First day of middle school Essay Example for Free

First day of middle school Essay I WAS VERY NERVOUS WHEN I GOT ON THE BUS BECAUSE I DIDN’T KNOW ANYBODY. I NOTICED ONE GIRL FROM MY ELEMENTARY SCHOOL, BUT SHE DIDN’T TALK TO ME FOR TWO DAYS. WHILE I WAS ON THE BUS I INTRODUCED MYSELF TO A BOY NAMED TOMMIE AND WE BECAME FRIENDS. EVERY SINCE I SPOKE THAT DAY, TOMMIE AND HAVE BEEN CLOSE. WE HAVE EACH OTHERS BACK WITH CLASS WORK AND HOMEWORK. DURING LUNCH TOMMIE SAVED ME A SEAT, OUR LOCKERS ARE CLOSE BY EACH OTHER AND WE HAVE SEVERAL CLASSES TOGETHER. I STARTED TO LOOSEN UP AS THE DAY PROGRESSED BECAUSE I REALIZED. MIDDLE SCHOOL IS NOT ALL THAT BAD. MY FIRST PERIOD TEACHER SCARED ME BECAUSE SHE HAD ADEEPVOICE THAT CAUGHT MY ATTENTION. NOW THAT TIME IS PASSING IM MEETING MORE FRIENDS, MORE FRIENDLY TEACHERS AND STAFF. I HAVE LEARNED MY SCHEDULE WHICH IS DIVIDED INTO TWO DAYS ADAYAND B DAY. I LEARNED HOW TO DO THINGS IN A TIMELY MATTER BECAUSE WE CANT BE LATE TO CLASS OR THE BUS. IM STARTING TO SHOW MORE RESPONABLITIES SINCE ENROLLING IN BAYLOR COLLEGE OF MEDICINE ACADEMY egg pupa larva GET STARTED RIGHT AWAY. This placeholder text includes tips to help you quickly format your report and add other elements, such as a chart, diagram, or table of contents. You might be amazed at how easy it is. LOOK GREAT EVERY TIME †¢Need a heading? On the Home tab, in the Styles gallery, just click the heading you want. Notice other styles in that gallery as well, such as for a quote or a numbered list. †¢You might like the photo on the cover page as much as we do, but if it’s not ideal for your report, right-click it and then click Change Picture to add your own. †¢Adding a professional-quality graphic is a snap. In fact, when you add a chart or a SmartArt diagram from the Insert tab, it automatically matches the look of your report. GIVE IT THAT FINISHING TOUCH Need to add a table of contents or a bibliography? No sweat. ADD A TABLE OF CONTENTS It couldn’t be easier to add a table of contents to your report. Just click in the document where you want the TOC to appear. Then, on the References tab, click Table of Contents and then click one of the Automatic options. When you do, the TOC is inserted and text you formatted using Heading 1, Heading 2, and Heading 3 styles is automatically added to it. ADD A BIBLIOGRAPHY On the References tab, in the Citations Bibliography group, click Insert Citation for the option to add sources and then place citations in the document. 2 When you’ve added all the citations you need for your report, on the References tab, click Bibliography to insert a formatted bibliography in your choice of styles. And you’re done. Nice work!

Animal Farm, by George Orwell :: Animal Farm Essays

Animalism Vs. Marxism Characters, items, and events found in George Orwells book, Animal Farm, can be compared to similar characters, items, and events found in Marxism and the 1917 Russian Revolution. This comparison will be shown by using the symbolism that is in the book with similarities found in the Russian Revolution. Old Major was a prized-boar that belonged to Farmer Jones. The fact that Old Major is himself a boar was to signify that radical change and revolution are, themselves, boring in the eyes of the proletariat (represented by the other barnyard animals), who are more prone to worrying about work and survival in their everyday life. Old Major gave many speeches to the farm animals about hope and the future. He is the main animal who got the rebellion started even though he died before it actually began. Old Major’s role compares to Lenin and Marx whose ideas were to lead to the communist revolution. Animal Farm is a criticism of Karl Marx, as well as a novel perpetuating his convictions of democratic Socialism. (Zwerdling, 20). Lenin became leader and teacher of the working class in Russia, and their determination to struggle against capitalism. Like Old Major, Lenin and Marx wrote essays and gave speeches to the working class poor. The working class in Russia, as compared with the barnyard animals in Animal Farm, were a laboring class of people that received low wages for their work. Like the animals in the farm yard, the people is Russia thought there would be no oppression in a new society because the working class people (or animals) would own all the riches and hold all the power. (Golubeva and Gellerstein 168). Another character represented in the book is Farmer Jones. He represents the symbol of the Czar Nicholas in Russia who treated his people like Farmer Jones treated his animals. The animal rebellion on the farm was started because Farmer Jones was a drunk who never took care of the animals and who came home one night, left the gate open and the animals rebelled. Czar Nicholas was a very weak man who treated his people similar to how Farmer Jones treated his animals. The Czar made his working class people very mad with the way he wielded his authority and preached all the time, and the people suffered and finally demanded reform by rebelling. The Czar said â€Å"The law will henceforward be respected and obeyed not only by the nation but also the authority that rules it - and that the law would stand above the changing views of the individual instruments of the supreme power.† (Pares 420). The animal Napoleon can be compared as a character

The Hard Times by Charles Dickens

The book Hard Times written by Charles Dickens is a story about a Lancashire Mill Town in the 1840†³s. The novel is divided into three books. Dickens titles the books accordingly to prepare the reader for what is about to come, and throughout the novel he shows the effects of the education system, the setup of the caste system, and the Industrial Revolution had on society through this small town of Coketown. The main characters of the novel show the English caste system of the 19th century by showing how one influences the other and the amount of power the bourgeois now have in society. They own the factories. Therefore, they have the money and, because of the changes coming from the revolution, have some power in society. The titles of the three books, â€Å"Sowing†, â€Å"Reaping†, and â€Å"Garnering† shows significance in the way Dickens is trying to help the reader get an understanding of what is to come. Dickens shows the way the working classes are fighting for a say in the way they are treated at work by forming unions and how a bad negotiator can ruin things. He shows from the start that the education system is based on â€Å"fact† and not â€Å"fancy. The breakdown of the â€Å"fact† based education is shown when Gradgrind himself asked a question that is not fact based. In the end, the whole system of education is reversed and the â€Å"fancy† is fancied. The novel can be summarized as a book about two struggles. One struggle is between fact and imagination and the other is the struggle between two classes. Thomas Gradgrind, the father of Louisa, Tom, and June not only stresses facts in the classroom in which he teaches, but also at home to his family. He has brought up his children to know only the â€Å"facts. Everything is black and white, right or wrong with nothing in between. Gradgrind does not like the idea of going to the circus or having flowered carpet. Everyone knows a person cannot have flowered carpet. He would trample all over them and they would end up dying. The second struggle is between the classes is illustrated between Stephen Blackpool and Bounderby. Blackpool represents the working class and Bounderby the bourgeois or middle class. He is a warm-hearted man who feels he deserves this mediocre life. Blackpool was once an employee under Bounderby and was fired for standing up for his beliefs. He believed that the union was taking anything that was given to them because they could not expect anything better. Stephen stands up for his fellow workers asking for reform and this makes Bounderby mad so he fires Stephen. This was typical during the Industrial Revolution. The run down society Dickens speaks of is that created by the Industrial Revolution. The air is filled with smoke that the working class have to breath. The water is turning colors with pollution caused by the factories. The people who are most effected by this are people like Blackpool, the lower class. Dickens shows Stephen and Bounderby as a typical worker-employer relationship. Dickens shows the way in which the factories were run at this period. A person could lose their job simply by disagreeing with what he felt was wrong because the employer did not really care about the employee. This is the way the workers were treated with no respect. In contrast to the industrial revolution, it would be highly unlikely that a middle class citizen such as Bounderby to employ an aristocrat. The titles of the three books (â€Å"Sowing†, â€Å"Reaping†, and â€Å"Garnering†) are named in a way of giving a special reference to the upbringing and the education of the children. The titles together show the basic plot of the story. â€Å"Sowing,† suggests that in the 1st book the idea of the children being sown with facts and it also lays the foundation of the plot of the novel. They are being taught fact. Where 2+2= 4 and nothing else matters, there is no gray area. Everything is either black or white and nothing else. They are not taught emotion. The 2nd book talks of the reaping or harvesting. In this book, Dickens shows that whatever was sown in the first book, the consequences are now being seen. For example, Louisa Gradgrind Bounderby was sown with the seeds of Fact. She used facts to decide upon marrying Bounderby. It would help Tom out and get him a high position in Bounderby†s bank. We can tell that she did not want to marry Bounderby when she said, â€Å"There seems to be nothing there but languid and monotonous smoke. Yet when the night comes, fired bursts out, father! † This seems be symbolism to a negative view of marrying Bounderby. In other words, she is saying that there would be repressed feelings of passionate love and if this marriage would to happen and deny her the opportunity of love. She would be susceptible to being seduced. This almost happens with Mr. James Harthouse. Here Dickens is referring to the Bible where there is a concept of â€Å"whatsoever a man soweth, that shall he also reap†(Galatians 6:7). Thus, being married to Bounderby, Louisa had harvested an unhappy marriage. The 3rd book, â€Å"Garnering†, is about how characters are starting to pick of the broken pieces of their lives. Mr. Gradgrind starts to help his children put together pieces of their lives by promising to teach them the â€Å"fancy† or emotional side of life along with the â€Å"facts. † The main characters in the story are representative of the 19th century caste system. The aristocracy is represented through Mrs. Sparsit and Mr. Harthouse. Mrs. Sparsit is motivated by an underlining jealousy towards Bounderby; she works for him, throughout the book. During this time in history, there was a conflict of power going on. The middle class was gaining it and the aristocracy was losing it. Mrs. Sparsit despises Bounderby and his philosophy that he is a â€Å"self-made man. † Mr. Harthouse lives the life of a typical aristocrat. He lives the idle life, only moving to Coketown to find something to occupy him. He tried to steal Louisa away from Bounderby. This shows that Harthouse still felt that the rules didn't apply to him being aristocratic. Bounderby, Thomas Gradgrind, Tom Gradgind, and Louisa Gradgrind represent the middle class. Bounderby is the typical successful middle class citizen of this time. He has a lot of wealth and influence and he does not care about his employees. The father, Gradgrind, is driven by a firm belief in his educational system. Therefore, pounds facts into his children. Tom Gradgrind is later revealed as very weak and becomes a person only interested in what he can get no matter how it affects other. He is heartless. Louisa is a poor girl trapped in the middle. Both her father and brother push her to marry Bounderby. She only does this to make them happy, but we see throughout the book that she has an interest in the fancy side of life. Sissy Jupe and Stephen Blackpool represent the lower class. Sissy Jupe is orphaned at the beginning. Blackpool is a worker for Bounderby. Both are very uneducated, but very compassionate people. Blackpool and Jupe show throughout the book the typical lower class citizen. They were very compassionate towards their fellow man and help whenever they could. In looking at the aspects of the 19th century. Dickens gives a description about how the â€Å"hands†, or the workers, were being mistreated and that there was little hope that they would be helped. Dickens† views towards unions at this time are that they were just as corrupt as the employers. Slackbridge is one of the union agitators. He claims to be for the union, but Dickens describes him as a false prophet. He was not a very good negotiator for the union. Even his name suggests that he is a very poor â€Å"bridge† between the workers and the owners. Slackbridge takes whatever is offered and that is not much at all. The Gradgrind education system backfires on Gradgrind himself. This is seen through an ironic situation between him and Bitzer, Bitzer was an excellent product of the â€Å"system. † Bitzer had stopped Gradgrind†s son Tom from leaving town. Tom had been caught stealing money from Bounderby†s bank. By this time Gradgrind has become a more emotional man, torn down by the constant failure in life by his own children. In an effort to save Tom from any jail time, he was planning to send Tom away from town. The emotions felt by Gradgrind become too much for him and in a â€Å"broken down and submissive† manner asks Bitzer, â€Å"have you no heart. † Bitzer replies. â€Å"No man, sir, acquainted with the facts established by Harvey relating to the circulation of the blood can doubt that I have a heart. † The irony is that Gradgrind taught Bitzer to think in this manner. Bitzer uses facts to undermine a question clearly related to compassion, which Bitzer does not have. Gradgrind would have answered the question the same way at the beginning of the novel. Toward the end of the book, fact and fancy became reversed. Why was that? It was because of the realization that the Gradgrind education system failed. Teaching only facts was not the best way of eduacating the children. Gradgrind himself figures this out when he sees his own children failing at life. Dickens illustrates that the education system of this time was educating people to not think on their own. Their imaginations were suppressed and that it also was not interested in making well-rounded students, but denying children their childhood. The significance of the ending being in the circus is that is the complete opposite of everything that was being taught at the beginning. The institution of the school of fact is totally gone. A new way of looking at life has arisen. Facts can no longer the only thing in life. The necessity of compassion, love, and understanding are now shown to be of more importance that learning facts alone. The entire Gradgrind system of facts proved to be a failure, and Gradgrind learns that emotions and imagination are the controlling forces in everyone's life. Gradgrind is filled with repentance for ruining the lives of his children, as he decided to make â€Å"his facts and figures subservient to Faith, Hope, and charity. † In Dickens three books in the novel, we are shown the effects of the education system, the caste system, and the Industrial Revolution had on society through this small town of Coketown To me the book was a good portrayal of what life in the 19th century would have been like. The breakdown of society from a single towns standpoint through the eyes of Dickens is amazing. In my opinion, I felt that the voice of Gradgrind had the most impact throughout the novel. As the novel progresses, so does the attitude of Gradgrind. He slowly faded away from his idea of education of nothing but fact, to completely abandoning that philosophy and promises to intertwine the two. Also, he showed that he was a stronger man, by standing up to Bounderby when Louisa came home. He allowed her to stay and Bounderby divorced her. Gradgrind did this out of love and with no concern about what Bounderby thought or would â€Å"say† about it.

The Harlem Renaissance History - Free Essay Example

Sample details Pages: 2 Words: 698 Downloads: 3 Date added: 2019/05/23 Category Art Essay Level High school Tags: Renaissance Essay Did you like this example? In less than twenty years time, the African American population of just Harlem, New York grew from about 50,000 to around 200,000 people. Thus, becoming an enormous part of the commonly known ?Great Migration that started during World War one, began what is known as the Harlem Renaissance. The ?Great Migration is the main cause of the Harlem Renaissance; without it, it seems that African Americans would not have pushed as hard for the recognition of their culture had they remained in the south. Don’t waste time! Our writers will create an original "The Harlem Renaissance History" essay for you Create order African Americans demanding the acknowledgment of their culture and identity in general, is another major cause. They returned from fighting in the war to find that their status had not changed at all, they were still regarded as less than human by most of the American population. They demanded a change for risking their lives for a country that did not appreciate it. Then the effects that sprouted from these actions were tremendous. There was an appreciation of the African American culture emerging and many African Americans were becoming nationally and/or internationally recognized. With Louis Armstrong being seen as one of the greatest jazz players in history and Langston Hughes being an internationally known poet, this was a huge success for African American people. There was finally a definitive identity for the African American people. They had fought so diligently in the war to defend and protect a country that wouldnt even recognize them as human beings, so they demanded recognition. One of the major effects of the Harlem Renaissance is that it lay a foundation that would be used during the Civil Rights movement. The Harlem Renaissance was brought about by many different causes and their effects were nothing short of what was needed to begin the Civil Rights movement and to show that the African American people were no longer going to be ignored. The start of the Harlem Renaissance began because of the Great Migration; without it, many African Americans wouldve remained in the South. During the Great Migration, which occurred around 1916 to the late 1950s, around five to six million southern African Americans moved to the West, Midwest, and North. This was an attempt to escape economic and racial oppression and burden they were faced with in the South. With the North being in need of employees of any race since the United States became involved in the First World War and the immigration sanctions that were put in place, African Americans were ready to jump at the chance of this prosperous change. There was such a high demand for workers that the employers were sending out memos pleading for people to work for their companies. Companies were paying the fees of transportation for African Americans so they could come work for them. This led to tension between the white people who were already there looking for jobs, and the Afri can Americans moving in search of jobs. With the movement to new places, specifically the north, African Americans faced comparable hardships when trying to find a place to fit in, in what was previously mainly white cities. Though it was ruled illegal in 1917 to not sell or rent to African Americans, it still occurred countless times. Racism was widespread in the North, Midwest, and West; and with the high rates of migration, racism and tension grew rapidly. With actions such as these, African Americans tended to create their own neighborhoods within cities. They found that with one another, they could freely express themselves and their talents. With the beginning of Harlem, artists of all kinds came flooding into the area where they felt welcome and unrestricted. Harlem was originally an all-white neighborhood; but with the interminably increasing rates of African American migration, the neighborhood soon housed around 200,000 African Americans and the white families left. Soon, the African American culture grew rapidly in Harlem, and there was finally a sense of identity within the populous. With the need for African Americans in the workforce and also in the military, as well as the growing artistic movement, there was a new identity to be associated with African Americans. They demanded to be acknowledged by everyone and to be accredited for what they did.