off to and why they have to go wherever they are going so quickly! In reality, the stereotype â€Å"greebo† is exactly as the â€Å"kev† describes and the stereotype â€Å"kev† is exactly how Jack describes, but their minds do not seem to be open enough or able to grasp the concept that not all of the opposing group are like this. If what Tom Foster believes were true then there would not be many â€Å"greebos† alive to get exasperated about because presumably they will have all â€Å"slit their wrists†. Only in extreme cases only are their faces covered in piercings and not all of them despise football (as I have shown using Jack). The â€Å"greebo† that I have used in my monologue does not give us any evidence that he worships Satan either despite what the â€Å"kev† believes and the â€Å"kev† is even in a relationship with a â€Å"greebo† despite this being against his ethics. When talking about Eminem, (a music artist popular with both groups) Jack refers to him as â€Å"one of us†. When he says this the listener would realise what he means by â€Å"us† even though he gives us no clue as to what it means. This shows that he knows that he is part of a group (the â€Å"greebos†) and by saying that he is one of them is a way of making his music only acceptable for them to listen to rather than â€Å"Kevs†, and as he continues he explains that â€Å"Kevs† listen to his music for the wrong reasons almost saying that they should not be permitted to listen to it. â€Å"cos they’ll get thinking that he is one of them† â€Å"These ‘greebo’s’ sicken me†. These quotes show that they talk down on each other as if they were somehow of a lower class and referring to each other as â€Å"them† gives a feeling of hostility even though they are so similar in many ways. The only real difference is in the clothes that they wear and the music that they listen to. Although it may seem that I have exaggerated the amount of times that both Tom and Jack use slang I assure you this is no exaggeration: â€Å"He’s the only safe one†. The word â€Å"safe† is just one of the slang words used by Jack in his monologue. If he were using Standard English then he would have said â€Å"He is the only one that is trustworthy and that I like.† I emphasise the separate groups pronunciation of words as a means of making the monologues appear more like spontaneous speech as (if the piece were to be acted out as it should be) this would be the way I would want the ‘actors’ to speak. I also tried to do this by changing the subject abruptly in various places throughout the monologues. i.e. â€Å". It’s never about the music with them, just baselines and how â€Å"tweaked† the snare drum is, whatever that means. So anyway, we decided that they were takin over too much in Birmingham so†¦Ã¢â‚¬  They accuse and criticise each other for doing the same things while oblivious to the fact that meanwhile members of the opposite group are accusing them of doing the same thing. For example, Jack says â€Å"It’s never about the music with them† while earlier on in Toms monologue he says, â€Å"We go for the music, not to get ‘wasted'† This insinuates of course that it is never about the music for â€Å"greebos† either. If we took both peoples word for it then neither of them listens to music because they want to listen to music. I don’t though and find these accusations preposterous. I believe the way in which each person ends the conversation. The language that they both use is comedic and further helps me to convey how both groups rather weird variation of the English language baffles me. Despite this, ending their monologues in the ways that they do sums up both characters. How to cite Commentary: Different?, Papers

The Dreaded Day free essay sample

It was hard to accept, but the dreaded day had finally arrived. I still remember the tears welling up in my six-year-old sister’s eyes as she looked around the empty closet in wonder. The space once filled with his clothes was now only filled with loneliness and sorrow. This wonderful little child had come to the realization that her father was gone. He had left us, and there was simply no way to reverse it. Being the oldest of four girls has never been an easy task, but with the departure of a father from our lives, our world and dreams were shattered beyond repair. My mother, the most amazingly whole-hearted person in the world, has worked harder than anybody should ever have to; simply to mend our broken household. However, long hours at work tend to hold her back from always being there in times of need. It is for this reason that I have held to step us as the temporary care-taker of my three small sisters. We will write a custom essay sample on The Dreaded Day or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many might write about their high leadership positions in their schools and communities; however, I feel that the greatest accomplishment I have ever made is the leadership role I play within my own family. Senior year in high school is not simple for many, especially when it feels like the entire world is resting on only your shoulders. That is how I have felt for the past two years. I have been continuously striving to fulfill the dream that my mother holds for my future, all in the hopes of making her proud to call me her daughter. My mother was not able to complete her college education, and the success of her children is her highest priority. Being a leader is defined as one who has influence on others. I hope that my influence affects the lives of my sisters and everyone around me. In dedicating myself to school and family, I have set goals for myself that I will do anything to accomplish. I am an extremely determined individual, and Radford University will help me take the next step in climbing the ladder of success.