The First Day Essay Example for Free

The First Day Essay The set-up for the beginning of the story describes the narrator’s social status. It appears that when the narrator was young, she came from a low income family, her mother states: â€Å"You gonna go there and learn about the whole world† (Jones 29). The mother says these words as if she was aiming for her child to achieve a great goal, the narrator says: â€Å"For as many Sundays as I can remember, perhaps even Sundays when I was in her womb, my mother has pointed across I street to Seaton†¦Ã¢â‚¬  (Jones 29). This indicates that it was her mother’s dream to initiate her daughter’s studies in what she believed was the best school. A parent of higher income would not dream to send his or her child to a high class school; the parent would just do it. Also, the narrator gives an in-depth description of the preparation that she endures as her mother attempts to perfect her appearance, wanting to make the impression that her daughter belongs at school, and does not deserve a life in poverty. Furthermore, the narrator gives another hint of her past social status when she says: â€Å"I am learning this about my mother: The higher up on the scale of respectability a person is-and teachers are rather high up in her eyes- the less she is liable to let them push her around† (Jones 29). If the narrator’s mother considers teachers to Pg. 2 be of a higher social status, then, this would mean that the narrator’s mother either did not have an education or did not complete her studies, which is relatively common among people of extreme poverty. The story continues, and it shows her mother’s determination in giving her child a better future. This is observed when the narrator’s mother doesn’t give up after she was told that because of the location where she lived she couldn’t get her child to attend Seaton Elementary School, which was the school she always wanted her child to go to. The narrator’s mother doesn’t give up and tells her daughter, â€Å"One monkey don’t stop no show† (Jones 29), showing her intensions to continue on looking for a place where her daughter can be educated. Eventually the narrator’s mother does find a school which would take her daughter, but the encouraging attitude is quickly veiled when during her admission to the new school, the narrator finds out that her mother cannot read and write. The narrator learns that this is not normal, even though she is very young, she could identify that her mother doesn’t have the ability to read or write like the rest of people. This was the beginning when the narrator, even though young, begins to understand that there was going to be a change in her life. Her mother lets her know this by cutting short a game they always use to play, she makes her understand that this was a significant situation, and even though she didnt quite understand, things were going to be different from that point forward. Based on the aforementioned passages, which serve as supporting evidence, and the puzzle I would intent to explain next, I believe is very clear that the narrator’s shame of her mother began on her first day of school. I built this argument because according to the story this particular day was the beginning of a change in the narrator’s life; she stated: â€Å"On an otherwise unremarkable September morning†¦Ã¢â‚¬  (Jones 27), she clearly points that this was a â€Å"remarkable â€Å"day in her life, a day she cannot Pg. 3 forget. Through the book scenarios, we learned that by being able to go to school, the narrator is probably on a much higher social level than her mother ever was, and by having an education the narrator was able to grow out of poverty and despites the fact that she was ever poor. In addition, the fact that her mother was not able to read shamed her to the core, and her humiliation did began her first day of school, when she realized that she was poor and her mother was an uneducated woman; that is what the narrator was ashamed of. Thickening the plot, the story also suggests that because that her mother was no â€Å"push† over among people of higher class, it could have created several arguments as the narrator grew intellectually and socially. Perhaps, being â€Å"now† and educated woman, she rather admit to be ashamed of her mother because she had extreme arguments with her, and would blame her mother’s ignorance to her new world and social life, but the narrator would not accept that it was because her mother couldn’t read; after all, this would be too awful since deep inside she knew that it was her mother who made her into the accomplished person she is. But the shame on her mother did in-fact started when she became aware that her mother was illiterate. It is sad that a child would be ashamed of her own mother, especially after she made every effort to see her child succeed. Being an immigrant from another country, I knew the sacrifices my mother had to endure in order to provide me with a better future, but in-turn I continued my mother’s dreams through my successes in life and pride all her sacrifices. The narrator never realized that she inherited the feel of superiority and arrogance from her mother: As the narrator’s mother left the school, her footsteps signified strength, diligence, determination, and the endurance she was passing on to her daughter. The mother understood that this was going to be the start of a new life for her daughter in order to make sure that she would never be like her, but she was indeed. Pg. 4 Citations * Jones, E. P. (1992). Lost in the city, the first day.

Novel Dihydroquinoline Derivatives Facile Synthesis

Novel Dihydroquinoline Derivatives Facile Synthesis Facile synthesis of novel dihydroquinoline-3,3-dicarbonitriles in the presence of glacial aceticacid as catalyst under solvent-free conditions Masoud Nasr-Esfahani* and Elham Kanaani Department of Chemistry, Yasouj University, Yasouj, Iran Abstract A series of novel dihydroquinoline derivatives were synthesized using malononitrile, 2-aminobenzoic acid and benzaldehydes in the presence of a catalytic amount of acetic acid, without the use of any additional co-catalyst, under solvent-free conditions. The reaction is characterized by high efficiency, easy workup, simple purification of the products and availability of catalyst. Keywords: Dihydroquinoline derivatives, Acetic acid, Malononitrile, 2-Aminobenzoic acid, solvent-free Introduction Heterocyclic compounds including nitrogen, have an important role in organic chemistry. Among these compounds, the quinoline derivatives have attracted great attention because of their application in biological and pharmacological fields. They act as antimalarial,[1-3] anti-psychotic,[4] antihypertensive,[5] anti-parasitic,[6] anthelmintic,[7] antitubercular,[8] antiasthmatic,9] antifungals,[10,11] anticancer,[12] anti-inflammatory,[13] anti-HIV,[14] anti-AIDS,[15] and antineoplastic.[16]A few promising compounds with quinoline ring system are shown as 13 compounds (Fig. 1). Furthermore, quinoline derivatives can be used in the synthesis of fungicides, biocides, alkaloids and flavoring agents,[17] as well as these compounds find use in manufacturing a wide variety of food and lake colors. They could generate a sharp green electroluminescence and have the high quantum efficiency of emission in the blue and the green region.[18] Therefore, in regard to these observations and importance of pharmaceutical and biological of these compounds, herein we study the solvent-free synthesis of novel dihydroquinoline derivatives in presence of glacial acetic acid as catalyst. In the context of green chemistry, the development of clean technologies is very important in organic and medicinal chemistry. The use of available and nontoxic catalysts and replacing solution reactions with solvent-free ones are some cases that can help reduction and elimination of harmful effects of chemical reactions.[19] The volatile nature and toxicity of many organic solvents that are widely used for organic reactions have propounded a serious threat to the environment. Therefore, in recent years, the design of solid-state reaction has received much attention from the eco-friendly synthesis viewpoint.   Solvent-free techniques represent several significant synthetic benefits including savings in money, time and products, and simplicity of the experimental procedure and work-up technique. In recent times application of nontoxic catalysts such as glacial acetic acid in chemical reactions has been an area of interest. Acetic acid is an excellent polar protic solvent and can act as a mild and efficient catalyst for the promotion of the organic reactions. Other factors that stimulate the use of acetic acid include the price of catalyst and simplicity of the work-up procedure. In this research, we report the synthesis of 4-oxo-2-aryl-1,2-dihydroquinoline-3,3(4H)-dicarbonitriles, that involves two steps, in presence of glacial acetic acid under solvent-free conditions. AcOH is an efficient, inexpensive and available acid and in recent decades has been recognizing as a mild catalyst in organic synthesis.[20] Results and Discussion In continuation of our studies in the development of the synthetic methodologiesfor the preparing of fine chemicals and heterocyclic compounds of biological importance,[21-25] herein, we were interested in reporting the synthesis of novel dihydroquinoline derivatives in the presence of the glacial acetic acid as a mild and efficient catalyst. This synthesis involves two steps: firstly, 2-(2-aminobenzoyl) malononitrile intermediate (6) was synthesized via the glacial acetic acid-catalyzed reaction of 2-aminobenzoic acid (4) with malononitrile (5) under solvent-free condition. Subsequently, the novel dihydroquinoline derivatives (8)were prepared by addition of benzaldehyde derivatives (7) to the mixture reaction and attack on the intermediate 6 and followed by intermolecular cyclization (Scheme 1, Table 1). The main advantage ofthis reaction that was carried out with AcOH is that the percentage of peripheral products was low and the recrystallization was also much easier. The 1H NMR spectrum of 8b showed a singlet identified as CH (ÃŽÂ ´ = 4.263 ppm), and a signal at ÃŽÂ ´ 7.831 ppm for NH group. The signals appearing in the 7.308-8.197 ppm are assigned for aromatic rings protons. The proton decoupled 13CNMR spectrum of 8b compound exhibited 14 distinct resonances that confirmed the proposed structure. The infrared spectra (IR) of these compounds show NH bonds appearing at 3388-3453 cm-1. The bands found at 2210-2229 cm-1 are attributed to the CN groups. The intense bands appearing at 1695-1700 cm-1 are assigned to carbonyl groups. The peaks in the region of 1025-1350 cm-1 are assigned for à Ã¢â‚¬ ¦ (C-N) stretching vibration. The proposed mechanism in which acetic acid has catalyzed this conversion was depicted in Scheme 3. Initially, the proton of acetic acid activates carbonyl group of 2-aminobenzoic acid (3) to achieve intermediate 9 and thus increases the electrophilicity carbonyl carbon of acid. In the following, nucleophilic addition of intermediate 10 was done by intermediate 9 and following the loss of H2O intermediate 6 was produced. In the next step, with the addition of an aromatic aldehyde to the reaction mixture, the carbonyl group of aldehyde   was activated by acetic acid to give intermediate 11 thus increases the electrophilicity of carbonyl carbon of aldehyde 7 . The reaction proceeds by nucleophilic addition of the amino group of 6 to the activated aldehyde to afford intermediate 12 and following loss of H2O intermediate 13 was produced. Finally, with intermolecular cyclization of intermediate 13 the product 8 was produced (Scheme 2). Conclusions In summary, a novel class of dihydroquinoline derivatives 8 was obtained using 2-aminobenzoic acid, malononitrile and aromatic aldehydes in presence of AcOH as catalyst under solvent-free conditions. These novel compounds as potentially useful compounds with possible biological and pharmaceutical activities can be applied in various fields such as medicinal and agricultural areas. The most important features of this protocol are an inexpensive and available catalyst, simple purification, easy work-up, with the desired products being isolated in excellent yields. Experimental Section Chemicals and reagents were purchased from Merck, Fluka, and Aldrichchemical companiesand were used without further purification. IR spectra were recorded applying a FT-IR JASCO-680 spectrophotometer in KBr with absorptions in cm-1. The 1H NMR (400 MHz) and 13C NMR (100 MHz) spectra were recorded on a Bruker 400 MHz Ultrashield spectrometer in DMSO-d6 solution with TMS as an internal standard. Mass spectra were recorded by the Fisons Trio 1000 (70 ev). All melting points were measured on a Barnstead Electrothermal (BI 9300) apparatus in open capillary tubes and all are uncorrected. The progress of the reaction was monitored by thin layer chromatography (TLC). General procedure for the synthesis of dihydroquinoline derivatives using AcOH Firstly, a mixture of malononitrile 5 (1.0 mmol, 0.06 g), 2-aminobenzoic acid 4 (1.0 mmol, 0.14 g) and glacial acetic acid (o.2 ml), was heated at 80  °C under solvent-free conditions with concomitant stirring for the 6 h (reactions were monitored by TLC). Subsequently, with the formation of intermediate 6, aromatic aldehyde 7 (1.0 mmol) was added to the reaction mixture, and the mixture was stirred under reflux for the suitable time (reactions were monitored by TLC). After completion of the reaction, ethyl acetate was added and the obtained mixture filtered and then washed with water. After that, the obtained crude products were recrystallized in ethyl acetate to afford the pure product in 70-87% yields (table 1). The products were characterized by IR, 1H NMR, 13C NMR and mass spectroscopic methods. 2-(4-nitrophenyl)-4-oxo-1,2-dihydroquinoline-3,3(4H)-dicarbonitrile (8a): Brown solid, Mp: 238-240  °C;IR (KBr, cm-1): 3440, 3165, 2225, 1695, 1509, 1417, 1344, 1203, 1160, 833, 572; 1H NMR (400 MHz, DMSO-d6): 8.39 (t, 2H, J = 7.8 Hz, aromatic CH), 8.30 (d, 1H, J = 7.6 Hz, aromatic CH), 8.15 (t, 2H, J = 7.8 Hz, aromatic CH), 8.07 (s, 1H, NH), 7.91 (t, 1H, J = 8.4 Hz, aromatic CH), 7.69-7.63 (m, 2H, aromatic CH ), 4.62 (s, 1H, CH); 13C NMR (100 MHz, DMSO-d6): 203.81, 162.54, 149.23, 148.75, 138.52, 131.44, 129.52, 126.17, 124.65, 118.15, 116.19, 111.06, 60.24, 56.02; MS (m/z): 318.1[C17H10N4O3]+, 293.1 [C16H11N3O3]+, 246.1 [C16H12N3]+, 234.1 [C16H12NO]+, 184.1 [C11H8N2O]+, 277, 170, 127, 101, 89, 75. Acknowledgements We are grateful to the Yasouj University for supporting this work. SUPPORTING INFORMATION Experimental method, IR, 1H NMR, 13C NMR, Mass and MP for this article can be found via the Supplementary Content section of this articles webpage. Broom, A. D.; Shim, J. L.; Anderson, G. L. J. Org. Chem. 1976, 41, 1095. References Kaur, K.; Jain, M.; Reddy, R. P.; Jain, R. Eur. J. Med. Chem. 2010, 45, 3245-3264. Marella, A.; Tanwar, O. P.; Saha, R.; Ali, M. R.; Srivastava, S.; Akhter, M.; Shaquiquzzaman, M.; Alam, M. M.   Saudi.   Pharm. J. 2013, 21, 1-12. Wang, X. S.; Zhang, M. M.; Jiang, H.; Yao, C. S.; TU, S. J. Tetrahedron 2007, 63, 4439-4449. Li, K.; Li, Y.; Zhou, D.; Fan, Y.; Guo, H.; Ma, T.; Wen, J.; Liu, D.; Zhao, L. Bioorg.   Med. Chem. 2016, 24,1889-1897. Eswaran, S.; Adhikari, A. V.; Chowdhury, I. H.; Pal, N. K.; Thomas, K. D. Eur. J. Med. Chem. 2010, 45, 3374-3383. Ulahannan, R. T.; Panicker, C. Y.; Varghese, H. T.; Musiol, R.; Jampilek, J.; Alsenoy, C. V.; War, J. A.; Srivastave, S. K. Spectrochim. Acta. A. Mol. Biomol. Spectrosc. 2015, 151, 184-197. Ortiz-Cervantes, C.; Flores-Alamo, M.; Garcia, J. J. Tetrahedron lett. 2016, 57, 766-771. Almansour, A. I.; Arumugam, N.; Kumar, R. S.; Menendez, J. C.; Ghabbour, H. A.; Fun, H. K.; Kumar, R. R. Tetrahedron lett. 2015, 56, 6900- 6903. Ghaffari Khaligh, N. Chin. J. Catal. 2014, 35, 474-480. Safaei-Ghomi, J.; Ghasemzadeh, M. A. J. Nanostruct. 2012, 1, 243-248. R. Musiol, J. Jampilek, V. Buchta, L, Silva, H, Niedbala, B. Podeszwa, A. Palka, K. Mejerz- Maniecka, B. Oleksyn, J. Polanski, Antifungal properties of new series of quinoline derivatives, Bioorg. Med. Chem. 2006, 14, 3592- 3598. M. M. Ghorab, F. A. Ragab, H. I. Heiba, R. K. Arafa, E. M. El-Hossary, In vitro anticancer screening and radiosensitizing evaluation of some new quinolines and pyrimido[4,5-b] quinolines bearing a sulfonamide moiety, Eur. J. Med. Chem. 2010, 45, 3677-3684. Ch. Yu, H. Zhang, Ch. Yao, T. Li, B. Qin, J. Lu, D. Wang, One-pot three-component synthesis of benzo[f]thiopyrano[3,4-b]quinolin-11(8H)-one derivatives, J. Heterocycl. Chem. 2014, 51, 702-705. J. H. Peng, R. H. Jia, N. Ma, G. Zhang, F. Y. Wu, A facile and expeditious microwave-assisted synthesis of furo [3,4-b]indeno[2,1-f]quinolin-1-one derivatives via multicomponent reaction, J. Heterocycl. Chem. 2013, 50, 899-902. C. Benard, F. Zouhiri, M. Normand-Bayle, M. Danet, D. Desmaele, H. Leh, J. F. Mouscadet, G. Mbemba, C. M. Thomas, S. Bonnenfant, M. Le Bret, J. dAngelo, Linker-modified quinoline derivatives targeting HIV-1 integrase: synthesis and biological activity, Bioorg. Med. Chem. Lett. 2004, 14, 2473-2476. X. Xu, W. Liu, Zh. Wang, Y. Feng, Y. Yan, X. Zhang, Silver-catalyzed one-step synthesis of multiply substituted quinolines, Tetrahedron Lett. 2016, 57, 226-229. S. P. Shirame, S. Y. Jadhav, R. B. Bhosale,   Design and synthesis of 1,2,3- triazole quinoline analogues via click chemistry approach and their antimicrobial, antioxidant activites, Asian J. Pharm. Clin. Res. 2014, 7, 163-165. Y. T. Tao, E. Balasubramanian, A. Danel, B, Jarosz, P. Tomasik, Sharp green electroluminescence from IH-pyrazolo[3,4,b]quinoline-based light-emitting diodes, Appl. Phys. Lett. 2000, 77, 1575-1577. M. Nasr-Esfahani, M. Montazerozohori, M. Taei, Aluminatesulfunic acid: Novel and recyclable nanocatalyst for efficient synthesis of aminoalkyl naphthols and amidoalkyl naphthols, C. R. Chim. 2016, 19, 986-994. M.   El-Sayed, K. Mahmoud, A. Hilgeroth, Glacial acetic acid as an efficient catalyst for simple synthesis of dindolymethans, Curr. Chem. Lett. 2014, 3, 7-14. M. Nasr-Esfahani, Z. Rafiee, M. Montazerozohori, H. Kashi, A highly efficient magnetic solid acid nanocatalyst for the synthesis of new bulky heterocyclic compounds, RSC Adv. 2016, 6, 47298- 47313. M. Nasr-Esfahani, M. Montazerozohori, M. Aghel-Mirrzaee, H. Kashi, Efficient and green catalytic synthesis of dihydropyrimidinone (thione) derivatives using cobalt nitrate in solvent-free conditions, J. Chil. Chem. Soc. 2014, 1, 2311-2314. M. Nasr-Esfahani, S. J. Hosseini, M. Montazerozohori, R. Mehrabi, H. Nasrabadi, Magnetic Fe3O4 nanoparticles: efficient and recoverable nanocatalyst for the synthesis of polyhydroquinolines and hantzsch 1,4-dihydropyridines under solvent-free conditions, J. Mol. Catal. A: Chem. 2014, 382, 99-105. M. Nasr-Esfahani, T. Abdizadeh, Nanorod vanadatesulfuric acid as a novel, recyclable and heterogeneous catalyst for the one-pot synthesis of tetrahydrobenzopyrans, J. Nanosci. Nanotechnol. 2013, 13, 5004- 5001. M. Nasr-Esfahani, S. J. Hosseini, F. Mohammadi, Fe3o4 nanoparticles as an efficient and magnetically recoverable catalyst for the synthesis of 3,4-dihydropyrimidin-2(1H)-ones under solvent-free conditions , Chin. J. Catal. 2011, 32, 1484-1489. Figure 1: promising compounds with quinoline ring Scheme 1:Synthesis ofdihydroquinoline-3,3-dicarbonitrile derivatives Table 1. Synthesis of 4-oxo-2-aryl-1,2-dihydroquinoline-3,3(4H)-dicarbonitriles using AcOH Entry R Product Time 1 (h) Time 2 (h) Yield (%) a Mp ( °C) 8a 4-NO2 6 5 87 238-240 8b 4- Cl 6 6 87 201-204 8c 2,4- Cl2 6 6 84 177-179 8d 4- Br 6 8 74 217-225 8e 4- OMe 6 9 77 206-208 8f 4- Me 6 9 69 140-142 a Isolated yield. Scheme 2: Proposed mechanism for the formation of dihydroquinolines 8.

Ragged Schools in the Victorian Era

Ragged Schools in the Victorian Era Victorian times started out in 1800s and lasted  until 1901. During this period of time, children were living in poverty, thus one of the great movements of Victorian philanthropy was establishing of ragged schools to provide education opportunity, like its name, Ragged Schools provide education for children who are too ragged, filthy, wretch forlorn to enter any other places (Besant, 1984). The origin of ragged schooling was first founded by John Pounds (1766 1839), he was a cobbler in Portsmouth and initiated by using his shop in 1818 for educational activity. John pound actively recruit children by spending time on streets and quays of Portsmouth by making contacts with children as well as bribing them with baked potatoes (Guthrie, 1847). After recruiting these children, he would then teach the girls to cook simple food where the ragged school cookery class is form. As for the boys, he would impart his skills set as a cobbler to them which would eventually representing industrialism. Reading, writing and arithmetic were also taught thoroughly thus making education as a base for schooling (Montague, 1904 p.40-41). Another Ragged School would be St. John’s School which is situated at Forton, a small village in Staffordshire in England. During year 1830 to 1831 it was being used as a Sunday School before being converted to a ragged school in 1861. During 1861, boys and girls schools were built within the existing premises, thus, different sexes would be posted to their designated buildings respectively. There were also blackboards and slate pencils available as well as cane which is being used as implementation of punishment system for children being late or playing truancy (Turner, 1986). As children during Victoria’s England, it was a time where child dominate the society, thus, during this time families tends to be large which eventually leading to overcrowding which then leading to poor families. Poor children are often put to work at early age such work places could be textile mills and also coal mines where working conditions are often deadly thus, education are something of a luxury for the children (Boone, 2005). Thus, the ragged school provides a safe environment and protection for children which has proper mentor in guiding skills set for them. Such protection would be to protect them from their parents who did not know how to guide a child into the right path (Silver, 1983 p. 20). Charles Dickens was another person whom brought the whole of Britain attention to children (Smith, 2001). He wrote the first letter on ragged schooling after he visited Field Lane Ragged School which was established in 1841, which later appeared in The Daily News on February 4th 1846. He mentioned â€Å"they are never taught; that first distinctions between right and wrong are, from their cradles, perfectly confounded and perverted in their minds; that they come of untaught parent† (Charles, 1846). Children were not taught on morality and were unable to differentiate neither what is right nor what is wrong, thus resulting in higher crime rate such as pickpocketing, thus, ragged school rescues children who are facing such difficulties in their lives (Boone, 2005). Dickens (1841) also described the boys that were age from mere infants to young men who were rescued to Field Lane Ragged School when he made his way down to the chamber room where these boys are going to live in. When he first saw the boys, he could not see any ingenuous, frank or even pleasant in their faces but their expressions and behaviours looked vicious, wicked, cunning, feeling being abandoned from all help (Boone, 2005). Some people might think that Dickens is being extremely harsh with the above comments but, he points out severe problems with the education system in Victorian England. As the teachers are mostly volunteers, basic education such as writing, reading and arithmetic were all being provided for these children as well as a sheltered place for these children (Macgregor, 1853). However, majority of the children were not as civilised and their behaviours constantly poses problems to the teachers. They could be listening attentively at sometimes while totally changes to another personality in a short time frame causing nuisance hence, punishment system was implemented. One of such punishment would be to forfeit the day’s pleasure if one is found with being disobedient to teachers. Whenever the day arrives and the children whom misbehaves realises that they were not going anywhere, they would start crying. This would serve as a reminder to them which would gain beneficial and positive result in shaping their behaviours and improving their manners (Walvin, 1982). There was another man whom made a great contribution to the Ragged School movement, Dr Thomas John Barnardo (July 1845 – September 1905) who started his own experimental Ragged School in late 1866 (Fletcher, 2005 p.41). He met the first destitute child, Jim, in 1866 and described Jim as â€Å"genuine Arab boy, friendless, homeless† (Marchant, 2007, p. 342). Barnardo also mentioned that when he saw the upturned faces more of those boys, he realises the fact that all absolutely destitute and homeless, he knows himself that he must look for ways to save these boys whom were also labelled as â€Å"street-arabs† (Wagner, 1979). First, he started a marketing strategy for his ragged school, â€Å"photographic marketing† (Ash, 2008 p.180) to increase the public’s awareness surrounding those pauper children during Victorian times as well as to raise funds for his ragged school. He would create postcards of poverty-stricken, dirty children before coming to orphanage and compare and contrast with the after photograph where the children are well-dressed and good-manner (Swain and Hillel, 2010). In this, much awareness was gained about how parents have failed in giving their child proper education and understanding of own morality, thus, bringing up issues of children during that time (Ash, 2008 p. 180) Lastly, there were two logbook entries by their headmaster from Kidmore End Ragged School which started recording in 1873. â€Å"8 October 1868 1st class not well attended. Boys wanted for work for tending cattle and working in the field† and â€Å"3 April 1871, Harry Castell and George Prior punished for playing truant since yesterday afternoon. There was no drill in the afternoon, the weather being damp and showery† (Hendrick, 1997). From the above entries, we could deduce that children who were attending Ragged School were still constantly wanted for work however, they would be punished for truancy, thus enabling them to change their behaviours as well as for them to realise the importance of education during Victorian times. With all these evidence to support the contributions of the Ragged School has made during Victorian times, although their facilities are not as good as those normal schools, however, the intentions of the founders were the same. They wanted to build a better future for British’s children during that time. They foresee that only when children receive more education, the country would then be able to progress (Hendrick, 1997). References Ash. S 2008, ‘Heroin Baby: Barnardo’s, Benevolence, and Shame’, in Journal ofCommunication Inquiry, 32(2), 179-200. Ashley, M 1850. Ragged Schools and Emigration Special Appeal. The Times, 10 July. Besant, W 1894. The Jubilee of the Ragged Schools Union, London: RSU. Boone, T Youth of Darkest England: Working-Class Children at the Heart of VictorianEmpire. New York: Routeledge, 2005. Fletcher, W 2005, Kepping the Vision Alive: The Story of Barnardo’s 1905 -2005. Barnardo’s Organiszation, Essex. Guthrie, T 1847 Plea for Ragged Schools, or Prevention is Better Than Cure, Edinburgh HC Deb 1849. Ragged Schools. [ONLINE] Available at:http://hansard.millbanksystems.com/commons/1849/jul/24/ragged-schools. [Accessed 29 October 14]. Hendrick, H 1997, Children, childhood and English society, 1880-1990, Cambridge University Press, Cambridge. Macgregor, J 1853, Ragged Schools: their Rise, Progress and Results. London. Marchant, J 2007, Memoirs of the Late Dr. Barnardo, Hodder and Stoughton, London. Montague, C. J. 1904 Sixty Years in Waifdom. Or, the Ragged School Movement in English history, London. Silver, H 1983 Education as History, London: Methuen. Smith, M 2001 â€Å"Ragged schools and the development of youth work and informaleducation†. The encyclopaedia of informal education. [www.infed.org/youthwork/ragged_schools.htm]. Swain, S and M Hillel 2010, Child, Nation, Race and Empire: Child Rescue Discourse, England, Canado and Australia, 1850-1915, Manchester University Press, Machester. Turner, O 1986. Forton St. Johns School. 1st ed. Staffordshire: London. Wagner, G 1979, Barnardo, Weidenfield and Nicolson, London. Walvin, J 1982 A Child’s World. A social history of English childhood 1800 – 1914, London: Pelican. WT14041938 Page. 01 of 06

Port Everglades :: Free Essay Writer

Port Everglades Thesis Statement: Port Everglades has experienced steady financial and geographical growth over the past decade. The purchase of more land will create more business and an increase of profit that would benefit investors as well as the community. I. Land Purchase A. Benefits B. Cost II. Broward County Government A. Buying Decisions B. Tax Breaks III. Increased Business A. Cruise Ships B. Containerized Cargo IV. Projections A. Revenues B. New Jobs The Expansion of Port Everglades Port Everglades is located on the southeast coast of South Florida. It lies partly embedded within Ft. Lauderdale, Hollywood, Dania Beach and unincorporated Broward County (U.S. Army , 75). Port Everglades has experienced steady financial and geographical growth over the past decade. The purchase of more land will create more business and an increase of profit that would benefit investors as well as the community. According to Arthur Novacek’s article in The Herald, Port Everglades has experienced steady growth in all facets for more than a decade now. The Port has also expanded physically as its business has grown over the years, but has now run out of additional room (9). The only solution to keep expanding the Port was to buy more land. This land, located next to the Port, belongs to Michael J. Swerdlow, a South Florida developer. Purchase of this land would increase the Port by 272 acres (Bussey, 20). The benefits of this expansion are endless. The expansion will convert Port Everglades into a multipurpose hub linking sea, air, rail and highway transportation (Hemlock, 6). The Port will expand its existing operations and develop a 40-acre hub in which freight, packed in shipping containers, can easily be transferred to boats, railroads, highways, or the airport (6). Port Everglades once depended solely on the petroleum industry. Now, however, Port Everglades has the second-highest cruise ship passenger count and the 12th largest containerized cargo operation in the country, and is also one of only 85 ports in America to operate with a profit (Novacek, 9). In 1996 the port showed $9.3 million in profits (Bussey, 20). According to Goodkin Research Corp. buying and developing this additional 272 acres could mean an economic impact of $3.4 billion in profit over 20 years (Hemlock, 6).

Destroying Your Health By Smoking Cigarettes :: Argumentative Persuasive Example Essays

Destroying Your Health By Smoking Cigarettes If you really want to ruin your health then smoking cigarettes is one of the best ways I know how to do it. Smoking cigarettes cause lung cancer, emphysema, and the one thing that most people notice right off hand is bad breath. If you are into destroying your health, I want you to follow these step so that you can be on your way to an unhappy and unhealthy life, number one buy the cigarettes, number two smoke them, and number three this one is really important never ever quit smoking. I have found that most people who want to destroy themselves quickly will smoke a no filtered brand of cigarettes, so let say you picked out the brand Pallmall-Reds. I understand these are one of the strongest brands of cigarettes you can buy. Yes, there are plenty of other brands of cigarettes out there but why bother going threw all that money to pick the right one when you can take my word on it? These are really strong cigarettes. How do I know, because take one out and look at it, you will notice that there is no filter on the end of it. Due to no filter you will get none of the toxins filtered Without filtering out some of the toxins you will destroy yourself quicker; that is the goal we are seeking, is it not? Lets take out one of our friends (we will call them that to be funny) and look at it. It is about five to six inches in length, maybe a half inch wide with little brown things that look somewhat like coffee grounds inside a thin white paper cylinder. Smell it, a significant number of people actually enjoy the way tobacco products smell, but they will not smoke them. I myself find that ominously odd. Now smoking the cigarette is very important. If you do not smoke it you will not reach your goal to destroy your health. So let us begin with the lighting of the cigarette. Place the cigarette in your mouth, just the tip of it. Do not bother with looking to put the filtered end in your mouth, because if you remember there is no filter on is brand of cigarette. After you have placed our friend in your mouth you will need to tilt your head. Tilting is something most people do when â€Å"lighting up," this process is what majority of people do. Now when you tilt your head it really does not make a difference

The Similarities and Differences Between Professional Football and Basketball

humanism A new concept of human individuality, originating in the citystates of fourteenth- and fifteenth-century Italy, that was based on desire for excellence in scholarship, creative work, and education. The humanist movement spread to northern Europe, France, England, and elsewhere, and continued to flourish until the mid-seventeenth century. Among its more familiar literary figures are, in Italy, Dante Alighieri, Francesco Petrarca (known as Petrarch), Giovanni Boccaccio, Baldassare Castiglione, and Niccolo Machiavelli; in England, Thomas More, Francis Bacon, and John Milton; in France, Francois Rabelais and Michel de Montaigne.Books setting forth an ideal of the well-formed individual, ruler, or commonwealth are a major aspect of the humanist movement, from Leonardo Bruni’s Dialogues ( –? ) to Roger Ascham’s Schoolmaster ( ), Machiavelli’s The Prince ( , publ. ), Castiglione’s The Courtier (ca. , publ. ), and More’s Utopia ( ). Durin g the Renaissance the term humanista meant nothing more than a teacher of Latin. But the Latin classics proved to be the key to the era’s renewed understanding of the individual’s goals and ideas.Latin authors addressed issues like the dignity of man, the role of fate, and the strength of human will: the factors in life that make for human happiness, or flourishing. HUMANISM 145 (Greek was somewhat less familiar, at least at first, among the humanists; Petrarch and Dante could not read it. ) The Renaissance’s new studia humanitatis contrasts with the earlier medieval version of education, which consisted of the trivium (grammar, rhetoric, and dialectic) and the quadrivium (arithmetic, music, geometry, and astronomy).In the medieval scheme, there was little room for the study of history or moral philosophy. Now, though, education could be based on the ethical ideas suggested by the ancients in their literary and philosophical speculations. The key terms of the It alian humanists are fame, fortune, glory, and virtue. They see creative achievement and knowledge as heroic tasks, analogous to the brave deeds of conquerors and emperors. In the Middle Ages, prior to the humanist revolution, the sense of history was providential, based on the sacred narrative of the Bible, and moving from creation to revelation and edemption. (Saint Augustine’s City of God [ – / ] was the major commentary on this narrative. ) In the Italian Renaissance, with political life controlled by rivalrous city-states, history became a matter of daring strategy, not scriptural validation. Providential history did not disappear, of course; it was a significant influence in the Reformation. But it had been challenged. Another aspect of the humanist movement was its sense of intimacy with the classical past. Petrarch wrote a series of familiar letters addressed to Homer, Virgil, Cicero, Livy, and others.Allied to this closeness with antiquity was a desire to corr ect the distortions of ancient texts, to recover them in their original fullness. The ambition to search for the source characterized the humanist attitude toward religious texts and ideas. The great Netherlandish humanist Desiderius Erasmus translated the New Testament into Latin ( ), saving the sacred text from the errors committed in the Vulgate (the medieval Latin Bible, in the universally read version produced by Saint Jerome). In an effort analogous to his philological study of the original text of the Bible, Erasmus in his Colloquies ( reacted against the medieval corruptions of church hierarchy. Through his description in the Colloquies of friendly, egalitarian conversation on both spiritual and worldly matters, he tried to regain the original ethical ideal of Christian community and decency: a humorous, liberal-minded fellowship. For humanists like Castiglione in The Courtier, the self became a work of art, with the individual’s â€Å"knowledge and skill informed by proportion and 146 HUMANISM grace† ( Joseph Mazzeo). The Swiss historian Jacob Burckhardt, in his great Civilization of the Renaissance in Italy ( , first described the ambition of figures like Leonardo da Vinci and the architect Leon Battista Alberti to become the uomo universale, or universal man. Here Burckhardt evokes the supremely well-rounded, eccentrically talented Alberti (who became worldfamous as the inventor of the laws of perspective): â€Å"In all by which praise is won, Leon Battista was from childhood the first: . . . with his feet together, he could spring over a man’s head; . . . in the cathedral, he threw a coin in the air till it was heard to ring against the distant roof. . . He acquired every sort of accomplishment and dexterity, cross-examining artists, scholars and artisans of all descriptions, down to the cobblers, about the secrets and peculiarities of their craft. . . . He also wrote an Italian treatise on domestic life in four books; and eve n a funeral oration on his dog. . . . And all that he had and knew he imparted, as rich natures always do, without the least reserve, giving away his chief discoveries for nothing. † Burckhardt concludes by remarking, of this godlike lusus naturae, that â€Å"an iron will pervaded and sustained his whole personality. Alberti proved that the individual can do anything, and with perfect style. The humanist was an intellectual hero and adventurer. His interest in magic and mystical lore, like Francis Bacon’s devotion to science, was a way to achieve power over the secret sources of nature. For Pico della Mirandola, author of the Oration on the Dignity of Man ( ), the human self was distinguished by flexibility and aspiration, and was capable of raising itself almost to divine level: wrestling successfully with the Protean, the endlessly various, character of God’s creation.The Renaissance is the real home of humanism. But Victorian sages like Matthew Arnold, Thomas Carlyle, and John Ruskin shared the humanist belief in individual aspiration and excellence, necessarily grounded in the strength of the surrounding culture. Their concerns lived on in the works of American critics a hundred years later: for example, Lionel Trilling and Irving Howe. In the early twentieth century, a â€Å"new humanism† was promoted by the literary critics Irving Babbitt and Paul Elmer More, who reacted against the overly specialized aspects of philology as it was then practiced.But Babbitt and More were felt to be too vaguely emotive, their moralizing too glib. When critics like Robert Penn Warren and Cleanth Brooks turned, in the s, toward a stricter consideration of the technical aspects of poetic lan- HUMANISM 147 guage, they were in fact promoting another version of the humanist ideal: man as the hero of articulation, expressing his precarious and uniquely complicated existence, and fighting with the weapons of skilled ambiguity, irony, and paradox (see NC ). Humanism can be a pejorative term in current literary and cultural criticism, especially in the disciplines of cultural studies and new historicism. This turn began with the philosopher Martin Heidegger, whose â€Å"Letter on Humanism† ( ) criticized Jean-Paul Sartre for his humanist existentialism. Heidegger asserted that man, Sartre’s focus, was a limited concept and should be superseded by the notion of Being (in German, Sein or Dasein, two distinct but related terms).Later philosophers like Michel Foucault and Jacques Derrida, both highly influential in literary studies, followed Heidegger’s lead in questioning the centrality of the human. But humanism always seems to return, if humanism is understood as the commitment to asking whether particular goals, practices, and ideas serve or damage the hope for human excellence and happiness. The definition of humanist ideals remains a constant concern of philosophy and cultural commentary, as seen recently i n the works of thinkers like Martha Nussbaum and Tzvetan Todorov.On Renaissance ideas of humanism, see Joseph Mazzeo, Renaissance and Revolution ( ); Paul Oskar Kristeller, Renaissance Thought ( ); Hans Baron, The Crisis of the Early Italian Renaissance ( ); Eugenio Garin, Italian Humanism ( ); and Thomas M. Greene, The Vulnerable Text ( ). Constance Jordan provides an interesting account of Renaissance humanism in its attitude toward women in Renaissance Feminism ( ). Rebecca Bushnell in A Culture of Teaching ( ) connects Renaissance ideals with contemporary American debates over education.

History of Minnesota Multiphasic Personality Inventory Essay

The assignment was to select a significant event in the development of psychological testing, such as the Chinese use of essay exams for civil service selection, the use of alpha and beta testing in World War I, Wundt’s laboratory, or the development of the Minnesota Multiphasic Personality Inventory (MMPI). This paper will discuss the Minnesota Multiphasic Personality Inventory (MMPI); explain its significance and how it has affected the development of psychological testing in the 21st century. Significance The Minnesota Multiphasic Personality Inventory was published in 1940 and the second revised version was published in 1989 (MMPI-2). It is used to measure adult psychopathology and is the most commonly used measurement in the world (Drayton, 2009). The test was developed with a set of answers that healthy adults would answer and then provides indirect questions as to prevent individuals from being able to skew their answers to get a more favorable result. This allows clinicians to have an objective measure rather than basing a diagnosis off of their minimal assumptions. The test (MMPI-2) is a self-report measure of a person’s psychological state and includes 567 items of true/false questions. According to Drayton (2009), â€Å"It has nine validity scales (or ‘lie’ scales), assessing for lying, defensiveness, faking good and faking bad and among others. These scales make it very difficult to fake the MMPI-2 results. The measure has many clinical scales assessing mental health problems (i.e. depression, anxiety, post-traumatic stress disorder), personality characteristics (i.e. psychopathy) and general personality traits such as anger, somatization, hypochondriasis, ‘type A behavior’ addiction potential, poor ego strength and many others† (p. 135). The MMPI-2 can be used to assess major social and personal maladjustment, identify potential applicants for high-risk public safety positions as well as give the ability to support a clinician’s expert testimony. It can also assess clients in substance abuse programs and assist in selecting the most beneficial treatment methodology. With rising divorce rates, this assessment can provide valuable insight for marriage and family counseling. Lastly, this test has affected the college and career counseling sector by providing support for recommendations (Ben-Porath & Tellegen, 2008) Conclusion This paper discussed the brief history of the MMPI and the MMPI-2, what it measures and what is included in the assessment as well as the significance it has in modern culture. Included was the intended use of the assessment, the basic principles that the test contains as well as the vast modern use of the MMPI-2.