OManjos Last Waltz Essay -- Creative Writing Narrative Essays

O'Manjo's Last Waltz It was another long week, and I was looking forward to the usual summer rituals of mowing lawns and hammering a few nails into any place they seemed to fit. I usually closed the auto parts store at 5:30 and stayed doing paperwork for another hour or so, but not on Fridays. Fridays were the finish line of a usually marathon week of complaining customers and dissatisfied employees. At 5:31, the place would be empty, dark, and eager for an echo. The old man knew this ritual, and when he came on Fridays, he usually blew in the door around 5:15. He had been coming in every week for about a year. We didn't know Joe's last name, we only knew him as "Old Man Joe." We call him "O'Mango," and he didn't seem to know the difference. His hearing was the least of his problems. He peppered his weekly visits over different weekdays, but it was always Fridays that he waited until 5:15. He makes the usual remarks every time he sits his old, marshmallow behind down at the counter. "Well, boy?" He'd ask. "What the hell are you looking at?" "I'm looking at the ugliest, most disgusting, onriest son-of-a-bitch I've ever seen!" Was my usual reply. "That's right, and don't forget it!" He would hold his dry, cracked hands in fists and shake them at me. "Keep it up, boy, and I'll whoop your scrawny little but right here and now." At some time in O'Mango's life, he was a prizefighter. His nose looked like it had taken more than its share of beatings, so I tended to believe the story. All the talk was, of course, our way of greeting each other. If he did intend to come after me, I'd most likely have him pushed out the door before he could get his oxygen tank over his shoulder. O'Manjo didn't really need ... ...opened. The neighbors didn't want money for them; they were just trying to sort things through, and knew Joe well enough to guess at our credit arrangement. They said Joe died peacefully in his sleep, without pain. I wondered if he just laid in bed listening to that tape over and over like it was some kind of drug and he was a junky. This didn't seem wrong to me. At least I'd know that he died happy. I imagined him waking up in heaven wearing his best dance shoes, and bouncing across the ballroom floor. There will always be another customer to fill Joe's stool and fire remarks at us, but none will replace Joe. When I think about it, I kind of feel guilty that he paid me ten dollars a month to be his friend. It was not a difficult job, but was merely human interaction that somehow becomes precious when it's lost. I just pray O'Manjo got his money's worth.

Learning institutions in America before public education

In the early part of American history, education was not for everyone. The masses usually came from agricultural communities were planting and harvesting crops were more important than education. On the other side of the fence, were the wealthy families, the businessmen, the landed and the politicians who were able to enjoy the benefits of education. The kind of education that the poor got was a few weeks of schooling during winter where teachers were not trained and school houses were decrepit and materials were lacking. The lessons were limited to basic skills to enable the children to write their names and count hens. The public education system that we presently have is a far cry from what has been in the past century. We owe the present form of education we have to Horace Mann, who campaigned for and worked to bring about social reforms and give each American the right to free education. Mann through his enthusiasm and devotion secured within his own state public support for schools. He encouraged businessmen to support building public schools since he believed that educating the masses would lead to greater economic progress. It goes to say that having a literate nation would spell more skilled and competent workers who would be the backbone of the factories at that time. More so, when the masses were given the right to vote, a growing awareness of the government’s obligations to its people came to light, the clamor for free education was strongest at this period. Mann faced a few difficulties in the form of opposition from prominent politicians and wealthy businessman and the clergy for education would be an equalizing factor between the rich and the poor and most especially because public schools would be competing with private and sectarian schools. Horace Mann also advocated public education for the masses as a means of bringing equality to the society. He argued that pubic schools made it possible for all citizens to exercise their right to free education without the encumbrances of religion or financial burdens. The individual could go to school without having to believe in something that is opposed to his cultural background and everyone could at least finish high school without the need to apply for loans or maintain a scholarship. The poor could concentrate on learning and in some ways to prepare for their future. Furthermore, Mann was able to integrate the schools in his state to a system that became the basis for the public education system in the country. He also advocated the establishment of normal schools to train teachers; he was against corporal punishment and instead focused and emphasized better teaching methods. Thus education gained the attention and funding that it never before had, and was established as one of the institutions of society. By the latter part of Mann’s life, the number of elementary and secondary schools had increased dramatically all over the country, but he did not stop there. He went on to work on changing higher educational system wherein the poor had the opportunity to be admitted to colleges until his death. Thus the door to educational advancement and success was opened to the masses. Â   Â  

The Crucible’ by Arthur Miller: A Summary

?Ben O'Connor Mr. Richards English 10 January 11th, 2009 -Crucible Essay- The Crucible written by Arthur Miller was a story in which takes place in a town called Salem, Massachusets. This story was directed towards the topic of the witch trials of 1692 and how the people were effected by the deaths and horrific torture treatments. The Crucible portrayed the perfect description of how the time of witch trials were so curropt and unfair. In this time if someone were to blame another person of something then the person blamed would immediatly be guilty and thrown in Jail or hung. Is Salem many people tried accusing people of different crimes so that they could gain power aswell as land. Thomas Putnam was greedy for land because more land meant more power. Thomas Putnam had giles killed because he wanted his land, so he simply acused him of something which would result in his death from â€Å"pressing†. Also in the text a woman named Abigail Williams loves a man named John Proctor however John is married, so Abigail accuses Johns wife Elizabeth of being in the precense of the devil. This in the mind of Abigail this will bring her and John closer togather however it only makes things worse. As many will see this time in Salem was a very terrible time and from 1692 to 2010 we have come a long way in our nation wide governmental system. In this time period there were many people accusing others of crimes so they could gain land, covet their neighbors wifes, or husbands, and much more. A man named Thomas Putnam was a greedy man and was hungry for land. Putnam rode to the farm of Giles Corey and told him that a section of GIles property was his. Of course Giles objected to this statement, and Putnam rode off. Thomas Putnam then accused Giles of a crime that would have him killed. Giles is brought in and he states â€Å"Thomas Putnam is reaching out for land. † pg. 84. however no one believes this statement and GIles is soon killed by the torture treatment called â€Å"pressing†. Fair trials in this town are completly absent and when someone is accused of something serious the odds of them being successful are very slim. During the time period of the witch trials there were not only aqusations dealing with peoples land but there was also conflicts with peoples relationships. Abigail Williams was a women who loved John Proctor however John was married to a women allready named Elizabeth. Abigail tries to seperate John and Elizabeth by accusing Elizabeth of being in the presence of the devil. Mary Warren a close person to Elizabeth and John and she states â€Å"But i said I never see no sign of you ever sent your spirit out to hurt no one, and seeing I do live closley with you, they dismissed it†. g. 59. Even with this strong statement with a women who lives with John and Elizabeth, it is still not enough evidence to keep Elizabeth safe. Abigail desperatly wants Elizabeth gone and out of the way so that she can have John, so she brings along many other women to help her cause and this shows great evidence that Elizabeth is guilty even though she isnt. Abagail's wishes go unanswered, because John ends up being exicuted due to Abigail's actions. Mrs. Putnam was a women who had 7 babies, 6 of which died extremly young. She has only one daughter living and she feels that it doesnt make sense that this many children could die all around the same age, around the same time. Mrs Putnam was sad, however grows angry and searches desperatly to put the blame on someone. â€Å"I knew it! Goody Osbourne were midwife to me three times. I begged you, Thomas, did I not ? I begged him not to call Osbourne because I feared her. My babaies always shriveled in her hands. â€Å". Goody Osbourne is desperate to place the blame on someones sholders, so she is going around and blaming everone she knows. What she did back then which was blame others for her pain i believe still exists for individuals today. Today when an individual has an issue many of them pass the blame to someone els so that they can feel better. The time of the witch trials must have been a horrible time in history, especiall for the innocent victims in the town. The way that the government ran in that time period compared to now have completly changed. In trials now there must be more evidence, and trials are longer for thought process, and time to gather evidence. In 1692 it was as simple as if you were acused of something then you were automatically looked at as bad and guilty and you would soon be thrown in jail or exicuted. The witch trials were a terrible time in history, and many great people died simply because of peoples jealousy, or their greed for land. After this time period America learned a great lesson, that all American Citzens have the full rights to a fair trial. With out fair trials, and strict rules there would be complete a narchy.

Learning Notes Essay

|STAGE 1 | |CONTENT STANDARD: The learner understand the different types and forms of drama, the features ,elements and conventions which distinguish | |them from narratives thereby leading him/her to produced a reaction paper. | |PERFORMANCE STANDARD: The learner writes a meaningful reaction paper on a drama presentation. | |ESSENTIAL UNDERSTANDING: The learner exhibits understanding and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one show appreciation of Philippine Drama? | |Learners will know: | |Types of Drama | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | |Distinguish various forms of drama. | |Apply various graphic organizers to illustrate key concepts in a drama. | |Perform an array of reading techniques to concretize and unlock drama concept. | |Respond in various ways to express understanding of drama. | |Relate how drama mirrors real life. | |Deduce authentic experiences that can be incorporated in a drama. | |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | |Draw insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance Task: A meaningful reaction paper on a drama presentation. | | | |Evidence at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | |Describe characters, and situation to show how drama reflects culture. | | Interpretation- interpret the series of connected events in a drama plot. Using events line | |Application-Apply role playing strategies in delivering dialogs between the protagonist and antagonist in the play | |Perspective- Develop perspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self-knowledge- self-assess one’s strengths and weaknesses in presenting assessment of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original extended dialog for drama presentation based on the following | |criteria: | |1. Focus/Theme | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. Style | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as well as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential Question (EQ), â€Å"How does one show appreciation of Philippine drama? † with the learners. Make them answer the questions| |as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials |Date |Remarks | |1. Life is a drama TG. P. 4 |Types of Drama listed on a manila |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. Manila paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | |Note: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. Give the essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B. FIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners enhance their knowledge of the different types and forms of Philippine drama, as well as the features, elements and | |conventions which distinguishes them from narratives. | |Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. | |Provide the learners with activities that are motivating and challenging | |Maximize learners’ participation in various tasks from controlled practice to free association phase of learning | |Provide feedback to check for understanding. | |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words â€Å"JOLOGs and | | | | |â€Å"CONOS† | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocopy of the Drama- â€Å"Call | | | |that shows AGREEMENT and |Me Flory† by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. Manila Paper with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4. Manila paper with the | | | | |comprehension questions. | | | |5. Agree or Disagree TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest argument for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement. | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought – provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the | |types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. | |Enable learners to apply the grammar items learned by giving them activities within the confines of higher order thinking skills. | |Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they have learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on specific reality or | | | |- Have them agree or disagree†¦ |game show. | | | | | | | | |2. Mock Election TG. P11 | | | | |-Write and express their ideas | | | | | |2. â€Å"Written issue on a manila | | | | |paper- â€Å"Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? † | | | |watching/listening to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as guide to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D. TRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make independent application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they have learned. | |Make them do independent performance or project using varied and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 | 1.evaluation Chart | | | |- Complete the evaluation chart | | | | |after watching a scene in a drama | | | | |or play. | | | | | | | | | |2. DRP (Drama Reaction Paper) TG. | | | | |P13 | | | | |- evaluate the strength and |2. List of criteria written on a | | | |weaknesses of a play or drama. |manila paper | | | | | | | | | | | | | |References: | | | | |Laarni- A Dream by Loreto | | | | |Paras-Sulit | | | | | | | | | |Call Me Flory, by Wilfrido Ma. | | | | |Guerrero | | | | |The World is an Apple | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | |Subject Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |

International personality Assignment Example | Topics and Well Written Essays - 500 words

International personality - Assignment Example a lady, and the challenges she experienced as a young black girl in her upbringing have really contributed to the kind heart that Oprah Winfrey exhibits (Hanson, 2009). At her talk show, Oprah Winfrey addresses very many challenges, especially social, that affect either a huge population or a selected minority. The direct effects of the show on various people can be said to be overwhelming. This is because Oprah Winfrey is surrounded by a team of in-house experts, or guest experts, in various fields who normally provide their expert advice or understanding of the issues at hand. According to Garson (2011), as a successful entrepreneur, Oprah Winfrey has not left out the community that is needy. Her various acts of kindness has left no option but for her to be tagged as a philanthropist. She has been involved in several charity programs, as well as in the general commitment to raising the values of living for the less-fortunate in the community and the world over. Berkley and Economy (2008) say that her influence and success has impacted positively to the citizens all over the world thus making her one happy woman who is so much admired. While reading the articles about Oprah Winfrey, they really encourage someone and despite several cultural inclinations, it encourages someone and gives them hope .They show one that success is something that is brewed and it normally comes with several responsibilities. These responsibilities are normally a way that someone uses to bless the community around them. This human right is not limited to any extent, as long as the right does not infringe on the people’s rights. In any liberal country, the citizens of that nation practice freedom of speech in a manner that is indulgent. This means that they can talk about sensitive issues even the ones that touch directly on the government and even the powerful people. The freedom of speech in these liberal and democratic nations cannot pause as a security threat to the ones

Quantitative research critique Paper Example | Topics and Well Written Essays - 1500 words

Quantitative critique - Research Paper Example The authors feel that the distinction between these atypical medications and the comorbidity with weight gain and diabetes is an important distinction. Furthermore, this certainly has ramifications for nursing in regards to the diet and importance of monitoring signs of diabetes and increased weight gain in this cohort. The population under study and the quantitative analysis of the data is appropriate and meaningful for this study. Literature Review: The references cited, while not extensive, are suitable for the size of the study. Twenty-two references are used directly. Of these, seven are directly related to the effects the study is analyzing. The others relate to the specific mediations under study as well as the general information regarding diabetes and adiposity. Twenty are current and date from 2002 forward, only two are older, (1) the American Diabetes Association’s â€Å"Report of the expert committee on the diagnosis and classification of diabetes mellitus.† dates from 1997 but is only used as a general reference and (2) Gray and Fujioka (1991) â€Å"Use of relative weight and body mass index for the determination of adiposity,† also for general guidelines. ... In a survey of diabetes associated with clozapine, glycemic control improved after clozapine was stopped in 78% of individuals who developed diabetes; 62% of these patients no longer required hypoglycemic drugs. Of 12 patients who were restarted on clozapine, 9 developed hyperglycemia again. (Cohen, 2004, 3) While other references used generalized this effect there is other literature that directly supports it. For instance, in a study they did not reference, Koller and Doraiswamy (2002) showed in their research that 78% of the group had improved glycemic balance once they stopped taking or decreased the dosage of olanzapine and that if olanzapine was restarted eight out of ten patients had a recurrence of hyperglycemia. So it is clear that there were previous studies which connected the same inferences the authors are stating. There is also some research that counter-indicates their results as to weight gain to some extent: †¦patients taking antipsychotic drugs can develop diab etes without significant weight gain or can lose weight. Furthermore, their diabetes usually improves rapidly when the antipsychotic drug is withdrawn, without significant reduction in body weight, and often recurs rapidly if the drug is started again. (Wirshing, 2001, 8) They do cite another study from Wirshing, Boyd and Meng (2002) which does concur with their weight gain hypothesis. Furthermore, as far back as 1999, the diabetic inducing effects off clozapine and olanzapine were already known: Several cases of new-onset diabetes attributed to clozapine and olanzapine were associated with acute pancreatitis. It is possible, therefore, that antipsychotic-induced diabetes results from chemical damage to the pancreas. However, diabetes

Marketing High School Research Proposal Example | Topics and Well Written Essays - 1250 words

Marketing High School - Research Proposal Example This kind of survey can prove to be high cost, as it requires skilled interviewer who could also extract extensive information. Quantitative questions covered in the survey have been designed as close end questions as the dimension and range of issues are know. Moreover, filtering has been applied to the questions to address a specific section of the society. The research as investigative in nature employs a random probability sample and or a convenience sample. This study provides a useful source of information, which can be used by Tesco, which is planning to launch a fashion clothing line in high street competing with stores like Marks & Spencer, Next, H & M top shop etc 1) What is you annual household income a) Less Than 25,000 b) 25,000 to 49,999 c) 50,000 to 74,999 d) 75,000 to 99,999 e) 100,000 to 149,999 f) 150,000 to 199,999 g) 200,000 to 249,999 h) 250,000 to 499,999 i) 500,000 to 999,999 2) What is the highest level of education you have achieved a) Some High School b) High School c) Undergraduate d) Graduate School e) Prefer not to say 3) Are you a a) Male b) Female 4) Which of the following stores do you shop at for clothes most often (Check all that apply.) a) Marks & Spencer b) H & M Top Shop c) Next d) Zara e) Dolce & Gabbana f) Gucci g) Ralph Lauren If others please list 5) How often do you shop for clothes at stores a) Very frequently: once a week or more b) Often: at least a couple of times a month c) Occasionally: around once a month d) Rarely: several times a year6) On average, how much do you spend on clothes and accessories each month a) Under 20 b) 20-50 c) 50-100 d) 100-200 e) 200+7) How much do you usually spend on purchasing a pair of jeans a) Under 50 b) 50-100 c) 100-200 d) 200+8) How much do you usually spend on a dress a) Under 50 b) 50-100 c) 100-200 d) 200-300 e) 300+9) How much do you usually spend on a Shirt a) Under 50 b) 50-100 c) 100-200 d) 200-300 e) 300+ 10) When you shop, how often do you make a purchase a) 100 percent of the time b) 75 percent of the time c) 50 percent of the time d) 25 percent of the time e) 10 percent of the time Listed below are statements about shopping behavior, attitude and opinion for fashion clothing. Please rate your preference on a scale of 1 to 7 with 1 being the lowest and 7 being the highest. 11) I prefer to buy top notch designer labels rather than take a chance on something new 1 2 3 4 5 6 7 12) Do you think that spending substantial amounts of money on clothes is absurd 1 2 3 4 5 6 7 13) Are you scared to be the first to wear something different in fashion looks. 1 2 3 4 5 6 7 14) Are you concerned about fashion as you would be about modest prices and wearability. 1 2 3 4 5 6 7 15) Do you plan on shopping trips carefully. 1 2 3 4 5 6 7 16) Do you believe that designer brands in fashion is just a way to get a premium from the consumer 1 2 3 4 5 6 7 17) Before buying a specific apparel product do you try it and see how it looks on you. 18) If department Stores like Tesco and or Asda offer the same quality and design like designer brands and in the same locality would you shop at these stores 1 2 3 4 5 6 7 19) Would you prefer buying products made from organic cotton 1 2 3 4