H.H. Holmes. After The Industrial Revolution Fabricated

H.H. Holmes After the Industrial Revolution fabricated society for nineteenth century America, many families were moving to the cities for new opportunities. Immigrants found a niche in society and life was beginning to flourish and build the nation into what it’s citizens know it as today. However, while most of the country was settling down, a man by the name of Herman Webster Mudgett, otherwise known as HH Holmes, had a different approximation of why he should move to the city. HH Holmes was perhaps the most intelligent and deadly serial killer due to countless acts of successful insurance scams and murders. Gilmanton, New Hampshire welcomed a new citizen on May 16, 1861 by Levi Mudgett and Theodate Price who named their son Herman†¦show more content†¦Corpses were stolen from the University of Michigan, made unrecognizable, and insurance claims were placed. These actions resulted in a steady income for Mudgett, as well as an expulsion in one case. Upon graduation Mudgett opted to start a new life for himself in 1886 in the Windy City, which displayed new opportunities for the young scholar. Mudgett began working in a small pharmacy, Dr. E.S. Holton’s Drugstore, in Englewood, Illinois, under the name Dr. Henry Howard Holmes (H.H. Holmes Biography†). After working at the small store located at the corner of 63rd and Wallace streets for some time, the owner, Mr. Horton, began to become close with Holmes. Unfortunately, Mr. Horton was diagnosed with cancer. Horton had only his wife to care for the pharmacy while he was sick and knew that she would not be able to run it when he had passed, so Horton made the decision to sell the pharmacy to Holmes whom he dearly trusted. Shortly after the purchase of the pharmacy, Holmes met Myrta Belknap whom he married in January of 1887, causing her to become his second wife in which he fathered a child, Lucy Holmes, with. Holmes allowed the elderly couple to continue living in the apartment above the drugstore while Holmes rented a house nearby. However, shortly after Mr. Horton’s passing, Mrs. Horton went missi ng. Customers began questioning her whereabouts towards Holmes who replied only with the story that she had

Teaching Students with Diverse Abilities Free Essays

Teaching students whose first language is not English is often a challenging task. This essay will focus on a few effective teaching and learning strategies for teaching business studies to second-language learners (ESL learners) in the context of the mainstream classroom. Studies reveal that the negative effects of wrong beliefs about learning are significant (Sawir 2005). We will write a custom essay sample on Teaching Students with Diverse Abilities or any similar topic only for you Order Now However, it has also been suggested that it is possible to intervene in relation to beliefs about learning (Sawir 2005). Hence a clear understanding of belief issues is of paramount importance for teachers. Care should be taken to give speaking and listening skills the appropriate status and these should be backed by comprehensive practical programs (Sawir 2005). Having oral presentations and listening tasks as part of the business studies assessment program can help develop these skills. Krashen and Terrel (1983) suggest using language to transmit messages rather than teaching it explicitly for conscious learning. They use the expression the ‘natural approach’ and claim it is based on the theory that language acquisition occurs when students receive clear instructions in acquiring language proficiency (Webster and Hasari 2009). Therefore, the business studies teacher can introduce new words and concepts within the subject content thereby improving student vocabulary. Four key strategies were considered by the majority of teachers in a study by Facella et al. (2005) as being effective in teaching second-language learners. These included gestures and visual cues; repetition and opportunities for practicing skills; use of objects, real props and hands on materials; and multi-sensory approaches. Thus, giving students real life business case studies to discuss and evaluate is an effective strategy. Taking students out to real businesses and letting them see first-hand how a business operates can also be useful. Rice et al. (2004) argue that the use of visuals and demonstrations are often the primary source of information for ESL learners and suggests the use of outcome-based objectives against which students can assess their own progress. They also advocate the modulation of lesson objectives to each student’s level of language acquisition. The belief is that repeating demonstrations and instructions facilitate student learning. Hence, teachers should endeavour to demonstrate procedures, provide illustrations and diagrams before students commence research projects, as opposed to providing students with only written instructions. In addition, when forming groups, members should ideally be bilingual, strong in commerce and business studies and be willing to work with limited-English proficient students (Sutman et al. 1993). Sheltered instruction is another effective strategy for teaching second-language students. It refers to a research-based instructional framework that provides clear and accessible content and academic language to ESL learners (Hansen-Thomas 2008). Features of sheltered instruction include use of cooperative learning activities with appropriately designed heterogeneous grouping of students, a focus on academic language as well as key content vocabulary, careful use of the student’s first language as a tool to provide comprehensibility, use of hands-on activities using authentic materials, demonstrations, and modeling and explicit teaching and implementation of learning strategies (Hansen-Thomas 2008). Sheltered classes can be team-taught by an ESL teacher and a content-area teacher or taught by a content-area specialist trained in sheltered instruction. ESL mentoring is another effective strategy to help teachers of second-language students. It is â€Å"a means of fostering stronger connections among the teaching staff, leading to a more positive and cohesive learning environment for students† (Brewster and Railsback 2001). One of the goals of the ESL mentor is to assist the teacher in learning how the school identifies ESL students. Furthermore, a teacher needs to know some basic background information such as where the student is from, how long the student has been in the country and the student’s stage of language development. The guidance of an ESL mentor can help a teacher understand his/her ESL students quickly and prevent possible problems later in the year (Mittica 2003). The ESL mentor can also provide training on accommodations and alternate forms of assessment. The ESL mentor can assist the teacher to set achievable goals for ESL students at the beginning of the semester. In teaching ESL students, success is not always measured on a report card. Therefore, teachers have to be guided to observe his/her ESL students closely by focusing on issues such as the progress demonstrated by the student over time and by observing to see if the student is more comfortable participating in class and asking questions (Mittica 2003). Above all, ESL mentors can provide a â€Å"vision of students as capable individuals for whom limited English proficiency does not signify a lack of academic skills and does not represent an incurable situation† (Walqui, 1999 in Mittica, 2003). ESL mentors can guide mainstream teachers in discovering his/her students’ strengths and to celebrate multicultural education (Mittica 2003). By fully involving mainstream classroom teachers in the education of ESL students, these students will be more likely to achieve su ccess and adjust to their lives in a new country (Mittica 2003). (ii)  Teachers need to work in partnership with parents and the wider community to help educate students from culturally and linguistically diverse backgrounds. This essay will discuss some strategies for developing such partnerships. Several researchers have documented the challenges associated with school, family, and community partnerships. Rubin and Abrego (2004) suggests that parents are not involved with their children’s learning because of cultural and communication barriers, confusion with education jargon, feelings of inferiority, inhibition, inadequacy, or failure, lack of understanding of the school system, staff’s lack of appreciation of the student’s culture or language and parents’ previous negative experiences or feelings toward schools. Other researchers who examined the success factors in school-parents-community relationship found an open and trusting communication between teachers and parents as critical (Obeidat and Al-Hassan 2009). Parents and schools should communicate regularly and clearly about information important to student success (NCPIE). This can be accomplished through newsletters, handbooks, parent-teacher conferences, open houses, as well as home visits, and email. Translations should be made available, if needed, to ensure non-English speaking parents are fully informed. Researchers believe that personal contact whether by telephone or in person is usually the best way to promote two-way communication (NCPIE). Schools can also form partnerships with community and faith-based organizations to engage families from diverse cultural backgrounds who often do not feel comfortable in school (NCPIE). Conferences, meetings and informal get-togethers can take place outside the school building, such as at a faith-based or community center. Once again Interpreters should be provided as needed. Attitude is another potential success factor for developing partnerships with parents. A survey of more than 400 parents of high school students in the USA revealed that their attitudes toward their children’s schools were positively influenced by the efforts the school made to promote partnerships with them (Obeidat Al-Hassan 2009). Parents are more likely to come to the school if school personnel encourage them to be volunteers and participate in decision making (Sanders et al. 1999). School factors, specifically those that are relational in nature, have a significant impact on parents’ involvement. When school staff engage in a caring and trusting relationship with parents and view parents as partners in the education of their children it enhance parents’ desire to be involved and influence how they participate in their children’s educational development. Schools should create an environment that welcomes participation (NCPIE). Signs that greet families warmly at the school door, the central office, and the classroom should be in the languages spoken by the community. A school-based family resource center providing information, links to social services, and opportunities for informal meetings with staff and other families also contributes to a family-friendly atmosphere (NCPIE). Schools should also provide professional development opportunities for teachers and other staff in the cultural and community values and practices that are common to their students and their families (NCPIE). Strengthening the school-family partnership with professional development for all school staff as well as parents and other family members is an essential investment that can help foster lasting partnerships with parents and the community at large (NCPIE). In their 1997 study, Hoover-Dempsey and Sandler identified two key factors influencing parental involvement. They were an inviting climate at school, which refers to the frequency that schools actually invite parents to be involved in their children’s schools and parents’ perceptions of being welcome at school. Epstein (1995) identified six general types of activities that can help parents, schools, and communities come together to support children’s education: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Epstein (1995) says that partnership programs should draw on each of these elements and that programs should take into account the unique character of the local community and the needs of its students and families. Martin et al. (1999) in their studies identified key characteristics of effective partnerships between schools, parents and the community these included; inclusiveness, recognizing social as well as academic goals, raising expectations through education achievement, involving local people in decision-making and democratic participation and active citizenship. Hence, schools need to focus on developing these areas to grow positive relationships. The use of service learning can be a useful strategy for this purpose. Serve learning is more than just community service. It involves a blending of service activities with the academic curriculum in order to address real community needs while students learn through active engagement (Lynass 2005). The service needs to be closely linked to the curriculum as possible with an emphasis on students applying the skills they are learning (Lynass 2005). Service learning will benefit students, teachers and the community concurrently. It allows teachers and students to connect with and benefit their surrounding communities while integrating this learning back into their curriculum (Lynass 2005). In conclusion, it is essential for schools to develop strong relationships with parents and the community to successfully educate students from culturally and linguistically diverse backgrounds. This essay has identified a few strategies to develop such partnerships. How to cite Teaching Students with Diverse Abilities, Essay examples

Issues in Popular Music free essay sample

In the late sasss a hip-hop group by the name of Public Enemy began to gain prominence and popularity amongst the majority of African-Americans and other ethnicities. With their politically and racially charged lyrics, they amassed millions of fans in the united States and across the globe. In this essay, I hope to elaborate and argue about their somewhat controversial music that united an ample black audience under the common theme of black power and the fight to completely end racial oppression.Rap and hip hop music, both have been related and linked to black music but has he term black music been used correctly or should the term black music even exist? According to Philip Tag, he argues that blackness is often characterized as blue notes, call-and-response techniques, syncopation and improvisation but none of these characteristics can be categorized as black music.He further argues that the consideration of black music is a matter of stereotyping which can be related to racism or ethnicity. We will write a custom essay sample on Issues in Popular Music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ref: longhorns page 118-122. Oliver on the other hand has a sociological approach to his point of view; he argues that black music would be noninsured as such if Its listeners, performers and creators accept It. With such an approach, problems may arise from the listeners. For example, Michael Jackson can be seen from the listeners point of view as white or black.This type of perception can be meaningless to some but when it comes to the origin of Jacksons music and the way his music is released and sold, it will not only show the characteristics of his music but also to the political connection It has. Political help;hop was developed In the early sasss, which was Inspired by the political preachers in the late sasss. Artists began using politics in their music to send out messages to the world and to cause awareness to the people. One of the best groups known for their political hip-hop is Public Enemy. Rose, 1990) Public Enemy was one of the most influential and controversial groups in the history of hip- hop In the late sasss. Public Enemy was created In 1982 by the current leader of the group Carlton Rhododendron also known as Chuck D. (Longhorns, 2007) Chuck was a DC at a student radio station in Delphi university; this is where the group started to form. He then met Hank Shockley collectively known as Bomb Squad in addition to Keith Shockley, and Eric Sadler and Bill Stephens the former executive of Defy Jam.All three of them shared common thoughts, the love of hip-hop and their political views. With these thought in mind all three of them became close friends. (Longhorns, 2007) With the help of Stephens, Chuck accepted to sign on with Rick Rubin (the co-founder and the producer of Defy Jam) and from there, Chuck assigned the Bomb squad as the chief producer, Stephens as the publicist and recruited a DC called Terminator X and a fellow member in the Nation of the Islam Professor Grief as a choreographer.He also asked an old friend of his, William Dragoon known as Flavor Flat who functioned as a court Jester to Chuck to help out. In 1987, with the formation of the Public Enemy the first album was released You! , Bum Rush The Show. (Longhorns, 2007) thoughtful lyrics. One of their best-known songs and one that can be used, as a great example for their type of music and political views is Fight The Power from the album Do the Right Thing.In this song the Public Enemy encourages the people to be aware and to stay cautious and to fight for their rights. Furthermore, they fight schism and shows their pride in being black (much like other African American Groups from the time, and indeed today) as he mentions in his song (Fight The Power) Elvis was a hero to most, But he never meant to me you see, Straight up racist that sucker was, Simple and plain, Mother- him and John Wayne, Cause Im Black and Im proud In the film He Got Game, directed by Spike Lee (another proud African American whose films preached the same messages and whose movies heavily featured Public Enemys music) the group wanted their music in the film (and the film itself) to, per he words of Marcus Reeves in his book Somebody Scream! , give the young nuns a sense of history, an awakening, a challenge to the status quo. (Reeves, Somebody Scream! ,2008) Initially, Public Enemy music was not very popular with black people. Slowly but surely hardcore hip-hop fans and critics began to take note, as Chucks poetic approach to socially aware hardcore rap .NET beyond ghetto reported on poverty and crime into the arena of downright speaking up and out against the powers that be. (Reeves, Somebody Scream! , 2008) In some songs, like Rorer goanna get yours Chucks lyrics consisted of criticism of the government and the police (No cop goat right to call me a punk / Take this ticket-go to hell and stick it). Public Enemys music did not only restrict itself to domestic critiques. For example, songs like Timeout Chucks lyrics take shots at the oppressive South African regime of the time (Im a MAC Protector-US defector / South African government wrecker).Over time Public Enemy success with black youths in college and high school grew partly because of the noticeable animosity and lack of support the government at the time showed toward black progress. Public Enemys lyrics in the song Bring The Noise also helped to increase the popularity of the declining Nation Of Islam amongst the black youth and the admired Louis Franken. Public Enemys confrontational image began to draw poorly light from members of the press and media, and in Dont believe the hype Chuck retorted, They claim that Im a criminal/ Clear all the madness, Im not a racist/ Preach to teach to all. (Reeves, Somebody Scream! , 2008) With the release of the famous album It Takes a Nation of Millions to Hold Us Back Public Enemy hi t the history of music, redefining the meaning of hip-hop artistically, socially and politically. Public Enemys song Raising Hell was a blast to the crowd that caused the black people to reunite their spirits for the good of the African American youth. (Reeves, Somebody Scream! , 2008) On May 1989, professor Grief (Louis Farmhand) was interviewed by The Washington Times to explain the reasoning behind his refusal to wear gold.The reason he gave was that Israel was supporting a racist government and that government was helping what he named an apartheid regime. Furthermore, he and spreading evil in the world. Pareses, 1989) Initially, Professor Griffins sentence did not incite much outrage when it was run in The Washington Times but when he restated his sentence in another popular publication, The Village Voice Jewish groups began to take notice and started to protest against Public Enemy. (Reeves, Somebody Scream! 2008) Public Enemy started to come under deep scrutiny in the media, Defy Jam, CBS, from its parent company as well as Griffins co-members Stephens and Shockley. (Reeves, Somebody Scream! , 2008) Not wanting to Jeopardize Public Enemy even more, Chuck had to deal with this problem himself. Not being able to satisfy both parties Chuck had to fire Grief since he was the cause of the debate and had to apologize for all the offended. In the eyes of the fans, Chucks reaction to the situation was a total defeat to the Public Enemy; Public Enemy grew even weaker and weaker to the responses of the critics. Reeves, Somebody Scream! , 2008) The fans that had for years supported them and their message began to doubt whether or not Public Enemy could really solve the black youths problems and whether or not Public Enemy could provide any sort of underground political leadership to their group of people. However on the first of August, Chuck announced the reuniting of the group with Professor Grief rejoining the group with the new title Supreme Allied Chief of Community Relations. Chuck and the group released a new album called Welcome to the Terrorism. Reeves, Somebody Scream! , 2008) In it he responded to the Grief controversy and other songs covered the summer murder of a sixteen year old child and the Virginia Beach riot, where in his lyrics he says (First nothings worse than a mothers pain) and the (The Greek weeken d speech I speak) as well as protesting the Jewish leaders, he speaks (Crucifixion ant no fiction Told a Arab get off the rag Again though this caused another rage in the streets of New York and Brooklyn from the people of both sides: the African Americans and the Jews.The rage however did not slow the movement of the Public Enemy. (Reeves, Somebody Scream! , 2008) On the contrary, Public Enemy published their third album Fear of a Black Planet, an album that made the Top ten in Billboards for the first time. This time Public Enemy stressed on the fear of the white people towards the African Americans and concentrate on the effect growing miscegenation on the white gene group. (Reeves, Somebody Scream! , 2008) With the release of the fourth album Cant trust it, Chucks focus was on urban black America.In addition, Chuck attacked the drug dealers concentrating on the ones with the Afro eccentricity. Furthermore, Chuck and flat disgraced black people who say the word Nto their friends in the song Shut Me Down and l Dont Want Be Called You N. (Reeves, Somebody Scream! , 2008) With Public Enemys fifth release Muse Sick-N-Hour Mess Age Public Enemy again showed Chucks vision of making rap music beyond Just music but also as a means of making the black audience socially conscious and racially aware. (Reeves, Somebody Scream! , 2008)Public Enemy have succeeded in making their political activities a performance art, turning rap into black steel folks, needed whenever they were caught in the ever- present hour of chaos. (Reeves, Somebody Scream! , 2008) and indeed, all over the world . Chuck has spread to the world his ideas of politics and race as exhibited by h is powerful lyrics in all of Public Enemys albums. With his great leadership of the group and his intense lyrics, Chuck has succeeded in spreading awareness and consciousness not only to his race but to all races around the globe. His message continues to live on today, as it will for the foreseeable future.

Use the Right Number of Periods

Use the Right Number of Periods Use the Right Number of Periods Use the Right Number of Periods By Michael After the word itself, the sentence is the most basic unit of communication. So its the sentence that your readers will notice first. They may not see your mistakes in spelling, and may not notice your mistakes in grammar, but they are likely to notice when you end your sentences too early or too late. Other mistakes are mistakes in formality, and may not disturb your communication. But a sentence represents a thought, and if your readers cant tell what your thoughts are, communication will be hampered. The basic rule is to end your sentence when your thought ends. You may have lots of thoughts tumbling on top of the other, but try to separate them for easy digestion. Put a period at the end of the thought, or if youre asking a question, put a question mark. Weve already cautioned against the overuse of exclamation points, but they are not toxic in small quantities. If the words dont make a complete thought, dont put a period after them. A real drag. Whats a real drag? I didnt tell you. So I shouldnt have put a period after those words. It wasnt a complete thought, and I shouldnt treat it like a complete sentence. In my opinion, its more common for your reader to become confused with too few periods than with too many. Too few periods forces your reader to separate your thoughts because you didnt. The other extreme is equally painful, though. I had a boss who put a period about every two words. He talked like that. He tried to be. Very calm. Paused every few words. For emphasis. But by using periods inappropriately, my boss lost the benefit of being able to tell his readers which thought was which, or when one thought ended and another began. Like the boy who cried Wolf, he was the boss who cried Period. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Congratulations on or for?Whenever vs. When EverIf I Was vs. If I Were

Latins 1st Conjugation Verbs

Latin's 1st Conjugation Verbs There are four  conjugations of Latin verbs that you need to learn to read or translate  Latin. In addition to the verbs of the 4 regular conjugations, there are also several irregular verbs. The Latin 1st conjugation verbs, like the Latin 1st declension nouns, are marked by an a as in amare. Noting this a (a thematic vowel) should help you to distinguish verbs of the first conjugation from those of the second, third, or fourth conjugations. Amare:To Love The infinitive (which we translate as to ...) ending for the first conjugation is -are. Note that there is no separate word to. The infinitive includes the sense of to within it. One of the difficulties of Latin is learning that there is often not a neat, one-to-one correspondence between words in English and Latin. The infinitive of the 1st conjugation verb. e.g., amare, translates into English as to love. The 4 principal parts of a 1st conjugation verb have the following endings: -o, -are, -avi, -atus. A typical verb is laudo praise, so its principal parts are: laudolaudarelaudavilaudatus. Infinitives Active Present - portare to carry, to be carryingPerfect - portavisse to have carriedFuture - portaturus esse to be about to carry, to be going to be carrying Passive Present - portari to be carriedPerfect - portatus esse to have been carriedFuture - portatum iri to be about to be carried, to be going to be carried, to be carried Participles Active Present - portans carryingFuture - portaturus about to carry Passive Perfect - portatus loved, having been carriedFuture - portandus to be carried Imperative Active Present - porta, portate (second person) Carry!Future - portato, portatote (second person)portato, portanto (third person) Passive Present - portare, portamini (second person) Be carried!Future - portator (second person singular)portator, portantor (third person)

Wk 8 (31) Essay Example | Topics and Well Written Essays - 750 words

Wk 8 (31) - Essay Example When talking to a client it is important to make sure that they are gaining insights into themselves and into their lives. By confronting the discrepancies that come up, a counselor helps the individual find those insights about themselves. Many times the client is not aware of their discrepancies because they are close to the situation. They may be exhibiting behaviors that they have used for a very long time and they may not know that these behaviors are destructive. They also may be attempting to move forward with their lives and not be aware of issues, behaviors or situations that may be stopping them from moving forward. When the counselor does confrontation well, the client is able to get to core issues that may be the reason why they are reacting in certain ways. As an example, an individual may think they are not getting work because of their appearance. In reality, they may not be getting work because they are going after jobs that they do not have the skills for or that are not jobs that they would like. Often clients can sabotage themselves by doing things that are counter to what they need to do to get what they want. In my opinion, confrontational skills are important to use to help the client move forward. They should be used after the counselor has built rapport with the client and when they have developed a comfortable space. Using confrontation too soon can result in losing a client or in creating more barriers for the client to work through. The client must be comfortable with the therapist in order for this skill to work and the counselor must be confident in confronting the client. Sheehy, R. (2002). Counseling skills can help you become an effective helper. The Florida Bar News. Retrieved October 26, 2009 from http://www.floridabar.org/

Outline and assess the different explanations of poverty in society Essay

Outline and assess the different explanations of poverty in society - Essay Example Moving further ahead, we need to outline and assess the exact manner as to why poverty exists in the society and what are the reasons for the same being within it as well. Poverty exists because there is a general feeling of helplessness within the society and more so, on those people who are at the helm of it. This means that poverty exists due to a certain reason – helplessness caused by greed and selfishness of other individuals who can bring about a change within the society but prefer to keep themselves at ease and in the process earn more and more with each passing day. Thus selfishness within the elites is surely one problem that brings to light the issue of poverty in front of one and all. Poverty can be minimized but not really finished since one catastrophe or the other on the face of the earth brings misery for the people under discussion and hence this leads to poverty which is basically fed upon them. However there are other reasons for poverty to exist within the society as well. Another point that is of significance here includes exploitation at all possible levels. It means that people who know work but do not have authority to properly market it are exploited upon and basically they get ‘used’ by others who are most definitely the people sitting at the top, at least on them. The hierarchy is thus set from top to bottom, where the top most man or woman is doing certain things which are asking for favors, though in the rightful sense for a cheap cost. It means that no matter how properly the job is done by the skillful labor, he would not be paid for his work which is in accordance with the natural justice. In fact he will be told to accept at a price which would be way below the mark in order to win future assignments of a similar nature. This entices the laborer to give in his best, but for a