The Greatest Teacher - Free Essay Example

Sample details Pages: 2 Words: 672 Downloads: 2 Date added: 2019/02/05 Category Education Essay Level High school Tags: Teacher Essay Did you like this example? In August of 1992, I was 10 years old going into the fourth grade. I was held back when I was younger due to my family moving so many times. I would be a fourth grader who attended C.T.Reed Elementary school, in Greenbelt, Maryland. Don’t waste time! Our writers will create an original "The Greatest Teacher" essay for you Create order That entire summer I wished and prayed that I would get my favorite fourth grade teacher and it would be Miss Susan Finch. Miss Finch was a warm,nurturing,beautiful and graceful woman who would encourage every student even if they were not her student or even in a different grade. She was also a teacher who always wore snow white reebok classics everyday. It didnt matter the weather. She loved and cared about any and all students. As always like clockwork, two weeks before school started there was a letter that came in the mail informing parents and guardians of which class and teacher each student would be assigned too for the following year. I harassed my mom everyday until it finally arrived in the mail. I was extremely nervous before my mom opened the letter, because I knew that letter contained the name of my future fourth grade teacher. My mom opened the letter, read it quietly to herself and then loudly she said† drum roll please† . I was staring at her as if I thought she was joking and she blurted out you got Miss Finch! I remember jumping up and down screaming so loud i lost most of my voice. Page 2 The first day of school had arrived and I got up early that morning to make sure my new clothes and shoes I begged my mom to buy me which were snow white reebok classics were laid out and ready for me to wear. I wanted to look my best for my new fourth grade teacher Miss Finch. We lined up,found our home room class and I remember waiting in line for lunch that day and as Miss Finch was doing a student headcount, she walked past me and said â€Å" nice shoes†. That made my day,week, and year. Later that fall I saw Miss Finch after school posting flyers around school for the upcoming spelling bee. I was somewhat of a shy kid who would only show my true personality around my family and cousins when we would see them at birthdays or gatherings. So I asked Miss Finch who could participate in this spelling bee and her reply was any student in the school, would you like to sign up?† I froze up and didnt think and blurted out â€Å"Yes of Course I can†. In the next few weeks that followed I practiced all of my words from my study sheets and random words I would have my mom pick out from my elementary school Scholastic dictionary I bought from the book fair from the year before. Miss Finch would stay after school with me twice a week in her classroom, where she would help me by saying a word sometimes once,twice or even a third if i needed her to then she would also give the definition. She would have the greatest snacks . There would be a different variety of sweet ,salty, and sour snacks when we practiced. Page 3 I had a vivid imagination when I was younger and I thought to myself I get smarter and smarter everytime I would eat her snacks. We practiced every Tuesday and Thursday until the school wide spelling bee. I didn’t win the school wide spelling bee that year, but I did make it to the fifth round out of ten. I was satisfied knowing that I made it that far without passing out or throwing up from my anxiety. I was extremely thankful that Miss Finch took the time to encourage me and teach me patience,kindness, and to believe in myself to overcome my shyness. Even now she is one of my top five favorite teachers who inspired me to try new thing and step outside my box.

Don t Tear It - 1652 Words

Don’t Tear it Due to females’ physiological differences, ACL injuries are more prevalent in females than males. Soccer is one of the most common sports that causes injuries without making contact with another player. According to the Federation Internationale de Futbol Association (FIFA), Soccer is the World’s most popular organized sport with over 200 million males and 21 million females registered in the FIFA (Giza). Soccer has become more popular in females in the last decade and is a great recreational sport to be apart of. In Montana, girls that play soccer are prepared for all weather mentally but not necessarily physically. Many girls every year are sat on the bench from injuries. Anterior Cruciate Ligament (ACL) injuries are the most common injury a young girl can get. Soccer is a game played on a turf or grass field. The ground could change within minutes if it started raining or snowing. This causes it to become slippery making it more of a change for an athlete to injure themselves. When a soccer player kicks the soccer ball they put all body weight on one leg to swing th eir other leg to kick the ball. The continuous stopping, going and turing is a factor that causes most ACL injuries. Soccer is just one of many sports that injuries can occur in and is more likely to happen without contact with another person on the field. Basketball is also a very common sport among males and females. Basketball involves running, jumping, shooting, pivoting and makingShow MoreRelatedDescriptive Essay - Original Writing Essay1288 Words   |  6 Pagesbile and whatever else had lined my stomach. I noticed tears cascade down my cheeks as I heaved and gagged, acid burning my throat and my nose as I clutched my stomach. Falling to my knees, I spat on the ground as I tried to breathe evenly. After my stomach seemed to settle I carried on, stumbling over my own feet. My legs felt like lead, my arms stiff beside me. The backpack in my hand dangling limply, scraping the ground. emptiness didn t fade, not this time. I had spent so long thinking aboutRead MoreSocial Media About Me Being Promiscuous888 Words   |  4 Pagesbecause people don t know your situation but they assume but it s whatever. As I walk to my locker Taylor Chapman and Candice walked up to me. They both looked fidgety and in shock.Candice was wearing glasses and Taylor looked as if she was in tears. They both looked distressed but I didn t want trouble. What do you guys want I said. We want to talk to you about the men, I mean boys in your life Candice said. If your here to criticize me or the so called boys in my life I don t care I veRead MoreMy Memoir Of My Life850 Words   |  4 Pagesknowing we wouldn’t have much more time with him. All the memories that night were worth keeping ahold of. 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Elizabeth Barrett Browning 2 Essay Research Paper free essay sample

Elizabeth Barrett Browning 2 Essay, Research Paper The Horror of Child Labor Over 150 old ages subsequently, the same state of affairs exists. Light was non precisely shed in the jobs of child labour in the mid-1800 s. Soon, writers like Elizabeth Barrett Browning stepped to the head and raised public consciousness for the distressing conditions child labourers were subjected to. When authorities probes into child labour revealed the rampant development of kids, Browning responded with a verse form created in understanding, taking the signifier of her 1843 verse form, The Cry of the Children. With this verse form, Browning worked to do the predicament of the immature workers known. She gave them a voice, loud and clear, where they antecedently had none. In her verse form, Browning worked to show non merely the unfairnesss dealt to the kids or the conditions they endured, instead she worked to show the feelings of desperation and obfuscation the kid labourers were enduring. The 3rd stanza from The Cry of the Children represents the exact conditions that Browning wants her audience to be horrified and touched by. Browning pigments a clean image for her audience so that they do non merely read the words, but besides visualise them. With the mental image of kids looking up with. . . picket and shriveled faces, Browning sets the phase for an emotional representation. She shows her audience images of the kids she is speaking about. Their faces are pale from the deficiency of sunshine and from undernourishment. Browning so clearly defines the culprit of the unhappiness she describes. She identifies the grey work forces, or old work forces who are rich industrialists, drawing and pressing down the cheques of babyhood. Browning takes the actual actions of the industrialists who owned these kids s lives for 12-16 hours each twenty-four hours and became affluent from their labor. Browning transforms the old work forces into kid slayers who smother the breath from the lungs of the little kids, crushing out their lives. This subject of impending decease is so carried on throughout the stanza. The immature kids speak straight to the audience, conveying their ain feelings about their labours. Their mention to your old Earth in line_____ is powerful. With merely three words, the kids are able to show the sub-standard nature of their lives. They are so lowly, and their lives so worthless, that they are non even occupants or dwellers of Earth. They take no ownership of Earth, because it, like every other freedom, has been denied to them. They have no power to have anything, so why should they even possess an Earth to populate on? The immature workers so show the audience that they have toiled and endured work, good beyond their old ages, and they reflect the effects of that age. Our immature pess. . . are really weak ; / Few gaits have [ they ] taken, yet are weary. Rather than looking as immature and unworried kids, running and playing, these workers have used their immature limbs beyond that capacity. They have been worked to the point of such exhaustion that they have lost their desire, their ability to be kids. Their pess hurt as though they are grownups returning place from work. All the more disturbing is the inordinate weariness the kids feel, after holding taken but a few gaits. These few gaits represent the little figure of old ages the kids have lived in comparing to the fatigue they are now subjected to because of the grueling work. The kids are portrayed by Browning as so exhausted by the attempts of their short lives that they are really looking frontward to their ain deceases. This want for a fleet decease, excessively, is dashed, as they know that our grave-rest is really far to seek. Browning uses this imagination of decease to arouse a feeling of horror from her audience. It is incredible that kids could even believe of deceasing, much less hope to decease. The flooring realisation of kids wanting their ain decease is followed, nevertheless, with the cognition that the kids still have a long clip to work and endure before they get to rest. Browning takes the common perceptual experience of the aged who are close to decease and transposes it onto the frame of little kids. These kids should be full of life, but alternatively they desire and even hope for their ain deceases. Browning pigments an dry image of the kids who are happy to have decease. While both appear/feel as though they are close decease, the kids inquire the aged why they weep. The sarcasm is that the kids do non cry at the idea of decease despite populating uncomplete lives, yet the grownups who live much more complete lives are shouting. This upseting credence of their ain decease, by the kids is foiled by the cryings and disquieted displayed by those aged grownups who have lived Fuller lives and now face their ain decease. Both the immatureness of the aged people in their response to decease, and their fortuitousness of their at hand decease is the position of the kids, is highlighted by the kids s reactions to and their desire for their ain deceases. From the position of the kids, the grownups are lucky to be able to decease, and the kids are covetous of that. In the concluding three lines of the stanza, Browning pigments one last barbarous image for the audience through the voices of the kids. The kids evoke an image of immature kids standing in the cold cold of world without even proper shelter. The kids stand outside, perplexing ; confused about their batch in life, yet cognizing nil different. The concluding line trickles with the same that the existent kid workers felt, implicating that the Gravess are for the old. While the kids are victims of the new industrialised economic system, the aged did non see these inhuman treatments of industrialisation. The kids resent that they don t even acquire a grave to decease in. They are being used and abused and there is no terminal in sight. Even when they desire the unthinkable, to decease, the unfair universe, won t even allow them decease. They have reached a point of desperation where their lone option for alleviation from their agony is their ain decease, and even their wants for that are denied. Browning continues The Cry of the Children, repeating the same sentiments and feelings of work and hurting for the abused kid labourers. Her verse form worked to convey recognition and the visible radiation of truth to a topic frequently ignored in her clip. Child labour issues continue to blight our society, but thanks to the work of writers like Browning, the incidences continue to diminish.

Strengths and Weaknesses free essay sample

A. Strengths Weaknesses Regarding my education, my strengths are determination, good communication skills and having an open mind. These strengths will help me achieve my goal of becoming a dental hygienist by keeping me focused, staying in touch with my fellow classmates finding new ways to learn. My weaknesses are Tunnel Vision, procrastination and lack of patience. I know I will have to try to overcome these weaknesses or at least find ways to work around them. With my tunnel vision I will need to learn to allow yself to be focused but not forget my other responsibilities. Ill need to learn to manage my time properly to avoid work building up and causing stress and finally Ill need to develop my patience so that I can successfully complete my program. B. Employability Skills To make myself an asset to employ, I will have to dominate fundamental, personal management, and teamwork skills. We will write a custom essay sample on Strengths and Weaknesses or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ill need to communicate to the best of my ability with my peers and my environment. Manage information in my field when roblems arise, be able to think creatively to come to appropriate conclusions. My attitude will have to be positive and responsible. My confidence and capability will have to project outwardly. Managing my priorities time will be crucial to my success. Ill take full responsibility for my actions, the actions of my group projects that I undertake. I will have to take the initiative while working with others to ensure that our purpose and motives are met. Also I will respect the opinions perspectives of my team members as we work together.

Interrogations Of Chinese Immigrants At Angel Island Essays

Interrogations Of Chinese Immigrants At Angel Island Essays Interrogations of Chinese Immigrants at Angel Island Chinese immigration, after being shut down for many years by governmental legislation and an anti- Chinese climate resumed quickly after 1906. The major earthquake and fire that occurred in San Francisco lent the Chinese immigrants a window of opportunity to regain entrance to America. Immigrants could now claim, without proof, that they were indeed the son or daughter of a citizen or a partner in a legitimate business. These paper sons and paper merchants increased the number of Chinese immigrants by an unbelievable rate. It was this supposed population explosion that would lead the United States to investigate all incoming Chinese immigrants. Being wary of the impossibility of so many legitimate children of U.S. citizens of Chinese descent, the department of immigration and naturalization sought out to verify that these people were indeed the true sons and daughters or the actual businessmen that they claimed to be. Therefore it was against this historical background and unde! r these particular auspices that the interrogations at Angel Island were carried out from 1910 to 1940. These interrogations were by no means fair, nor were they based on any other legal or practical precedent. While unreasonable detentions were already the norm, the act of interrogating immigrants to the extent that the Chinese were interrogated was unheard of in history. These interrogations were intricate and detailed, and designed to ensnare unwitting Chinese immigrants seeking entrance into the United States. The interrogations not only presented a hurdle for incoming immigrants by prolonging their detention at Angel Island and increasing the bureaucracy required to process Chinese immigrants, but would deeply scar the Chinese landing in the United States. Moreover, the traumatic experiences at Angel Island coupled with other practices following the detentions such as raids of Chinatown during the Red Scare of the 1950's led to a persistent fear of deportation by landed C! hinese. The interrogations were more than just simple interview questions about one's village or parents, rather they were, taken as a whole, another method to exclude the Chinese from America. The entire interrogation was loosely structured but by no means were they were regular or fair. After being held at Angel Island on a writ of habeas corpus, Chinese immigrants were interrogated by a Board of Special Inquiry which was composed of two inspectors, one of which was the Chairman of the Board, a stenographer, and finally an interpreter. This board was not held to technical rules of procedure or evidence as used in other federal courts but rather was allowed to use any means it deemed fit under the exclusion acts and immigration laws to ascertain the applicant's legitimacy to enter the United States (Lai 20). Nevertheless the lines of questioning were generally the same for all immigrants. The questions usually started with personal information then proceeded onto family information, village information, and then finally information on the home. Within these groupings there were multiple side questions concerning details of the family or village. Immigrants were aske! d extremely detailed and far ranging questions within these side questions. They were asked questions similar to the questions Jow Yick faced in 1909 in case #1424, "Is she (your mother) a small footed woman?" or "Is any body of water near or within sight of your house?" Other questions concerning the village became increasingly detailed. In the case of Ung Shee, case #16778/2-12, the husband had to testify on the entire village and all the particulars of the inhabitants of each home. In one instance the inspector asked the husband of Ung Shee whether or not the woman in the third house and fourth row of the village had bound feet. In Ung Shee's case, detailed questioning about every family in every house was continued up until the seventh row of the village. Her husband also endured questions such as, "Do you cross a stream going to the market?" and "How large is the bridge over that stream?" as well as other questions such as, "Did your brother have a picture of yourself in ! his house?" (Box 1211 National Archives). This however, was not far from the norm for most immigrants. To give a general idea of the structure of the interrogation,

Biology Suffixes Phagia and Phage

Biology Suffixes Phagia and Phage Understand suffixes Phagia and Phage that are used in biology with this helpful guide.   Ã¢â‚¬â€¹ Biology Suffix Phagia With Examples The suffix (-phagia) refers to the act of eating or swallowing. Related suffixes include (-phage), (-phagic), and (-phagy). Here are examples: Aerophagia (aero-phagia): the act of swallowing excessive amounts of air. This can lead to digestive system discomfort, bloating, and intestinal pain. Allotriophagia (allo-trio-phagia): a disorder that involves the compulsion to eat non-food substances. Also known as pica, this tendency is sometimes associated with pregnancy, autism, mental retardation, and religious ceremonies. Amylophagia (amylo-phagia): the compulsion to eat excessive amounts of starch or foods rich in carbohydrates. Aphagia (a-phagia): the loss of the ability to swallow, typically associated with a disease. It a can also mean refusal to swallow or inability to eat. Dysphagia (dys-phagia): difficultly in swallowing, typically associated with the disease. Omophagia (omo-phagia): the act of eating raw meat. Suffix Phage Bacteriophage (bacterio-phage): a virus that infects and destroys bacteria. Also known as phages, these viruses typically only infect a specific strain of bacteria. Macrophage (macro-phage): a large white blood cell that engulfs and destroys bacteria and other foreign substances in the body. The process by which these substances are internalized, broken down, and disposed of is known as phagocytosis. Microphage (micro-phage): a small white blood cell known as a neutrophil that is capable of destroying bacteria and other foreign substances by phagocytosis. Mycophage (myco-phage): an organism that feeds on fungi or a virus that infects fungi. Prophage (pro-phage): viral, bacteriophage genes that have been inserted into the bacterial chromosome of an infected bacterial cell by genetic recombination. Suffix Phagy in Use Adephagy (ade-phagy): referring to gluttonous or excessive eating. Adephagia was the Greek goddess of gluttony and greed. Coprophagy (copro-phagy): the act of eating feces. This is common among animals, especially insects. Geophagy (geo-phagy):   the act of eating dirt or soil substances such as clay. Monophagy (mono-phagy):   the feeding of an organism on a single type of food source. Some insects, for example, will only feed on a specific plant. (Monarch caterpillars only feed on milkweed plants.) Oligophagy (oligo-phagy): feeding on a small number of specific food sources. Oophagy (Oo-phagy): behavior exhibited by embryos of feeding on female gametes (eggs). This occurs in some sharks, fish, amphibians, and snakes.

The concept of 'Xeno-racism' in the context of the 'war against Essay

The concept of 'Xeno-racism' in the context of the 'war against terror' - Essay Example Unfortunately, human beings also have the tendency to see change as the enemy, as a threat to their identity and their survival, and they rail against it. With the twenty-first century, the world has witnessed a rise in fear on all sides of the globe, one that pits humans against humans, country against country, and religion against religion. From a NATO perspective, the Cold War has given way to the War on Terror. Today, developed countries fear terrorist attacks from Islamic fundamentalists, while many in the Middle East fear amoral, mindless consumerism and even bellicose, forcible take-overs spawned from developed countries. So it is the same old story that has been told and retold for centuries. It is the same story, reframed in new terms, using new verbiage, yet the message and meaning are the same. Yesterday's racism becomes today's supposedly "legitimate" concerns about the financial liability of the poor immigrant, the unpredictability and potential danger of the deranged religious fanatics, and the threat of pervasive immorality. Although this is a multi-faceted and complex issue, for the purposes of this paper, the Western xeno-racist perspective will be defined and addressed in the context of the war on terror, and its usage as a basis for justification for xeno-racist policies on the part of Western governments, especially in regard to Muslim people, will be analysed. At the heart of racism lie the instinctive fears and desires of human beings. Whatever excuses people might use to explain their racist remarks and attitudes, the crux of the matter is that they fear that a foreign people coming into their land might somehow threaten their survival. This fear is intensified by the basic human desire to create order, which is projected into national identities and societal structures. These structures and identities are threatened by change, represented by the foreigner. Furthermore, these self-definitions are maintained by the ability of people to define themselves as different and distinct from "the other", the stranger. When these strangers desire to move across national borders or otherwise impact a country and its people, fear is often the result. It is the fear of change, the threat to national identity, and the potential fear of being overtaken by the foreigners that drives people to reject immigrants and to deny them entrance2. Science has proven that there is no such thing as multiple races, yet the belief in race persists. "Race", being a social construct, "has no inherent or fixed meaning. What "race" is emerges within specific historical, economic, and political situations and is whatever racists have the social power to define it as. It is an open-ended political category constituted out of struggle3. Indeed, it is one of the great ironies of modern life that while race is a complete fiction, it continues to drive social structure and political action4. Furthermore, although it is no longer socially acceptable to be outright racist, claiming that a person of a certain color or country of origin is automatically inferior, human beings have not altogether discarded the boundaries they have built around themselves. Likewise, it is no longer considered rational to be afraid of a stranger simply because they are unknown, a condition referred to as xenophobia, and yet the human fear of the other and the huma n desire to create national identity and order has not succumbed to science and rationality so easily. So, in the place of xenophobia and