text:
Comparative Teaching of Old Greek and Latin/Introduction

Comparative Teaching of Old Greek and Latin

Translated from the Greek Wikipedia|Wikiversity: "Συγκριτική διδασκαλία των κλασικών γλωσσών / (Comparative Teaching of the Classical Languages)"

'''(According to our book: Κ. Ιωαννίδης (Con. Ioannidis) - Αικ. Ιωαννίδου (Cath. Ioannidou),'''

"Συγκριτική διδασκαλία των κλασικών γλωσσών, Αθήνα 2007" /

(Comparative Teaching of the Classical Languages, Athens 2007)

(The copyright of our book edited in 2007 belongs to us)

INTRODUCTION

PREFACE

This book that presupposes certain elementary knowledge of the secondary school and is addressed to students of high schools, students of philosophical faculties and teachers, but also to each fond of learning reader, is the result of a very long effort that had and it has as aim the comparative teaching, as live languages, the classic languages, i.e. the Old Greek language and the Latin language, with emphasis on daily dialogues. Created it the deep faith and our conviction that the teaching, in this way, the ancient texts will offer to the students  the ideological inventions of big importance and the cultural elements that these texts contain. If we wish, in point of fact, to teach our young persons the ancient speech, we owe to teach them not only how to learn it by heart, but also how to produce it orally and in writing.

The selected matter has been separated in 50 courses (we analyse here every course in three parts)with modern teaching in each unit of the two languages and with their comparison in level of grammar, structure, vocabulary and culture. Each course consists of the first part, where it is mentioned the theory for the syntactic and grammatical phenomena of the Old Greek and Latin language, with plenitude but also in a modern and clear way, the second part with the ancient text and its analysis, the third part with the dialogues, the applications and their exercises and the fourth part with the information on historical and cultural elements. Of the exercises the two last ones in every course have particular importance and should be examined always in combination with the ancient text of the course.

The dialogues that follow the texts should be comprehended and repeated, because their role for essential learning of language is important. We consider them very useful, particularly about the composition of the ancient texts and dialogues, as also we consider that they are very useful and the four additional glossaries which are mentioned at the end of the book and contain words and expressions. Equally important are also the sayings and the dialogic expressions that supplement the courses. Finally, after every unit of nine courses it follows a repetitive - diagnostic test consisting of 80 questions - answers of multiple choice and a diagnostic exercise.

A difficulty that one meets in one's effort to see the ancient languages as live is the attribution of new significances in words of the old language, in which  however did not exist the objects in which are referred to the significances. How, that is to say, the translator will translate, in the ancient languages, words such as cigarette, tomato, port-bagaz (boot) etc. Considering that it is given the unity of the Greek Language from the ancient years up to today and the convention that in the Modern Greek language belong all the words of the Greek Language in its course of three or more thousands years, under the condition that these words will be adapted in form to the Modern Greek Language grammar, it is useful to consider that also all Modern Greek words of old greek origin, for which do not exist corresponding words of the Old Greek Language, can, necessarily, belong in Old Greek, under the condition that they will be adapted to the grammar forms of the Old Greek Language.

Something proportional is also in effect about the Latin language, which, because it is spoken in the Vatican City and is used as language of communication, is more live than Old Greek and has developed, using as base the Old Greek or Latin language, a capable vocabulary, that corresponds in its entirety with the new needs, as hamaxostichus (train), lao'phorum (bus), aeripo'rtus (airport), aerina'vis (plane), autocine'tum (automotive, car), ho'spita ae'ria (hostess), vapori'traha (locomotive), decidi'culum (parachute), e'volo (I am taken off), terram atti'ngo (I am landed), autoa'rcera (ambulance), a'rea stati'va ([parking]) etc.

This opinion, i.e. the use of  appropriate Modern Greek words, appears preferable to any other use, e.g. the preference to words that are created proportionally, with base the Old Greek Language, (most important source, particularly for words of not Greek origin), without  having been used by the population or by loans by other languages. We can for example use the tryed Modern Greek words as Old Greek words and produce, with base Old Greek, other words, in order to replace, in Ancient Greek, the words of foreign  origin. Each report on the mother Indoeuropean language, even if it is scientifically argued, does not cease to be hypothetical and uncertain and as hypothetical it should be faced. The grammatical types with * declare hypothetical types of the Indoeuropean language, to which led us on one side the comparative study of the Old Greek, Latin, [Old Irish]] and Sanskrit languages and their relative texts, and other ancient languages, and on the other side the exceptional relative handbooks and books (Babiniotis, Chatzidakis, Stamatakos, Skassis, Papanikolaoy, Buck, Krahe, Schwyzer, Pokorny, Hofman, Mayrhofer, Macdonell, Stolz-Debrunner, Kuehner, Apte, Hudson, Schmid, Von Polenz etc) that are reported in the bibliography, which offered to us precious aid  in any case of research and particularly  in confirmating the reported  aspects.

The report to the hypothetical indoeuropean types, where we could lead to likely reliable conclusions, aims only at the better comprehension and interpretation of development of linguistic phenomena of the two classic languages and it does not constitute, in any case, barren theoretical pastime, an idea that is beyond the intentions and outside the objectives of this book, the basic aim of which, generally speaking, is practical and is limited to the comparative teaching of the two languages. For this reason we avoided the references to writers, with the exception of those references which are referred to the Indoeuropean Language. We have the hope that the very exigent readers will forgive us, since in the 270.000 roughly words of this book, that are many, we should add other 52.456 words for the references.

The accent in Latin words enters for the easier and more correct reading and learning of the Latin words and it will not enter, apart from certain exceptions, after the thirty fifth course, when the students will have been familiarized with the quantity of the penultimate and they will be in position to stress rightly the words. In the first five courses the  analysis of the texts becomes in detail, particularly in Latin, and concrete directives on the acquisition of method of access of the old texts are given. In all texts there are given the meaning and the functions of all words that, in our opinion, the reader needs, in order to be in position to translate sufficiently Old Greek and Latin texts, without being given the translation, which, if it were given, it would cause damage rather in all process.

In the first thirty five courses verbs are given with their initial tenses, that is the first indicative singular person in all tenses, in the next five with tense replacements that is the person in the same mood and number  in all tenses   and in the last ones with [[mood replacements], i.e. the same person in all moods of the same tense. Occasionally becomes a repetition of basic, in our opinion, elements of grammar, structure and vocabulary as well of various  teams of words of the same etymological origin, of structures and circumlocutions. For the spelling and the punctuation of ancient texts we compared the ancient texts in all publications that are reported in the bibliography section.

For the student that he will want to continue his study and beyond this book we recommend, though the work of all ancient writers have equally big importance, for Old Greek: Xenophon]'s works, the rhetorical speeches of Lysias, Lycurgus, Isocrates and Demosthenes, Plato's dialogues, the History of Thucidides and Herodotus, particularly the dramas of Aristophanes and the three tragic poets and the dictionary of Souda or Suida. For Latin: The Lives of Cornelius Nepos, the works of Caesar and Cicero, the history of Tacitus and Livy, the dramas of Seneca, Plautus and Terence, Virgil's  "Aeneide", and the "Etymologies" of Cassiodorus, works from which  we drew also the extracts and the examples for the needs of this book. It is obvious that the use of a small Old Greek and Latin dictionary will be very beneficial.

A SHORT HISTORICAL INTRODUCTION

The Old Greek and Latin languages are, we could say, the more representative members of the Indoeuropean Language, which is considered as the mother of all languages of the Indoreuropean family, in the meaning that these two languages, together with Sanskrit1, preserve in the best way the structural elements of the mother Indoeuropean language, because they are the older languages of the family and they preserve very important written monuments. The more known other members of the same family2,3 are the languages: Indo-Iranian, Germanic  with its branches, Balto-slavic  with its branches, Celtic, Albanian, Armenian,  Lithuanian,  Hittite Language, Tocharian Languages etc.

Even if historically it has not still proved with monuments, linguisticly we can say that we are certain that  all these languages sometimes constituted a language which the same population spoke, who should live, at the prevailing opinions, in Europe and in particular in the region of Central-East Europe4. From this region, while other students place it in Asia5, in the region of plateau of [Pamir], and others in Eastern Europe, in the region of Caucasus, the Indoeuropeans began to migrate in other regions,  which they took from or in which they gave their names6 and by which they were influenced racially, economicly, culturally etc.

Certain of the characteristics of this protolanguage, that was named Indoeuropean7 by the nationalities that occupied the two utmost spaces of dissemination of Indoeuropeans7, are the following: The existence of the five basic vowels a,e,i,o,u8,9 both short and long, the existence of the diphthongs10,  the distinction between voiceless, voiced and aspirate consonants11,12, the possibility to use all sounds at the end of the word13, the free accentuation14,28,  the change in stem vowels or the vowel gradation15, the thematic and the unthematic nouns16  and verbs17, the free position of the words in the sentence18, the coordination and subordination19 etc.

Some examples showing and prooving the indoeuropean theory and the common origin of the indoeuropean languages are the following:

Modern Greek (English)  /  Indoeuropean     /	Old Greek	/     Latin     /    Sanskrit

δύο	(two) /* duvo, dwo20	/δύο	/duo34	/dva22

τρεις (tree)   /*  trejes21,29	/τρεῖς	/tres	/trayas, tri22

επτά (seven)	/* septm21	/ἑπτά	/septem	/sapta21

δέκα (ten)	/* dekm21	/δέκα	/decem	/dasa22

μητέρα (mother)	/*  mater20,31	/μήτηρ	/mater	/mata20

πατέρας (father)	/*  pater20,30	/πατήρ	/pater	/pitar, pita20

ναῦς > ναύτης	 (sailor) /*  naus20,31,32	/ναῦς	/navis	naus20

εἶμι >επιούσιος (I go)	/*  eimi25,30	/εἶμι33	/eo	/emi26

γένος (gender)	/*  genes, -os20	/γένος	/genus	/yanas20

γένους (of gender)	/* genes-os23	/γένεσ-ος	/gener-is /yanas-as23

αγρός (field)	/*  agros20,31	/ἀγρός	/ager	/ajras20

νέος	 (new) /* newos20	/νέος	/novus	/navas20

φέρω (bring)	/* bher-20	/φέρω	/fero	/bharami20

είμαι (I am)	/*  esmi24	/εἰμί	/sum	/asmi24

είμαστε (we are)	/* smes24	/ἐσμέν	/sumus	/smas24

ήμουν (I was)	/*  esm24	/ἦν	/eram	/asam24

ήσαν (they were)	/* esent24	/ἦσαν	/erant	/asant24

During the immigration of Indoeuropeans, it appears from the existence of more common elements in both languages that Greeks, for one interval, were moved together with Romans27 and when they reached Central Europe they began to be moved more southernly, Greeks to the Balkan Peninsula and Romans to the Italian Peninsula, where they were also developed the more important dialects of Old Greek (Doric, Achaic, Aeolic, Ionik-Attic)1,2,3, with written monuments of Achaic roughly from 1400 B.C. and of  Italian (Latin, Faliscan, Oscian, Umbrian or Oscan-Umbrian)4,5,6 language, with written monuments of Latin-faliskan roughly from 600 B.C., that led to the classic Old Greek Language of the 5th and 4th centuries B.C. and classic Latin, under the big effect of the Greek Language, of the 1st century B.C. and the 1st century A.D., languages that are the object of this effort.

 This effect of the Greek language on Latin began from very early. Already from the 6th century B.C. Romans had come in contact and had commercial transactions with Greeks of colonies in down Italy. But the mainly effect began from the 3rd century B.C., when Latin Literature follows faithfully the Greek models. Libius Andronicus, a Greek from Tarant, who taught the Greek language in Rome, translated first in Latin "Odyssey" and wrote at the Greek models tragedies and comedies. Much bigger was the effect after the conquest of Greece from Romans in 146 B.C. and later.

After the classic, for each language, centuries, Greek knew a universality in the Hellenistic years with Hellenistic Koine or simply Koine = Common, that is the language of the Alexandrian years and the language of Gospels, which  was also maintained  in the Roman years as language of Eastern Roman State, in the Byzantine years up to 1453 A.D. as language of the Byzantine State and afterwards as language of enslaved Greeks and Greeks of dissemination up to the foundation of Modern Greek State,  which constituted the national language  until today, as Kathareuousa (= clear language) up to 1982 and as Demotic afterwards, though Demotic  had been already established as official language of education in 1976 A.D. Latin language was developed after the classic years into vulgar Latin, Vulgata, and continued  be written and be spoken in the limits of Western Roman State, where there were developed the most big contemporary european states, until the beginning of the 13th century, when they began to be created and spoken the national european languages, and it gave exceptional samples of poetry, as the   sequentia (religious hymn) "Dies irae, dies illa" in the ecclesiastical poetry and the "Carmina Burana" in the secular poetry. It continued however constituting the unique written language in Europe for enough still centuries. There were created by it these said Romanic or Romance languages as Italian, French, Spanish, Portuguese, Rumanian, Catalan, the language of Provence etc. Today Latin is spoken and written in the Vatican City and in a lot of European universities it is used as language of communication.

FRAGMENTS AND WRITERS

Arrian 3, Xenophon 4 - 12, Lysias 13 - 19,

Lycurgus 21 - 22, Isocrates 23 - 28, Demostenes 29 - 35,

Plato 36 - 38,  Thucidides 39 - 41, Herodotus 42, Homer 43, Sappho  44,

Other texts 1 - 2, 46 - 49.

Old Latin reading book 3 - 9,

Lhomo’nd 11 - 19,

Corne’lius Nepos 21 - 26,

Caesar 27 - 34, Ci’cero 35 - 41,

Vergi’lius 42, Hora’tius 43 - 44,

Other texts 1 - 2, 46 - 49.

THE CONTENTS

Preface

A short historical introduction

Lesson  1. Spirits, accents, sounds and  letters.

Lesson  2. Grammatical and structural period analysis.

Lesson  3. The masculine (gender) nouns.

Lesson  4. The verb. Regular verbs. Present, imperfect, future indicative in active voice.

Lesson  5. The questions in main clauses.

Lesson  6. The feminine (gender) nouns.

Lesson  7. The verb. Regular verbs. The aorist and the compound tenses in active voice.

Lesson  8. The questions in subordinate clauses.

Lesson  9. The neuter (gender) nouns.

Lesson 10. Repetition and exercises.

Lesson 11. The verb. Regular verbs. The subjunctive in active voice.

Lesson 12. Noun clauses of ὅτι and ut.

Lesson 13. The adjectives.

Lesson 14. The verb. Regular verbs. Passive subjunctive.

Lesson 15. The noun clauses of fear.

Lesson 16. The degrees in adjectives.

Lesson 17. The verb. Infinitives, participles, gerunds, the grammatical forms.

Lesson 18. Relative noun clauses.

Lesson 19. The verb. Infinitives, gerunds, the structural use.

Lesson 20. Repetition and exercises.

Lesson 21. The participle as an adjective, as a complement, as an adverb.

Lesson 22. Personal and possessive pronouns.

Lesson 23. The verb. The optative mood. Consecutio te'mporum.

Lesson 24. Adverbial clauses of reason.

Lesson 25. Demonstrative and interrogative pronouns.

Lesson 26. The verb. The imperative mood.

Lesson 27. Adverbial clauses of purpose.

Lesson 28. Adverbs and the degrees of the adverbs.

Lesson 29. Indefinite and relative pronouns.

Lesson 30. Repetition and exercises.

Lesson 31. Adverbial clauses of result.

Lesson 32. The verb. Contracted verbs in -άω.

Lesson 33. Conditional clauses.

Lesson 34. The verb. Contracted verbs in -έω. Verbs of the third conjugatuion in -io.

Lesson 35. Clauses of contrast and concession.

Lesson 36. The verb. Contracted verbs in -όω. The verbs volo, nolo, malo.

Lesson 37. Adverbial clauses of time.

Lesson 38. The numerals.

Lesson 39. Verbs of the second conjugation. Stems ending with a consonant. The verbs possum, eo, fero.

Lesson 40. Repetition and exercises.

Lesson 41. Verbs of the second conjugation. Stems ending with a vowel. The verbs edo, odi, me’mini, coepi.

Lesson 42. Adverbial relative clauses.

Lesson 43. Verbs of the second conjugation. Second aorists. The verbs fio, aio, inquam, for.

Lesson 44. Direct and indirect speech.

Lesson 45. Grammatical ang structural peculiarities. Figures of speech.

Lesson 46. Old Greek texts for further exercise.

Lesson 47. Latin texts for further exercise.

Lesson 48. Modern Greek texts for translation.

Lesson 49. Periods of the Ancient Greek and Latin literature.

Lesson 50. Repetition and exercises.

English -  Old Greek  vocabulary. Old Greek -  English  vocabulary.

English -  Latin  vocabulary.

Latin   -  English  vocabulary.

Quotations.

 BIBLIOGRAPHY (Books they have been used)

A Glossary of Later Latin, Souter Alexander, εκδ. Clarendon Press, Oxford, 1996.

A Handbook of Greek Literature, Rose H.J., εκδ. Methuen, London, 1964.

A Handbook of Latin Literature, Rose H.J., εκδ. Methuen & CO, London, 1966.

A History of Cristian-Latin Poetry, Raby F.J.E., εκδ. Oxford Clarendon, Oxford, 1997.

A History of the English Language, Baugh A., εκδ. Routledge, London, 1968.

Aristophanis Comediae, Hall F.W., εκδ. Καρδαμίτσας, Αθήνα, 1978.

A Sanskrit Grammar for Students, Macdonell Arthur, εκδ. University Press, Oxford, 1962.

Altirische Grammatik, Pokorny Julius, εκδ. Goeschen, Berlin, 1969.

Cassel's Latin-English Dictionary, Simpson D.P., εκδ. Cassell, London, 1966.

Ciceronis Orationes, Macdonald C., εκδ. LOEB, London, 1977.

Comparative Grammar of Greek and Latin, Buck Carl Darling, εκδ. Un. Of Chicago Press,1966.

Cornelius Nepos, Rolphe J.C., εκδ. LOEB, London, 1984.

De nominibus graecis compositis, Neckel O., Lipsiae, 1882.

De viris illustribus urbis Romae, Lhomond, Σκάσσης Ερ., ΟΕΔΒ. Etymologiarum Libri XX, Lindsay W.M., εκδ. Oxford Clarendon, Oxford, 1911.

Geschichte der Deutshen Sprache, Von Polenz P., εκδ. Goeschen, Berlin, 1966.

Geschichte der Leteinische Sprache, Schmid W., εκδ. Goeschen, Berlin, 1968.

Grammatik der Griechischen Sprache, Kuehner Raphael, εκδ. Hansche, Hannover, 1892.

Greek Mathematical Works, Thomas Ivor, εκδ. LOEB, London, 1991.

Greek Metre, Maas Paul, εκδ. Oxford Clarendon, Oxford, 1966.

Greek Prose Style, Denniston J.D., Clarendon Press, Αθήνα, 1965.

Greek-English Lexicon, Liddell-Scott, εκδ. Oxford Clarendon, Oxford, 1968.

Griechische Grammatik, Schwyzer Eduard, εκδ. Beck, Muenchen, 1953.

Indian Palaeography, Dani H., εκδ. Clarendon Press, Oxford, 1963.

Indogermanische Sprachwissenschaft, Krahe H., εκδ. Goeschen, Berlin, 1966.

Juvenis, comentarioli linguis ediscendis, Latine, ELI, 1-8, 1987 - 8.

Latin Grammar, Gildersleeve B.L., εκδ. MacMillan, New York, 1968.

Linguistics across cultures, Lado Robert, Un.of M. Press, Michigan, 1976.

Nalum Mahabharateum, Grasberger Laurentius, εκδ. Wirgeburgi, Lipsiae, 1868.

Nuovo vocabolario della Lingua Latina, J. Mir - C. Calvano, Mondadori - Eli, 1988.

Platonis Opera, Burnet Ι., εκδ. Καρδαμίτσας, Αθήνα, 1968.

Russian, Pulkina I., εκδ. R.L. Publishers, Moscow, 1980.

Sanscrit-English Dictionary, Apte V., εκδ. Banarsidas, Delhi, 1965.

Sanskrit Grammatik, Maryhofer Manfredanfred, εκδ. Goeschen, Berlin.

Senecae Tragoediae, Zwierlein O., εκδ. Clarendon Press, Oxford, 1986.

Suidae Lexicon, Adler Ada, εκδ. Teubner, Stuttgart, 1971.

Syntax of greek moods and tenses, Goodwin William, εκδ. MacMillan, New York, 1966.

Tacitus, Hutton M., εκδ. LOEB, London, 1970.

Teach Yourself A short Dictionary of Languages, Parlett D.S., εκδ. E.U. Press, London, 1967.

Teach Yourself Greek, Melluish T.W., εκδ. E.U. Press, London, 1966.

Teach Yourself Bengali, Hudson D., E.U. Press, London, 1965.

Teach Yourself Comparative Linguistics, Lord R., εκδ. E.U. Press, London, 1966.

Teach Yourself Latin, Smith F.K., εκδ. E.U. Press, London, 1962.

Teach Yourself Latin Revision, Munro Kathleen, εκδ. E.U. Press, London, 1964.

Teach Yourself Russian, Fourman M., εκδ. E.U. Press, London, 1966.

The Civil War Caesar, Peskett A. J., εκδ. LOEB, London, 1966.

The Classical Tradition, Highet Gilbert, εκδ. Oxford University Press, Oxford, 1967.

The Gallic War Caesar, Edwards H.J., εκδ. LOEB, London, 1970.

The Principal Upanisads, Radhakrishnan S., εκδ. Muirhead Library, London, 1953.

Varro De lingua Latina, Kent Roland, εκδ. Loeb, London, 1977.

Xenophontis Opera, Marchant E.C., εκδ. Clarendon Press, Oxford, 1990.

About Bibliography written in the modern Greek language look at the end of the book.

To continue look at: ../Lesson 01 Part 1/


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User:Qwanell Culley

Mr. Qwanell Culley
AP English Language

Units
Education

Nonfiction - Books

 * Pelzer, Dave. A Man Named Dave. New York: Plume, 1999.

Summary: This book was about a young boy who was physically and mentally abused by his mother throughtout his childhood. Even after being rescued at the aga of twelve, he was affected by it in his future. The book opens with Dave Pelzer being being belittled and treated inhumanely by his mother. As the book progresses and he's free, he's constantly haunted by the memories and hardships he endured as a child. Near the end he finally was able to move on from his past and become an inspirational speaker for young kids.

"What is with you? I bet you think i'm stupid! You think you do whatever you damn well please! Don't you?... I'm not hurting you. You are. You choose your actions. You know who--what--you are and your purpose in this household." (9)

"After all you've been through, no matter what happens to us, Dave, you deserve everything life has to offer. I'm so proud of you, I could bust. You're the most inspirational person I know." (298)

--Qwanell Culley 13:42, 1 October 2009 (UTC)

title: User:Qwanell Culley


text:
User:Leeroy Nelson

Mr. Leeroy Nelson
AP English Language

Units
Education

Obama, Barack. "Remarks by the President in a National Address to America's Schoolchildren." Wakefield high School, Arlington, Virginia. 8 Sept. 2009. Speech.

"Don't be afraid to ask questions. don't be afraid to ask for help. I do that everyday. Asking for help isn't a sign of weakness, it's a sign of strength because it shows you have the courage to admit when you don't know something, and that then allows you to learn something new."

title: User:Leeroy Nelson


text:
User:Dee Sayhepaid

Mr. Dee Sayhepaid
AP English Language

Units
Education

Film and Television
Slippin': Ten Years with the Bloods. Dir. Tommy Sowrds and Joachim Schroeder. Perf. Former gang members. KINO, 2005. DVD.

"Slippin'" is the only gang documentary I've ever seen with a true story from the hood. Most of the other gang doc's I've seen just show fragmented sections of gang life without a linear story like the one in "Slippin'". "Slippin'" is the only doc that really allows a viewer to meet a few gangmembers giving one the feeling as if you know them well by the end of the movie. Sowards and Schroeder have delivered a documentary well worth watching. It's not a piece about violence, but it's a piece about young kids suppressing their anger in a world full of violence. It's a story about true friendships and a story about friendships being tested. It's a documentary about hope and the possibility of change. The music is used well--not over powering the visuals, but enhancing the mood of the pictures on screen. Their style of long takes without quick music video cuts really pulls the viewer into what it's really like living in South Central as a gangmember. It's an excellent piece of work and I hope others receive it as well as I did.

Nonfiction - Books
Fisher, Antwone Q. Finding Fish. New York: HarperTorch, 2001. Print

Born in prison to a single mother and raised as a ward of Cleveland's foster care system, the author relates how he resisted the lure of drugs and crime to build a successful life for himself. Fiding Fish is a true story of a man's journey from abandonment and abuse to success. He faced molestation, mental abuse, and physical abuse. He was headed down the wrong path and when it seemed all hope was lost, he joined the Navy and turned his life around. Fiding Fish shows that people can achieve great things no matter what they've gone through.

"For the first six years of my life i waited on an island of uncertainty, confused about I'd become shipwrecked there in the first place."

"The world at night when you're without shelter feels like the Twilight Zone, another dimension, another planet, where the normal laws of time and space don't apply."

title: User:Dee Sayhepaid


text:
User:Klaus Quinton

Klaus Quinton
AP English Language

Units
Education

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Klaus Quinton


text:
User:Donte Ximon

Mr. Donte Ximon
AP English Language

Units
Education

Fiction
Keyes, Daniel. Flowers for Algernon. New York: Bantam, 1975. Print.

Summary "Flowers for Algernon" is novel depicting the struggle of a mentally challeneged 30 year old man named Charlie. He was offered an opportunity as a lab rat to have a surgery to dramatically inrcrease his I.Q. After a dramatic increase in his I.Q. Charlie began to see a dramatic decrease a short time after until the point were his intelligence had drifted lower than when he began the surgery. It is believed that a short time later he passed away.

Quote And he said that meens Im doing something grate for sience and Ill be famus and my name will go down in the books. I dont care so much about beeing famus. I just want to be smart like other pepul so I can have lots of frends who like me.

--Donte Ximon 13:38, 2 October 2009 (UTC)

Hemingway, Ernest. Old man and the sea. New York: Scribner Paperback Fiction, 1995. Print.

Summary "The Old Man and the Sea" is a novel depicting the struggle of an old man and his helper in their effort to catch fish. Until one day the Old Man being fed up decides to venture out into the open sea determined to catch a fish. But while he is out there he catches a marlin which drags him out to sea for a few days and puts him through hell while trying to return to land. When the Old Man returns to his fishing village the villagemen recognize the magnitude of the marlin and he is no longer known for his bad luck.

Quote I have never seen or heard of such a fish. But I must kill him. I am glad we do not have to try to kill the stars.” Imagine if each day a man must try to kill the moon, he thought. The moon runs away. . . . Then he was sorry for the great fish that had nothing to eat and his determination to kill him never relaxed in his sorrow for him. . . . There is no one worthy of eating him from the manner of his behavior and his great dignity. I do not understand these things, he thought. But it is good that we do not have to try to kill the sun or the moon or the stars. It is enough to live on the sea and kill our true brothers.

--Donte Ximon 01:29, 3 October 2009 (UTC)

Nonfiction - Books

 * Douglas,Williams O. Mr.Lincoln & the Negroes .New York:McClelland & Stewart,1963

Summary: Throughout the beginning of the book the events are underlining that of slavery and the rising tensions between the North and the South. Lincoln was against slavery and was apposed with the South's actions. When both clashed in war Lincoln's purpose was fulfilled and he ended up being greatly uplifted by the slaves.

"...this government was established on the white basis. It was made by white men, for the benefit of white men and their posterity forever, and never should be administered by any except white men"(23).

"You do not mean color exactly?-You mean the whites are intellectually the superiors of blacks, and, therefore have the right to enslave them"(21)?

title: User:Donte Ximon


text:
User:Calliou Urman

Mr. Calliou Urman
AP English Language

Units
Education

 * Douglass,frederick."learning to read." 1975 norton reader an anthology of nonfiction." 11th ed New York, N.W. Norton &co. 2004

its about the struggle of an African slave who learned to read dispite the hardships and adversity.

"i often found myself regretting my own existence and wishing myself dead," (411). --Calliou Urman 22:59, 4 October 2009 (UTC)Calliou Urman

 * item text Thurber,James."University Days." 1975 Norton Reader san anthology of nonfiction. 11th ed. Ny.W.W. Norton & Co. 2004

this is about a man who went to college and struggled through tough classes, and short tempered teachers. He retook his class over because he cant see through the microscope. --Calliou Urman 22:59, 4 October 2009 (UTC)Calliou Urman

Lectures/Community Events

 * Trimble, Vance H. Sam Walton founder of wal-mart the inside sotry of America's richest man. new york: Penguin group,1990

this story describes the adventures and struggles sam walton went through to create wal mart. he stated off small by buyin out other 5 cent and 10 cent stores and building an empire from scratch. he discribes how lady luck is on his side. --Calliou Urman 13:42, 30 September 2009 (UTC)

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Calliou Urman


text:
User:Brian Diefenbaker

Mr. Brian Diefenbaker
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

title: User:Brian Diefenbaker


text:
User talk:DYLIN HAMBUGERTONSON

MR. DYLIN HAMBUGERTONSON
AP English Language

Units
Education

title: User talk:DYLIN HAMBUGERTONSON


text:
User:LaKara Conrad

LaKara Conrad
AP English Language

Units
Education

title: User:LaKara Conrad


text:
User:Francis Mitchells

Ms. Francis Mitchells
AP English Language

Units
Education

Film and Television
"Prison Love." Lockedup Raw. MSNBC. 2009. Television.

“Locked Up” is a television show that interviews inmates who are serving a life sentence. Each episode has different major issues/subject such as: gang violence, siblings incarcerated together, and successfully operating a drug business behind bars. Tuning I to this show teaches you the type of crimes that can get in those situations, scare you enough to make decisions that won’t get you there, and show the different types of weapons that can be made from the most miscellaneous objects. --Francis Mitchells 13:20, 2 October 2009 (UTC)

Nonfiction - Books

 * Santiago,Esmeralda. Almost a Woman. NewYork: Vintage Books, 1998.

Santiago narrates her life from leaving Puerto Rico to Brooklyn, NewYork. She writes about all of her challenges such as: a strict mother/family, learing a new language, and relationships. Her enviroment and family mold her to the how she'll be in early adulthood. She also has to deal with the struggles of a large family and small income.

"I live for my children."

"In the twenty-one years i lived with my mother, we moved at least twenty times." --Francis Mitchells 13:36, 30 September 2009 (UTC)

title: User:Francis Mitchells


text:
User:Zemira Quinton

Ms. Zemira Quinton
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books
Summary:A black American prepares for a career in a profession traditionally closed to blacks. He copes with the dangers that subsequent experiences generate. Charles W. Dryden recounts what it was like to be a black soldier specifically a pilot, during WWII and the Korean War. " The United States Army is not training any colored pilots."(47)
 * Dryden,Charles W. A-Train: Memoirs of a tuskeegee Airman. Tuscaloosa, Al: The University of Alabama Press, 1997.Print.

" We watched in horror as the fire traveled rapidly toward the plane, following the trail of gasoline vapor, unitl it caught up with the plane, which then burst into flames."(265)

"The Hospital spokesman told us that secondary shock and smoke inhalation that had scarred sid's lungs took his life."(266) --Zemira Quinton 13:53, 30 September 2009 (UTC)

Summary:David Batstone reveals the story of a new generation of 21st century abolitionists and their heroic campaign to put an end to human bondage. In his book, Batstone carefully intertwines narratives of activists and those in bondage in a way that not only raises awareness of the modern-day slave trade, but also serves as a call to action.
 * Batstone, David. Not for Sale: The Return of the Global Slave Trade--and How We Can Fight It. 1st ed. New York NY: HarperCollins, 2007.Print.

""I paid good money for you!" How Srey Neang loathed those words. They made a claim on her, excusing any abuse,justifying every chore."(1) --Zemira Quinton 13:46, 1 October 2009 (UTC)

Nonfiction - Essays
Summary:The Willie Lynch Letter And The Making of a Slave is a study of the scientific process of man breaking and slave making. It describes the rationale and the results of Anglo Saxon's ideas and methods of insuring the master/slave relationship.
 * Lynch, Willie. "Willie Lynch Letter:And The Making of a Slave." Speech.

"Gentlemen, you know what your problems are; I do not need to elaborate. I am not here to enumerate your problems, I am here to introduce you to a method of solving them. In my bag here, I have a foolproof method for controlling your black slaves. I guarantee every one of you that if installed correctly it will control the slaves for at least 300 years [2012]. My method is simple. Any member of your family or your overseer can use it. I have outlined a number of differences among the slaves and make the differences bigger. I use fear, distrust and envy for control."(1) --Zemira Quinton 18:50, 3 October 2009 (UTC)

title: User:Zemira Quinton


text:
User:Noqueesha Quick

Ms. Noqueesha Quick
AP English Language

Units
Education

Nonfiction - Books

 * Mcbride,James. Color of Water. New York, NY: Riverheadbooks,1996.

SUMMARY:The Color of Water is about a mixed boy growing up with a white mother during the 50s and 60s and how embarrasing it was .The first half the author tell stories of his childhood and his mother's life and how hard it was growing up. The second half of the book he descibes how it was growing up with twelve brothers and sisters and their relationship with their mother. " I perferred that mommy were black." "I thought it would be easier if we were one color, black or white." --Noqueesha Quick 13:51, 1 October 2009 (UTC)

title: User:Noqueesha Quick


text:
User:Nilka Nunez

Ms. Nilka Nunez
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books
Abeel, Samantha. My Thirteenth Winter. New York: Orchard Books, 2003.

Summary: In the book, My Thirteenth Winter, Samantha reveals the struggles she had to go through during her childhood due to her learning disability. Many times she felt lonely and afraid of the outside world. Her mom was the biggest influence in her life. She helped Samantha overcome her fears and loneliness. At the end she became a writter and her story is an inspiration to many other people that might be experiencing the same situation.

Quotes: "I often packed the whole day worth of books and classwork into my backpack, so I didn't need to open my locker at all and I could avoid the possible ambarrasment of not getting it open in time for class." (pg.48) "My fear became a separate force that could act at will. I was at its mercy. It was in control of me." (pg. 69) --Nilka Nunez 13:17, 1 October 2009 (UTC)

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Nilka Nunez


text:
User:Farah Cooper

Ms. Farah Cooper
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Fiction
Summary:Richard Wright is a Man now that is reflecting on his past and how it made him who is. His story is a bit distrubing consider the fact that he had been physical and mentally abuse by the ones he love. He endured plenty of days of being hungry and not having no money,yet at the end of the day he change his life around and became a amazing writer. "Voices sounded by near-by and i shivered."
 * Wright, Richard T. Black Boy (P.S.). New York: Harper Perennial Modern Classics, 2008. Print.*

Summary:This article is amazing and is written on a scale of such class. This article talks about the such controversal subject of a Black women hair. Taking the first lady Michelle Obama, there is speculation about why we do our hair the way we do and why we have such a problem with us having natural or process hair. "For black women, hair has classification power." --Farah Cooper 13:57, 2 October 2009 (UTC)
 * Desmond-Harris, Jenee. "Why Michelle's Hair matters." Time Magazine 7 Sept. 2009: 1-3. Print.

Nonfiction - Books
Landau, Elaine. Slave Narratives: The Journey to Freedom .Canada:Elaine Landau,2001. *Summary Slave Narrative is a book that takes a collesctions of first hand experience of slaves. Each chapter takes a slave and it becomes a journal were theres greater description of the hardship that was endured. Within the short story the slave whole life is opened. " By srtiking them over the head with a heavy iron key, Until the blood ran"(Landau 15). " Slaves were told from birth that they were valued only as a piece of meat of property" (Landau 7) --Farah Cooper 12:49, 2 October 2009 (UTC)
 * Quote

How does education become valued?
A Frederick Douglass narrative, about being a slave learning how to read. Its his overall struggles and determination that motivates readers to acheive greatness. "This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge"(419).
 * Douglas, Frederick. "Learning to Read." 1845. Norton reader an anthology of nonfiction. 11th ed. New york: W.W. Norton & co., 2004. 408-12. Print.

A young white girl is being exposed to slavery. Upon reading this book she became one with the slavery in the book. She lived their hardships and pain. " It was the book that took me away from thw world, From the small intrigues of sugar and milk to the pleasure and desolation od words on a page".(419)
 * Brand, Dionne."Arriving at Desire".1999. Norton reader an anthology of nonfiction. 11th ed. New York:W.W Norton & Co., 2004. Print.

A young man who goes to a university that he has a horrible experience at. He is in such in so much shock that the university was so horrible that he reconsider whether or not he should have went there. "Name one means of transportation,"the professor said to him. No light came into the big tackle's eyes"(438). A young clady reflecting on her pass as a child. She talks sbout how the education was based on the majority and trying to fit in. "...because they were majority and he of ten used"what the majority wants" as criterion for what was for the best"(415). --67.211.8.21 17:55, 4 November 2009 (UTC)
 * Thurber, James."University Days".1933. Norton reader an anthology of nonfiction. 11th ed. New york: W.W. Norton & co., 2004. 437-41. Print.
 * Welty, Eudora."Clamorous to learn".1985. Norton reader an anthology of nonfiction. 11th ed. New york: W.W. Norton & co., 2004. 413-417. Print.

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Farah Cooper


text:
User:Ans/sudo

ubuntu patch sulogin, to not prompt for locked root password
 * rather than patch sulogin, why not just remove sulogin from inittab?
 * To handle the case, when the root password is intentionally unlocked.  In this case, the boot process will a bit more secure.
 * What if, one want to, enter single user mode + a prompted single user mode + locked root password?
 * put "su -c 'sudo -i' sysadmin" in inittab?
 * put /bin/login in inittab?
 * only press ctrl-D at once, in /bin/login, it will exit?
 * what sulogin do when incorrect password?
 * patch sulogin to invoke /bin/login when root password is locked?
 * or implement sudologin that first ask for username, then invoke "su -c 'sudo -i' username"?
 * "sudologin [options]" --> "su -c 'sudo [options]' username"
 * susudologin
 * unlocked root password: act as sulogin
 * locked root password: act as sudologin
 * /bin/false in inittab?
 * this will disable single user mode
 * unpatched sulogin + locked root password?
 * this will implicitly disable single user mode
 * patched sulogin + always leave sulogin in inittab
 * when root password is locked: insecure boot
 * when root password is unlocked: a bit more secure boot
 * kvm console can provide console access without physical access to the machine

(from https://help.ubuntu.com/community/RootSudo)
 * ข้อดีอีกข้อของ sudo คือ, เวลา install มันไม่ต้องถามหลายครั้ง
 * ถามครั้งแรกเพื่อสร้าง root, อีกครั้งเพื่อสร้าง user
 * ใช้ sudo ก็ไม่ต้องถามเพื่อสร้าง root เลย
 * อีกอย่างคือ ป้องกัน brute force crack root password
 * เพราะ เค้าจะเดาไม่ออกว่า user ไหนบ้างที่มีสิทธิ์ sudo
 * จริงๆ มันก็แค่ เพิ่ม combination ของ brute force อะนะ
 * ถ้าเค้าคิดจะ brute force เดาชื่อ user ไปเรื่อยๆ มันก็แค่เพิ่ม combination

title: User:Ans/sudo


text:
Learning theory

Theories of learning attempt to explain ways in which people acquire information, knowledge, and skills.

title: Learning theory


text:
Behaviourism

Behaviorism (or behaviourism), also called the learning perspective (where any physical action is a behavior), is a philosophy of psychology based on the proposition that all things which organisms do — including acting, thinking and feeling — can and should be regarded as behaviors.

Strengths of behaviorism

 * 1) Testable: Since the theory is based exclusively upon observable behaviors, this makes it relatively easy to measure when conducting research.
 * 2) Effectiveness: Many useful therapeutic techniques are rooted in behaviourism (such as intensive behavioral intervention, token economies, and discrete trial training) and can be effective in changing maladaptive or harmful behaviors in children and adults.

Criticisms of behaviorism

 * 1) One-dimensional: Behaviorism is uni-dimensional and does not account for internal influences such as moods, thoughts, and feelings.
 * 2) Other types of learning: Does not explain how other types of learning occur, e.g., people and animals can adapt their behavior when new information is introduced, even if a previous behavior pattern has been established through reinforcement.

title: Behaviourism


text:
Constructivism

Constructivism comprises a series of interconnected conceptions:

Psychological Theory of Knowledge
Constructivism is a psychological theory of knowledge (epistemology) which argues that humans generate knowledge and meaning from their experiences. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.

title: Constructivism


text:
User talk:Zemira Quinton

 Hello Zemira Quinton, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --CQ 15:00, 17 September 2009 (UTC)

title: User talk:Zemira Quinton


text:
User:Danny Shavk

Danny Shavk
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Fiction
Joseph, Conrad,. Heart of Darkness An Authoritative Text, Backgrounds and Sources, Criticism (Norton Critical Editions). Boston: W. W. Norton & Company, 1987. Print.

Heart of Darkness is about an Englishman going to work deep in the congo to meet with Kurtz, a famous ivory trader, and learn from his immense experience in the ivory business.

But his soul was mad. Being alone in the wilderness, it had looked within itself and, by heavens I tell you, it had gone mad(66)." Danny Shavk--Danny Shavk 15:04, 2 October 2009 (UTC)

Nonfiction - Books
Mathabane, Mark. Kaffir boy the true story of a Black youth's coming of age in Apartheid South Africa. New York: Simon & Schuster, 1998. Print.

Kaffir boy is a book about an African American boy who goes thru life of apartheid in the country of South Africa. He suffers from racism, hunger, sickness, migration, and many beatings but survived his life by his mothers faith in education and his love for the sport tennis. He accomplishes his dream of becoming a tennis player even though everyone wanted to kill him because he played tennis with the whites but when he received a scholarship in America he got the opportunity to leave everything and live a new life under freedom.

"The remark that black people had smaller brains and were thus incapable of reading, speaking or writing English like white people had so wounded my ego that I vowed that, whatever the cost, I would master English, that I would not rest till I could read, write and speak it just like any white man, if not better. Finally, I had something to aspire to"(192).

"We whites have everything, and you guys have nothing, you know. So we have to make attempts to equalize things sometimes; otherwise, how could we deal with our consciences?"(293).

"It's an important book that we black people must have in order always, and carry with us at all times.…There was something about it which made me fearful, helpless. But I could not figure out what about it made me feel that way. It seemed a mere book. Yet it was, I was to later find out, the black man's passport to existence"(36).

Danny Shavk--Danny Shavk 17:04, 22 September 2009 (UTC)

title: User:Danny Shavk


text:
User:Sam Gibber

Sam Gibber
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books

 * Bodanis, David. E=mc2. New York:Walker & Company, 2000.

David Bodanis writes about how the equation E=mc2 came into existance. He tells of the physicists and the theorists who's discoveries led to Alber Einstein wrighting his theory of relativity. This leads to many more discoveries and E=mc2 becomes one of the most important equations on the world.

"Once again a few lazy and dull days flitted past my sleepy eyes, you know such days on which one gets up late because one cannot think of anything proper to do, the goes out until the room has been made up.... Then one hangs around and looks halfheartedly forward to the meal.... However things turn out, we are getting the most delightful life in the world. Beautiful work, and together.... Be cheerful, dear sweetheart. Hissing you tenderly, you

Albert"

"You know me as well or better than I do myself," he wrote. "you know my former prejudices, and my present thoughts-you know my weaknesses, my vanity, my whole mind."

--Sam Gibber 15:21, 1 October 2009 (UTC)

title: User:Sam Gibber


text:
User:Sky Night

Sky Night
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books

 * Angelou, Maya. I know why the caged bird sings . New York : Bantam Books, 1971. Print.

This story is about Maya Angelou's past and growing up as a young woman through racism and World War II. Through her trials, Maya learns to cope with life and all the stress and negativity that came along with being colored. She also learned to accept major changes like meeting her parents for the first time and living back and forth from west to deep south.

"We were on top again. As always, again.We survived."

"All knowledge is spendable currency, depending on the market."

--Sky Night 15:37, 1 October 2009 (UTC)

title: User:Sky Night


text:
User:Hoshiko Elias

Hoshiko Elias
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

title: User:Hoshiko Elias


text:
User:Dolores Haruhi

Ms. Dolores Haruhi
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Fiction

 * Williams, Tennessee. A Streetcar Named Desire . New York: Signet, 1986. Print.

The book is about a woman of high class, or so she believes to be. She once had the taste of having everything and is now experiencing the other side of things. She decides to go live with her sister, but the circumstances become to strong for her. She allows the new way of living to overcome her and eventually it gets to her, putting her in the worst situation of her life.

"He acts like an animal, has an animal's habits! Eats like one, moves like one, talks like one! There's something even sub-human-something not quite to the stage of humanity yet! Yes, something - ape-like about him.....Thousands and thousands of years have passed him right by, and there he is - Stanley Kowalksi - survivor of the stone age!" (188).

"I don't think I want to marry you any more....You're not clean enough to bring in the house with my mother" (221).

Dolores Haruhi--Dolores Haruhi 15:23, 1 October 2009 (UTC)

Nonfiction - Books

 * Cohen, Kerry. Loose Girl . New York: Harper Collins Special Markets Department, 2008.

Summary: Loose Girl is about an addiction to attention. A young girl believes that through giving up her body she will attain all the attention she never recieved. Her family has pretty much gone down the drain and she desires attention from others, but shes craving it in the wrong way. The book contiues trhough her journey of realizing the mistakes of her actions, and understanding the consequences.

""He (father) defines his approach to parenting as "if your grades are fine and you look basically OK, then I don't need to know more"" (28).

"I have sex with people I don't care about and who won't care about me...but I see it as my opening to get out" (67).

"I slept with close to forty boys before I figured doing so was not serving me well" (95).

"What if theres something more going on?...what if I have an HIV?" (151). --Dolores Haruhi 15:03, 30 September 2009 (UTC)

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Dolores Haruhi


text:
User:Dangst Brackney

Doctor Professor Dangst Brackney
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books

 * Montgomery, Sy. Walking with the Great Apes. Boston: Houghton Mifflin Company, 1991. Print.

The book Walking with the Great Apes by Sy Montgomery tells of three women’s experiences as they study apes. Biruté Galdikas studies orangutans, Dian Fossey studies gorillas, and Jane Goodall studies chimpanzees. They all have founded their own camps amongst the apes, and over time have developed relationships with them. " 'Chimpanzees are so like us-intellectually and emotionally-in their needs, their expectations, their outlook on life,' Jane points out. When two chimpanzees greet after a separation, they may bow or crouch, hold hands, kiss embrace, or pat one another, much like two people meeting on a street," (31). "As for Dian, her relationship with Digit was stronger than her bonds with her mother, father, or stepfather... Her relationship with Digit endured longer than that with any of her lovers and outlasted many of her human friendships," (49).

title: User:Dangst Brackney


text:
User:Keri Coyada

Ms. Keri Coyada
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Essays

 * Walls, Jeannette. Glass castle a memoir. New York: Scribner, 2005. Print.

Through out this story Jeannette Walls talks about her experience as a child. She works hard to develop self worth and make sense of her relationship with her parents. As Walls develops as a women she finds herself abandoning her family and becoming ashamed of where she came from. This book was a wonderful story that will make anyone feel connected in some way to Jeannette Walls.

"All we had to do was find gold, Dad said, and we were on the verge of that. Once he finished the prospector and we struck it rich, he'd start work on our Glass Castle"

“It had been months since I laid eyes on my mom”

title: User:Keri Coyada


text:
User:Daneil Tovar

Sir.Daneil Tovar
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Fiction
The Glass Menagerie

Williams, Tennessee. The Glass Menagerie (New Directions Book). New York: Tandem Library, 1999. Print.

summary

A Streetcar Named Desire

Williams, Tennessee. A Streetcar Named Desire. New York: Signet, 1986. Print.

summary

Nonfiction - Books
Finding Fish'

Fisher, Antwone Q. Finding Fish. New York: HarperCollins Inc., 2001. Print.

summary

The memoir Finding Fish Antwone Q. Fisher goes through the trials and tribulations of growing up in abusive foster homes with out any real family. Only through his will to survive does he make it to an age where he can join the navy and try to escape his past. Though his experiences gained in the navy and his child he grew to be a man of strenth and status.

title: User:Daneil Tovar


text:
User:T'Sha Keys

Ms. T'Sha Keys
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

title: User:T'Sha Keys


text:
User:Mizuki Dylai

Mizuki Dylai
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

title: User:Mizuki Dylai


text:
User:Han Xan

Han Xan
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Essential Question
What is the purpose of education? In Caroline's "College Is a Waste of Time and Money.", the subject of college not being for every student was covered. Surveys were taken and conclusions were made proving such a theory.
 * Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader and Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

"A great majority of out nine million college students are not in school because they want to be or because they want to learn." (429)

John Holt realizes that teachers can truly define a student's progress in class. He discovers that students have to be actively involved and entertained to learn.
 * Holt, John."How Teachers Make Children Hate Reading." 1967. Norton Reader An Anthology Of nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 420 - 28. Print.

" 'According to tests, educated and literate people like you have a vocabulary of about twenty-five thousand words. How many of these did you learn by looking them up in a dictionary?' They usually are startled. Few claim to have looked up even as many as a thousand. How did they learn the rest? they learned them just as they learned to talk - by meeting words over and over again, in different contexts, until they saw how they fitted."

 * Bird, Caroline. "College Is A Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Ed. New York: W.W. Norton & Co, 2004. 429-36 Print.

This essay explains how colleges are a waste because most people feel like they have to go to college as if it were a requirement instead of it being an act of free will. Because people are reluctant and have no motivation to get into what they're studying, the end result leads to college debt and a simple nine-to-five job.

" I wasn't going to school anymore because so many of my calsses have been bull $#!+."

--Sky Night 15:17, 30 September 2009 (UTC)

 * Booth, Wayne C. "Boring from Within: The Art of the Freshman Essay." Norton Reader an Anthology of Nonfiction . 11th ed. New York: W.W. Norton & Co., 2004.

The article, "Boring from Within: The Art of the Freshman Essay," is the thoughts of an English teacher who believes that students write boring essays because they have not yet been exposed to the world and have not yet fully developed their own ideas and opinions. Therefore they know nothing and teachers give assignments too large for students' grasp.

"But in the great fiction they will learn what it means to look at something with full attention, what it means to see beneath the surface of society's platitudes." --Hoshiko Elias 15:14, 30 September 2009 (UTC)
 * Bird, Caroline. "College is a Waste of Time and Money." 1975. Norton Reader an Anthology of Nonfiction . 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

This essay argues that the social paradigm that says a high school graduate must attend a college of some sort lest they end up financially and intelligently troubled is flawed. Bird says that there are many options the student could choose from to lead a successful life, and that college is a good option for the few, not the many. She also explains that a college education doesn't have as significant of an effect on ones life as it is said to. "'Most college administrators admit that they don't prepare their graduates for the job market. 'I just wish I had the guts to tell parents that when you get out of this place, you aren't prepared to do anything,' the academic head of a famous liberal arts college told us.'"

--Dangst Brackney 14:58, 30 September 2009 (UTC)

 * Brand, Dionne. "Arriving at Desire." 1999. Norton reader and authology of nonfiction . 11th ed. New York: W.W. Norton & Co., 2004. 418-420. Print.

"Arriving at Desire" was about a young Haitian girl finding and reading a book that inspires her to continue reading. The book informs her of her Haitian history, things she never knew. "I did not yet know how the world took people like me. I did not know history. The book was mirror and a ocean." (419) --Erica Chapman 14:03, 30 September 2009 (UTC)

 * Thurber, James. "University Days." 1933. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-41. Print.

The story is about the contrast incidents that can happen at a university or college and star players have an chance with academic professors.

"In order to be eligible to play it was necessary for him to keep up in his studies" (438).

--DYLIN HAMBURGERTONSON 13:54, 30 September 2009 (UTC)

 * Frederick, Douglass. "Learning to Read."1845. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W Norton & co., 2004. 448-54. Print

This story is about a young slave who learns how to read, while sneaking behind his master's back. He taught himself by tricking other people and hid his reading from eveybody he knew. "These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interest thoughts of own soul, which had frequently flashed through my mind and died away with want for unabanished interest." --LaKara Conrad 13:59, 30 September 2009 (UTC)

 * Welty, Eudora. "Clamorous to Learn." 1985. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W Norton & co., 2004. 448-54. Print

This story is about a girls experience with different teachers and schools. She describes in great detail of her teachers odd actions. "I only now realize how how much the treat depended, too on there not having been money enough to put electric lights in Davis School. John Ruskin haad to come in through the courtesy of darkness." --LaKara Conrad 13:59, 30 September 2009 (UTC)

 * Holt, John. "How Teachers Make Children Hate Reading." 1967. Norton Reader an Authology of nonfiction. 11th ed. New York: W.W. Norton & CO., 2004. 420-428. Print.

"How Teachers Make Children Hate Reading" is about an English teacher that figures out that students do better reading and writing when they are not pressured or forced to do it.

"I decided to try at all costs to rid them of their fear and dislike of books, and dislike of books, and to get them to read oftener and more adventurously." (423). --Erica Chapman 13:43, 30 September 2009 (UTC)
 * Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

In this story the author tells the audience that going to college is just a worthless waste of time. its just a waste of money that can be used on better things.

"Most parents send their children to college because they believe young people benefit financially from a higher years of education" (431). --Calliou Urman 13:34, 30 September 2009 (UTC)

- This essay was about someone desiring to know more about their history and when she read, she found that information. "The book was about the uprising led by Toussaint L'Overture against the French on Ste. Dominque. In it I met a history I was never taught". --Brianna Iowa 13:29, 30 September 2009 (UTC)
 * Brand, Dionne. "Arriving at Desire". 1999 Norton reader an anthology of nonfiction . 11th ed. New York: W.W. Norton & Co., 2004. 418-20 print.

 * Bird, Caroline. "College Is A Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Ed. New York: W.W. Norton & Co, 2004. 429-36 Print.

"College Is A waste of Time and Money" explains how the author does not think college is the best place for high school graduates. The author describes how the children should decide by their selves if college is meant for them or not.

"They send their children to college because they are convinced young people benefit finacially from those four years of higher education" --Tyanaklark 13:25, 30 September 2009 (UTC)

Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

The author argues the fact that college is useless and a waste of money. She states how the money used for college should be saved and/or invested into something of better use for like a career or a new car.

"Most parents send their children to college because they believe young people benefit financially from a higher years of education" (431).

--DYLIN HAMBURGERTONSON 13:30, 30 September 2009 (UTC)

 * Bird, Caroline."College Is A Waste Of Time and Money."1975. Norton Reader an Anthology Of Nonfiction .11th ed.New York: W.W. Norton & co.,2004.429-36. Print.

Bird discuss in her passage that people of a greater influence are damaging eighteen years old students by implying that they must go to college after high school and half the time they are there they dont want to be. "As society had systematically damaged women by insisting that their proper place was in a home, so we may be systematically damaging 18-year olds by insisting that their proper place is in college"(430). --Luisa Nomad 13:20, 30 September 2009 (UTC)

 * Bird, Caroline. "College Is A Waste Of Time And Money." 1975. Norton Reader an Anthology of nonfiction . 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

This discusses how college is brain washing an 18-year-old's brain, but in reality college is not for everyone because if one is smart enough for a top college then they can make it without it, sometimes. "The implication is that an 18-year-old is too young and confused to know what he/she wants to do, and that he/she should listen to those who know best and go to college." (431). --Lance Nelson 21:44, 20 September 2009 (UTC) Lance Nelson--66.190.80.122 14:41, 19 September 2009 (UTC)

 * Thurber, James. "University Days." 1933. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton and Co., 2004. 437-41. Print.

Thurber talks about his failure in botony and economics in college, and his teachers' fustation with him. He highlights his success in military drills.

" 'We are concerned solely with what I may call the mechanics of flars.' 'Well', I'd say, 'I can't see anything.' "(437). --Percival Xang 04:17, 19 September 2009 (UTC) Percival Xang 67.211.8.21 15:33, 18 September 2009 (UTC)

11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.
 * Brand, Dionne. "Arriving At Desire." 1999. Norton reader an anthology of nonfiction.

This short story is about a young girl who comes upon a book by being mischevious. She was inspired and will never forget the book that taught her so much about history.

"In it I met a history I was never taught" (419). Unitopia McMuffin--67.211.8.21 15:29, 18 September 2009 (UTC)

Brand speaks of her reading of her first "big book". She tells of how she connected with the characters of the story and how even though she lost innocence, she gained knowlledge.

--User:Dee Sayhepaid "knowledge gained will prove invaluable and should prompt a desire to know more"

"College Is a Waste of Time and Money" explains how student waste money on majors that they don't want and that parent forces student to do as they say. "We damned the expense and build great state university systems... shove and cajole youngsters to get an education."(429). --Eianb Nartinea 04:06, 19 September 2009 (UTC) Eianb Nartinea--67.211.8.21 15:24, 18 September 2009 (UTC)
 * Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction . 11th Edition. New York: W.W Norton & Co., 2004. 429-36. Print.

 * Thurber, James. "University Days." 1933. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-41. Print.

A college student narrates his days at college. He explains how tough his classes were, and the problems he had to go through.

"As God is my witness, I'll arrange this glass so that you see cells through it or I'll give up teaching" (437). --Noemi Ibanez 04:03, 19 September 2009 (UTC) Noemi Ibanez --67.211.8.21 15:19, 18 September 2009 (UTC)

This story talks about a man's vague experiences in a university. "Another course I didnt like somehow managed to pass economics." --Wendy Ulbani 21:49, 20 September 2009 (UTC) Wendy Ulbani--67.211.8.21 15:13, 18 September 2009 (UTC)
 * Thurber, James. "University Days." 1933 Norton Reader ana Anothlogy of Nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 437-41. Print

 * Holt, John. "How Teachers Make Children Hate Reading." 1967. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 420-28 print.

"How Teachers Make Children Hate Reading" is about an English teacher at Colorado Rocky mountain school that found out by his own experience and research that kids read and write more when they are not force to do it.

"This is exactly what reading should be and in school so seldom is- an exiciting, joyous adventure" (252). --Danny Shavk 03:57, 19 September 2009 (UTC) Danny Shavk--67.211.8.21 14:58, 18 September 2009 (UTC)

This story analyzes how a teacher should teach a student how to read. He explains how he made the mistake of teaching the students the "bad" way to learn. "A word in the air with a finger and seeing the image formed. I did this quite a bit with the 5th graders using either the air or the top of the desk..." (426) --Wendy Ulbani 21:49, 20 September 2009 (UTC) Wendy Ulbani--67.211.8.21 14:57, 18 September 2009 (UTC)
 * Holt, John. "How teachers make children hate reading." 1967 Norton Reader An Anthology Of Nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 420-28. Print.

This article is about different incidents that occur at a university and how star football players have an advantage with academic professors.
 * Thurber, James. "University Days." 1933. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-41. Print.

"In order to be eligible to play it was necessary for him to keep up in his studies" (438). --Dolores Haruhi 04:01, 19 September 2009 (UTC) Dolores Harhui--67.211.8.21 14:51, 18 September 2009 (UTC)

Frederick Douglas tells the intersting story of how he learned to read. He did not learn like most of us today in school with a teacher. He had to find a way to learn how to read and bribe children with food in order to be taught. "This bread I used to bestow upon the hungry little urchins, who, in return, give me that more valuable berad of knowledge." (409) --Wendy Ulbani 21:49, 20 September 2009 (UTC) Wendy Ulbani--67.211.8.21 14:48, 18 September 2009 (UTC)
 * Douglas, Frederick."Learning to read." 1845. Norton Reader An Anthology Of nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 408-12. Print.

Norton reader an anthology of non-fiction. 11th ed. New York: W.W. Norton & co., 2004. (437-441).Print.
 * Thurber, James. "University days." 1933.

A man retells his memories of college and the hard times he had passing a class the first time and understanding the material, indicating that good grades does not always mean something has been learned.

"I never swam but I passed my gym work anyway, by having another student give my gymnasium number (978) and swim across the pool in my place"(439). --Queen Fairley 04:00, 19 September 2009 (UTC) Queen fairley --67.211.8.21 14:46, 18 September 2009 (UTC)

In this narration, by Dionne Brand, it talks about the power of reading. She talks about the first book she read and how it really opened her to the world of literature. "In it I met a history I was never taught. The history I had been taught began, 'In 1492 Christopher Columbus discovered Santo Domingo... With his three ships, the Nina, the Pinta, and the Santa Marie, he discovered the new world.'" --Dexter Seawald 04:11, 19 September 2009 (UTC) Dexter Seawald67.211.8.21 14:43, 18 September 2009 (UTC)
 * Brand, Dionne. "Arriving at Desire." 1999. Norton reader an anthology of nonfiction . 11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.

In this essay, writer Frederick Douglas describes how lwarning how to read as a slave complicated his life. He explains how reading made him realize that he was a slave, and the fact that he was a slave was never going to change. "in teaching me the alphabet she had given me the inch, and no precaution could prevent me from taking the ell." --Yotem Sanders 04:10, 19 September 2009 (UTC) Yotem Sanders--67.211.8.21 14:39, 18 September 2009 (UTC)
 * Douglas, Frederick. "Learning to Read." 1845. Norton reander an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.

A Haitian child rumages through his grandmother's drawer in hopes of finding food but finds a book instead. The child learns a lot about hatian history and becomes intrigued. "For days I lived with the people I found there..." (419) --Wendy Ulbani 21:49, 20 September 2009 (UTC) Wendy Ulbani--67.211.8.21 14:35, 18 September 2009 (UTC)
 * Brand, Dionne. "Arriving at Desire." 1999. Norton Reader An Anthology of Nonfiction. 11th Ediction. New York: W.W Norton & Co, 2004. 418-20 Print.

 * Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader and Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

This article explains that students should attend college only if they truely want to. This though comes becasue students only go bcause it's the right path to take.

"They are there becasue it has become the thing to do or becasue college is a pleasent place to be; becasue mother wanted them to go"(429). --Dolores Haruhi 04:01, 19 September 2009 (UTC) Dolores Harhui--67.211.8.21 14:32, 18 September 2009 (UTC)

 * Bird, Caroline. "College is a Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Edition. New York: W.W Norton & Co, 2004. 429-36 Print.

"College Is A Wste of Time and Money" informs that the great majority of college students are sad in college because they don't want to be in there or they are learning something that is not interesting to them. It also informs that most of the graduates end up being in other careers that they didn't went to college for.

"We became the fist and only nation to aspire to higher education for all" (429). --Danny Shavk 03:57, 19 September 2009 (UTC) Danny Shavk--67.211.8.21 14:29, 18 September 2009 (UTC)

 * Bird, Caroline. "College is a Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Edition. New York: W.W Norton & Co, 2004. 429-36 Print.

"College Is A Wste of Time and Money" explains how the suthor does not think college is the best place for high school graduates. The author describes how the children should decided by their selves if college is meant for them or not.

"They send their children to college because they are convinced young people benefit from those four years of higher education"(432).

 * Holt, John,"How Teachers make children Hate Reading." 1967. Norton reader an anthology of nonfiction. 11Th ed. New York: W.W. Norton & Co., 2004. 420-28 print.

Kids don't like to read and the books that teachers have us read make us hate the book even more.

"After one of the most painful punishment a child can suffer in school."

--DYLIN HAMBURGERTONSON 13:54, 18 September 2009 (UTC)

 * Brand, Dionne. "Arriving at Desire." 1999. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.

In this article the author discusses how she read this book that finally made her interested in reading. She was so intrigued by the contents of this book that she fell in love with reading.

"When I was finished, I was made. I had lost innocence and acquired knowledge.  I had lost the idea that desire was plain" (420).

--Qwanell Culley 13:51, 18 September 2009 (UTC)

 * Bird, Coroline. "College is a Waste of Money." 1975. Norton Reader anthology of non fiction . 11th ed. New York: W.W. Norton & Co, 2004. 429-36 Print

"College is a Waste of Money" is about how people just go to college becuase it is known to be the next step you do after high school. "Employers are beginning to realize to realize that when they pay extra for someone with a diploma, they are paying only for an empty credental." (436) --Napoleon Astro 21:52, 20 September 2009 (UTC) napoleon astro--67.211.8.21 13:55, 18 September 2009 (UTC)

 * Brand, Dionne. "Arriving At Desire." 1999. Norton Reader anthology of non fiction . 11th ed. New York: W.W. Norton & Co, 2004. 418-20 Print

It is about a boy that reads a book that was his grandmothers. As he reads it he gains knowledge but loses innocence. "This book i had found inhabited me with its terror and revolution... I had lost innocence and acquired knowledge." (420) --Napoleon Astro 21:52, 20 September 2009 (UTC) napoleon astro--67.211.8.21 13:55, 18 September 2009 (UTC)

 * Douglass, Fredrick. "Learning to Read." 1845. Norton Reader anthology of non fiction . 11th ed. New York: W.W. Norton & Co, 2004. 408-12 Print

It is about a guy that his master tought him how to read and write; although he would have prefered not to have been tought becuase through reading he found out the crucial things that happend with slavery. "I saw nothing without seeing it, i heard nothing without hearing it, and felt nothing with out feeling it."(410) --Napoleon Astro 21:52, 20 September 2009 (UTC) napoleon astro--67.211.8.21 13:55, 18 September 2009 (UTC)

 * Thurber, James. "University Days." 1933. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-442. Print.

This story was about a young man in college that had a difficult time in botany class and gym class. The teacher would always get frustrated with him, but give the football player all the answers.

" Most of his professors were lenient and helped him along." (438)

--Flacka Nestle 13:31, 18 September 2009 (UTC)

 * Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

"College Is a Waste of Time and Money," in this article the author argues the fact that college is useless and a waste of money. She states how the money used for college should be saved and invested into something of better use.

"Most parents send their children to college because they believe young people benefit financially from a higher years of education" (431).

--Qwanell Culley 13:41, 18 September 2009 (UTC)

 * Bird,Caroline. "College Is A Waste of Time and Money."1975. Norton reader an anthology of nonfiction .11th ed. NewYork:W.W.Norton & Co.,2004. 429-436 Print.

Bird talks about what most adults fail to express. We always hear collegge is the way to go, but many are unhappy there. Graduating with a degreee from colege doesn't guarantee one a job in their prefered profession.

"Whatever college graduates want to do, most of them are going to wind up doing what there is to do." (434) --Francis Mitchells 13:24, 18 September 2009 (UTC)

 * Bird,Caroline."College is a Waste of Time and Money"1975.Norton reader an anthology of nonfiction.11th ed. New York:W.W. Norton & Co.,2004.429-436

Throughout the text the author is discussing that college is not the best investment for everybody. And for those who value collee the chances of them finding a job in their field are slim to none. "Here is a piece of paper that is a passport to jobs, power and instant pestige"(436)

--Donte Ximon 13:20, 18 September 2009 (UTC)
 * Douglas,Fredrick."Learning to Read."1845.Norton reader an anthology of nonfiction.11th ed. New York: W.W. Norton & Co.,2004.408-412

"Learning to Read" depicted the struggles and challenges Fredrick Douglas went through when he was learning to read and after he was able to read. The motivation and drive pushed him to learn. "This bread bread I used to bestow upon the hungry little urchins, who in return would give me that more valueable bread of knowledge"(409).

--Donte Ximon 13:30, 18 September 2009 (UTC)

 * Bird,Carolina."College is a Waste of Money." 1975. Norton Reader an anthology of nonfiction. 11thed. New York:W.W. Norton & co., 2009.429-39. Print.

The author is trying to explain that half of American teenagers don't want to go to college. She also explains how half of the students in college don't even get a job after they graduate.

" Whatever college graduates want to do, most of them are going to wind up doing what there is to do." (434) Noqueesha Quick-- 13:25, 18 September 2009 (UTC)

 * Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader an anthology of nonfiction. 11th ed. New York:WW. Norton & Co. 2004, 429-436. Print.

The purpose of education that I found in the article was not so fulfilling; meaning that the author, a college professor, saw a futility in the students' extreme money spending and a vanity in their time sacrifice for a college education. However the end to their college education would result in very low chance for them to get a professional job, and they later find themselves in a very competitive job world; and by facing the odds of accomplishing what the college student desires, he/she is pressured to look for a new vocation or even work at an undesired job due to the fact that a low percentage of them are actually getting a better income in the professional job world.

"20 to 30 percent of students at any level the additional schooling has been a waste, at least in terms of earnings." (433)

--Brian Diefenbaker 13:39, 18 September 2009 (UTC)

 * Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004 448-454. Print.

This essay is about the mind of women students. What goes on inside the women mind and how they live in a world of mankind. How they are not respected as a women and not taken seriously. "The limits of my language are the limits of my world." --Nila Ming 21:46, 20 September 2009 (UTC) Nila Ming--67.211.8.21 15:06, 18 September 2009 (UTC)

 * Bird,Carolina. "College is a Waste of Money." 1975. Norton Reader an anthology of nonfiction. 11th ed. New York:W.W. Norton & co., 2009.429-39. Print.

This essay is about the high price of college, and the reasons why some are not enrolled in school. She tells of her travels to different campus'. "I believe that college has to be judged not on what other people think is good for students, but on how good it feels to the students themselves." --LaKara Conrad 13:30, 30 September 2009 (UTC)

title: User:Han Xan


text:
User:Luna Olfinger

Luna Olfinger
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Lectures/Community Events

 * Obama, Barack. "REMARKS BY THE PRESIDENT IN A NATIONAL ADDRESS TO AMERICA'S SCHOOLCHILDREN." Address. Education Speech. Wakefield High School, Arlington. 8 Sept. 2009. The White House Press Office. The White House, 8 Sept. 2009. Web. 1 Oct. 2009. .

"No one's born being good at all things. You become good at things through hard work."

Nonfiction - Books
Finding Fish is about a guy named Eddie and a girl named Emma that had a child. The child was born in prison and he was sent to foster care. He was raped and he was treated badly. " The beginning part is for my father. This is your story." " But no, you got to go and get pregnant and then, they don't have no choice, it's back to lock up."
 * Fisher, Antwone Queton. Fing Fish New York: Perennial,2001.

--Luna Olfinger 15:19, 1 October 2009 (UTC)

title: User:Luna Olfinger


text:
User:Sophia Hertrude

Sophia Hertrude
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

title: User:Sophia Hertrude


text:
User:Eianb Nartinea

Miss. Eianb Nartinea
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books
This book is about a young boy named Antwone Fisher who survives the suffering of abandonment and physical abuse he receive from his foster parent, Mizz Pickett. When he left the foster home he became homeless and survives on the street with Butch. After that he enlists in the navy and there he found a family and himself along the way. "This was when I change, when I had to divert and channel my powers of imagination to my defense against the increasing difficulties surrounding me. My daydreams were no longer wonderful... they were just distractions that gave me a few minutes of rest. So I stopped believing in them... I stopped seeing the Picketts as alien monsters and started to see them as mean people. "(77). "That was the poster that lured me inside. It directed me to the attention of two recruiting officers who may have assumed correctly from my disheveled, frozen appearance that I was homeless; who also assumed by my young looks that I wasn’t telling the truth about being eighteen"(281).
 * Fisher, Antwone Q., and Mim E. Rivas. Finding Fish . New york: HarperTorch, 2002. Print.

--Eianb Nartinea 16:35, 1 October 2009 (UTC)

title: User:Eianb Nartinea


text:
User:Becky Quintz

Becky Quintz
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Film and Television

 * Georgia O'Keeffe. Bob Balaban. Sony Pictures for Lifetime. 2009.

This movie highlights the love that two artist have for one another. Artist Georiga O'Keeffe and photographer Alfred Steiglitz first meet on an awkward situation and they just suddenly seem to have fallin for each other. They live with a difficult and confusing ralationship as O'Keeffe pursues her painting. Once, the couple split O'Keeffe uses her personal life to inspire her and ultimetly leading to her best pieces of artwork.

A great scence is when O'Keefe first meets Steiglitz. Steiglitz is holding a show of artwork that he had come across. Unknowingly, the woman walking around the studio is the artist. O'Keefe confronts Steiglitz for having her painting and showing them off. She demand that he removes all of her work and to never promote them again without her permission. At the first moment that Steiglitz realized the O'Keefe was in his presence, he felt an instant connection and so did O'Keefe.

Lectures/Community Events

 * Rihanna interview on 20/20 with Diane Sawyer

Every year half a billion women are victims of physical abuse. On average, it takes 8-9 beatings in order for the woman to leave her "significant other." On Feburary 9, 2009, singers Chris Brown and Rhianna attended the Grammys. However, that same evening a beautiful dream turned to a horrific nightmare. Rihanna confronted Brown over a text message that he had recieved earlier that night and Brown violently attacked Rihanna. For the first time Rihanna is telling her side of the story.

link:

Nonfiction - Books

 * Thomas, Piri. Down these mean streets . New York: Vintage Books, 1997. Print.

Down these mean streets is about Piri Thomas' childhood in the '60's. He faced discrimination everyday for being a dark-skinned Puerto Rican. He was often taunted and teased epecially when he lived in a Italian community. Thomas was driven into a gang hoping to find accpetance with others that looked like him. The only thing the gang got him was a trip to prison and allowing him to find who he really is. Thomas recalls his childhood memories in order to help children not follow his footsteps and lead them to a better life.

"I sat down for dinner and listened to Momma talk about Christian living without relly hearing her. All I could think of was that I hadda go out in the street again. I made up my mind to go out right after I finished eating. I had to, shook up or not; cats like me had to show heart" (27).

"'Put out your hands,' the hack said. He unlocked the cuffs and my hands were free, but that was all; the rest of me was in Sing Sing, for a max of 15 years. The first business was purification" (249).

title: User:Becky Quintz


text:
User:Dexter Seawald

Dexter Seawald
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books
Richard talks about his "normal" everyday life. From the beatings his brother, David (It), must go through daily, to his mother getting mad at nothing at all. He explains how he helped to abuse and make Davids life a living hell! Eventually they go to far withe David, and he finally gets taken away. After that, Richard becomes the new "David". His mother constantly beats him and all his brothers turn against him. He has to worry about being kicked unconscious, or getting his head slammed against the concrete. He finally realizes how terrible he was to david, because the roles were compleatly reversed. "I so desperately wished I could be as cruel to the kids at school as I was to my own brother. It." (23) "She caught me completely off guard as she grabbed the hair on the back of my head and shoved my face into the pile of garbage on the table." (249)
 * Pelzer, Richard B. A Brother's Journey Surviving a Childhood of Abuse. New York: Wellness Central, 2006. Print.

--Dexter Seawald 15:20, 30 September 2009 (UTC)

This book is a truly inspirational experience. In this book, each chapter is another commandment, and for every commandment the author tells another real world example, and how they handled the situation. This book teaches us that as long as we are doing what is right, we will have negativity towards us; but things always seem to work out for the best as long as our hearts are in the right place. " People favor underdogs but follow only top dogs.                                         Fight for a few underdogs anyway." "People really need help but may attack you if you do help them.                            Help people anyway." --Dexter Seawald 14:45, 1 October 2009 (UTC)
 * Keith, Kent M. Anyway: The Paradoxical Commandments Finding Personal Meaning in a Crazy World. New York: Putnam Adult, 2002. Print

title: User:Dexter Seawald


text:
Ways of learning

Quotes
View some quotes about:
 * Learning
 * Education

title: Ways of learning


text:
User:LordSharp

Welcome to my Wikiversity homepage. I am new to Wikiversity and will spend my time learning what it can do for me before attempting to jump in. Inputs into how I can be useful here are appreciated.

Naval Background
I am a US Navy veteran with twenty years in the United States Submarine Force. Previous commands include the USS Von Steuben, USS West Virginia, USS Louisiana and Trident Training Facility, Kings Bay, GA. Awards include the Navy and Marine Corps Navy and Marine Corps Commendation Medal and Achievement Medals along with the Gold SSBN Strategic Deterrent Patrol Pin for the completion of twenty SSBN patrols.

Educational Background
I have a Masters in Education from Valdosta State University (in Georgia), specializing in adult and career education. I also have an Applied Technology Diploma in Marine Electronics and a Journeyman’s Apprenticeship Certificate in the field "Electronics Mechanic" from the U.S. Department of Labor.

title: User:LordSharp


text:
User:Percival Xang

Percival Xang
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my enjoyment, these are a collection of some of my sources of learning.

title: User:Percival Xang


text:
User talk:LordSharp

 Hello Legohead, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 15:34, 17 September 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Legohead. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Legohead~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

title: User talk:LordSharp


text:
User:Unitopia McMuffin

Ms. Unitopia McMuffin
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Unitopia McMuffin


text:
User:Yotem Sanders

Mr. Yotem Sanders
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books
Conroy, Pat. My Losing Season. New York: Nan A. Talese, 2002.

In this book, author Pat Conroy tells us about his career as a basketball player starting from the age of nine until the age of twenty-one. First he talks about his prep years, when he developed a passion for the sport that few had. Then he talks about his college career with the Citadel Bulldogs, a military school in Charleston, South Carolina. He takes us through the constant struggles he went through, while playing for this very strict military university.

" I found a joy, unrecapturable beyond the realn of speech or language, and I lost myself in the pure, dazzling majesty of my sweet, swift game."

" The simple fact of me being on the court jeopardized any possibility of victory for us. I was a bottom feeder and born second - stringer."

--Yotem Sanders 15:01, 1 October 2009 (UTC)

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Yotem Sanders


text:
User:Krassotkin

Alexander N Krassotkin

title: User:Krassotkin