The Three Little Pigs (From The Wolfs Point Of View) :: essays research papers

The Wolf Who Wanted a Friend One day I was walking through the meadow, feeling very sad and lonely. I wanted a friend to spend time with. My mother sent me out to play, but I couldn't find anyone to play with. I looked everywhere until I came to a house made out of straw. I knocked on the straw door, and a little pig answered and told me to go away! I thought that was very rude of him. I told the little pig that I wanted to come inside and play. The little pig said, "Not by the hairs of my chinny chin chin!" I was so sad. Just as I was about to walk away my dumb allergies started acting up. I sneezed so hard that I blew the house down. The little pig ran away and I ran after him, trying to tell him I was sorry. He ran to his brother's house and I knocked again. This time they both told me to go away. I almost cried! I just wanted to play with them. They told me, "Not by the hairs of our chinny, chin, chin!" I turned to walk away and just then, I sneezed so hard that my hat blew off my head. I turned back to get my hat and sneezed again! This time I blew the house of sticks down. I was so embarrassed! My friends, the pigs, came running out of the rubble, and scampered away. I ran after them to ask if they wanted to play catch. They ran into another house. This one was really nice. It was made out of bricks. I knocked on the door and they told me to go away again! I started to cry. When I cry a lot, I sneeze a lot. I sneezed and sneezed and sneezed some more. I heard them laugh at me! I started to get mad and wanted to tell them to stop, so I climbed on to the roof of their house and tried to yell into their chimney, but I slipped and fell right in.

Genocide :: essays research papers

Genocide After Rodney King was beaten, and the white police officers were aquitted, he said "Why can't we all just get along?" A question asked by many people. Rascist and Genocidal acts such as this have been going on for many years, and should not be tolerated. In international law, the crime of destroying, or committing conspiracy to destroy, a national, ethnic, racial, or religious group is known as Genocide. It was defined in the Convention on Prevention and Punishment of the Crime of Genocide, which was adopted by the United Nations General Assembly on December 9, 1948. The crime of Genocide has been committed or attempted many times in recorded history. The best known example in this century was the attempt by Nazi Germany during the 1930's and 1940's to destroy the Jewish population of Europe, known as the Holocaust. By the end of World War II, 6 million Jews had been killed in Nazi concentration camps. The known objective of the Nazi rule was Jewish extinction. In November 1938, shortly after the assassination of a German diplomat in Paris by a young Jew, all synagogues in Germany were set on fire, windows of Jewish shops were smashed, and thousands of Jews were arrested. This "Night of Broken Glass" (Kristallnacht) was a signal to Jews in Germany and Austria to leave as soon as possible. Several hundred thousand people were able to find refuge in other countries, but a nearly equal number, including many who were old or poor, stayed to face an uncertain destiny. When war began in September 1939, the German army occupied the western half of Poland and added almost 2 million Jews to the German power sphere. Limitations placed on Polish Jewry were much worse than those in Germany. The Polish Jews were forced to move into ghettos surrounded by walls and barbed wire. The ghettos were like jailed cities. Each ghetto had a Jewish council that was responsible for housing, sanitation, and production. Food and coal were to be shipped in and manufactured products were to be sent out for German use. The food supply allowed by the Germans was mainly made up of grains and vegetables, such as turnips, carrots, and beets. In the Warsaw ghetto, the amount of food given provided barely 1200 calories to each inmate. Some black market food, smuggled into the ghettos, was sold at a very high price, and unemployment and poverty were common. The population was large, and the amount of people reached six or seven persons in a room. Typhus became common, and the death rate rose to roughly 1 percent a month.

Black Boy Essay -- essays research papers

In the book Black Boy, we see many black people in the south dealing with many hardships. One of the most prominent problems for blacks seemed to be the "Jim Crow" laws. These laws withheld blacks from society, breaking them apart from whites and making it very hard for them to live an even close to normal life. Black people couldn’t express their own ideas at all. They had to call all white men "sirs" and all white women "ma’am". They couldn’t act the slightest bit superior to whites. It was almost impossible for black people to make a decent living in the south, and they also had to take the abuse dealt to them by he whites without even attempting ant resistance. Blacks in the south also had to deal with the separation aspects of the "Jim crow" laws. They had to sit in the back of the buses, they had to use separate water fountains and bathrooms, they were looked upon almost like they had some sort of disease. These are just a few of the "Jim Crow" laws that the black people had to deal with. Richard was not the only one in this book dealing with racism. All the people around him were also coping with it also, friends co-workers and family had to face the challenges of a racist environment. Throughout the book we see these other people dealing with the problems of an extremely racist society. We also see how each person in Richards life deals with it differently. There are a few people and insience that stick out in my mind especially. The first one would have to be an incident with Shorty. Shorty has dealt with racism his whole life, and he has learned to deal with it as he has grown. We see a great example of how Shorty deals on page 269Shorty is faced with the problem of no money, such as many other southern blacks were, and we see that he is willing to do anything for any amount of money. " You can kick me in the ass for a quarter" (269,wright) As this happens Richard witnesses the whole thing and we can see that he is very disappointed in the way Shorty dealt with the situation. He can’t understand how he can put himself in that kind of degrading position, and Shorty simply answers. " But a quarter can’t pay for what he did to you!" But we can see Shorty thinks differently. A... ...urt black skin. By this point in the book Richard learns to deal better with racism, but he still has attitude about being treated differently then the white kids or adults. One final incident the Richard had to deal with was when he was working at the hotel. This incident didn’t completely have to deal with him but he got involved. When the door man at the hotel slapped his black girl friend in the ass as they were walking out of the hotel, Richard got pretty upset that he did that considering that the doorman was white. It was like he couldn’t understand how white people didn’t like blacks, but yet the would use such sexual connotations towards the black women, We see Richard react, as he stops and just looks at the doorman. After Richard decides not react violently, and got somewhat of a threat from the doorman when he just continued. This was Richards way of "scaring" the white man without starting something physical. We see Richards way of dealing with the racism change throughout the book. When he is younger we see how he can’t help but get defensive, and as he gets older he learns to control himself better.

Changing patterns in marriage Essay

Using information from the items and elsewhere, examine the reasons for changing patterns of marriage, cohabitation and childbearing in the last 40 years (24 marks) According to the Office for National Statistics, the highest number of couples in 1972 was 480,000 and was due to the baby boom generation of the 1950’s reaching marriageable age and the fact that people chose to marry at a younger age compared to pervious generations. However the annual number of marriages in England and Wales then went into decline and reached an all-time low in 2005 when only 244,710 couples got married. This decline in the total number of marriages has been paralleled by a decline in marriage rates. In 1994, the marriage rate was 11.4 but has decline to 10.3 by 2004. The male rate declined from 36.3 in 1994 to 27.8 in 2004 whilst the female rate declined from 30.6 to 24.6. Fears about what marriage statistics reveal are exaggerated for four reasons: People are delaying marriage rather than reje cting it. Most people will marry at some point in their lives, but people are now marrying later in life, probably after a period of cohabitation. Women may delay marriage because they want to develop their careers and enjoy a period of independence. The BSAS indicates that most people, whether single, divorced or cohabiting, still see marriage as a desirable life-goal. People also generally believe that having children is best done in the context of marriage and few people believe that the freedom associate with living alone is better than being married to someone. Two fifths of all marriages are remarriages. Evidently these people are committed to the institution of marriage despite their previous negative experience of it. Despite the decrease in the overall number of people marrying, married couples are still the main types of partnership for men and women in the UK. Wilkinson notes that female attitudes towards marriage and family life have undergone a radical change or ‘genderquake’. She argues that young females no longer prioritize marriage and children. Educational opportunities and the feminization of the economy have resulted in young women weighing up the costs of marriage and having children against the benefits of a career and economic independence. Therefore the result of this is that many females, particularly middle-class, are postponing marriage and family life until their careers are established. Other feminist sociologists are sceptical about the value of marriage. Smith argues that marriage creates unrealistic expectation  about monogamy and faithfulness in a world characterized by sexual freedom. She argues that at different points in people’s life cycles, people need different things that often can only be gained from a new partner. Campbell, however, suggests that marriage benefits men more than it does women. A constant source of concern to the New Right has been the significant rise in the number of couples cohabiting. The proportion of non-married people cohabiting has risen sharply in the last 20 years from 11% of men and 13% of women in 1986 to 24% and 25% respectively. In 2007, the ONS suggested that cohabiting couples are the fastest growing family type in the UK. Around 2.2 million families are cohabiting couples with or without children. This family type has grown by 65% since 1997. However, New Right commentators claim that cohabitation is less stable than marriage. A report by the Institute for the Study of Civil Society claimed that cohabiting couples were less happy and less fulfilled than married couples, and more likely to be abusive, unfaithful, stressed and depressed. Although surveys indicate that few people see cohabitation as an alternative to marriage, the fact that cohabiting couples are much younger than married couples suggests cohabitation is seen my many participants as a test of compatibility and an introduction to marriage. Other research suggests that cohabitation is a temporary phase lasting on average for about 5 years. Approximately 60% of cohabiting couples eventually marry. Although cohabitation marks a dramatic change in adult living arrangements – as recently as the 1960’s, it was regarded immoral – cohabiting couples with and without children only accounted for 10% of households in 2006. Reasons for increase in divorce rates: Thornes and Collard: women value friendship and emotional gratification more than men do. If the husband fails to live up to these expectations, women may feel the need to look elsewhere. Hart: divorce may be reaction to the frustration that many working wives may feel if they are responsible for the bulk of housework and childcare. Beck and Beck-Gernsheim (1995): rising divorce rates are the product of a rapidly changing world in which traditional rules, rituals and traditions of love, romance and relationships no longer apply. In 1938, 6,000 divorces were granted in the UK. This figure had increased tenfold by 1970, and in 1993, numbers packed at 180,000. By  2000, this figure had fallen to 154,600 although the years 2001-2004 have seen a gradual rise to 167,100. Flouri and Buchanan’s (2002) study of 17,000 children from families that had experienced separation and divorce found that in families, their fathers were still involved in their children so the children were more successful in gaining educational qualifications and continued to seek out educational opportunities in adult life. In conclusion, the reasons for changing patterns of marriage, cohabitation and childbearing in the last 40 years are due to the fact that conjugal roles within marriages have differed and the ability to change marriage beliefs in an instant. Men and women, especially the middle-class, may fear the need to put their careers before starting a family, which therefore causes problems within marriage.

It’s up in the Air, or Is It Essay

The article elaborates on how individual sociological imagination can connect social structure to life history. In this case, sociological imagination refers to understanding of individual behavior as the product of historical processes that affects a person’s social environment. The rules of social structure are considered to restrict the conduct of individuals and also mould outcomes for them. However, students are not able to see the connection between individual action and structural outcomes. In sociological imagination, social structural explanation can be used to answer the several questions of social stratification. It is evident that other forces than individual characteristics shape the outcome and distributions of societal rewards (Renzulli, Aldrich, Reynolds, 51). Organizations help to reduce inequality in the society by allowing prospective entrepreneurs from different social origins to access to wealth-generating assets. In order to show how social structure of society shapes the results for individuals, the students can be engaged in a multiple rounds of coin tossing game. The game will also include some rules and regulations to be followed. The results of the game will be highly predictive on how the social structures mould the outcomes of individuals. From the distribution of the coins, the students will realize that inequality and personal prosperity are not the result of personal characteristics (Renzulli, Aldrich, & Reynolds, 56). The alteration of the rules of the game will help the students to see how real world processes generate inequality in the community. It is clearly acknowledged that, structures and rules affect a person’s ability to access an opportunity regardless of his or her talent. However, some improvements have to be done on the game in order to give the best results to the students. Therefore, coin tossing game can be used to effectively demonstrate how sociological imagination increase student understanding of the social world.

Comparative analysis of elementary physical education instruction techniques Essay

Physical education in pedagogy needs to constantly evaluate learners physical movement   with the aim of understanding their optimum capability, suiting instructional adaptation, to provide individual assessment summary in a view to measure performance improvement response with time, and finally to ensure the goal of training success. Instructional strategies or techniques are an important arm of teaching for any school of thought where a particular skill is acquired. There is the need for the teacher to understand the basic concept of learning as a fundamental tool to come up with the best instructional techniques whose choice would promote the objective of the learning. Elementary physical education implicate physical exercise as school subject and include gymnastic, athletics, team sports, and other forms of physical exercise thought in school. The learning utilizes cognitive, affective and psychomotor domains in a play or movement exploration setting. An advocacy for students once argued that parents, teachers, and students must aim at removing inglorious practices form physical education by eliminating such involvements or techniques that can gravely pose threat to students’ morale. An example of these is the use of captain to select game team in football, the use of exercise as a mean to punish students. These practices can only be eliminated by applying a preferred instructional techniques right from the background. The aims should embrace effective guiding of learners to be self-independent and physically fit throughout their entire life. Analysis and Evaluation According to researchers â€Å"the implementation of exemplary behaviour modification and management techniques in any educational environment generally contribute to effective teaching, proactive learning and enhanced pupil motivation in whatever is the area of specialization (Beighle & Pangrazzi, 2002). An advantage of choosing excellent instructional techniques is to reduce the time spent on managing behavioural issues and increase the productive values from time allotment instructional techniques. (Downing, 1996; Kelly, 1986). There are researched two basics instructional practices used in elementary physical education. We have the reinforcement techniques and the punishment techniques. This paper shall further critically analyse and evaluate the characteristics of the two broad categories. Reinforcement instructional technique uses daily events of the physical activities and non-physical activities to to complement students in order to enhance skill improvement. Students are guided through a feedback control os assessment after daily events. Another aspect on reinforcement techniques entail setting up of a conditional system that monitors unacceptable skills and effect correction instantly without pointing out the good ones for encouragement. This second model is often applied when daily interaction approach to reinforcement fails. In situational reinforcement, teachers shower encomium to students found doing well in the practice in a direct or an indirect way. Conversely, a student who is yet to perform up to expectation given a deductive instruction to follow suit. For example, when a student is doing poorly instructor praises another student close-by who is doing fine or behaving appropriately. When a student is performing a task with minimal attention, the natural tendency for any instructor is to sharply raise an objection, instead, the instructor particularly praise students who are in line with the task. In a way the non participating students deduce what s most acceptable from what is not without having any sentimental memory in the later future for instructor’s selective dissatisfied focus on him. Another characteristics of situational reinforcement occurs when instructor systematically assume ignorance of behaviours or skills that has nothing to do with physical education study and student’s safety. Instructors try not to show anger or dissatisfaction when students demonstrate annoying behaviour.   In another round, when a student changes his or her ugly behavioural path for better, he receives incommensurable but sincere praise. This reinforces such good skill or act towards self perfection. Words like comparative praise insinuate history of student prior rejection and often bring a sense of insecurity of trust to the concerned student in the future endeavour. This may harm students’ morale in demonstrating what they have really learnt with openness. An example is the use of word like â€Å"now†.   It implies that instructor is upset with previous behaviour. There is avoidance of making reference to previous bad ways.   In order to reinforce this good skill, students doing the right things need several approvals to permanently register the right way into the mind for future use. Another characteristic of situational reinforcement is the teacher’s deliberate attempt at celebrating earning achievement per time. Each time when physical activities are going on, the students look forward to a memorable fun or celebration and perfect the task in order to qualify.   At such fun-event instructors openly explain why the class warrant that celebration. This is an unexpected event for students, the impression created last for several months. Furthermore, another instructional technique involve specific designation of task for students based on their preferred area of capabilities in as much as the same effect is recorded in the long run at improving their physical educational skills. When students with improved motor skill or fitness performance skill on a task finds it enjoyable, such students is allowed t have maximum time for the activity with privilege granted over others. This has the effect of stimulating or motivating class members to find their own specialization area and perform even harder on the task. This form of instructional technique ranks high in educational model.   It also brings a sense of special recognition in each student and there is an extension of respect for individuals’ differences. Everyone needs this to perform better in any task involving physical exercises. References J. F. Williams, Principles of Physical Education (8th ed. 1964); American Association for Health, Physical Education, and Recreation; D. Van Dalen, A World History of Physical Education (2d ed. 1971). http://www.ntnu.edu.tw/acad/docmeet/a6/a605.doc http://catalog.arizona.edu/faculty/courses/984/PExx.html http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED127323&ERICExtSearch_SearchType_0=no&accno=ED127323

Cult and cult leader Essay

Cult† is a term used to describe certain religious groups outside of the mainstream of Western religion. A cut leader is non-Christian but has roots in Christianity while denying what he considered its essential teaching or can be one who follows an altogether different religious structure, one foreign and alien to the prevalent religious communities . in the in the case of the latter cults represent a force of religious innovation within a culture. In most cases that innovation comes about by the transplantation of a religion from a different culture by the immigration of some of its members and leaders. Others described cults as groups which hypnotized or brainwashed recruits, destroyed their ability to make rational judgments and turned them into slaves of the group’s leader, as by the above definition Healter was cult leader since he practiced and allowed some of these practices which are associated with cult leaders ; Members swear total allegiance to an all-powerful leader who they believe to be the Messiah, rational thought is discouraged or forbidden, the cult’s recruitment techniques are often deceptive, the cult weakens the follower psychologically by making him or her depend upon the group to solve his or her problems, the cults manipulate guilt to their advantage, the cult leader makes all the career and life decision of the members, cults exist only for their own material survival and make false promises to work to improve society, cult members often work fulltime for the group for little or no pay, cults are apocalyptic and believe themselves to be the remn ant who will survive the soon-approaching end of the world. There are many things condick david crashed with the gorverment on appointment post also on issues facing religion. Reference: 1. Elmer Clark’s pioneering survey of the Small Sects in America (1949) . .