Essay on Richard Rodriguezs Hunger of Memory - 1116 Words

Richard Rodriguezs Hunger of Memory The universal quot;growing painsquot; that all children experience in one form or another are easily recognized in Richard Rodriguez’s autobiographical excerpt from Hunger of Memory. Rodriguez’s childhood was particularly unique given the fact that while he was born and raised in the United States, he was strongly influenced in the ethnic environment of a Spanish family. Although the reader is introduced to only a short excerpt from the autobiography, he learns a great deal about Rodriguez’s family and his relationship to it, his conflict of speaking English versus Spanish, and the paradox that became evident as he used English as his primary language.†¦show more content†¦In his autobiography, at the young age of seven, he did not see himself as an American citizen like the other children in his class, and this discouraged him from readily learning English. #9;Ultimately, Rodriguez did learn to speak the public language. Some of the teachers at Rodriguez’s school were concerned with his and his siblings unresponsiveness in class and their unwillingness to speak English. They spoke with his parents and suggested that speaking English at home would make an easier transition for the children rather than switching back and forth. It was not until later in his life that Rodriguez realized that his teachers’ actions were ones to appreciate. #9;The conflict between speaking Spanish and speaking English had come to a head. No longer did Rodriguez hear the warm sounds of Spanish fill his house. Speaking English began to separate his family. As he and his siblings began speaking more and more English outside of the home, primarily at school, the parents had a more difficult time communicating with their children and, therefore, conversations became strained and less frequent. While his home life considerably changed, Rodriguez’s life at school became drastically different. #9;Previously reserved and unsure, Rodriguez became more confident. Speaking English made him more vocal in class and he had an easier timeShow MoreRelated Richard Rodriguezs Autobiography Hunger of Memory Essay1111 Words   |  5 PagesRichard Rodriguezs Autobiography Hunger of Memory There exists in the majority of people a schism between their public lives and their private lives. People should desire to have their public selves match their private selves as closely as possible. A rift between the two causes nothing but pain and suffering for everyone around those people and places a heavy burden on the spirit of the ones responsible. Trust and honesty are essential to our society and the truth should be complimentaryRead MoreEducation In Richard Rodriguezs The Hunger Of Memory977 Words   |  4 PagesRichard Rodriguez, the author of â€Å"The Hunger of Memory,† is a Mexican man who rose above prejudices to become a distinguished member of society through education. Sherman Alexie, the author of â€Å"Superman and Me,† is a Native American man who grew up on an Indian reservation with a love of books and a penchant for learning in an attempt to exceed further than the predetermined path set in front of him. Rodriguez perceives education as somethi ng that has built a division between him and his family butRead MoreAnalysis Of Richard Rodriguezs Hunger Of Memory1003 Words   |  5 PagesRichard Rodriguez, the author of Hunger of Memory, is a Mexican man who rose above prejudices to become a distinguished member of society through education. Sherman Alexie, the author of â€Å"Superman and Me,† is a Native American man who grew up on an Indian reservation with a love of books and a penchant for learning in an attempt to exceed further than the predetermined path set in front of him. Rodriguez perceives education as something that has built a division between him and his family but allowedRead MoreIndentation Of Childhood In Richard Rodriguezs Hunger Of Memory775 Words   |  4 PagesRichard Rodriguez writer of â€Å"Hunger of Memory†, had given an imagery of his childhood in Chapter four: â€Å"Complexion†. Where Rodriguez use of figurative speech throughout the chapter, gives an indentation of his ques tioning as a child. Questioning his identity, skin complexion, and race growing up as a child and asking â€Å"what if’s† if he had experienced things as his father had. Also understanding why his mother had always sheltered him from the outside. Not allowing him to be outside for to long.Read More James Baldwin’s Visions Of America and Richard Rodriguez’s Hunger of Memory3465 Words   |  14 PagesJames Baldwin’s Visions Of America and Richard Rodriguez’s Hunger of Memory  Ã‚     Ã‚  Ã‚   Many immigrant and minority narratives concentrate their efforts on the positive side of the American dream. These particular stories narrate a persons struggle and rise through the ranks of the Am6rican hierarchy focusing on the opportunities that seem to abound in this country. While these stories are well and good. they do seem to soft peddle the flip side of this countrys attitude toward the immigrant andRead MoreSummary of the Book Hunger of Memory and Response to It.1124 Words   |  5 Pagesheavy burden on the spirit of the ones responsible. Trust and honesty are essential to our society and the truth should be complimentary, not earned. Richard Rodriguez, a writer and public speaker, expertly illustrates his own experience with this type of double life in his autobiography, Hunger of Memory. In the last section of Hunger of Memory Mr. Secrets, Rodriguez paints an intimate portrait of his parents distinction between public and private life. He starts this by mentioning his mothersRead MoreAnalysis of Hunger of Memory and Self Essay1031 Words   |  5 PagesWhile I read The Hunger of Memory: The Education of Richard Rodriguez, there were tons of ideas that struck me. It was very interesting because so many of the different parts could relate to my life. Also, given his story, its so interesting to me that he is against bilingual education, having benefited from it in his own life. To me, it places the book in a different light as I read it. This book is a narrative and it is telling in how his opinions were formed because the experiences thatRead MoreRichard Rodriguez s Hunger Of Memory 974 Words   |  4 Pages Growing up from a different culture, Richard Rodriguez looks back on his experience on how he faced the situation as the child of Mexican immigrants. Accord ing to his 1982 memoir, â€Å"Hunger of Memory†, Rodriguez uses his own observation â€Å"to argue that if the children of immigrants are to succeed in the United States, they must separate themselves from their home culture and immerse themselves in the English oriented atmosphere of the American school† (980). In â€Å"Aria†, Rodriguez has created an autobiographicRead MoreHunger of Memory Essay595 Words   |  3 PagesIn Hunger of Memory, Richard Rodriguez situates his individual experiences with education in such a way as to expose what he sees as the fallacious logic behind bilingual education and affirmative action. He uses arguments to propagate the systematic problems with such programs. His autobiography explains in great detail the entangling problems all American children face by instituting bilingual programs and affirmative action endorsements. Bilingual education offers a completely different worldRead MoreHunger of Memory2061 Words   |  9 PagesHunger of Memory: The Education of Richard Rodrà ­guez Hunger of Memory is an autobiography of the writer Richard Rodrà ­guez and his transition from youth to manhood told through a series of recollected stories. The premise of his writing was centered mainly on his struggle to maintain both his Mexican heritage and closeness to his Spanish-speaking family, while at the same time being assimilated into American culture and obtaining an advanced education. Within the book Richard Rodrà ­guez

The Low Down on Samples of Cst Ela Essay Revealed

The Low Down on Samples of Cst Ela Essay Revealed It's possible for you to present these things separately through the use of various paragraphs. If you wish to make an academic essay which is both outstanding and relevant, always set the items that we've discussed above in mind. Knowing about the outlines and formats for many kinds of essays is an excellent way to augment the way in which you would like to state your opinions. It is crucial to cite these containers within containers in order for your readers can discover the specific source that you used. New Step by Step Roadmap for Samples of Cst Ela Essay It's also wise to show the thesis working with the points mentioned in the body portion of the essay. When utilizing a template for a guide, always make sure it's applicable to the study that you're practicing or the academic area or discipline at which you will use your academic essay. There are difference contexts that could be used within the exact subject so that you must make sure you will be clear in regards to identifying the section of the topic that you're likely to chat about. Participating in such a huge study from begin to finish has validated my interest in academic research for a profession. The effect of consumerism is a problem for global warming. To put it simply, an academic essay may be an evidence of the depth of your research procedures and the rest of the activities you have executed so you can support the content of your written output. Based on the subject of education where you are in, you want to be certain your readers can observe patterns of evidence presented so that they can clearly see how you had the ability to generate and produce insights. The course materials you want to speak about within an academic essay can reflect your degree of understanding about the topic. The 5-Minute Rule for Samples of Cst Ela Essay Doing this will enable you to be more acquainted with the usual content and basic formats which are usually seen in an academic essay. If you're clueless as to the best way to begin an essay or whether you need suggestions regarding topics, our sample essay education can be of some assistance to you. The sample essay outlines are targeted towards people who have fluency in written English but who aren't able to compose an essay since they have no clue how to compose one. If you take a look at descriptive essays from a different perspective, you will locate them very much like everyday news reports. Essays are a lot shorter than books. There's several essays completed by them. Narrative Essays If you're not quite certain what a particular type of essay is, just have a look in its name. An essay is known as an essay for the reason that it follows some simple essay formats. This kind of essay is full of anecdotes and humor and individual opinions. An expository essay is a kind of essay where the writer demonstrates how to carry out certain activities, thus the name expository. The Fight Against Samples of Cst Ela Essay There's a group of essay types which do not fit within this classification only since they are defined by the structure as opposed to content. There are a lot of different parameters to be taken into account when following a normal essay format. Depending on the sort of source, it needs to be listed in italics or quotation marks. Reveal evidence following your thesis statement presentation. Of course there are lots of expenses, dangers and rewards related to exploring these 3 ideas further. You have to find the correct resources for your essay along with patience when finding the most suitable inspiration to write. It is altering the world. You always have to learn the value of editing and choosing only the best ideas which should be included inside your piece. Key Pieces of Samples of Cst Ela Essay Joseph demonstrates a substantial need in decoding. The previous sentence of the introduction ought to be your thesis statement. Even though you should not be afraid to use narrative style should you need to tell a story or a joke in order to spell out some intricate matters. The Argument About Samples of Cst Ela Essay In that instance it is known as a college admission essay. As a consequence, you get a terrific deal of free time and completed homework. The evening before school started I can't sleep. Don't rush and read them. Click the one which you like to see the most. That wasn't my quinceanera. On the 1 hand, you may also have a look at our Argumentative Essay templates to help you begin on your position paper. Don't hesitate to download them. Although the usage of essay writing is usually seen in the area of academics and schooling. Writing is not only for those that are studying nor for your teachers. In addition to its growing cultural and ethnic diversity, State University is turning into a master at developing a niche for each and every student. These tests are the exact same for all students no matter grade level.

The Controversy Over Abortion Essay Example For Students

The Controversy Over Abortion Essay During the past quarter century, abortion has joined race and war as one of the most debatable subjects of controversy in the United States. It discusses human interaction where ethics, emotions and law are combined. Abortion poses a moral, social and medical dilemmas that focus many individuals to create an emotional and violent atmosphere. There are many points of view toward abortion but the only two fine distinctions are pro-choice and pro-life. A pro-choice person would feel that the decision to abort a pregnancy is that of the mothers and the state should have no right to interfere. A pro-life person would hold that from the moment of conception, that the embryo or fetus is alive. This life imposes on us a moral obligation to preserve it and that abortion is the same as murder. In the United States about 1.6 million pregnancies end in abortion. Women with incomes under eleven thousand are over three times more likely to have an abortion, than women with incomes above twenty-five thousand. Unmarried women are four to five times more likely to abort than married. In the past years the abortion rate has doubled among 18 and 19 year olds. Recently the U.S. rate has dropped 6 percent overall but the rate of abortion among girls younger than 15 has jumped up to18 percent and the rate among minorities climbed from 186 pe r 1,000 to 189 per 1,000. The most popular procedure involved in abortions is the vacuum aspiration, which is done during the first trimester (three months or less since the woman has become pregnant). A tube is simply inserted through the cervix and the contents of the uterus are vacuumed out. The most commonly used type of second trimester abortion is called dilation and evacuation. At this point the fetus has bones, bulk and can is able to move, the second trimester abortions are not as simple. When as much of the fetus and placenta are vacuumed out then the tweezers are used to remove the larger parts. The beginning of the fifth month abortion is the serious and actually induced as childbirth. That is, the mother is given substances, which puts her into labor and delivers the fetus, as she would do with a full-term baby. About 40 percent of Americans believe that abortion should remain legal and 40 percent believe it should be banned except when the pregnancy threatens the life of the mother or the result of rape or incest. 15 percent believe it should be illegal in all cases. Although abortion is regarded as a womans right, it should be banned with exceptions because its considered murder has many psychological side effects. Young teens say that when they see a baby it reminds them of their own that they could have had. Abortion is a womans own right and choice. In 1973 the Roe v. Wade decision proved this by recognizing abortion as a fundamental constitutional right and made it legal in all states. The law now permits abortion at the request of the women without any restrictions in the first trimester and some restrictions in the second trimester to protect the womens health. The National Abortion Right Act League argues that without legal abortion women would be denied their constitutional right of privacy and liberty. The womens right to her own body subordinates those of the fetus and the U.S. Supreme Court in Roe v. Wade argued that the womens right to privacy overruled the fetuss right to life. If abortion were illegal it would force poor women to bear and raise children they cant afford to bring up. It would force young women to raise children when they are still children themselves and would cause many deformities when incest is in involved. .u436eeec8576bde7a566c97739c30077f , .u436eeec8576bde7a566c97739c30077f .postImageUrl , .u436eeec8576bde7a566c97739c30077f .centered-text-area { min-height: 80px; position: relative; } .u436eeec8576bde7a566c97739c30077f , .u436eeec8576bde7a566c97739c30077f:hover , .u436eeec8576bde7a566c97739c30077f:visited , .u436eeec8576bde7a566c97739c30077f:active { border:0!important; } .u436eeec8576bde7a566c97739c30077f .clearfix:after { content: ""; display: table; clear: both; } .u436eeec8576bde7a566c97739c30077f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u436eeec8576bde7a566c97739c30077f:active , .u436eeec8576bde7a566c97739c30077f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u436eeec8576bde7a566c97739c30077f .centered-text-area { width: 100%; position: relative ; } .u436eeec8576bde7a566c97739c30077f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u436eeec8576bde7a566c97739c30077f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u436eeec8576bde7a566c97739c30077f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u436eeec8576bde7a566c97739c30077f:hover .ctaButton { background-color: #34495E!important; } .u436eeec8576bde7a566c97739c30077f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u436eeec8576bde7a566c97739c30077f .u436eeec8576bde7a566c97739c30077f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u436eeec8576bde7a566c97739c30077f:after { content: ""; display: block; clear: both; } READ: Critique of 'Confronting Child Sexual Abuse' Essay There would be a number of unsafe abortions in back allies. It would also force women to give up their dreams and stay home to bring up babies. Worst of all, it would condemn victims of incest to carry and nurture the offspring of their rapist. Abortion is necessary for women to have control over their own bodies and life. One activist said, If I hadnt had that abortion my life would have been a disaster. I wouldnt have made it to medical school. I was married at that point to a very ill man and it would have been terrible to have to have my baby. People who need abortions are in some kind of turmoil and its really a life- saving thing. Anonymous I am glad I had my abortion because it gave me another chance to relive my life and my dreams. It also gave me another chance of my life and gave me back part of the pride that a person stole. To ignore the rights of others is selfish. Women must have the right to control the functions of their own bodies. Sammy Garcia told the council that the ordinance would have done little good. Young women need the freedom to make choices for their reproductive life when their family cant guarantee them parental support. Women should not be forced to have babies they dont want. They must have the right to decide what happens to them and have a safe and legal way of doing so. Women are in control of their own bodies and their lives. Legislators have no right to interfere with their own choices. The practical assertion that since pregnancy involves a womans body, the choice of continuing that pregnancy must be hers alone. Although abortion is considered murder by half of all Americans, Pro-lifers believe that human life begins at the moment of conception. When the merge of the egg and sperm is complete, they are fertilized and known as the zygote. The zygote contains a full set of 46 chromosomes, which is required to create a human life. Scientists identify that at the moment of fertilization the ovum takes on an entirely different destiny, life. About 15,000 genes from the spermand ovum form a unique combination. This is nothing less than a new human life at its earlier stage of life. In the United States many infants will not make it to puberty, old age or even their second birthday. Just because of their shortened life, it doesnt mean that it never existed. Dr. Nate Anderson stopped performing abortions after becoming aware of the horrors that he observed. A woman has the right to go to bed with who she wants, but she can not choose death for her child. Its a direct violation of human rights. Anthony Simpson has a photo of an aborted fetus and believes that abortion is nothing but a ruthless murder. In southern Kentucky, Robert Hollis brutally assaulted his wife in effort to abort the fetus he suspected wasnt his. He successfully did so and Carroll believed Hollis set out intentionally to kill that fetus and that is in fact murder. A friend, Christina a graduate from high school has recently become pregnant and decided against abortion. She feels that its an innocent child inside of her. It has a brain and a heart therefore it also has a right to life. Abortion is the unnatural end of pregnancy. That child has a right to life that is equal to the mothers right. One cannot kill another human being just because they wished it wasnt arou nd. Abortion is murder of the innocent practiced on a national scale. Overall it has been proven that the fetus is a real person and it responds to noise, has feeling and fears. To have an abortion will destroy an innocent life, which is directly connected to murder. It also kills a consequence that some one made and now not willing to take it. .ub09f360256278a2fe59297bb8f3792cb , .ub09f360256278a2fe59297bb8f3792cb .postImageUrl , .ub09f360256278a2fe59297bb8f3792cb .centered-text-area { min-height: 80px; position: relative; } .ub09f360256278a2fe59297bb8f3792cb , .ub09f360256278a2fe59297bb8f3792cb:hover , .ub09f360256278a2fe59297bb8f3792cb:visited , .ub09f360256278a2fe59297bb8f3792cb:active { border:0!important; } .ub09f360256278a2fe59297bb8f3792cb .clearfix:after { content: ""; display: table; clear: both; } .ub09f360256278a2fe59297bb8f3792cb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub09f360256278a2fe59297bb8f3792cb:active , .ub09f360256278a2fe59297bb8f3792cb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub09f360256278a2fe59297bb8f3792cb .centered-text-area { width: 100%; position: relative ; } .ub09f360256278a2fe59297bb8f3792cb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub09f360256278a2fe59297bb8f3792cb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub09f360256278a2fe59297bb8f3792cb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub09f360256278a2fe59297bb8f3792cb:hover .ctaButton { background-color: #34495E!important; } .ub09f360256278a2fe59297bb8f3792cb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub09f360256278a2fe59297bb8f3792cb .ub09f360256278a2fe59297bb8f3792cb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub09f360256278a2fe59297bb8f3792cb:after { content: ""; display: block; clear: both; } READ: Deciding to Save Lives with the Atomic Bomb EssayScientific research has successfully shown that abortion causes many psychological side effects. It leaves the woman with many strong feelings about her decision. She may feel sadness, wishing things could have been different and grief for a lost life. Guilt arises because she knows a fetus represents an independent life. Anonymous I feel that god will punish me when I want a baby he wont give me one, because it killed my first one. Anger builds up towards other people having to do with their decision. Sometimes the mother may feel that she has in fact been abandoned. Most of the mothers feel ashamed and embarrassed about th eir actions. People close to the mother may be angry with her for ending her pregnancy and make it difficult for her to deal with. Anonymous mother At first I said that I disowned her but because I was embarrassed of her but then I realized that she needs my help. Even years after the abortion, women tend to remember the regretful experience. The usually wonders of what the baby would have looked like acted like and when its birthday is. Thirty-three years old, Angela has had five abortions so far. She realizes now that they all left emotional scars her that are unbearable. It wasnt just a mass of cell it was children I was killing. It may have been a month or a year but feelings do catch up with the mother. Symptoms such as nightmares, panic attacks and flashbacks are signs of a recently discovered Post Abortion Syndrome, also know as PAS. According to a study published by Association for Interdisciplinary Research in Valves and Social Change, one in five women studied had diagnosable stress disorders. Also two in five had sleep disorders and flashbacks following abortion. Abortion is the right of the mothers and should be up to them if they choose to or not. No one should help or force the mother to do what they want. No matter what politicians, the bible and families say, women need to take control.

Lord Of The Flies Essays (794 words) - Fiction,

Lord Of The Flies In the book ?The Lord of the Flies? the author uses the conch as a symbol of unity. At the beginning of the story the conch was spotted by a boy named Ralph who did not know what it was, but the other boy named Piggy sed that it was called a conch. Piggy had an idea to blow it to get other people on the island to come to them. After Ralph retrieved the conch from the lagoon Piggy showed Ralph how to blow it. His first couple of tries were weak, then he bellowed into it . The conch made a deep, harsh noise . After a few blows boys started to come out out of the jungle . The conch is what first united the stranded boys together. The author also used the conch as a sign of power, because after the boys were together they decided that they needed a chief so they chose Ralph because he used the conch to call the others to them. Ralph also used the power of the conch to quiet the boys . When he wanted their attention and for them to be quiet he would hold up the conch and wait for them to be quiet and pay attention. He also used it to call the boys back to camp. At the beginning the boys went out to look for water but by the time they found some Ralph had blew on the conch to call them back to camp . The conch was used by Ralph to call the boys to a meeting. During the meetings a person could only speak if they raise their hand and hold up the conch . At the meeting to discuss the fire Ralph blew on the conch to call them to the meeting . After everyone was seated Ralph lifted the conch for them to be silent then he began to explain that they were on an uninhabited island with no grownups so they would have to look after themselves . That's when Ralph made the rules about the conch at the meetings. He tried to boost there moral by making the island sound fun. In the book when Ralph notices that the conch has been paretically bleached by the sun and had become a creamy-pink color. The author used the fading color of the conch to show that the boys were growing apart. Because that's when you really notice that Jack holds no regard for Ralph's rules and rather go his own way. At the same meeting is when the little boy speaks out about a beast that Simon clames isn't real and the beast is inside man himself. Jack insists that they need to hunt more , but Ralph doesn't agree with him and instead he said they needed to build shelters incase another storm came like the one they encountered upon their arrival . Ralph also said their first priority is to get rescued and to get rescued they needed more smoke. But Jack still insisted they needed to hunt more. Jacks defiance shows that he will soon go his own way. Near the end of the book when the conch is destroyed and Piggy is killed by a huge boulder that was rolled down a hill at the castle rock by Roger. After Jack and some other boys split off into their own tribe . They set up camp at a place they called ?Castel Rock? . Piggy was upset that they had taken his glasses. So Ralph and Piggy went to go and get them back. Ralph told Piggy to get the conch to take it with them, as if he thought it still possessed power over Jack's tribe. When they got down there Ralph asked for Jack. When Jack came out Ralph told him to give Piggy's glasses back. After some arguing over the fire among other things Roger started tossing rocks down at them from the top of the castle rock. Roger still had one hand on the lever that was wedged under the boulder while he was throwing the rocks. Then Roger, with a sense of delirious abandonment, leaned all his weight on the lever and the boulder went crashing down the hill. The rock struck Piggy with a hard

XYY Syndrome Essays - Syndromes, Cytogenetics, Free Essays

XYY Syndrome Essays - Syndromes, Cytogenetics, Free Essays XYY Syndrome subject = Intro to Biology title = XYY Syndrome XYY Males XYY Syndrome is a rare genetic disorder which affects males due to an extra Y chromosome. Healthy males have 46 chromosomes including one X and one Y chromosome. Men with XYY syndrome have 47 chromosomes, two of which are Y chromosomes. It is not known why the extra Y chromosome occurs. The disorder is present at birth and is estimated to occur in one out of every one thousand live births. In very rare instances, the syndrome has been passed from father to son, but in most cases heredity cannot be established. The characteristics of XYY syndrome are often very subtle and do not indicate and serious chromosomal disorder. Therefore, males with this condition are frequently undiagnosed or misdiagnosed. The primary symptoms include tall or very tall height which becomes evident at the age of five or six, and severe cystic acne during adolescence. Lower than average intelligence and/or behavioral problems, such as an explosive temper, aggressive or defiant actions, or sometimes antisocial behavior are other symptoms. Some individuals with this disorder may also have language difficulties or psychosexual problems. XYY Syndrome is often undiagnosed until tests for other medical reasons are performed. Other than being unusually tall and/or having behavioral problems, in many cases, these boys or men appear normal. Physical characteristics of XYY Syndrome may include an exceptionally long head with a slightly protrusive forehead, long hands and feet, long ears, mild indentation of the breastbone, and/or large teeth. Poor chest and shoulder muscle development is also common. Even though males with this syndrome are large, they tend to be weak and uncoordinated. Some may have a fine intentional tremor, such as shaking hands when the try to drink a glass of water. Occasionally, a bony formation across the joints in the two bones of the forearm resulting in the stiffening of the affected joints may occur. Other occasional symptoms are undescended testicles, a small penis, or an opening located on the underside of the penis. For a long time it was thought that XYY Syndrome individuals had aggressive tendencies often associated with criminal behavior due to the extra Y chromosome. Epidemiological studies suggest that one out of every 35 institutionalized male juvenile delinquents has XYY Syndrome. However, it is now believed by some researchers that this behavior is not due to the extra Y chromosome, but rather to the lower than average intelligence and education levels of these men. More research is needed to understand the role of this chromosomal abnormality on behavior.

Luminol Chemiluminescence Test for Blood

Luminol Chemiluminescence Test for Blood The luminol chemiluminescence reaction is responsible for the glow of lightsticks. The reaction is used by criminalists to detect traces of blood at crime scenes. In this test, luminol powder (C8H7O3N3) is mixed with hydrogen peroxide (H2O2) and a hydroxide (e.g., KOH) in a spray bottle. The luminol solution is sprayed where blood might be found. The iron from the hemoglobin in the blood serves as a catalyst for the chemiluminescence reaction that causes luminol to glow, so a blue glow is produced when the solution is sprayed where there is blood. Only a tiny amount of iron is required to catalyze the reaction. The blue glow lasts for about 30 seconds before it fades, which is enough time to take photographs of the areas so they can be investigated more thoroughly. Heres how you can detect blood yourself or demonstrate how to do it: Luminol Materials luminol stock solution (2 g luminol 15 g potassium hydroxide 250 mL water)3% hydrogen peroxide in water (common over-the-counter concentration)potassium ferricyanide or a sterile blood lancet and sterile alcohol pad Performing the Test or Demonstration In a clear test tube or cup, mix 10 ml of the luminol solution and 10 ml of the peroxide solution.You can activate the glow either by adding ~0.1 g of potassium ferricyanide to the solution or with a drop of blood. The blood must be on the alcohol pad. The forensic test is for dried or latent blood, so the reaction between the alcohol and fresh blood is necessary. Notes About the Luminol Test In addition to iron and iron compounds, other substances can catalyze the luminol reaction. Copper and its compounds, horseradish, and bleach also cause the solution to glow. So, you could substitute any of these materials for the drop of blood or potassium ferricyanide in the demonstration. Similarly, the presence of these chemicals at a crime scene affects testing for blood. If a crime scene was washed in bleach, for example, the whole area would glow when sprayed with luminol, making it necessary to use a different test to find traces of blood.If you are doing the reaction as a chemiluminescence demonstration, you can kick the display up a notch by dissolving the potassium ferricyanide in the peroxide solution and using a fractionating column or glass spiral to react the solutions rather than a test tube. You could pour a small amount of fluorescein in the bottom of a flask, pour the potassium ferricyanide solution through the spiral into the flask, and (in a darkened room) finish by adding the luminol solution. The spiral will glow blue as it passes through the column, but the glow will change to bright green once the luminol touches the fluorescein in the flask. Dont drink the luminol solution. Dont get it on your skin or in your eyes. If you prepare a spray bottle of luminol solution to check for traces of blood, keep in mind the solution might be damaging to some surfaces. Thats not a big factor at a crime scene, but its something to keep in mind at home or in class. Dont spray upholstery or clothing or people.The quantities of chemicals yield a super-bright demonstration, but you  can use much less luminol (~50 mg) and still achieve enough luminescence for a demonstration or for crime work. How the Luminol Test Works The iron in the hemoglobin found in blood catalyzes an oxidation reaction in which the luminol gains oxygen atoms while losing nitrogen and hydrogen. This produces a compound called 3-aminophthalate. The electrons in the 3-aminophthalate are in an excited state. Blue light is emitted as energy is released when the electrons return to the ground state. Learn More The luminol test is only one method used to detect blood. The Kastle-Meyer test is a chemical test used to detect extremely small quantities of blood. If you have leftover potassium ferricyanide, you can use it to grow naturally red crystals. Although the chemical name sounds scary, with the cyanide word in it, its actually a very safe chemical to use.

Slave Trade Essay Example | Topics and Well Written Essays - 1500 words

Slave Trade - Essay Example This paper discusses that while John Barbot account is from an active participant in slavery Mary Prince account is that of a victim of slavery. John Barbot played an active role in slave trade as he was an employee of the French slave trading company in the 1670s and 1680s, the slavery activities of this company were mainly based in West Africa; a region which by then was one of the major French colonies. His account is based on the experiences during the business encounters in which goods were exchanged for human beings, and he notes most of those sold by blacks were mainly prisoners of war. These were mainly captives during various war encounters or those held hostage when a given community raids its enemy community.  This study declares that  intended objects of were often tricked to transport goods to the slave and without their notice; they were sold and held captive. Barbot recalls a story narrated to him of a father who had supposedly tricked his son to sell him but since the son was able to understand the conversation later on conspired with the slave trader and convinced him his father was his slave and as a result the father was held captive.  John Barbot account underscores the absoluteness nature of kings that any suspicion of threat from his subjects resulted to them being sold out as slaves, whereby a typical example of a priest who was sold to Barbot following a king orders being given. Kings were always above everyone in the society and their word was final.... Barbot recalls a story narrated to him of a father who had supposedly tricked his son to sell him but since the son was able to understand the conversation later on conspired with the slave trader and convinced him his father was his slave and as a result the father was held captive. However, the son was met by black slave traders on his way home, the goods he had received from the sale of his father were taken and he was also sold as a slave. John Barbot account underscores the absoluteness nature of kings that any suspicion of threat from his subjects resulted to them being sold out as slaves, whereby a typical example of a priest who was sold to Barbot following a king orders being given. Kings were always above everyone in the society and their word was final. They even had responsibilities to organising raids in neighbouring communities with intentions of capturing slaves for sale. In the account it is also revealed that young children of both sexes are also sold by their neighb ours (Stearns 181). These children were usually captured and sold at certain times of the year when they would be sent at strategic positions by parents to scare the birds that came to damage crops. In addition, in order to avoid starvation during times of famine people also sold so as to get the necessary maintenance, thus, the business of slave trade business is largely associated with kings, very rich in the society as well as blacks. Mary prince commences her account on slavery by revisiting her childhood familiarities and later on embarks on her slavery involvements in the West Indies. While John Barbot’s slavery account is focused on West African slave trade, Mary

The Politically Incorrect Guide to Islam by Robert Spencer Essay

The Politically Incorrect Guide to Islam by Robert Spencer - Essay Example Robert Spencer shakes things in an equally controversial book The Politically incorrect Guide to Islam. This book obliterates simplistic, politically correct opinions about the Islam religion. It compares, word by word, the teachings between Muhammad and the teachings of Buddhism, Christianity and other religions. He sent her away until the child was born. When the woman came back after several months, he took the child and gave it to a friend as a gift while he ordered the woman to be stoned to death. This book covers a lot of ground with the study of Muhammad, the development of Quran, the spread of Islam religion, and Islam’s early wars hence the culmination of the Crusades. The book is introduced as an examination of some specific tendentious contentions about Islam religion and the Crusades that have been a source of current debates. Spencer provides readers an extensive exploration about Islam that cannot be taught in school or that may not be exposed in the media; in so doing he paints religion in a broadly negative light. The general notion that Islam is a peaceful religion that has been hijacked by small minority of extremists is the beginning of all PC myths surrounding Islam. To back his claims, he quotes several Western Historical figures such as John Quincy, Alexis de Tocqueville and Winston Churchill who have been vocal in criticizing Islam. The book criticizes Islam as both oppressive and militant and gives a historical account of the crusades based on the argument that they were a late response of European civilization to the centuries of occupation and invasion which started in the 8thC in Italy, France, the Iberian Peninsula, Sicily and major parts of Eastern Europe. Spencer argues that the civilization clash between the West and Islam in the 21stC was as a result of a continuation of a 14thC long jihad which commenced at the inception of Islam. The book also offers discussions about the difficulties of treating this topic in a ever dis integrated current political environment. The fact is the book has both the bright and not-so bright sides. On the bright side, Spencer denies many myths penetrated by the PC crowd: that mainly states that Islam and Christianity are for the greater part been equivalent traditions, that crusaders were selfish land-hungry colonizers, that Jihadists were benign sweetie-pies and many other controversies. Honestly, I do agree with his bruising of Ridley Scott’s Kingdom of Heaven film which depicts a sentimentally liberal Islam during crusades periods. On the other side of the Spence’s book, he gives several myths that need correction. These include: Christianity is essentially begin and Islam nasty The crusades were defensive conflicts We should be grateful for crusades These three points as expressed by Spenser are myths and ironical in nature. 1) Myth one: Christianity is essentially begin and Islam nasty The book â€Å"The Politically incorrect Guide to Islam† is full of â€Å"Jesus vs. Muhammad† punctuations, whereby several teachings of Jesus are compared and contrasted with the intolerant and militant teachings of Prophet Muhammad. Taking for instance page 35: Jesus teachings was â€Å"blessed are the persecuted† and it is contrasted with Prophet Muhammad’s authority to kill persecutors claiming that â€Å"persecution is worse than slaughter† (Qur'an 2:191). Again in page 143, Spencer describes Jesus’ teachings and deeds to be merciful to enemies as compared to Muhammad’s command to ruthless to unbelievers but merciful to fellow Muslims. The mention of Islam develops a feeling of fear on the part of many non-Muslims because of what they have been told or heard about the Muslims. In my opinion, it is pointless to list

What Students Have to Say Middle School Students Essay Example for Free

What Students Have to Say Middle School Students Essay Abstract The central research question of the study asks: how do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the study ask: what are some of the barriers to learning mathematics in middle school mathematics class and what causes students to understand certain mathematics concepts in middle school mathematics class? The purpose of the study is to discover and understand middle school students’ experiences learning mathematics in middle school mathematics classes. Qualitative methods are utilized, and a basic design is employed that uses the interview, document collection, and field notes in order to gather data. The results of the study show repetitive themes communicated by the participants related to how hard middle school mathematics is, how students have to work on mathematics problems by themselves, the fast pace at which middle school students have to work, student disruptions in the mathematics classroom, students playing and talking in the mathematics classroom, and that there are many skills, tools, and resources within the middle school mathematics class that help middle school students learn mathematics. It is concluded that learning mathematics in middle school mathematics classes can be an intimidating experience especially in light of the fact that some of the teachers give little help and that the pace at which some teachers move may be a little too fast for some students. It is also concluded that middle school mathematics students cannot learn mathematics effectively in the presence of competing stimuli such as students talking about things other than mathematics or students simply playing in class. Conversely, however, it is concluded that students have positive experiences learning and understanding mathematics in middle school mathematics classes as a result of certain skills, tools and resources being in place. Based off of the findings of the study, it is recommended that the study be replicated using other American sub-cultures, the â€Å"new† findings of the study be tested as hypotheses, the data from the study be rereviewed, and that the study be completed using observations as the primary means of data collection. Dedication I thought long and hard about to whom (or what) this work should be dedicated. The list would be too many if I were to dedicate to the many possible prospects. As such, I finally remembered who was there with me—unconditionally—up to and through this point in my 44 years on this earth. So, I dedicate this work to myself. Selah. iv Acknowledgments To me, it would make no sense whatsoever if I did not acknowledge my Lord and Savior, Jesus Christ. It would be almost just as nonsensical if I did not acknowledge my wife and children who endured the time I took away from the family as I completed this dissertation—for the former, all praise is due, and, for the latter, thanks for hanging in there with me. This work represents the culmination and expression of a journey I began many years ago. Beyond the journey, the completion of this dissertation is the truest of paradoxes in that it is the beginning of the end. Yes, the acknowledgements already made go without saying; however, and unbeknownst to many, acknowledgement must be made to an individual who is responsible for the impetus and motivation that is and has been an integral part of my journey from having no high school diploma to completing a terminal degree. This individual was the only person who had the effect on  me that engendered a desire to embrace education, so (just under God—smile), one of my greatest acknowledgments go to (the then) Lieutenant Michael Evans (during our tour at the Anti-Submarine Warfare Operations Center [ASWOC] at Guam). I can say with an utmost of certainty I would not be making this acknowledgment if it were not for all of his positive words about the importance of education and the related encouragement about why I should embrace it—Thanks Lieutenant Evans. v Table of Contents Acknowledgments List of Tables CHAPTER 1. INTRODUCTION Introduction to the Problem Background of the Study Statement of the Problem Purpose of the Study Rationale Research Questions Significance of the Study Definition of Terms Assumptions Limitations Nature of the Study Organization of the Remainder of the Study CHAPTER 2. LITERATURE REVIEW Theoretical Framework of the Study Mathematics Achievement Mathematics Underachievement In the United States Factors that Impact Mathematics Achievement—the Child Other Factors that Effect a Child’s Achievement in Mathematics Factors that Impact Mathematics Achievement—the Teacher vi v ix 1 1 2 5 6 8 11 11 13 14 16 17 18 20 20 21 24 26 33 37. Other Problems Linked to the Teacher that may Impact Student Achievement in Mathematics Factors that Impact Mathematics Achievement—School Climate Summary CHAPTER 3. METHODOLOGY Statement of the Problem Research Questions Research Methodology Research Design Population and Sampling Procedure Panel of Experts Sources of Data Validity Reliability Data Collection Procedures Data Analysis Procedures Ethical Considerations Summary CHAPTER 4. DATA COLLECTION AND ANALYSIS Descriptive Data Data Analysis Results Summary vii 42 43 52 57 59 60 60 61 63 65 67 70 72 73 80 86 92 94 95 95 103 105. CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS Summary of the Study Summary of Findings and Conclusion Recommendations Implications REFERENCES APPENDIX A. INTERVIEW QUESTION GUIDE/PROTOCOL APPENDIX B. COMPLETE LIST OF CODES AND THE FREQUENCIES IN WHICH CODES OCCURRED ACROSS ALL CASES/PARTICIPANTS 107 107 109 121 124 127 142 144 viii List of Tables Table 1. Student Demographic Data and Student Dynamics Data for the School District During the 2011-2012 School year 96 Table 2. Participant Descriptive Data Table 3. Participant Responses to Research Question Three 96 119 ix CHAPTER 1. INTRODUCTION Introduction to the Problem Within American schools, the current standards-based reform prompts school districts to use standardized tests to account for and highlight the academic progress of its students. In short, these standardized tests emphasize core content areas of learning. Of these core areas, mathematics and reading are the subjects upon which most states report (No Child Left Behind [NCLB] Act of 2001, 2002). Between mathematics and reading, today’s American youth experience lower achievement in mathematics than in reading (Boe Shin, 2005; Ketterlin-Geller, Chard, Fien, 2008). Researchers highlight a myriad of factors that have a potential for contributing to why students experience lower achievement in mathematics to include both cognitive and affective explanations (Koutsoulis Campbell, 2001). However, American mathematics underachievement, at least from grades three and four to grades seven and eight, cannot be explained by a number of important factors since factors that impact mathematics achievement have been shown to be consistent across grade levels through much of the research (Boe Shin, 2005). As a result and because little research has been found related to student perceived experiences in mathematics, it is the intent to listen to what the much ignored student in educational research has to say about his or her experiences in mathematics classes. In previous studies, when getting information about or directly from the student, much of the research involves post-secondary students (Anthony, 2000; Moody, 2003). Therefore, the current study attempts to directly garner the collective voices of a small 1 group of regular education middle school students. The study is accomplished by using a qualitative research methodology and a basic research design (Creswell, 2009; Merriam, 2009). Consequently, students participate in face-to-face semi-structured interviews in order to gather data about the experiences they have had in mathematics classes. Incidental to the interview process, documents offered by participants or asked for by the researcher are collected. Additionally, as suggested by Miles and Huberman (1994), field notes are collected as a third source of data. In turn, in an attempt to â€Å"make sense out of text and image data† (Creswell, 2009, p. 183), a systematic process is used to analyze collected data from student participants so as to identify some themes, patterns, and relationships that emerge between the participants’ experiences in mathematics classes and the actual phenomenon of being a part of the middle school mathematics class. Background of the Study Student learning of mathematics has been characterized as being either cognitive or affective (Singh, Granville, Dika, 2002; Winstead, 2004). For a long time, researchers have only considered the cognitive aspects of the student when providing explanations for student learning and academic achievement; however, recent research has considered the affective component of the student when providing explanations for learning and academic achievement (Singh et al. , 2002). Despite the explanation for how students learn, it is now known that there are a number of factors that play a role in student learning and achievement both in general, and more germane to this study, in middle school mathematics classrooms (Stevens, Olivarez, Lan, Tallent-Runnels, 2004). 2 In a study conducted by Singh et al. (2002), a number of important factors were pointed out as salient pieces to students’ learning of mathematics. Within middle school mathematics classrooms, a student’s achievement is a behavioral outcome that is impacted by other factors within that environment  (Schweinle, Meyer, Turner, 2006). More specifically, the researchers of the above mentioned study observed how a mathematics teacher’s instructional practices greatly impact a student’s impetus and subsequent achievement within that environment. Other researchers support the idea that student mathematics achievement is an outcome response that stems from factors such as test-taking, the level of mathematics, task difficulty, self-perception, and utility or intrinsic value (Eklof, 2007; Trautwein, Ludtke, Marsh, Koller, Baumert, 2006; Watt, 2006). In the case of test-taking, evidence points towards students taking low-stakes test less serious than high stakes tests (Eklof, 2007). In one study, it was found that a positive correlation existed between providing eighth grade students with a monetary incentive and their subsequent effort and test achievement (O’Neil, Abedi, Lee, Miyoshi, Mastergeorge, 2004). However, in the same study, it was found that a similar incentive had no effect on twelfth graders and their respective effort and test achievement (O’Neil et al., 2004). Karmos and Karmos (1984) found that the level of motivation to achieve in mathematics was stronger in boys than in girls, but, in a study conducted by Brown and Walberg (1993), no correlation was found between the level of motivation to achieve in mathematics and the sex of the child. All of the aforementioned research has made it known that test-taking is a factor that impacts student mathematics achievement in both negative and positive ways. 3 Other research has shown that there is a connection between the level of mathematics (i. e. , Pre-Algebra, Algebra, or Geometry) and how difficult the mathematics task is and student mathematics achievement (Trautwein et al. , 2006; Watt, 2006). Both studies conducted by the aforementioned researchers showed that despite the level of mathematics or the difficulty of the mathematics task, boys were still more motivated and displayed higher levels of achievement within higher level mathematics classes. The level of mathematics was shown to impact student mathematics achievement in the case of middle school students who show a decline in their ability to obtain success in mathematics courses (Eccles et al. , 1993). Another study showed this same diminished achievement ability in mathematics at the high school level (Chouinard Roy, 2008). A study conducted by Watt (2006) showed, although indirect, the difficulty of mathematics tasks impacts a female student’s mathematics achievement, choices in advanced mathematics classes, and choices in mathematics related career choices. In similar fashion, student achievement in mathematics has been impacted by such things as the student’s own self perception of mathematics as well as the student’s intrinsic and extrinsic values. Students’ achievement at higher levels of mathematics courses dwindles as they get into higher grades as these higher levels of mathematics are perceived by students as being more challenging (Eccles et al. , 1993; Chouinard Roy, 2008). In this same vein, Skaalvik and Skaalvik (2004) found that boys may perceive themselves as being better at mathematics than girls. Other literature suggests that mathematics achievement can be an outcome construct of one’s intrinsic and extrinsic value (Ryan Deci, 2000). Andrews and Hatch (2002) clarify that intrinsic value is the desire to do something that is self-satisfying while extrinsic value is the desire to do 4 something to get an outside reward (such as pay). Unfortunately, factors that deal with the student and teacher are not the only variables impacting student performance within the United States. Other researchers have pointed towards the climate of the school as yet another piece that effects mathematics achievement for students within the United states with the brunt of the effects of diminished mathematics achievement being felt by students at the middle school level (Cohen, Pickeral, McCloskey, 2009; Good Weinstein, 1986; Kuperminc, Leadbeater, Emmons, Blatt, 1997; Rutter, 1983). According to Boe and Shin (2005), data from the Program for International Student Assessment (PISA) presents a larger problem that involves American students lagging behind other industrialized nations in mathematics achievement at all grade levels. For American students in the middle school, 31 percent of included industrialized nations scored better in mathematics. For many of these American students, there are a myriad of factors that come into play that impedes access to and achievement in mathematics; many of these factors have been proven to negatively impact a student’s overall success in mathematics (Center for Teaching/Learning of Mathematics, as cited in Newman, 2008; Pustjens, Van de gaer, Van Damme, Onghena, Van Landeghem, 2007; Fuchs et al.  , 2008; Newman, 2008; Walsh, 2008; White-Clark, DiCarlo, Gilchriest, 2008). As for middle school mathematics students, providing some explanations of the phenomena of learning mathematics has become a continued priority of research (Singh et al. , 2002). Statement of the Problem There is a gap in literature regarding regular education middle school students’ experiences learning mathematics in mathematics classes. This gap in literature 5  perpetuates a practice problem for administrators of education as administrators focus more on the needs and wants of the administration instead of the needs and wants of the student (Armstead, Bessell, Sembiante, Plaza, 2010). For many of the studies completed concerning today’s youth, the research does not taken into account the perceptions of the student except in cases in which the research involves post-secondary students (Angier Povey, 1999; Anthony, 2000; Moody, 2003). Armstead et al.(2010) suggest that when soliciting information directly from the student, a clearer picture of what has and has not changed in the classroom is garnered. Furthermore, DeFur and Korinek cite the importance of getting information directly from students and state that, overall, getting information directly from the student is the equivalent of a â€Å"powerful tool for school improvement† (2009, p. 15). Preble and Taylor (2008) put it succinctly by stating the voice of the student is a valuable source of information. As a result of the aforementioned absence of the much ignored student in educational research and because little research has been found that asks middle school students about their experiences learning mathematics within the mathematics classroom, it is the goal of this dissertation to investigate those experiences as perceived by this group of students. Purpose of the Study Ultimately, the purpose of this study is to discover and understand middle school students’ experiences learning mathematics in mathematics class. Collected data regarding these experiences will more than likely have spoken to the larger problem that involves American students lagging behind other industrialized nations in mathematics achievement at all grade levels (Ross, 1992; Tschannen-Moran et al. , as cited in Charalambous, Philippou, Kyriakides, 2008; Chouinard Roy, 2008). In American 6 schools, underachievement in mathematics has placed us far behind other industrialized nations (Boe Shin, 2005). Much research has been done in an attempt to explain possible causes to mathematics underachievement, and this study is completed in order to provide further contributions to that body of research. Research on mathematics at the middle school level is important as achievement in mathematics at the middle school level may determine course enrollment and mathematics choices in high school (Singh et al. , 2002). Additionally, mathematics achievement at the middle school level is an indicator of other things such as students’ abilities to handle advanced mathematics courses that are predicated on middle school mathematics skills. Moreover, mathematics achievement at the middle school level makes available or limits postsecondary and occupational opportunities for students as they move from childhood to adulthood (Gonzales et al. , 2008; Singh et al. , 2002). Unfortunately, while there is a great deal of literature on mathematics that highlights such things as mathematics achievement as well as other mathematics phenomena, little is done in terms of interviewing the middle school student directly when it comes to mathematics research (Angier Povey, 1999). To date, when students are involved directly in mathematics research, the participants are postsecondary students (Anthony, 2000; Moody, 2003). As a result, the purpose of this dissertation is to listen to sixth, seventh, and eighth grade middle school students from one middle school within a large school district in the eastern United States regarding their experiences learning mathematics in mathematics classes. In a few past studies, getting information directly from the student provided for an assessment of the needs and wants of the student as opposed to the needs and wants of 7  the administration (Armstead, Bessell, Sembiante, Plaza, 2010). In the same fashion, by soliciting the thoughts and experiences of the student, a clearer picture of what has and has not changed in the classroom can be ascertained (Armstead et al. , 2010). Having provided a collection of experiences pertaining to learning mathematics in mathematics classes, data students share about such experiences should resonate in the form of their beliefs, attitudes, likes, dislikes, motivation, lack of motivation, etc. when it comes to being a part of a middle school mathematics class. By gaining this type of information, the proposed study is also meant to contribute to mathematics instruction by providing teachers, principals, superintendents, and curriculum specialists with data that highlights both impediments and compliments to middle school students’ acquisition of and overall achievement in mathematics courses. Simultaneously, the intent of this study is to yield data that may also help school administrators to determine whether or not the proper resources are available for students to learn mathematics as well as to train school personnel and teachers in matters regarding the presentation of mathematics concepts. Rationale A study such as this one requires the view of the participants being studied—the students. Accordingly, a Social Constructivist philosophical stance has been undertaken that follows under the assumption that â€Å"individuals seek understanding of the world in which they live and work† (Creswell, 2009, p.8). For many of the studies completed concerning today’s youth, the research does not taken into account the perceptions of the student (Angier Povey, 1999). When gathering information directly from the student, much of the research involves post-secondary students (Anthony, 2000; Moody, 2003). Therefore, the current study takes the Social Constructivist stance in an attempt to 8 construct some meaning from what middle school students have to say concerning their experiences in mathematics classes. In many studies, listening to what the student has to say about his or her own experiences pertaining to a specific phenomenon provides for an assessment of the needs and wants of the student as opposed to the needs and wants of the administration (Armstead, Bessell, Sembiante, Plaza, 2010). In the same fashion, listening to what students have to say about their own experiences provides a clearer picture of what has and has not changed in the classroom (Armstead et al. , 2010). Although little has been gathered in the way of actually interviewing and listening to the middle school student concerning mathematics in general, the research suggests the importance of considering that actual words of the student as, in the case of the current study, listening to the experiences of the middle school student regarding their experiences learning mathematics in mathematics class can be the equivalent of a â€Å"powerful tool for school improvement† (DeFur Korinek, 2009, p. 15). Preble and Taylor (2008) conclude that the voice of the student is a valuable source of data. Mertens (1998) suggests that qualitative research usually dictates a Social Constructivist approach. In identifying the phenomena as described by middle school students, such a stance should provide for the collection of qualitative data surrounding their experiences in mathematics classes through â€Å"multiple stages of data collection and the refinement and interrelationship of categories of information† (Creswell, 2009, p. 13). As part of a larger basic design, the collection of data within this study is accomplished through face-to-face interviews (of which middle school students are the participants), the collection of report card documents, and the collection of field notes. Collected data is constantly compared with emerging categories of information (i. e. , relationships between 9 the students’ experiences and their actual beliefs, attitudes, likes, dislikes, motivation, and/or lack of motivation when it comes to being a part of a middle school mathematics class (2009). In short, the Social Constructivist, qualitative, basic approach of this study provides for the most complete investigative and exploratory coverage of the phenomenon experienced by middle school students in the form their collective experiences in middle school mathematics classes. Because little research has been found that asks the middle school student directly through interviews about his or her experiences within the mathematics classroom, this study is a rational choice and contributes to current mathematics practices used in America with the overall goal being to get children to do better in mathematics. Additional rationale behind conducting a study such as this one evolves from following recommendations for further research by previous researchers surrounding motivation and mathematics. Such recommendations include (a) â€Å"further research on the relationship between test-taking motivation and test achievement† (Eklof, 2007, p. 311), (b) how different aspects of affect interact with each other (Hannula, 2006), (c) the â€Å"need for more research regarding the measurement of affective and motivational variables† (Singh et al., 2002, p, 331), or, in the case of this study, (d) what are the learning experiences of middle school students in mathematics classes. The reason behind conducting a study dealing with students’ perceived experiences in learning mathematics is to contribute to a body of knowledge in which a gap exists. Ultimately, this dissertation is closely linked to providing educational practitioners and educational law makers with some understanding of the phenomenon at hand that could be used to further fine tune teacher quality and selection, modify school—based as well as educational 10  policy in general, create relevant, appropriate, and applicable curriculum, and/or create appropriate placements for students during their matriculation through middle school. In this sense, doing a study such as this one is worthwhile. Research Questions The central research question that guides the dissertation is as follows: R1. How do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the dissertation are as follows: R2. What are some of the barriers to learning mathematics in middle school mathematics class? R3. What causes students to understand certain mathematics concepts in middle school mathematics class? Significance of the Study The current standards-based reform is largely predicated upon education being conducted utilizing research-based ideals (Deshler et al. , 2001). The reform has been occurring in order to provide some cohesion and consistency across local and state educational lines. Engaging in research-based educational practices also provides for a standardization of such practices that is the sounding board and foundation for our current standards-based educational practices and the larger No Child Left Behind (NCLB) policy. In this same vein, the current study is significant. At a federal level, there are many boards and councils that attempt to document mathematics achievement as well as provide suggestions to improve such achievement (Gonzales et al. , 2008; National Mathematics Advisory Panel [NMAP], 2008; National 11 Council of Teachers of Mathematics [NCTM], 2000). In an attempt to continue to contribute to the larger body of research that mandates proven ideas and practices, mathematics research has become a major priority (McKinney, Chappell, Berry, Hickman, 2009). As such, the current study is being offered in order to augment research that seeks to contribute to current mathematics practices used in America. Of course, the overall goal is to get children to achieve at higher levels in mathematics. In terms of mathematics learning and achievement, much has been written about mathematics achievement as an outcome variable that is preceded by a multitude of factors that impact the subsequent behavioral response of students in mathematics classrooms (Schweinle et al. , 2006; Singh et al. , 2002). As a result, doing a study such as this one is in keeping with recommendations for further research by previous researchers. Within the realm of identifying the experiences of middle school students learning mathematics in mathematics classes, a gap exists in the literature when it comes to such experiences as perceived by these students that necessitates that further research be conducted. Studying this area in mathematics contributes to an area of research that has not taken into account what the actual middle school students say about their experience learning mathematics in the middle school mathematics classroom. Overall, the significance of conducting this study is closely linked to providing educational practitioners and educational law makers with some scientific information that could be used to further fine tune teacher quality and selection, modify school—based as well as educational policy in general, create relevant, appropriate, and applicable curriculum, and/or create appropriate placements for students during their matriculation through school. 12 Definition of Terms The following terms are used operationally in this dissertation according to the definitions provided: Affective learning. The dimension of learning that is concerned with the reactions, feelings, and emotions of the learning (Buchanan Hyde, 2008). Attitude. A predisposition to think or act in a particular way in response to a specific stimulus (Fitzsimmons Barr, 1997). Child. An individual who has not attained the age of consent for medical care or for research activities in the jurisdiction in which the research will be conducted (Jonsen, 1978). Coding. The process of organizing qualitative research information in chunks or segments before ascribing any interpretation or meaning to the collected information (Rossman Rallis, 1998). Content standards. Broad, measurable statements about what students should know and be able to do (MSDE, n. d. d). Cross-sectional. A process used to gather data over the course of a few weeks as opposed to over several months as with a longitudinal process (Creswell, 2009). Mathematics Belief. Describing what students see as true in mathematics, in the classroom, and within themselves (Op ’T Eynde, De Corte, Verschaffel, 2002). Middle school. A school configuration in the United States, which in recent decades, includes students in grade six through eight, or occasionally grade five through eight (National Center for Education Statistics [NCES], 2000). 13 Middle School Mathematics. Middle school mathematics is a specific set of learning expectations for the middle school level that emphasizes the learning, development, and strengthening of computational fluency with fractions, decimals, and integers, measurement, statistics, problem-solving, reasoning and proof, communication, connections, representation, and, the ability to represent ideas algebraically and geometrically (NCTM, 2000). Nuremberg Code. A set of standards established for the conduct of human research as a result of Nazi leaders committing and conspiring to commit war crimes against humanity during World War II (Byerly, 2009). Social constructivist philosophical stance. A basic set of beliefs that guide a researcher’s actions during research. A Social Constructivist stance is a stance that follows under the assumption that â€Å"individuals seek understanding of the world in which they live and work† (Creswell, 2009, p. 8). Standardized test. A tool used (either in paper and pencil or on the computer) to measure student academic achievement (Higgins, 2009). Standards-based reform. â€Å"An attempt to boost the academic achievement of all students by establishing rigorous educational standards for all, aligning instruction with those standards, and using accountability assessments to measure progress toward meeting those standards† (Voltz Fore, 2006, p. 331). Assumptions The following assumptions, based off of the characteristics of qualitative research outlined by Creswell (2007), are present in the study: 14. 1. Data is collected in the students’ natural setting where students experience the phenomena. 2. In qualitative research, the researcher is the primary instrument. In this sense, although data is collected by conducting face-to-face interviews, gathering documents, and taking field notes, that data is mediated through the researcher (Patton, 2002). 3. Multiple sources of data (the interview, documents, and field notes) are collected. 4. A variety of procedures are employed in order to check the accuracy of findings within the study (Gibbs, 2007). 5. In an attempt to â€Å"make sense out of text and image data† (Creswell, 2009, p. 183), a systematic process is used to analyze collected data from student participants so as to identify themes, patterns, and relationships that emerge between the participants’ experiences in mathematics classes and the actual phenomenon of being a part of the middle school mathematics class. 6. The research follows under the assumption that themes and categories emerge as the research process progresses. 7. An inductive form of data analysis is used. 8. The study uses a Social Constructivist lens. 9. The researcher makes interpretations of what research participants reveal in each interview as well as what the researcher collects in terms of documents. It is assumed that such interpretations cannot be separated from the researcher’s own background, history, context, and prior understanding (Creswell, 2009). 10. A holistic account of the phenomenon under study is reported. Additionally, 15 11. The sample size is large enough to provide an understanding of the experiences of middle school students learning mathematics in mathematics classes.

Nation of Islam Movement Essays -- James Baldwin

Nation of Islam Movement â€Å"God is black. All black men belong to Islam; they have been chosen. And Islam shall rule the world† (Baldwin 319). This is the principal message of the Nation of Islam movement. Although the movement has existed since the early 20th century, it gained a lot of momentum in America in the 1960’s, according to African-American essayist and novelist James Baldwin. In his essay, Down At The Cross, Baldwin conveys that the movement reached more blacks during the sixties because time was ripe for it. During the 1960’s, black and white Americans began actively questioning and challenging the status quo. Baldwin believes the Christian world had become â€Å"morally bankrupt and politically unstable† (316), and that this opened the door to radical ideas which would have been considered madness in an earlier timeframe (316). Although he does not agree with Muslim doctrine, Baldwin recognizes the power of the Nation of Islam movement, particu larly during a period of tremendous civil unrest. Research supports that Elijah Muhammad, the leader of the Black Muslims in the 1960’s, also found that time period to be very opportunistic for the Nation of Islam movement. In an article from the New York Times written by M.S. Handler in the early sixties, Muhammad quotes that he â€Å"†¦is confident that his organization, and his alone, stands to gain from the racial turmoil in the United States† (Handler 14). Like Baldwin, Muhammad recognizes that in a world where racial segregation is being challenged and the entire path of black history is being reevaluated and denounced, radical ideas are more likely to flourish. Baldwin does not support the radicalism of the Nation of Islam movem... ...rtheless, he recognizes that civil violence in post-war America might have provided an opportunity for a radical movement such as the Nation of Islam to reach more black Americans, since violence was considered to be an acceptable means to a desirable end. By the 1960’s, black Americans were better able to inure themselves to the violence that surrounded them daily and latch onto a new message of hope and freedom. Works Cited Baldwin, James. â€Å"Down At The Cross.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. Handler, M.S. (1963, June 17). Muhammad Predicts Final Victory for Muslims. Retrieved from Proquest Historical Newspapers The New York Times pg. 14 Lilyveld, J. (1964, June 29). Elijah Muhammad Rallies His Followers in Harlem. Retrieved from ProQuest Historical Newpapers The New York Times pg. 1 Nation of Islam Movement Essays -- James Baldwin Nation of Islam Movement â€Å"God is black. All black men belong to Islam; they have been chosen. And Islam shall rule the world† (Baldwin 319). This is the principal message of the Nation of Islam movement. Although the movement has existed since the early 20th century, it gained a lot of momentum in America in the 1960’s, according to African-American essayist and novelist James Baldwin. In his essay, Down At The Cross, Baldwin conveys that the movement reached more blacks during the sixties because time was ripe for it. During the 1960’s, black and white Americans began actively questioning and challenging the status quo. Baldwin believes the Christian world had become â€Å"morally bankrupt and politically unstable† (316), and that this opened the door to radical ideas which would have been considered madness in an earlier timeframe (316). Although he does not agree with Muslim doctrine, Baldwin recognizes the power of the Nation of Islam movement, particu larly during a period of tremendous civil unrest. Research supports that Elijah Muhammad, the leader of the Black Muslims in the 1960’s, also found that time period to be very opportunistic for the Nation of Islam movement. In an article from the New York Times written by M.S. Handler in the early sixties, Muhammad quotes that he â€Å"†¦is confident that his organization, and his alone, stands to gain from the racial turmoil in the United States† (Handler 14). Like Baldwin, Muhammad recognizes that in a world where racial segregation is being challenged and the entire path of black history is being reevaluated and denounced, radical ideas are more likely to flourish. Baldwin does not support the radicalism of the Nation of Islam movem... ...rtheless, he recognizes that civil violence in post-war America might have provided an opportunity for a radical movement such as the Nation of Islam to reach more black Americans, since violence was considered to be an acceptable means to a desirable end. By the 1960’s, black Americans were better able to inure themselves to the violence that surrounded them daily and latch onto a new message of hope and freedom. Works Cited Baldwin, James. â€Å"Down At The Cross.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. Handler, M.S. (1963, June 17). Muhammad Predicts Final Victory for Muslims. Retrieved from Proquest Historical Newspapers The New York Times pg. 14 Lilyveld, J. (1964, June 29). Elijah Muhammad Rallies His Followers in Harlem. Retrieved from ProQuest Historical Newpapers The New York Times pg. 1

Kelley Speach Rhetorical Analysis Enlgish Ap

In the 20th century women and children faced many injustices across the United States. Many supporters of the women’s suffrage were also advocates of child labor restrictions. Florence Kelley, an ambitious reformer and social worker, delivered a speech to the Notional American Women Suffrage Association in Philadelphia on July 22, 1905 in order to galvanize others to make changes in woman’s rights and child labor laws. Kelley purposefully appeals to emotions of her audience with the use of imagery and utilized parallel thought structure in order to convey her key points more prominently with the aid of literally elements.Kelley uses emotional appeal in her speech in order to further gain the attention of her audience by manipulating the audience’s emotions to ones Kelley feels will get her point across the best. She starts off her speech by using a piece of data that evokes strong emotion. In the first paragraph Kelley states that â€Å"two million† people under the age of sixteen years are working. She then goes further to state the gruesome jobs the children are doing such as working in cotton-mills and coal-breakers.She starts off with this emotional piece of data so that she can immediately get the attention of her audience. Once the attention of her audience is gained she freely talks about her wants for the change in law but she constantly reflects back to emotional appeal by using imagery throughout her speech in order to keep the audience’s attention. Another point she uses it is when she describes the treat of little six or seven year old girls in Georgia.Since at this point in time Georgia had no child labor laws Kelley uses the possible scenario of a little six or seven year old girl in Georgia whom is just able to reach the bobbins working eleven hours a day to create the emotion of sadness to bring the attention of her audience to her. She then immediately says â€Å"and they will do so tonight while we sleepâ₠¬  referring to the girls in her scenario to make the audience feel sadder about the situation and bringing the audience’s even attention even more towards her.By getting the Audience sad by using imagery and drawing them into her argument Kelley is able to bring her argument to the audience. Kelley also uses literary devices in order to make her key points in her argument seem stronger to the audience. Kelley conveys her key points throughout her speech with the use of parallelism. She repeats the same concept of the unfair child labor laws in four paragraphs to emphasize the point of the unfair laws. She uses the similar abor laws in Alabama, Georgia, New Jersey and Pennsylvania to repeat the concepts throughout these four paragraphs of her speech and to make sure her audience understands the importance of the unfair laws child labor laws in her argument. When describing these laws she uses literary elements to support her claim. For example she uses the implied positivity (the connotation) of the word â€Å"privilege† to create a sarcastic statement that contains a paraxial set of words to back up the unfairness of the child labor law set in New Jersey.Kelley does this when she states â€Å"boys and girls, after their 14th birthday, enjoy the pitiful privilege of working all night long†. She then ties the audience into the argument of child labor by finally tying the concepts of women’s suffrage into her debate after she vividly describes the unfairness of child labor laws through imagery, and literary elements. Kelley also uses a parallel thought structure when talking about women’s rights and how the enfranchisement of women could heal the child labor issues in the United States.She starts off the repeated ideas on women’s liberty with a two rhetorical questions that gets the audience even further intrigued in what she is going to say next. In sum, she asks the audience if women and teachers in Georgia could vote , would there still be unfair child labor laws. She then asks if women in New Jersey could vote would the bill that enabled girls 14 and up to work all night have been passed. Of course due to the bias of her audience most of the audience would have been thinking at this point the answer to those questions are no.Kelley subliminally at this point stated the women were able to vote child labor wouldn’t become as much of an issue. She wants the audience to think this because it then alludes to her next point that agrees with the bias of most of the people in the room, enfranchise of women as a solution to child labor issues. Kelley then says until the freedom of women, all women in the â€Å"great industrial states† will have unfree consciences and all people in the room should feel they have to participate in this beneficial change.Towards the end of her speech she repeats the idea ,due to her parallel though structure, again but more clearly that with the freedom of wo men; women will be able to take the place of children in the factories to reduce child labor. In sum, through her speech Kelley is able to effectively use rhetoric to persuade her audience in her claim of both the unfairness of child labor laws and how the enfranchisement of women would help fix the issue.

ESP Course at Technical Secondary Vocational School for Construction and Building Trade students Essay

The paper is about ESP course in technical secondary school to construct the trade students. The paper first discuses the meaning of ESP and then tells about its characteristics. It discusses the role of English as a trade and finance language globally and then further narrates the various steps that are being taken by various countries’ governments to promote English for Specific Purposes programs for its workforce. The paper reflects that these governments understand the importance of introducing ESP courses at secondary level so that their people can comfortable choose the vocational field of their own choice. This paper offers a research of made efforts especially by Asian countries. There are three reasons for the emergence of ESP (Kristen Gatehouse, 2001): i) The revolution in linguistics; ii) The demands of a Brave New World and iii) Focus on the learner ESP has some following characteristics (Kristen Gatehouse, 2001): †¢ ESP is to fulfill some particular requirements of the learner. †¢ ESP includes grammar, lexis, skills and varieties of activities. †¢ ESP can have some particular disciplines. †¢ ESP is mainly planned for intermediate or advanced students. †¢ ESP is planned for adult learners who can be at secondary level also that is in a professional work situation. According to Dudley Evans and St. John (1998), there are five major roles for an ESP practitioner: i) course designer; ii) teacher; iii) researcher; iv) collaborator and v) evaluator (Kristen Gatehouse, 2001). David Carter has categorized ESP in three parts (Kristen Gatehouse, 2001): †¢ English with some particular topics †¢ English for Occupational and Academic Purposes both †¢ English as a Restricted Language English with some particular topics transfer from purpose to topics and it is generally used by the scientists. Hutchinson and Waters have made three divisions of English for Occupational and Academic Purposes: a) English for Business and Economics that is EBE; b) English for Science and Technology that is EST; c) English for Social Studies that is ESS. English as a Restricted Language is used by traffic controllers and by waiters (Kristen Gatehouse, 2001). According to Carter (1983) ESP courses have three common features (Kristen Gatehouse, 2001): †¢ Authentic Material †¢ Purpose Related Orientation †¢ Self-Direction Dudley Evans (1997) has argued that ESP should be recommended at secondary or intermediate level. His argument was that at this stage authentic leaning material is very practical that can be modified and unmodified in form which makes it ESP’s main characteristic. It emphasizes on self directed study and research tasks. Most of the students were evaluated on the basis of independent study assignments for doing language preparation for Employment in Health Sciences where the learners needed to make researches and they had to show their area of interest. The students were motivated to make researches by using various kinds of resources including internet (Kristen Gatehouse, 2001). In the 21st century the function of English has become as the language of trade, technology and finance. This language is bonding the rest of the business world for international trade and economic development. The children who belong to this globalize age, it has become necessary for them to get hold of the communication abilities in English as a business and trade language (Dorothea C. Lazaro and Erlinda M. Medalla, 2004). As ESP program is spreading in various countries on different levels, in Czechoslovakia it began in 1991 that aimed to promote the teaching of ESP in the Technical Universities and their allied institutions (Serena Yeo, 1995). Presently the aim of the course is almost same but there are some changes to use it at some broader aspect to make it more influential. It aims to increase the confidence of teachers at secondary level. Various kinds of seminars are conducted by the advisors for the university lecturers and ESP teachers of vocational and specialist secondary schools (Serena Yeo, 1995). In many developing countries of Asia, the altering demands of the labor force are daring the utility of traditional schooling and university education. People want the assurance the skills and the language learned at school will help them professionally. In Japan, ESP is being widely recognized and ESP training programs are being given importance. The main idea is to motivate the students by improving their communication skills which later help them to adopt the professional field of their choice. China is also vigorously executing English proficiency training programs to motivate its people. ESP courses are being introduced at secondary level. In Taiwan, English has become compulsory subject at junior and senior levels in schools. Hong Kong is also following the same trend (Dorothea C. Lazaro and Erlinda M. Medalla, 2004). Now there is a hope that these motivations on various levels in many countries can have a bright future for ESP that is being understood a major effort to build the future of students professionally or vocational level. For making it more successful the role of teacher is also being assumed very significant. So it can be observed that the teaching of ESP at vocational level is very much demanding everywhere in schools.

Here are 10 Good Trees Gone Bad

Here are 10 Good Trees Gone Bad Planting the wrong tree in the wrong place is a guarantee for future tree removal. Tree removal is, at best, expensive to buy and can be very dangerous if you decide to do it yourself - plus it is back breaking work. A lot of trouble and anxiety can be avoided by planting the appropriate tree in your yard to start with. Bad Tree Characteristics All trees have good and bad characteristics. It is a rare tree that will satisfy your needs throughout its entire life span. A tree can outgrow its original purpose very quickly or grow into its intended purpose very slowly. Understanding this concept is the key to proper tree planting in your yard. Ask yourself these questions when selecting a yard tree: Do I want a trees fruit and leaves to deal with as it matures? Am I willing to plant a fast growing tree but eventually have to deal with its constantly breaking and sprouting from roots? Do I have the space for a large and spreading tree? Trees People Regret Planting Here are ten trees that many homeowners have regretted planting. Think long and hard before planting these trees in your yard.Hackberry  - Although Celtis occidentalis is an important tree in regions where alkaline soils are problematic, it is a poor substitute  when other species are options. The tree has weak wood and messy in the landscape. It grows very large and hard to manage in the landscape. Norway Maple  - Acer platanoides was introduced into North Ameria over 200 years ago and has aggressively spread taking over native maple populations. The invasive nature of the tree degrades most landscapes over time. Silver Maple  -  Acer saccharinum is a maple with some of the weakest wood of the native North American maple. It  has a very short natural life and suffers continually from breakage and disease. Mimosa   -  Albizia julibrissin  or silk tree is a warm-climate invasive exotic and was widely planted for its beautiful flower and beauty in the landscape. It is subject to a major wilt disease and very messy in the landscape. Lombardy poplar   -  Populus nigra  Ã‚  is a North American exotic with absolutely no redeeming  features according to most horticulturists. It has been planted mainly as a windbreak but is short-lived and quickly loses even that ability. Leyland cypress  -  Cupressocyparis leylandii  has been widely planted as hedges over the last three decades. It is now out of favor to plant in all but the most expansive   landscapes. Planting them too close and a major disease makes them undesirable in the urban landscape.   Pin Oak  -  Quercus palustris is actually a very beautiful tree under optimal conditions. Like Leyland cypress, the oak needs a large area in maturity and is subject sensitive  to many soil  conditions common to many yards and landscapes. Cottonwood  -  Populus deltoides   is another weak-wooded tree, messy, massive and has an overwhelming spring shedding of reproductive parts. It still is a favorite  where trees are scarce. Willow  -  Salix  spp. is a beautiful weeping tree in the right landscape, especially in wetlands and near aquatic ecosystems. For these same reasons, it does not make a desirable yard tree because of the need for space and for its destructive tendency to destroy water pipes. Black Locust  -  Robinia pseudoacacia  has a place on our native forests, and even there can become invasive. This tree of thorns really has no place in a landscape enjoyed by visitors. It is also a heavy sprouter/seeder and can quickly overtake even large landscapes.

Edmontosaurus - Facts and Figures

Edmontosaurus - Facts and Figures Name: Edmontosaurus (Greek for Edmonton lizard); pronounced ed-MON-toe-SORE-us Habitat: Swamps of North America Historical Period: Late Cretaceous (70-65 million years ago) Size and Weight: About 40 feet long and 3 tons Diet: Plants Distinguishing Characteristics: Muscular jaws with numerous teeth; duck-like bill About Edmontosaurus Originally unearthed in Canada (hence its name, honoring the city of Edmonton), Edmontosaurus was a widely distributed plant-eating dinosaur whose strong jaws and numerous teeth could crunch through the toughest conifers and cycads. With its occasionally bipedal stance and medium height, this three-ton hadrosaur (duck-billed dinosaur) probably ate leaves from the low-lying branches of trees, and also got down on all fours when necessary to browse ground-level vegetation. The taxonomic history of Edmontosaurus would make for a good-sized novel. The genus itself was formally named in 1917, but various fossil specimens had been making the rounds well before that; as far back as 1871, the famous paleontologist Edward Drinker Cope described this dinosaur as Trachodon. Over the next few decades, genera like Claosaurus, Hadrosaurus, Thespesius and Anatotitan were thrown around pretty much indiscriminately, some erected to accommodate Edmontosaurus remains and some having new species stuffed under their umbrella. The confusion persists even today; for example, some paleontologists still refer to Anatotitan (the giant duck), even though a strong case can be made that this was actually an Edmontosaurus species. In a stunning feat of retroactive detective work, one paleontologist investigating a bite mark on an Edmontosaurus skeleton determined that it was inflicted by a full-grown Tyrannosaurus Rex. Since the bite was clearly not fatal (theres evidence of bone growth after the wound was incurred), this counts as solid evidence that a) Edmontosaurus was a regular item on T. Rexs dinner menu, and b) T. Rex did occasionally hunt for its food, rather than contenting itself with scavenging already-dead carcasses. Recently, paleontologists discovered a partially mummified Edmontosaurus skeleton bearing an unexpected feature: a fleshy, round, rooster-like comb on top of this dinosaurs head. As yet, its unknown whether all Edmontosaurus individuals possessed this comb, or just one sex, and we cant yet conclude that this was a common feature among other Edmontosaurus-like hadrosaurs.