Small Essay for 3rd Graders Samples Can Be Fun for Everyone

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Price of Freedom - 1550 Words

Delmy Alvarado Philosophy 10 Chris Rocco 10/01/2012 First Essay Assignment The Price of Freedom Freedom is believed by many to be physical. With freedom you can do what you want and say what you want without having to answer to anyone. The question is, is freedom really that simple? If so, does that mean we are all free? Reading the stories, â€Å"The Grand Inquisitor,† â€Å"Oedipus Rex,† and â€Å"The Crying of Lot 49,† have brought different perspectives on freedom. The three stories all brought into question the definition of freedom. Is freedom just the physical idea of freedom or is there more? Freedom is not just being unshackled and without an owner, it is having one’s own thoughts and ideas, one’s own morals, one’s own set of†¦show more content†¦She too was willing to give up her freedom for certainty, the answer to her questions. Being free can give the peace of mind that you did your best, not someone else’s. In the world we live in today, not a lot of people are free. There is so many standards and laws that make sure we are not free. We are given the illusion that we are, just like the grand inquisitor suggested. Our ideas and morals are controlled by religion, television, laws, and society as a whole. They control from where we live and how far in the social ladder we can climb to what we wear and where we eat. Technology has made us even worse. As far as freedom of speech goes, we are still aware that there are something’s we shouldn’t say. For physical freedom people will still slave over jobs that they do not like because society says they have to work. We eat what is socially acceptable, we watch what others say is good. Religion controls what one’s morals are, what they see as correct and wrong. Our freedom is no better than Oedipus’, who believed all his choices were completely his own doing. We are so sure that we are doing what is right we do not look for truth. Our seeming freedom of choice has blinded us from searching for the actual freedom. Thi s is not necessarily a bad thing. There is union and unified systems that allow us to have a working society. The majority believes in the system. They are following the truths are given and live happy lives knowing that theyShow MoreRelatedThe Price of Freedom Essay511 Words   |  3 PagesThe Price of Freedom What is the price for FREEDOM? Its obvious that the price for freedom is not free but that it is rather large. After obtaining freedom, we look back and wonder was it worth it? Was freedom overpriced? In other words, did we sacrifice and pay too much to be free? In the United States history, there have been many wars that have taken place. We live the way we do today because of the many brave men and women that have sacrificed their lives. There is no doubt that thisRead MorePtsd, The Price Of Freedom785 Words   |  4 PagesPTSD, the Price of Freedom Freedom bears a heavy price. Many soldiers pay with their lives, while others relive the sights, sounds, and terror of combat. Post-Traumatic Stress Disorder (PTSD) affects thousands of American veterans each year. Is PTSD simply a weakness, or is it an epidemic? Though historically, the validity of PTSD has been argued, the pain is real, and there is a diagnosis to prove it. Combat-related PTSD stems from witnessing the suffering and death of others, and the exposureRead MorePtsd, The Price Of Freedom Essay903 Words   |  4 PagesPTSD, the Price of Freedom The freedoms Americans enjoy come at a price; brave military men and women often foot the bill. Many men and women pay with their lives; others relive sights, sounds, and terror of combat in the form of PTSD. There are several causes and risk factors for the development of PTSD. Combat-related PTSD appears slightly different than traditional PTSD. History tells of times when soldiers diagnosed with PTSD were viewed as â€Å"weak.† Resources have not always been available toRead MorePrice of Freedom in Ibsens A Dolls House Essay1240 Words   |  5 PagesThe Price of Freedom in A Dolls House   Ã‚   Freedom is something that people in all times, places, and experiences have sought after, often against great odds and at a great personal cost. But, in the struggle for freedom, every person gains a sense of true self, if they believe that the freedom which they are fighting for is just. In almost all plays, every character has something threatened which is important to them and which they consider worth fighting for. In Henrik Ibsens play ARead MoreThe Price of Freedom: An Analysis of Rebellion in George Orwells 19841462 Words   |  6 Pagesfor committing subversive acts. The once rebellious Winston is then forever changed, as he becomes a loyal subject of Big Brother. Winston s challenge of Oceania s imposed values and beliefs demonstrates humanity s need and subsequent pursuit of freedom. In Oceania, The Party is seen as the ultimate power; it imposes its authority and fear over its citizens with the use of technology. From the street corners to Winston s living room, the telescreens are used to monitor the thoughts and actionsRead MoreEssay on Hate Speech is the Price We Must Pay for Freedom of Speech2302 Words   |  10 PagesUnited States we enjoy many wonderful freedoms and liberties. Even though most of these freedoms seem innate to our lives, most have been earned though sacrifice and hard work. Out of all of our rights, freedom of speech is perhaps our most cherished, and one of the most controversial. Hate speech is one of the prices we all endure to ensure our speech stays free. But with hate speeches becoming increasingly common, many wonder if it is too great of a price to pay, or one that we should have to payRead MoreThe Symbolic Significance of Methuselah as It Reflects the Price Family in Specific and the Congo in General in the Book The Poisonwood Bi ble735 Words   |  3 Pagesleft by brother Fowls for the Price family. He has been denied freedom for very long and has been kept in a cage. Later when Nathan Price sets him free, he has no idea what to do with his independence. So he keeps flying near the Price house and depends on the Price girls for food. When Congo’s independence is announced, Methuselah gets killed and eaten by a cat. The imprisonment and freedom of Methuselah can symbolize the current and the future conditions of the Price family as well as the colonizationRead MoreElasticity Vocab794 Words   |  4 Pagesï » ¿Why the tepid response to higher gasoline prices? Most studies report that when US. gas prices rise by 10 percent, the quantity purchased falls by 1 to 2 percent. In September 2005, the retail gasoline price was $2.90 a gallon, about $1.00 higher than in September 2004, but purchases of gasoline fell by only 35 percent. Source: The New York limes, October 13, 2005 1. Calculate the price elasticity of demand for gasoline implied by what most studies have found. (2.90-1.90/1.90)= 52.6 2.Read MoreMilton Friedman s Capitalism And Freedom Essay1727 Words   |  7 Pagesand Freedom, investigates the link between economic and political freedom. While many supporters of democratic socialism consider that â€Å"politics and economics are separate and largely unconnected,† Friedman contests that the two are inextricably linked. To prove this assertion, he mentions that â€Å"the citizen of the United States who is compelled by law to devote †¦ ten percent of his income to the purchase of a particular kind of retirement contact †¦ is being deprived †¦ of his personal freedom,† theRead More American Freedom - No Greater Gift Essay1431 Words   |  6 PagesAmerican Freedom - No Greater Gift Silently they stand, tall, strong pillars of memory in a seemingly long since forgotten world. Rows upon rows of white marble glisten in the first rays of the rising sun. The shimmer of morning frost still graces their elegant arches as the brisk air begins to take on a slightly warmer tone. In this quiet hour, not quite night, yet still not day, one lone man stands respectfully next to a small, almost insignificant grave stone. His head hangs slightly bowed

Direct Instruction Essay Example For Students

Direct Instruction Essay Direct InstructionThe efficient way for teachers to teach students is to present information, skills, or concept of Direct Instruction. Direct Instruction refers to a rigorously developed, highly scripted method for teaching that is fast-paced and provides constant interaction between students and the teacher. (Effective Teaching Methods) Direct Instruction is a research basic module used to help students to set clear goals and understand them. The student will have a clear and concise explanation of the subject. Engelmanns theory of Direct Instruction is research base; this model of instruction is within a large more generic category of teaching directed instruction. In the essay, I will explain the research base of Direct Instruction, what it is, why use it, how it works, what it does, and what researches say about it. The purpose of Direct Instruction is the curriculums of this project are used. Direct Instruction is to describe lessons in which, the teacher transmits information directly to students, lesson is goal oriented and structured by the teacher.(Educational Psychology) Direct Instruction is a teacher-directed and commonly used during the concept introduction, and a phase of learning cycle. It is also an instructional method and is based on the learning theories of behaviorism and developmentally. The instruction is holistic and used for reading. The program is based on specific student error data from the field test, and scripting the lessons; which allowed sharing of these polished stones across teachers. Children learn by working through the sequence of tasks with carefully timed comments from the teacher, said Engelmann. Direct Instruction is used to describe a lesson to the students. The teacher would lecture, and then he/she guides the students through a complex problem, that is broken down into step. This will help the student to carryout the problem on their own, for an example the teacher would have the students to watch a video and during the project, the students would take notes, and be prepared for a quiz. This gives the teacher control over what is a lecture, and who will learn. These programs assure the teacher incorporates effective teaching behavior into the lesson. This provides children with a high rate of opportunities to participate, interact with peers, and to receive individual attention from the teacher. In addition, these small groups typically become learning communities with shared group and individual goals. This teaches students pre-reading skills, comprehension, spelling, writing, and reading. It is use for basic skills, an example is explaining to the student on how to use a microscope. Teachers use materials and procedures to stimulate students to recognize or create relationship. Direct Instruction is developmentally appropriate and used authentic, an example is reading mastery curriculum and writing poetry. Another example is a language lesson that begins with an exercise on new vocabulary words, therefore; the children will learn about subjects and verbs. This exercise will enable students to synthesize all they learned in the lesson. Direct Instruction has goals that include teaching students to love and be skilled in reading, math, and writing. The students should understand what they read and how math works. Direct Instruction is organize in a logical development sequence, based on concepts, rules, and strategies that students need, for any lesson used in later instruction. The curriculum provides careful constructed tasks; it is logical formats embedded in teacher and student communication, which facilitate students understanding concepts and relationships. The students experience interaction with teacher, peers, and mastery of each task. This enables the student to learn quickly what the teacher is teaching, therefore; children learn more in less time. An example, a brief 5 minutes placement test given for each curriculum to ensure the student begins with lesson for which he she prepared. .u0ae8e7ff8512afb38ce33e8450019235 , .u0ae8e7ff8512afb38ce33e8450019235 .postImageUrl , .u0ae8e7ff8512afb38ce33e8450019235 .centered-text-area { min-height: 80px; position: relative; } .u0ae8e7ff8512afb38ce33e8450019235 , .u0ae8e7ff8512afb38ce33e8450019235:hover , .u0ae8e7ff8512afb38ce33e8450019235:visited , .u0ae8e7ff8512afb38ce33e8450019235:active { border:0!important; } .u0ae8e7ff8512afb38ce33e8450019235 .clearfix:after { content: ""; display: table; clear: both; } .u0ae8e7ff8512afb38ce33e8450019235 { 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; } .u0ae8e7ff8512afb38ce33e8450019235:active , .u0ae8e7ff8512afb38ce33e8450019235:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ae8e7ff8512afb38ce33e8450019235 .centered-text-area { width: 100%; position: relative ; } .u0ae8e7ff8512afb38ce33e8450019235 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ae8e7ff8512afb38ce33e8450019235 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ae8e7ff8512afb38ce33e8450019235 .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; } .u0ae8e7ff8512afb38ce33e8450019235:hover .ctaButton { background-color: #34495E!important; } .u0ae8e7ff8512afb38ce33e8450019235 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ae8e7ff8512afb38ce33e8450019235 .u0ae8e7ff8512afb38ce33e8450019235-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ae8e7ff8512afb38ce33e8450019235:after { content: ""; display: block; clear: both; } READ: Atomic Bomb EssayThe researcher say, direct instruction is use to describe a lesson where the teacher has control. Researcher also says that teachers and student teachers often mistake direct instruction for the only way to teach. Direct instruction is an instructional method from the transmission paradigm, and is based on learning theories of behaviorism and developmental. There are variations of direct instruction, an example; a teacher may use a videotape to lecture to the students. The students would watch the video and talk on the subject in-group discussion or give

Nicholas Fraser and Marysa Navarros biography Evita Essay Example

Nicholas Fraser and Marysa Navarros biography Evita Paper Nicholas Fraser and Marysa Navarros biography Evita is a cogent work that incorporates the childhood, acting career, political emergence, and subsequent adoration of the Argentine populace. Arguing that Evitas underprivileged childhood is the explanatory variable for her future actions, goals, and ambitions, the authors assert that Evita shou7ldered the burden of Argentinas poor workers, or descamisados, and by doing so, solidified the regime of her husband Juan Peron. Utilizing a thematic and chronological style, Fraser and Navarro clearly demonstrate that politically, socially, and economically Evita Maria Duarte de Peron strove her entire life to overcome the scarring poverty induced by her childhood and prevent others from suffering a similar fate. Evita was born on the featureless pampas in the hinterland of Argentina in 1919 a bastard child. Such a second marriage between her mother and an already married public servant were not unusual in the era,1 yet her father Juan Duartes return to his first family in a neighboring town impoverished mother dona Juana and her five illegitimate children. 2 Determining to abandon such a dismal life, and the unpromising future that poverty on the pampas entailed, Eva left her small town of Junin in 1935 to pursue a dream of becoming an actress when she was merely fifteen. Evita, even at this tender age, was ambitious, for she ad no money, little education, and no proven talents, but she wanted to conquer the city and be a star. 3 Experiencing little success, Evita scraped by as a mediocre actress in theatre, radio soap operas, and even starred ina few motion pictures until her star crossed with that of Juan Peron, an up and coming military officer in the military government that had ousted civilian rule in 1943. They met during a fundraiser for the destitute families of an Andean earth quake that had rocked the western city of San Juan, and she shortly thereafter became his mistress. We will write a custom essay sample on Nicholas Fraser and Marysa Navarros biography Evita specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nicholas Fraser and Marysa Navarros biography Evita specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nicholas Fraser and Marysa Navarros biography Evita specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Again demonstrating her resolve and desire to make something of herself, Evita had merely loaded up a truck with her own possessions, took them to Perons apartment, and told the girl who was living with the colonel to leave. 4 Again and again, as the authors demonstrate, Evita sought to alter her prescribed position in the social strata of Argentina. So, as it was, for the first year and a half of their life together Peron and Evita lived not as collaborators, but as colonel and mistress,5 which was not an approved action by Perons military contacts. This unsavory relationship contributed Evita to become a liability, both militarily and politically, and even led to Perons brief imprisonment by the Navy in 1945. However, the authors point out that, even at this early stage of Peronism, Evita was becoming an integral part of Perons propaganda machine, using the experience and contacts garnered through radio to slant the medias portrayal of events in a favorable light towards her lover. 6 When Peron and Evita emerged victorious overlooking the crowd of shirtless working-class supporters in the Plaza de Mayo in 1945, Evita achieved the dream of shedding her past. She was soon married to Peron (for no Argentinean head of state had ever blatantly lived with a mistress), president of one of the richest nations that arose out of the ashes of the Second World War. Evita even doctored her birth and marriage certificates to hide her illegitimacy, thus fully transforming herself from rags to riches. She consciously wore extravagant jewelry and clothing in an effort to convey this image. As the woman once said to a critic, Look, they want to see me beautiful. Poor people dont want someone to protect them who is old and dowdy. They all have their dreams about me and I dont want to let them down. 8 Evita took this personal belief even further by using her influence with Peron and his new labor party to help out the destitute. After returning from a highly publicized tour of Europ e (further signifying her socio-economic transformation), Evita began to take a greater interest in the politic of her husbands regime. Actively seeking to become the Bridge of Love between Peron and his constituency, she established the Eva Peron Foundation, funded by the government, to aid the destitute. 9 It is the role that she had the most lasting political influence, for the system of patronage that Evita established continually delivered the working class vote to Peron. By virtually forcing unions to donate gifts to her foundation, Evita gained a considerable amount of capital for her social programs an estimated 200 million (USD) in 1973. In fact, giving was so widespread that it had to be viewed as an alternative form of taxation. 10 Some of this money was given as direct aid to those that wrote her and came to her office,11 some for basic necessities like shoes and pots,12 and some was used for ambitious projects like nursing homes and primary schools in Buenos Airess poorest barrios. 13 However, all were used to further the political career of Peron, even though Evita was genuinely concerned about the welfare of the masses. For example, Perons image was on each wall of every hospital or home built by the Foundation. 4 Yet the results were undeniable, for many citizens entered what Fraser and Navarro deemed the New Argentina through these ambitious programs. Through a personal desire to eradicate poverty based on her own childhood circumstances, Eva became the integral link between unions, the masses and Peron, and was thus just as integral to Peronism as Peron himself. Evita Perons life and political ambitions of becoming vice president were cut short, however, in 1952 by cancer of the uterus. Millions idolized their beloved Evita and her death even spurred one union to lobby Rome for her canonization. 5 There is much strength in Fraser and Navarros book, one being the relative objective stance taken by the authors. Making not drastic claims about their subject, the authors avoided both the deification and vilification of the women. They accurately portray Evita as a multi-faceted person who struggled with her past, was mesianically devoted to her husband, yet also erred, completely recreating her past and blatantly lying in her autobiography. Fraser and Navarro do not choose sides in the sinner/saint debate, but merely distill the myth s from the truths. For example, the authors carefully noted that Evita, during her acting career, had on one rare occasion slept with the producer to obtain a role. 16 But she became quite successful by 1939 out of hard work and establishing connections at the office of a movie magazine, not by becoming a putita. 17 Another example of the authors carefully weighing of the historical evidence is the books treatment of her slow demise. Evitas increasingly disjointed public utterances toward the end of her life were not a call for the use of political violence as some critics claim, but merely because of the pain induced by her cancer. 8 Fraser and Navarro do not merely produce a one-sided, polarized debate on the life of Evita, but a nuanced, balanced, and accurate portrayal of her rise to international fame. Additionally, the authors sustain their argument from the introduction to the epilogue. Although each chapter deals with a specific theme or era in the life of Evita, all address the womans desire t o change her social status. Not only do the authors construct a cogent argument about the life of Evita, but also give the reader a holistic picture of post-World War Two Argentina. Through the protagonist, her husband, descriptions of the international political setting, Argentinas ISI economic model, and the class and political alliances developed during Peronism, all facets of Argentine society are addressed. The life of Evita is admirably not portrayed in an economic, political, or sociological vacuum. Another laudable feature of the biography is the style. The diction is easily understood and is not packed with convoluted academic jargon that leads to confusion (most likely due to Frasers journalistic background). The authors are direct, clear, and animated. For example, the aforementioned quote concerning Evitas Cinderella portrayal paints a vivid portrait in the readers mind of the womans determination to transform herself. Additionally, the assigning of individual chapters specific categories (such as wife of the President or the gift of giving) creates a work that allows the reader to focus on one issue at a time and thus understand the isolated chronology of her childhood, struggles in Buenos Aires, and political contributions that does not sacrifice the readers perception of historical time. Other features of the book aid the reader, namely the addition of an index, illustrations, and a concise bibliography for those interested in a more in depth study of the subject. Perhaps the greatest asset of the work is Fraser and Navarros use of sources. They use first hand accounts like priests conversations with Evita, newspaper articles of the era, personal interviews conducted by the authors, and original documents written by Evita and Juan Peron. In short, the reader can be assured that Evita is a reliable and scholarly work. The authors took great pains to be thorough and researched many different kinds of sources. The book is not without its flaws however. In my opinion, the authors treatment of the worlds reaction to Evita, particularly that of other Latin American nations, was neglected. Although it may be beyond the scope of the biography, it would have been useful to compare Evita with other Latin American women who achieved considerable political power or who were involved with mass movements. It would have also been useful for Navarro and Fraser to further develop Evitas personal life beyond extreme devotion to Peron, for they merely state: she was perpetually on guard on Perons behalf19 and that she was loyal to him because she loved him. The biography does not deal with, save the character of Lilian, any of Evitas relationships besides that of her husband. Interaction with her family, confidants, and inner circle of friends are largely ignored. However, the aforementioned criticisms do not detract from the quality of this biography. It is an intriguing work that should be read by all those interested in Latin American history. It is a stellar academic source of Eva Peron that has separated out the truth from the myth and accurately depicts Argentine society in the mid twentieth century.