English grammar Essay Example for Free

English grammar Essay Read the passage given below: and answer the questions a, b, c, and d that follow: [25] A list of queries on email asks recipients to name the world’s richest man in 2008; the winner of the world’s golf title in 2007; the designer of the first rockets; the manufacturer of the first bicycle and so on? building up a roll call of achievers who left their mark on mankind. It ended with, â€Å"Who was the teacher who helped you to enjoy school and whom you remember most vividly? † I don’t know a single recipient of the email who answered a single one of the questions except the last. In other words, everyone’s most unforgettable person was a supportiveand encouraging teacher whose wealth, fame and social standing mattered not at all. What the grateful student received was beyond evaluation because what the teacher gave most freely was the precious gift of the self. It was not just knowledge to pass an examination that they gave their students but an understanding of the value of knowledge itself and a love of it. Great teachers seek to form, not merely inform their students. Today, when teaching (especially teaching young children who have not learned to write) is no longer a coveted profession, I wish we could all pay a silent tribute to the many obscure men and women who shaped our lives and asked for so little in return. Surely, a good teacher deserves to be called a deva because the real meaning of the word is â€Å"the shining one†. Every year, choosing a day when it is not functioning, my cousin visits his old school. The building and compound are much the same as they were when he was a student, so the sense of stepping back into the past is powerful. He moves from classroom to classroom following the exact progression his student-graph had taken him more than half a century ago, and pays a silent tribute to each of the teachers, intensely recalling those impoverished gentlemen whose wardrobes had hardly held more than two shirts. What still moves him is the memory of the care they had taken in the lives and progress of every student, encouraging each of them and guiding every child to do his best and then some. A drop in concentration or performance led to the â€Å"master† calling on the child’s parents to enquire if there was something wrong at home which the child found disturbing or was unable to cope with; very few homes had phones in those days and even if they did, a school-teacher would certainly not have been able to afford a phone call. So, umbrella held high, he would walk those extra miles. My first teacher was a smiling and very gentle woman named Mrs. Delamose, whose name my brother and I repeated over and over again to get it right so that we might greet her correctly: â€Å"delamosedelamosedelamose†. I still recall her dark eyes, and charming crooked smile with faint streaks of lipstick out of place, as she led us through Songs the Letters Sing. She was a true teacher who believed that every single child is unique and that there is no such thing as an unintelligent child I owe my profession to her. a) Give the meaning of the following words as used in the passage: [3] 1. Supportive

Zora Neale Hurstons Their Eyes Were Watching God Essay -- Their Eyes

Zora Neale Hurston's Their Eyes Were Watching God   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"’†¦but she don’t seem to mind at all. Reckon dey understand one ‘nother.’† A woman’s search for her own free will to escape the chains of other people in Zora Neale Hurston’s Their Eyes Were Watching God. In the continuing philosophical debate of free will versus determinism, the question arises as to whether or not free will exists. Do people really have the capability of making decisions on their own? OR Is life already determined, and whatever we do is (and always was) the only thing that we could have done at that time, conditions being what they were? Given the circumstances in Zora Neale Hurston’s Their Eyes Were Watching God, I would argue that, while free will does exist, in my view, and a person can choose most of their actions through careful decision making, the main character, Janie, has the majority of her life planned out for her already. Whatever Janie does is governed by the laws of cause and effect; every one of her actions has a reaction. In Janie’s quest to find herself, she does make some decisions on her own, but her decisions only lead her to her destiny, so, how can we say that Janie really has free will? The truth is that you cannot determine if J anie has free will or not. Even though it is a fiction novel, and the reader is aware that the author has Janie already figured out, we can still say that Janie does not have free will. Janie’s actions are mainly determined for her by people, events, and other things out of her control. It is because of Janie’s character and personality that the reader can know she does not have the complete power to take her life into her own hands. Janie is an African American woman which is enough to determine a heavy amount of her future for her. Hurston tries to give Janie a chance to think for herself, but, mostly, Janie does not have the power to take on these situations.   Ã‚  Ã‚  Ã‚  Ã‚  According to philosophy professor Steven M. Cahn, premise number two of the argument for determinism states that, â€Å"In the case of every event that occurs, there are antecedent conditions, known or unknown, that ensure that the event will occur.† Zora Neale Hurston was aware of the argument for determinism. Hurston makes her reader believe that, at times, Janie does have free will, but her life is already planned out. With enough knowledge of Janie’s character, the rea... ...gether. It is not until the end of the story that Janie begins to think for herself and find out who she really is.   Ã‚  Ã‚  Ã‚  Ã‚  Janie’s life was planned out for her. She did make a few decisions on her own like when she left her first husband, Logan Killicks, but Janie only brought about more problems for herself by running off with Joe Starks. All of her husbands had control over her because she allowed herself to appear weak and vulnerable. Janie did not know any better. Nanny had kept Janie sheltered, and Janie had to learn about life on her own. At the end of the story, this happens, and Janie does seem to become a stronger person. But Janie never quite gets a grip on life because she is not a strong person to begin with. Her helplessness allows her to be controlled by other people. These other people like Nanny, Logan Killicks, Joe Starks, and Tea Cake make many of Janie’s decisions for her. Much of Janie’s life is determined for her by these people in her life as well as other things and events around her. Janie did not have the knowledge to take care of herself. She was not raised that way. Janie’s life was governed by the laws of cause and effect, and not by her own free will.

Print Shop

It provides homeless and at risk youth the opportunity to learn fundamental work and life skills. The Print Shop is located at Eve's Phoenix- see Exhibit 1 for a description of Eva Smith and her vision. The youth are paid entry-level wages and are accountable for duties and responsibilities that mirror those of most printing operations. Even before the youth are hired, they Job shadow to get an appreciation of working in the graphic communication industry. The Print Shop is based on a blended value proposition which entails social, economic and environmental dimensions.It is dedicated to â€Å"continuing asset building† so that the youth can come self-sufficient in the long term. Success is achieved if both the youth and the Print Shop develop self-sufficiency. Operations The Print Shop specializes in â€Å"trainee- friendly' print work, typically small format Job printing (1 1†³ x 17† and under) in one color and 2-3 spot color reproduction. It can work with most g raphic design software programs. In-house graphic design work is also available. Commercial projects Include business cards, letterhead, business cards, forms and brochures.Finishing services Include trimming, folding, scoring, perforating and shrink- wrapping. The Print Shop occupies 800 square feet In Eve's Phoenix. It has four presses: an A. B. DiCk 360, an A. B. DiCk 9810, a Heidelberg CM. 46 and a Multiple 1 250, all with color heads, and other donated equipment. Michael Ralph joined the Print Shop as its business manager after a long career in advertising. His role is to manage the systems, the people and the business opportunities of the Print Shop. His challenge is â€Å"to make sure that the fine line between training needs and business demands is relatively constant. The Print Shop is supported by an advisory board which includes senior members of the graphic communications industry. The board revised advice on curriculum, employment opportunities and technology. See Exhi bit 2 for the members of the advisory board as well as the Print Shop's organizational context. The Print Shop participates actively In the graphic communications Industry; for example, It has had booths at trade shows. Curriculum training and counseling for three weeks; 2. They get on-the-Job print shop training for 20 weeks; and -2- 3. They make Job connections and career development in the last four weeks.They learn fundamental employability work habits (e. G. , team work, attendance, punctuality and safety) as well as a customer service orientation. Youth learn about the graphic communications industry and go on tours of organizations so that they can see where they might work after graduation. The Print Shop brings in peer mentors to assist both the trainees and the instructors with training and production. The peer mentors are themselves Print Shop graduates. Once the youth graduate, they stay connected to the Print Shop through a two year follow-up program.They receive traini ng in Job planning and organization, prepares using various software programs on both PC and Macintosh platforms, small offset press operation and binding and finishing. The program is delivered by two well experienced faculty, Patrick Fisher and Bill Kid, who work part-time. They have a deep appreciation of the challenges that their students have faced in the past and are patient and flexible in how they deliver the curriculum. Outcomes The Print Shop started production in 2002. It trained ten youth in print shop and small business skills – six graduated and four were employed.In 2003, all 1 1 graduates have gone on to graphic communications programs or to commercial print shops. While four lost their opportunities, two have been re-employed. Graduates eave become press helpers and operators and production assistants, earning between $8. 00 and $14. 00 an hour. Every year, a graduate is awarded the Toronto Club Printing House Craftsman's Student Award. In 2003, the Print Sho p had revenues of $50,000, achieving 30 per cent business cost classificatory. It got 80 per cent of its work from other community organizations and 20 per cent from ‘caring corporations'.

The Redstockings Womens Liberation Group

The radical feminist group Redstockings was founded in New York in 1969. The name Redstockings was a play on the word bluestocking, adapted to include red, a color long associated with revolution and uprising. Bluestocking was an old term for a woman who had intellectual or literary interests, instead of the supposedly acceptable feminine interests. The word bluestocking had been applied with a negative connotation to 18th and 19th-century feminist women. Who Were the Redstockings? Redstockings formed when the 1960s group New York Radical Women (NYRW) dissolved. NYRW split up after disagreements about political action, feminist theory, and leadership structure. NYRW members began meeting in separate smaller groups, with some women choosing to follow the leader whose philosophy matched theirs. Redstockings was started by Shulamith Firestone and Ellen Willis. Other members included prominent feminist thinkers Corrine Grad Coleman, Carol Hanisch, and Kathie (Amatniek) Sarachild. Redstockings Manifesto and Beliefs The members of Redstockings firmly believed that women were oppressed as a class. They also asserted that the existing male-dominated society was inherently flawed, destructive, and oppressive. Redstockings wanted the feminist movement to reject the flaws in liberal activism and protest movements. Members said that the existing left perpetuated a society with men in positions power and women stuck in support positions or making coffee. The Redstockings Manifesto called for women to unite to achieve liberation from men as the agents of oppression. The Manifesto also insisted that women not be blamed for their own oppression. Redstockings rejected economic, racial, and class privileges and demanded an end to the exploitative structure of male-dominated society. The Work of Redstockings Redstockings members spread feminist ideas such as consciousness-raising and the slogan sisterhood is powerful. Early group protests included a 1969 abortion speak-out in New York. Redstockings members were appalled by a legislative hearing on abortion at which there were at least a dozen male speakers, and the only woman who spoke was a nun. To protest, they held their own hearing, where women testified about personal experiences with abortion. Redstockings Published a book called Feminist Revolution in 1975. It contained history and analysis of the feminist movement, with writings about what had been achieved and what the next steps would be. Redstockings now exists as a grassroots think tank working on Womens Liberation issues. Veteran members of Redstockings established an archive project in 1989 to collect and make available texts and other materials from the Womens Liberation movement.