Great Leader assignment Essay Example | Topics and Well Written Essays - 1000 words

Great Leader assignment - Essay Example Lincoln was idealistic yet practical. Abraham Lincoln’s great skills in leadership showed in all his endeavors even as a member of the House of Representatives. As a great leader, Abraham Lincoln showed pure resolve when he decided that America should free all the slaves and save the Union. In the same way that America’s Founding Fathers did almost a hundred years before his time, Lincoln made a decision to free the people once more. In 1837, even before becoming president, Lincoln had already made it clear that he was against slavery. In 1856, he even expressed opposition towards former President Franklin Pierce when the latter allowed Nebraska and Kansas to choose for themselves whether or not to adopt slavery. His led the opposition to slavery even when he was still a member of the House of Representatives. Moreover, despite his strong involvement in the slavery issue, Lincoln helped to pass bills that modernized the economy in the Pre-Civil War era, with bills that promoted the constructions of canals, banks and railroads, and those that regulated tariffs (â€Å"Abraham Lincoln,† Biography.com, 2014). Although Lincoln was fighting against slavery when he was still a Congressman, he knew he would be more useful if he applied himself to practical aspects of the economy such as infrastructure. As a leader, Lincoln had the resolve and determination. When he became President, Lincoln’s skills in leadership were put to a great test and one which he passed with the victory of the Union during the Civil War. Even at the expense of around 24,000 American soldiers, Lincoln’s leadership showed in his great moral resolve to free the slaves at any cost. The election of Jefferson Davis to the newly founded Confederacy was the blatant response of the South to Lincoln’s election to the presidency. Thus, in order not only to free the slaves but to save the Union and the integrity of

Education - Teacher Essay Example for Free

Education Teacher Essay Honorable guest of honors, ministers, parents, friends, and students, l would like to welcome you to Borrowdale Brooke Academy Sports day. School sports day is a red letter day on the calendar. It is a day when students are freed from their classrooms to jump and run around, freed from the fetters of learning. It is a day for mothers to wear their summary best and fathers to cheer on their sons. It’s a day when children who may struggle with academic subjects show that they can race faster or jump further than anyone else. It’s a day for red faces and perspiration where t-shirts and shorts are the order of the day. It’s a day for starter guns or teachers with whistles. School sports day is a day for cameras and videos and smiling faces. It’s a day for triumph and disasters, for successes and failures. Speeches are given and medals are presented and, overall, it’s a day for sportsmanship and making memories. This year, I am pleased to see, many are competing encompassing over 50 staff and family members in a wide variety of events. Not least of which is the tug-of-war which I am told will be vigorously contested. As I look around here today I am reminded once again of just how passionate teachers are about sport and what great competitors you all are. One of the consistencies I see when I watch students play at school is the love BBA Students have for sport. And what a great thing sport is on so many levels. Beyond the obvious health and activity benefits, sport can teach us much about life. It teaches us about teamwork, it teaches us how to get along with others, and it teaches us to work together to achieve a common goal. It’s also about trust and responsibility and about dealing with success and failure. Sport also helps us learn about coping with pressure and the need to stick with training in order to improve. As well as the benefits to individuals, sports and physical activity also bring great benefits to communities through such things as improved health and education, rehabilitation, crime prevention, and gender equality. Another important aspect of sports is its ability to make people feel they are part of something. In a survey done on our last sports day, everybody interviewed said that â€Å"the event made them feel a part of Borrowdale Brooke Academy. Borrowdale Brooke Academy recognizes the value of using sport as vehicle for development But while the challenges are great, so is the commitment to find solutions. I want to acknowledge all the good work done by Teachers and also parents. Everybody has a responsibility to work towards making communities safer. To achieve that goal parents and teachers need to work closely together. This sports day is an excellent way to bring people together in a relaxed environment that will build lasting networks and friendships across the sector. I congratulate the organizers and particularly the director of studies Mrs. Henney, the principal Mrs. Rutsito and his deputy Mr. Muridzi, the technical coordinators Mr. Maviki, and other members of the organizing team who have done a great job in putting together today’s program. And now it only leaves me to wish all competitors good luck and to declare the First annual Borrowdale Brooke Academy Sports Day open. Thank you.

Because I could Not Stop for Death by Emily Dickinson Essay -- Becaus

Emily Dickinson was born in Amherst, Massachusetts, on December 10, 1830. Except for a few months of travel, she remained in Amherst until her death. Dickinson began, in her twenties, a gradual retreat into the confines of the homestead, the house in which she was born, until for the last fifteen years of her life she didn't leave its grounds and saw no one but her brother and sister. As her withdrawal intensified, Emily's principal method of communication was through her letters. Emily Dickinson died on May 15, 1886 after an illness. ( Harold Bloom 11 - 13) Modern readers are apt to comment upon the frequency with which Dickinson returns to this subject of death. (Wolff, Cynthia, G. 749) "Because I could Not Stop For Death" was written in about 1863 (Kennedy 740) The poem is comprised of six stanzas of four lines each. The poem is long and aligned to the left. The rhyme scheme is ABCB in its first and last two stanzas; however, stanza three and four has different rhyme schemes as stanza three is read ABBC and stanza four is read ABCD. She frequently applies the use of personal pronouns; for example, in the first stanza of the poem, she uses the pronouns "I", "He", "Ourselves". In the second stanza she uses the pronouns "We", "He", "I". In the third stanza she uses the pronoun "We", in three out the four lines composing the stanza. As Harold Bloom, editor of "Bloom's Major Poets ' Emily Dickinson' " says,† When Dickinson declares her "I," these instants become our own" (Bloom 38) The use of pronouns in the poem makes us, as the readers, get involved so deeply into the poem so that we get to feel the protagonist of the poem which is of course the speaker. Most stanzas are composed of a two -beat line but the majority is three b... ...re is a paradise waiting for us. Works Cited Dickinson, Emily. "Because I could Not Stop For Death." Literature: An Introduction to Fiction, Poetry, and Drama. 4th Compact Ed. XJ Kennedy and Dana Gioia . NY: Longman, 2005 Wolff, Cynthia, G. "Dickinson And Death." Literature: An Introduction to Fiction, Poetry, and Drama. 4th Compact Ed. XJ Kennedy and Dana Gioia . NY: Longman, 2005 Bloom, Harold. "Biography of Emily Dickinson." Bloom's Major Poets. Edited And With An Introduction By Harold Bloom: Emily Dickinson. Comprehensive Research And Study Guide. Harold Bloom. Broomall, PA: Chelsea House Publishers, 1999 Tate, Allen. "Allen Tate On Emily Dickinson." Bloom's Major Poets. Edited And With An Introduction By Harold Bloom: Emily Dickinson. Comprehensive Research And Study Guide. Harold Bloom. Broomall, PA: Chelsea House Publishers, 1999

Ralph changes †How does Golding show this? Essay

Golding uses several ways to describe and show what is meant. One of the characters that Golding has used writing to show how he has changed is Ralph. Ralph is firstly described as a child with no sense of responsibility. After he is selected as leader and several situations occur on the island, he becomes a good realistic leader. Ralph is one of the first characters described in the book. Before anything else, Golding introduces two characters. One we later find is called Ralph, another named Piggy. When Ralph first finds himself on the Island he doesn’t appear to have a vast sense of responsibility, or to be very mature in his thoughts. We can see this as when Piggy asks ‘All them other kids†¦Some of them must have got out. They must have, mustn’t they?’ Ralph’s reply is to get up and casually walk over to the water. Golding, instead of having Ralph reply ‘I don’t care’ or another known ignorant phrase has written that he just gets up and casually walks over to the water. This is not only a different way of showing that Ralph is not too bothered about being responsible, but creates a question in the readers’ mind. ‘What is it with this character?’ and can cause them to become tense, wanting to find out more. In the same conversation with Piggy, Ralph is again shown to have no real sense of maturity. Piggy is showing Ralph a cut on his arm and Ralph again doesn’t seemed to be bothered by it. ‘The fair boy (Ralph) reached out and touched the jagged end of a trunk. For a moment he looked interested’. Here Golding has said straight out that Ralph almost looked interested but really could not care less. Ralph again shows his ignorance by relying on his father to save him, whereas Piggy knows that is not going to be the case. ‘I could swim when I was five. Daddy taught me. He’s a commander in the Navy. When he gets leave he’ll come rescue us.’ I feel Golding chose this section of Speech from Ralph to show that he is relying on other people and does not think that he has to be dependable. He thinks that everything will be alright because his dad will come and rescue him. He is making no real effort to do things for himself, or for the others. As the book continues, Ralph and Piggy meet more children on the island and they all decide to elect Ralph as leader. At first Ralph does not appear to have been a good choice for a strong leader as he rushes into things. He gave Jack control of the choir straight from the beginning of his leadership, ‘The choir belongs to you, of course’. Golding has shown here that Ralph is trying to think responsibly by giving Jack control of the choir so that he doesn’t have to control everything himself, Democratically. But also that Ralph rushed straight into this decision. If he had stopped and thought about it, he could have had time to think of all the consequences of this decision. The fact that Jack could use this power to overthrow him. Later, however, Ralph does realise that he has to think over his decisions before he enforces them. He says ‘Listen, everybody. I’ve got to have time to think things out. I can’t decide what to do straight off. If this isn’t an island we might be rescued straight off’. This quotation also shows that he is beginning to think about being rescued since he has had the power of leadership. He is beginning to think more maturely, responsibly. Ralph shows signs of a strong leadership as the story goes on. Golding shows these by implementing them in Ralph’s speech and reactions. After he has become leader, his reactions to certain situations change. One of which is the situation that exists when the boys need to find out whether the island is actually an island. Ralph says ‘So we’ve got to decide if this is an island. Everybody must stay round here and wait and not go away†¦. Three of us will go on an expedition and find out.’ Here Golding is showing Ralph’s thoughts are starting to be trained and precise, reacting upon a situation. Earlier on in the book Ralph showed that he did not care to hear about Piggy as he stood on his head whilst he was talking to him. Golding later writes ‘There was no place for standing on one’s head. This time Ralph expressed the intensity of his emotion by pretending to knock Simon down; and soon they were a happy, heaving pile in the under-dusk’. This is explained by Golding to show that Ralph’s behaviour has also changed since he has had to become more responsible as chief. After Ralph has decided that a fire must be kept alight on top of the mountain to send smoke signals to a passing ship and that there had to be somebody maintaining the fire, Piggy took the conch. He stated that the firewood was piled up too much for a small fire. At that moment, the fire began to spread into the dead wood and across into trees. The island began to catch fire. In all the commotion, a smaller child was caught in amongst the fire and wasn’t seen again. ‘That little ‘un†¦.. him with the mark on his face, I don’t see him. Where is he now?’ Ralph was not able to say or act upon this case but was all part of his learning. Golding shows that Ralph realises he has done wrong and needs to think more before he acts by having him repeat part of his speech in amazement and shame. ‘Ralph muttered the reply as if in shame. â€Å"Perhaps he went back to the, the—–â€Å"‘. Later in the story Ralph remembers the little child and acts upon the situation that caused the memory to appear in the front of his mind. Another situation that causes Ralph to act and use the power of his leadership is when Jack takes the two twins, who are on fire watch, off to go hunting for meat when they are not really needed. Ralph and Piggy notice that a ship passes the island but at that point there is no smoke from the fire. They rush up to the top of the mountain and try to get some smoke before the ship passes. Unfortunately the ship passes before any smoke was made for signalling. When Jack and the others get back from a successful hunt they are all boasting. One of the first things that Ralph says to Jack is ‘You let the fire out’. Again, this shows Ralph’s change in attitude when he has to react to a situation. He has a sense of responsibility and a rage inside him because nobody listened to his reasoning and rules about the fire. Ralph continues to show his anger at Jack as he repeats his point that he took the twins away from the fire and let the fire out. He then said to relight the fire ‘Ralph’s final word was an ungracious mutter. â€Å"All right. Light the fire†. Here again, Golding is showing Ralph’s realisation of the situation by stating that Ralph is acting maturely with his power even though he may want to just shout at Jack for it. Ralph later uses his authority to show that he is taking charge. ‘I’m calling an assembly†¦.even if we have to go on into the dark’. This shows that Ralph does not care for messing around and immaturity at this time. He cares about his rules, keeping the fire alight and doing something about being rescued. In contrast to the beginning of the book, Ralph has taken it upon himself, along with his leadership, to start thinking about being saved after bad situations have occurred and he has realised that daddy won’t save him, its up to him to get everybody saved.

Waiting for Superman

Brad Mitchell Ms. Campbell ENG 101 01 October 2012 Waiting for ‘Superman’ The film â€Å"Waiting for Superman† follows five children as they have to struggle through a system of conflicting education regulations and avoid the academic pitfalls that are public schools in order to receive a proper education that may guarantee them a career. The film, directed by Davis Guggenheim, asserts the claim that Teachers' Unions are a main problem to public education, and that charter schools are the safest and most definite method to ensure that a student acquires a proper education.While the film was created with good intentions to improve the education of American students, it has been dismissed by most due to the film seeming to demonize Teachers’ Unions and overly-praising charter school systems. Although public schools have indeed faltered since the 1970’s, it does not mean that private schools and charter schools are the go-to solution. The truth is, publ ic school systems have been proven to perform just as well as, if not better than, the charter schools that the film seemingly praises as a definitive solution.An article from The Washington Post by Rick Ayers talks about a survey run by the Center for Research on Education Outcomes, or CREDO, saying that it â€Å"concludes that only 17% of charter schools have better test scores than traditional public schools, 46% had gains that were no different than their public counterparts, and 37% were significantly worse. † (Ayers. ) Another popular argument that the film expresses is that the Teachers' Unions should be reformed because the regulations that the unions created make it nearly impossible to fire a bad teacher.Although Teachers' Unions do have room for improvement, throughout history and across the globe the unions have done more good than harm. The American Federation of Teachers and the National Education Association were created to abolish the discriminatory pay rates between male and female teachers, and to establish a firm group to ensure that changes to school systems would not be made without representation and that teachers as a whole would not get the short end of the stick. Waiting for Superman† highlights Finland as having one of the best school systems in the world, while in fact ninety-percent of the Finnish labor force is operated by unions. Dana Goldstein wrote in an article for The Nation: You also don't learn that in the Finnish education system, much cited in the film as the best in the world, teachers are—gasp! —unionized and granted tenure, and families benefit from a cradle-to-grave social welfare system that includes universal daycare, preschool and healthcare, all of which are proven to help children achieve better results at school. Goldstein. ) The film also continuously bashes tenure as ‘good idea turned horribly wrong’, saying that it allows bad teachers to sit in class and do nothing to te ach their students without risk of being fired. Tenure was created to ensure that university professors would not be fired for political reasons or when there was a change in administration. When it branched out to public schools, tenure protected every teacher from being replaced due to absurd reasons like race, religion, or sexual preference.Several surveys have shown that most principals say they would indeed have the authority to fire a terrible teacher if the need arises. The other main point that â€Å"Waiting for Superman† argues about is the funding of public schools versus the funding of charter schools. Public schools are federally funded, meaning that decisions made concerning the school and its administration are made by the state, which fall under a set of federal regulations.Charter schools, however, are privately funded, originally by parents and teachers who were committed enough to start a school under their brand of administration and regulations, as time we nt on, though, more people created their own charter schools mainly for the purpose of gaining more money from applicants and showing little care for the education of students, if only to keep their charter school operating. â€Å"Waiting for Superman† has received both positive and negative reviews since its debut in September 2010. Many critics say that the film is little more than charter school propaganda.While it may seem that way, especially with all the accusations of statistical inaccuracy, the film should not be completely ignored. Davis Guggenheim has fulfilled the purpose of the movie by raising awareness about the quality of public education, and alerting the public to the mess that is the work of Teachers' Unions and theirs' and the governments' conflicting regulations. The United States government and the people of the public must work together and reform and improve the nation's education system for the benefit of their children in the short run, and for the be nefit of their nation in the long run.Works Cited Dana Goldstein. â€Å"Grading ‘Waiting for Superman'. † The Nation. 23 September 2010. The Nation. 20 September 2012. . Rick Ayers. â€Å"The Answer Sheet. † The Washington Post. 27 September 2010. The Washington Post. 20 September 2012. . fairtest. â€Å"The Real Facts About ‘Waiting for Superman'. † FairTest. 29 September 2010. n. p. 20 September 2012. .

Make a Glow in the Dark Pumpkin

Make a Glow in the Dark Pumpkin You can make a glow in the dark pumpkin with a jack-o-lantern face using a common non-toxic chemical. The jack-o-lantern doesnt require carving or fire, shines in rain or wind, and lasts as long as your pumpkin. Plus, the glowing pumpkin looks really spooky! Glow in the Dark Pumpkin Materials Its very easy to make a glow in the dark pumpkin and it doesnt require many materials: Pumpkin (real, carved, or artificial)Glow in the dark paintPaintbrush (optional)Masking tape to form a jack-o-lantern face (optional) Make the Pumpkin Glow Basically, ​all you need to do is coat a pumpkin with glow in the dark paint. The glow in the dark paint can be obtained from any arts and crafts store. You can use glow in the dark acrylic paint for making models, glowing tempera paint, or glow in the dark fabric paint. I used glowing fabric paint, which dries clear and is waterproof. Paint your pumpkin.Shine a bright light on the pumpkin, then turn out the lights. If the pumpkin does not glow as brightly as you would like, apply one or more coats of glow in the dark paint. Creating a Jack-o-Lantern Face For this project, the jack-o-lantern face is the part that does not glow. If you are using a carved jack-o-lantern, youve already got a face. If you just want a glowing pumpkin, you simply coat the pumpkin with glow in the dark paint, and youre finished. If you want a face on an intact pumpkin you have a few different options for creating it: Trace a face on the pumpkin and paint around the face.Tape a face on the pumpkin, paint the entire pumpkin  and remove the tape when the paint is dry. How Long Will the Glowing Pumpkin Glow? How long your pumpkin glows depends on the chemical used to make it glow and the light you used to charge your pumpkin. Zinc sulfide is a phosphorescent non-toxic chemical used in most glow in the dark paints. If you shine a bright light on it, you can expect it to glow for several minutes up to an hour. If you shine an ultraviolet lamp or black light onto the pumpkin, it will glow more brightly, but probably not any longer. Newer phosphorescent paints are based on rare earth elements. These pigments glow very brightly, usually in green or blue, and can last a full day. If you use tritium-based paint, you will not need to apply light in order to make your pumpkin glow, plus the pumpkin will glow pretty much until the end of time (at least 20 years). How Long Will the Glowing Pumpkin Last? The type of pumpkin you use will determine how long your glowing pumpkin will last. If you paint a carved jack-o-lantern, expect the pumpkin to last a few days to a week. An uncarved pumpkin may last a few months. An artificial pumpkin can be used year after year.

Beowulf Good VS Eviel essays

Beowulf Good VS Eviel essays The Story of Beowulf is a classic epic poem that contains the forces of good and evil against each other. In this story evil is in the form of a horrible monster known as Grendel. Grendel is a very powerful monster who is attacking the people of Denmark. The mighty warrior known as Beowulf represents the forces of Good. He hears of what Grendel is doing to the Danes and quickly comes to the rescue. In the opening part of the story we learn what a horrible monster Grendel is. His thoughts were as quick as his greed or his claws: He slipped through the door and there in silence snatched up thirty men and smashed them (35-39). These lines show Grandes heart of stone and thats he is evil by killing whatever he wants. Grendel slips through the shadows of night and continues killing the Danes every night, represent the sneakiness of his evil. Beowulf, the brave soldier lives far away from Denmark. The poem displays him to be good when he learns of the monster Grendel and comes to the rescue. In his far-off home Beowulf, Higlacs follower and the strongest of the geats heard how Grendel filled the nights with horror and quickly commanded a boat to be outfitted (90-94). Thus showing how good at heart Beowulf is by protecting others from evil. When Beowulf arrives at Denmark his reputation proves he has come to help and he and his men are quickly taken into Denmark and Cared for. The Danes explain to Beowulf of the monster and pray he can help them. They agree to watch over his boat for him. Grendel comes one night to find Beowulf and kill him. He kills the first geat he comes to and then awakens Beowulf. Beowulfs strength overpowers that of Grendel and Beowulf mortally wounds the Monster. Grendel then flies to Die in his Den, and Beowulf has defeated the evil monster. In this poem good triumphs over evil. Beowulf being brave and good at heart comes to destroy the evil...