Description Of A Place

Description ofa place While sitting on a tree in the corner of two streets I look to my left and see a garden with a path in the middle of it. To the left of the path there are a lot of rose bushes that are different colors. There are yellow, white, red, pink, purple and orange. Behind the row of rose bushes is where the wall of the side of the house. To the right of the path there are rose bushes but there are also many other types of flowers in between them. In the back of me there is the lawn of the left side of the drive way.

Right in between the drive way and the lawn there are two huge palm trees. Surrounding the lawn and the garden is a bush covered wooden fence. Past the drive way there is another lawn with two trees and a hammock tied around them. There is also a bush covered wooden fence around that lawn. In front of the drive way is the garage door of our burgundy one story house. When I look out to the streets I see ids riding in bikes and running around with them moving out of the street when an occasional car passes by.

I can hear them screaming and laughing. I can also hear the noise that the old dried leaves of the palm trees because of the small breeze. To my left I see a row of houses that are well organized. There is one house that is a couple houses down the street that is very dirty. They have and old dog house out there with dried up grass and a couple of rusted bikes outside. The house also has a gross s naw color that is dried up.

My Path To Success

My Path to Success Growing up, I had spent a lot of my time building and creating different structures with Lego sets and seeing what crazy extravagant model I could create next. My Father was always proud of me and thought of me being an engineer after seeing each Lego model that I had created. The influence of my father led me to believe that engineering would be as easy as a Lego set and therefore, I started out with my major as engineering. Though, now that I know what I want to do, engineering is out of the question. I researched and sought out what I want to do with the rest of my life.

I ant to be a geologist. There is not very much that stands in my way on my path to success. I mean of course there is still a lot of college hours I need to acquire, but with time and effort I believe I will get those hours slowly and surely. Money is always another issue cause, no surprise, college is expensive, but I have financial aid and that gives me plenty of extra money I need for text books, living expenses, food, and other necessities needed to help me get through this time in my life. My life at my apartment with my three other roommates is quite the experience.

Sometimes my roommate and his irlfriend get into rough arguments and verbally fght but usually it doesn''t last long, and if I am studying I can usually Just tone them out. One of my roommates is actually pretty good at math so he helps me out sometimes when he gets the chance to. So, what I need to do to achieve my goal is to continue living life and living up to my responsibilities. There is not a lot I can''t handle and I believe that I will reach my goal to become a geologist with time and effort. "We must use time wisely and forever realize that the time is always ripe to do right. " - Nelson Mandela

Victoria Price And The Scottsboro Trials

Victoria Price and the Scottsboro Trials The Scottsboro case, a cause in modern American race relations, began when a brawl between whites and blacks took place while riding a freight train through northern Alabama in 1931 (Boyer). When Jackson County Officials stopped the train, two white women appeared from the freight train and accused nine black teens of raping them. One of those women was Victoria Price. Victoria Price was born on January 20, 1911. She grew up in the poor parts of Huntsville, Alabama. She had first gone into work as a spinner along side her mother t the age of ten.

When her mother suffered from an injury of some sort, Victoria began to make all the money for her family. She worked in cotton mills when work was available and when there wasn''t, she traveled along the railroads in search of work. She, however, was not the only person to do this, for many people were out of work during the Depression. Victoria eventually had to go into prostitution to earn more money since the cotton mills only hired for five or six days a month ("People and Events: vjctona price 1911-1982"). On April 3, Victoria Price was called to the stand to testify.

She recounted her Job- hunting trip to Chattanooga, the fght on the train between the white and the colored, and the rape in which Haywood Patterson was one of her attackers. She claimed that six raped her, and three raped Ruby Bates. Prosecutor Knight''s strategy was mainly to make sure his questions would keep to Victoria''s story, and so it did not change from her first story of the incident. When Samuel S. Leibowitz questioned her, however, it was merciless. His questions suggested his answers. Victoria had claimed that she tayed at Callie Brochie''s boardinghouse in Chattanooga the night before, but that was proved false.

There wasn''t such a place. Leibowitz proved that she was an adulterer who had consorted with Jack Tiller, a married man, in the Huntsville freight yards two days before the alleged rape. Dr. R. R. Bridges stated that the semen found in her was either Jack Tiller''s or Orville Gilleys. Leibowitz pointed out that she was not crying, bleeding, bruised, or even scratched after the incident she accused the boys of doing. He simply thought that she was in fear of being arrested for crossing state ines for immoral purposes when she met the posse in Paint Rock, so she and Ruby Bates made up the accusations of rape to not get caught.

Throughout Leibowitz''s cross-examination, Victoria remained sarcastic, evasive, and venomous. She tried to use her poor memory or memory loss to her advantage and was a difficult witness. Victoria tried to add a new dramatic elaboration by stating the things that her attackers said to her while raping her (Linder). Lawyers for International Labor Defense tried to bribe Victoria to change her testimony in 1934. Victoria simply told the police of their plot. At four trials in Scottsboro, one before Judge Horton, two more in 1933 before Judge Callahan, and four more in 1937, Victoria Price stuck to her story.

She refused to budge under cross- examination and each time the Jury found the defendants guilty ("People and Events: vtctona pnce 1911-1982"). Lester Carter was not as difficult as Victoria. He claimed that he had met Ruby, the two girls to Chattanooga, even though Victoria had denied knowing Lester till the day of the incident. Lester testified that he had sexual intercourse with Ruby Bates while Victoria had the same with Jack Tiller. He also said that he had Jumped off the train when fghting between the whites and blacks broke out on the trip from Huntsville to Chattanooga.

The big surprise witness was Ruby Bates. In the months before the trial, Ruby had disappeared, but as she came to the stand she claimed that a troubled conscious made her come forward and tell the truth. Ruby testified that there was no rape. She said none of the defendants touched her or even spoke to her. The accusation was false, and was made by Victoria to avoid charges against them. In the end after 1937, four of the defendants were in prison for rape: Charles Weems, Ozie Powell, Clarence Norris, and Andy Wright.

Haywood Patterson was in prison for assault. The other four boys, Olen Montgomery, Willie Roberson, Eugene Williams, and Roy Wright, were free to go when the charges were dropped. Either through paroles or escapes, all of the Scottsboro boys found their way out of Alabama. Charles Weems was paroled in 1943, Ozie Powell and Clarence Norris in 1946. Andy Wright was the last to leave Alabama in June, 1950. Haywood Patterson escaped in 1948. Once the charges were set for all the Scottsboro boys, Victoria Price seemed to ade into obscurity.

Dan Carter wrote in his 1969 history of the trial, Scottsboro, A Tragedy of the American South, that he believed she was dead. In 1976, however, Victoria Price resurfaced. She was known as Katherine Queen Victory Street. She was suing NBC for slander and invasion of privacy for the broadcast of Judge Horton and the Scottsboro Boys, a television movie. She had married twice more since World War II and was then living in Tennessee. She returned once more to the witness stand for her suit and told her story for the twelfth time in a court of law.

Her case was dismissed by the Judge in the end. She died in 1982 ("People and Events: Victoria price 1911-1982"). The Scottsboro boys and the trial is remembered to this day through the efforts of artists and scholars such as Harper Lee who wrote To Kill A Mockingbird. Leadbelly recorded a song, "Scottsboro Boys. " Dan T. Carter published his award-winning Scottsboro: A Tragedy of the American South in 1969. The movie that Victoria Price sued NBC for was show in 1976. The Scottsboro Trials and everyone who was involved will always be remembered one way or another.

Public Schooling Vrs Homeschooling

March 6, 2013 In recent times, there has been growing concerns among policy makers about the scholastic performance of males within the education system. From the primary to the tertiary level, it is being observed that males continue to lag behind their female counterparts in terms of academic performance. It is a phenomenon that has been the subject of public discourse and one to which several studies have been dedicated to. This issue is not unique to Jamaica as throughout the Western education system, males are achieving at a slower and lower rate than females.

The nderachievement of the male specie has caught the attention of those at the highest level, because of the negative consequences that flow from this status quo. The reasons given for the poor performance has been many. However the three main factors attributable to the underachievement of the males in schools are: the absence of male role models in the home and school, socioeconomic status and gender socialization. Underachievement can be defined as a child failing to attain a predicted level of achievement or does not do as well as expected. Webster, 2013) The high rate of bsenteeism of paternal fgures both in the homes and at schools has been suggested as a factor contributing to the underachievement of males. In every family each member is assigned a role, which he/she must play to ensure that the family effectively carries out its purpose. (Reid, 2011). In Jamaica, there''s is a large percentage of single parent households headed mostly by mothers. The low rate of matriculation of males into the tertiary and teachers college translate into very few male teachers in the classroom.

Sociologists have argued about the correlation etween the development of males and the presence of male role models during this process. It is argued that boys need paternal role models who they can observe, imitate and identify with, as they develop their identities (Hutchings, 2008). In the case of the single parent families headed by mothers, where the mother has to work to sustain the family, this reduces the contact time she may have to bond with her son. The absence of the father figure in the home and at school, opens the door for impressionable young males to be influenced by what is happening around them.

Whether this is through the influence of music or by their peers, there is a dearth of positive messages which can contribute to the lives of males. The cumulative effect is that young males become disillusioned about the priorities of life and view education more as a liability rather than as an asset. Educators and social scientists have argued persuasively that there is a link between the formation of a masculine identity and educational performance. (Clarke, 2011).

It is for this reason why it is believed that the presence of male role models in the classrooms can lead to an improvement in academic achievement and a reduction in nti-learning and antisocial behaviour. However, as mentioned before, very few are inundated by female teachers. The lack of male representatives at home and at school means that young males are missing out on that critical component of their development. Research has shown that children of involved fathers are more likely to enjoy school, have positive attitudes toward school, participate in extracurricular activities, and graduate.

They are also less likely to fail a grade, have poor attendance, be suspended or expelled, or have behaviour problems at school. (Allen & Daly, 2007) Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples. (UNICEF, Gender Socialization, 2007) Gender socialization occurs through such diverse means as parental attitudes, schools, how peers interact with each other, and mass media.

In Jamaica, particularly in the lower-economic strata of the society, it is felt that males are not being socialized to value the importance of education. This is evident in the high rate of male drop-out in schools and the frequency of young males among the homeless. There is a proliferation of messages that promote a "get rich mentality'' and which is attractive to many young males. So instead of pursuing a path of education, many males it would seem, prefer to pursue a path that would lead them to easier financial gain.

In the case of females, there has been a greater push towards empowerment and therefore it is for this reason why more females are staying in school and outperforming their male counterparts. It has been argued that there is a correlation between the socioeconomic status of a child''s parent and the overall environment in which the child is raised and the esulting academic performance of the said child. Aikens & Barbarin (2008) argued that parents socioeconomic status can be considered an important factor which affects not only cognitive function which refers to their reasoning ability, but also academic performance. Based on a study of a cohort of Jamaican preschool children, Samms-Vaughan (2004) posited that "four socioeconomic factors were shown to be strongly associated with academic outcome at the pre-school level". These included "crowding, modern facilities, number of possessions and occupation of the head of the household". She noted that males of families with higher socioeconomic status'' had higher academic and cognitive scores than those of their counterparts from families with lower socioeconomic status''.

She observed that males from wealthy households tend to be more exposed to higher quality education as they are able to pay for extra tutoring. Subsequent to this, they tend to do better in examinations than their lower male counterparts and are placed in the best high schools. Even though she posits that socioeconomic status'' impact the lives of males at the early-childhood level. Parents'' educational tatus and expectation impacts students'' intrinsic desire to learn . When students develop a personal desire to learn, they usually do well and this, in turn, mitigates the devastating effects of poverty.

The exposure to a quality-learning environment at home and school also contributes to the development of a positive disposition to lifelong learning. Research conducted on youth behaviour and its causes in schools reinforced by positive home and community support. Additionally, the study revealed that the youth''s school attendance and learning outcomes depended, to a great xtent, on their parents'' interest and monitoring Based on the study, it was noted that the students who performed well in school felt good about themselves and their future and would not want to Jeopardize it through risky behaviour.

Poor students, therefore, are faced with many disadvantages, as they are often from unstable home environments. The situation is exacerbated by migration and the high incidence of households headed by single females. (Reid, Reid Examines Jamaica Poor CSEC Results, 2011) In concluding male underachievement is a result of the absence of male role models n our homes and schools, gender socialization and socioeconomic status. Our male role models need to be present so as to efficiently carry out their parental roles so that males can observe, initiate, identify with to develop their identities.

Males need to be properly socialized in order to understand their societal beliefs, moral values and the role they play in the society. Every child can learn, every child must learn, therefore no child should be deprived of an education in spite of the socioeconomic background. Reference Allen, S. , & Daly, K. (2007). The Effects of Father Involvement: An Updted Research Summry of Evidence . Father Involvement Research Alliance , 2. Clarke, D. C. (2011, April 12). Education Performance and Masculinity: Engaging boys in the Classroom. ttp://Jamaica. kdid. org/node/106 Hutchings, M. C. (2008). Male and Female Teachers. In B. Hall, Do primary children see them as role models (p. 135). United Kingdom: Oxford Review of Education . N. p. (2012, April 28). Possible reasons for boys underachievement at school. Retrieved March 24, 2013, from Marked by Teachers: http://www. markedbyteachers. com Reid, R. (2011, February 23). Reid Examines Jamaica Poor CSEC Results. Retrieved March 24, 2013, from The Gleaner: http:// www. ]amaicagleaner. com Reid, R. 2011, May 1). Winning Back Our Boys (PT 2) - Rasing Achievement, Closing Gaps. Retrieved March 15, 2013, from The Gleaner : http://Jamaica-gleaner. com/gleaner/20110501/cleisure/cleisure2. html UNICEF. (2007). Gender Socialization. Washington D. C: UNICEF and the United Nations . UNICEF. (2004). UNICEF 20004 Report. Retrieved March 13, 2013, from Unicef. org: http:// www. unicef. org/publications/files/UNlCEFAnnualReport2004_eng. pdf Webster, M. (2013, April 4). Webster encyclopedia . Washington D. C , USA.

Gizmo: Uniform Circular Motion

Exploration Guide: Uniform Circular Motion Go to www. explorelearning. com and login. Please type or write your answers on a separate sheet of paper, not squished in the spaces on these pages. When relevant, data collected should be presented in a table. Objective: To explore the acceleration and force of an object that travels a circular path at constant speed. Motion of this kind is called uniform circular motion. Part 1: Centripetal Acceleration 1 . The Gizmotm shows both a top view and a side view of a puck constrained by a string, traveling a circular path on an air table.

Be sure the Gizmo has these settings: adius 8 m, mass 5 kg, and velocity 8 m/s. Then click Play and observe the motion of the puck. a. The puck in the Gizmo is traveling at a constant speed, but it is NOT traveling at a constant velocity. Explain why. b. Because the velocity of the puck is changing (because its direction is changing), the puck must be experiencing an acceleration. Click BAR CHART and choose Acceleration from the dropdown menu. Check Show numerical values. The leftmost bar shows the magnitude of the acceleration, or lal . The other two bars show the x- and y- components of the acceleration, ax and ay. What is the value of lap Jot this value down, along with radius = 8 m, so that you can refer to it later. c. Keeping velocity set to 8 m/s, set radius to 4 m. (To quickly set a slider to a value, typing the number in the field to the right of the slider and press Enter. ) What is the new magnitude of the acceleration, lap Jot down this new value along, with radius — 4 m, with your previous data. d. Now set the radius to 2 m. What is the resulting value for lap Record these values along with the others. . Examine the corresponding pairs of values for the radius and the magnitude of the acceleration, lal. How does lal change when the radius is divided by 2? How do you think lal changes when the radius is multiplied by 2? Multiplied by 3? f. Choose your own values for the radius to test your answers in the Gizmo. What were your results? You should have found that, in general, when the radius is multiplied by a number, I a I is divided by that same number. Also, when the radius is divided by a number, lal is multiplied by the same number.

One way to say this is, the magnitude of acceleration is inversely proportional to the radius. 2. Click Reset 0. Set radius to 8 m, mass to 5 kg and velocity to 2 m/s. Click Play 0. a. Display the BAR CHART pane and be sure that Acceleration is selected. Check Show numerical values to display the magnitude of the acceleration. What is lap Jot down b. Set velocity to 4 m/s. What is the new value for lap Jot these values down with those you recorded in the previous step. c. Change the velocity one more time, to 8 m/s. What is lal in this case? Record these values as well. . You have doubled the velocity twice. How did lal change each time? e. You should have seen that multiplying the velocity by 2 causes lal to be multiplied by 4. How do you think tripling the velocity affects lap How do you think dividing the elocity by 5 affects lap Choose your own values for the velocity and test this in the Gizmo. f. Explain the relationship, in general, between velocity and the magnitude of acceleration, lal. Use the words "directly proportional" in your answer. Part 2: Force on an Object in Uniform Circular Motion 3. Click Reset.

Set the Gizmo back to the original settings - radius 8 m, mass 5 kg and velocity 8 m/s. Click Play. You saw in the previous activity that the puck is undergoing an acceleration. This means that some force must be acting upon it, and the direction of that force must be the same as the direction of the acceleration. . In the DESCRIPTION pane, select Show velocity and acceleration vectors. The two vectors are shown in the SIMULATION pane - the velocity vector in green and the acceleration vector in blue. Describe the direction of the velocity vector. Describe the direction of the acceleration.

What does the acceleration vector always point toward? b. You should notice that, when the settings of the Gizmo are held constant, the magnitude of acceleration, lal, of an object is constant. (lal is the "length" of the acceleration vector. If you like, you can also go to the BAR CHART pane, with Acceleration selected, o see the value of la I . ) Explain why the acceleration, however, is NOT constant. c. Using the direction of the acceleration as a hint, what object do you think provides the force that keeps the puck traveling on its circular path? . Click Pause 0. If the string were to break at this instant, what path would the puck travel? e. Click the GRAPH tab. Then select Force vs. time from the dropdown menu to display a graph of the x- and y-components of the force that acts on the puck (Fx and Fy). Click Play. When the puck reaches the point in its path closest to the bottom of the screen, click Pause. What is the direction of the acceleration when the puck is at this position? Is Fx positive, negative, or zero? What about Fy?

What does this tell you about the direction of the net force acting on the puck in this position? determine the net force acting on the puck by looking at the magnitude of Fy acting on the object at the point closest to the bottom of the screen. (At that point, Fx = O, so Fy is the entire force. ) a. What is the net force acting on the puck when the mass of the puck is 3 kg? Jot this value down, along with the mass, to refer to later. b. Set the mass of the puck to 6 kg. Then determine the net force acting on the puck n the same way. Record this data.

How does the force compare with that recorded in the preceding step? c. Set the mass to 9 kg and repeat the process one more time. d. What is the relationship, in general, between the mass of an object and the net force that acts on it when acceleration is held constant? Use the words "directly proportional" or "inversely proportional" in your answer. e. Based on this relationship, what would you expect the force to be if you were to set the mass of the puck to 1. 5 kg? Use the Gizmo to check your response. COMPLETE THE 5 ASSESSMENT QUESTIONS LOCATED UNDER THE GIZMO.