Life of Cochise, Apache Warrior and Chief

Cochise (ca. 1810–June 8, 1874), perhaps the most powerful Chiricahua Apache chief in recorded times, was an influential player in the history of the U.S. southwest. His leadership came during a critical period in North American history, when shifting political relationships between Native American and European Americans resulted in a complete reconfiguration of the region. Fast Facts: Cochise Known For: Chiricahua Apache chief from 1861–1864Born: ca. 1810 in southeastern Arizona or northwestern SonoraDied: June 8, 1874 in the Dragoon Mountains, ArizonaSpouses Names: Dos-teh-seh and a second wife, whose name is not knownChildrens Names: Taza, Naiche, Dash-den-zhoos, and Naithlotonz Early Years Cochise was born around 1810, in either southeast Arizona or northwest Sonora, Mexico. He was destined for leadership: his father, most likely a man named Pisago Cabezà ³n, was the head chief of the Chokonen band, one of four bands in the Apache tribe. Cochise had at least two younger brothers, Juan and Coyuntura (or Kin-o-Tera), and one younger sister. As is traditional, Cochise received his name Goci as a young adult, which in the Apache language means his nose. There are no known surviving photographs of Cochise, who was described as a striking-looking man with black hair to his shoulders, a high forehead, prominent cheekbones, and a large, handsome Roman nose.   Cochise wrote no letters. His life was documented during a series of interviews conducted during the end of his life. The information from those interviews is somewhat contradictory, including the spelling of his name (variations include Chuchese, Chis, and Cucchisle). Education The Apaches of the 19th century followed a traditional hunting and gathering lifestyle, which they supplemented with raids when hunting and gathering alone could not feed their families. Raiding involved attacking ranches and ambushing travelers in order to steal their supplies. The raids were violent and often left victims wounded, tortured, or killed.  Although there are no specific records about Cochises education, anthropological studies and oral and written histories from the Apache community describe the learning processes for prospective warriors, which Cochise would have experienced. Young boys in the Apache world were separated from young girls and began training in the use of the bow and arrow at the age of six or seven. They played games which emphasized speed and agility, physical strength and fitness, self-discipline and independence. At 14, Cochise likely began training as a warrior, starting as a novice (dikhoe) and practicing wrestling, bow and arrow contests, and foot races. Young men played the role of trainee at their first four raids. During the first raid, they performed menial camp chores, such as making beds, cooking, and standing guard. After completing his fourth raid, Cochise would have been considered an adult. Indian–White Relations At the time of Cochises youth, the political climate of southeastern Arizona and northeastern Sonora was fairly quiet. The region was under the control of the Spanish, who had skirmished with the Apaches and other tribes in the region but settled on a policy that brought a kind of peace. The Spanish aimed to replace Apache raiding with the provision of rations from established Spanish outposts called presidios.   This was a deliberately planned action on the part of the Spanish to disrupt and destroy the Apache social system. Rations were corn or wheat, meat, brown sugar, salt, and tobacco, as well as inferior guns, liquor, clothing and other items designed to make the Native Americans dependent on the Spanish. This did bring peace, which lasted nearly forty years, until near the end of the Mexican Revolution in 1821. The war seriously depleted the treasuries, rationing broke down slowly, and disappeared entirely when the Mexicans won the war.   As a result, the Apaches resumed their raiding, and the Mexicans retaliated. By 1831, when Cochise was 21 years old, hostilities were so extensive that, unlike earlier times, nearly all of the Apache bands under Mexican influence participated in raiding and conflicts.   Early Military Career The first battle that Cochise probably participated in may have been the three-day battle from May 21–23, 1832, an armed conflict of Chiricahuas with Mexican troops near the Mogollon Mountains. Three hundred warriors led by Pisago Cabezà ³n lost after the last eight-hour battle under 138 Mexican men led by Captain Jose Ignacio Ronquillo. The following years were punctuated by a number of treaties signed and broken; raidings halted and resumed.   In 1835, Mexico put a bounty on Apache scalps and hired mercenaries to massacre them. John Johnson was one of those mercenaries, an Anglo living in Sonora. He was granted permission to track down hostiles and on April 22, 1837, he and his men ambushed and massacred 20 Apaches and wounded many more during a trading deal. Cochise was not likely present, but he and other Apaches sought revenge.   Marriage and Family In the late 1830s, Cochise married Dos-teh-seh (something at the campfire already cooked). She was the daughter of Mangas Coloradas, who led the Chihenne Apache band. Cochise and Dos-teh-seh had at least two sons—Taza, born 1842, and Naiche, born 1856. His second wife, who was from the Chokonen band but whose name is not known, bore him two daughters in the early 1860s: Dash-den-zhoos and Naithlotonz.   Cochises son Naiche, Hereditary Leader of the Chiricahua Apaches, taken by Adolph F. Muhr about 1898.   Library of Congress According to Apache custom, men lived with their wives after they married. Cochise most likely lived with the Chihenne for six to eight months. However, he had become an important leader in his fathers band, so he soon returned to Chokonen.   A (Temporarily) Settled Peace In early 1842, Cochises father — Pisago Cabezà ³n, leader of the Chokonen — was ready to sign an armistice with the Mexicans. Cochises father-in-law — Mangas Coloradas, leader of the Chihinne — disagreed. A treaty was signed on July 4, 1842, with the Apaches promising to cease all hostilities, and the Mexican government agreeing to feed them rations. Cochise drew rations with his wife in October, and Mangas, seeing that the Chokonen treaty would hold, decided to negotiate a similar treaty for his own band. In late 1842, that armistice was also signed.   This settled peace would not last long. In May of 1843, Mexican troops at Fronteras murdered six Chokonen men for no apparent reason. In late May, seven more Chiricahua men were murdered at the Presidio in Fronteras. In retaliation, Mangas and Pisago attacked Fronteras, killing two citizens and wounding another.   Deteriorating Conditions By 1844, conditions among the Apache bands in the region had deteriorated sharply. Smallpox arrived in the fall, and the supply of rations for the communities had sharply decreased. Mangas Coloradas and Pisago Cabezà ³n returned to the mountains by February 1845, and from there they conducted several raids on Sonora. Cochise would have participated in these raids.   In 1846, James Kirker, a mercenary sanctioned by the Mexican government, set out to kill as many Apaches as possible. On July 7, under the protection of a treaty, he hosted a feast at Galeana (in what is now Chihuahua state in Mexico) for 130 Chiricahuas, and then had them beaten to death in the morning. It was an ill-chosen moment, because in April of that year, fighting had broken out between the U.S. and Mexico, and Congress declared war on Mexico in May. The Apaches had a new and dangerous source of support, but they were rightly wary of the Americans.   In December of 1847, a war party of Apaches attacked the village of Cuquiarachi in Sonora and killed a longtime adversary, seven other men and six women, and captured six children. The following February, a large party attacked another town called Chinapa, killing 12 men, wounding six and capturing 42, mostly women and children.   Cochise Captured Throughout the summer of 1848, the Chokonen band carried on a siege of the fort at Fronteras. On June 21, 1848, Cochise and his Chokonen chief Miguel Narbona led an assault on Fronteras, Sonora, but the attack went awry. Narbonas horse was killed by cannon fire, and Cochise was captured. He remained a prisoner for about six weeks, and his release was only obtained by the exchange of 11 Mexican prisoners.   Apache Pass, Arizona, as viewed from Fort Bowie facing north.   Mark A. Wilson In the mid-1850s, Miguel Narbona died and Cochise became the principal chief of the band. In the late 1850s, United States citizens arrived in his country, first settling at Apache Pass, a station on the Butterfield Overland Mail Company route. For a few years, the Apaches maintained a tenuous peace with the Americans, who now provided sorely needed rations to them.   Bascom Affair, or "Cut the Tent" In early February 1861, U.S. Lieutenant George Bascom met Cochise at Apache Pass and accused him of capturing a boy who had in fact been taken by other Apaches. Bascom invited Cochise into his tent and told him he would hold him as a prisoner until the boy was returned. Cochise pulled out his knife, cut through the tent, and escaped into the nearby hills.   In retaliation, Bascoms troops captured five members of Cochises family, and four days later Cochise attacked, killing several Mexicans and capturing four Americans whom he offered in exchange for his relatives. Bascom refused, and Cochise tortured his prisoners to death, leaving their bodies to be found. Bascom retaliated by hanging Cochises brother Coyuntura and two nephews.  This event is known in Apache history as Cut the Tent. The Cochise Wars (1861–1872) Cochise became the dominant Chiricahua Apache chief, replacing the aging Mangas Coloradas. Cochises rage at the loss of his family members led to a bloody cycle of revenge and retaliation between the Americans and Apaches for the next 12 years, known as the Cochise Wars. For the first half of the 1860s, the Apaches maintained strongholds in the Dragoon mountains, moving back and forth attacking ranchers and travelers alike, and keeping control of southeastern Arizona. But after the U.S. Civil War ended, a massive influx of U.S. soldiers put the Apaches on the defensive.  Ã‚   By the late 1860s, the war continued sporadically. The worst event was an ambush and massacre by the Apaches of the Stone party in October of 1869. It was likely in 1870, when Cochise first met Thomas Jeffords (Red Beard), a stage driver for the Butterfield Overland Stage. Jeffords, who would become Cochises closest white friend, played a significant role in bringing peace to the American southwest.   Making Peace On October 1, 1872, true peace efforts were established at a meeting between Cochise and Brigadier General Oliver Otis Howard, facilitated by Jeffords. Treaty negotiations included a cessation of hostilities including raiding between the U.S. and Apaches, the safe passage of his warriors to their homes, and the creation of a short-lived Chiricahua Apache reservation, located initially in the Sulphur Spring Valley of Arizona. It was an agreement not on paper, but between two highly principled men who trusted one another.   The brigadier general Otis Howard made a lasting peace agreement with Cochise on October 1, 1872.   Hulton Archive/Getty Images The agreement did not include cessation of raiding in Mexico, however. American troops at Fort Bowie were prohibited from interfering with the Chokonens activities in Arizona. The Chokonens kept the terms of the treaty for three and a half years, but continued conducting raids in Sonora until the fall of 1873. Quotes After the Cut the Tent affair, Cochise is reported to have said: I was at peace with the whites, until they tried to kill me for what other Indians did; I now live and die at war with them.   In a conversation with his friend Thomas Jeffords, then the agent for the Chiricahua reservation, Cochise said: A man should never lie... if a man asks you or I a question we do not wish to answer, we could simply say I dont want to talk about that. Death and Burial Cochise became ill in 1871, probably suffering from abdominal cancer. He met with Tom Jeffords for the last time on June 7. In that final meeting Cochise asked that control of his band be passed on to his son Taza. He wanted the tribe to live in peace and hoped that Taza would continue to rely on Jeffords. (Taza went on to keep his commitments, but eventually, the U.S. authorities broke Howards covenant with Cochise, relocating Tazas band out of their homes and into Western Apache country.) Cochise died at the Eastern Stronghold in the Dragoon Mountains on June 8, 1874. The Eastern Stronghold in the Dragoon Mountains of southeastern Arizona. Mark A. Wilson   After his death, Cochise was washed and painted in war style, and his family buried him in a grave wrapped in blankets with his name woven into them. The sides of the grave were walled up about three feet high with stone; his rifle, arms and other articles of value were laid beside him. To give him transportation in the afterlife, Cochises favorite horse was shot within 200 yards, another killed about one mile away, and a third two miles away. In his honor, his family destroyed all the clothing and food stores they had and fasted for 48 hours. Legacy Cochise is known for his significant role in Indian-White relations. He lived and prospered by war, but died in peace: a man of great integrity and principle and a worthy leader of the Apache people as they experienced massive social change and upheaval. He is remembered as a fierce warrior as well as a leader of sound judgment and diplomacy. Eventually, he was willing to negotiate and find peace despite suffering the great loss of his family, tribe members, and way of living. Sources Seymour, Deni J., and George Robertson. A Pledge of Peace: Evidence of the Cochise-Howard Treaty Campsite. Historical Archaeology 42.4 (2008): 154–79. Print.Sweeney, Edwin R. Cochise: Chiricahua Apache Chief. The Civilization of the American Indian Series. Norman: University of Oklahoma Press, 1991. Print.—-, ed. Cochise: Firsthand Accounts of the Chiricahua Apache Chief. 2014. Print.—-. Making Peace with Cochise: The 1872 Journal of Captain Joseph Alton Sladen. Norman: University of Oklahoma Press, 1997. Print.

The Importance of Technology in Sports - 727 Words

Technology is a huge thing within sport, it varies from mobile phones, televisions, sport equipments and more, there is no doubt that the importance of the use of technologies has increased over the years, and since then, sports have become a globally activity, so are the decision that can change the result of an event. With the implementation of technology, correct decisions have been made, giving to the right team the winner place. The use of technology has its pros and cons but almost every sport now days is supported by it allowing to fans, athletes and judges, a more enjoyable environment while watching, playing or deciding a sport event such as Tennis or Swimming. 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The Googley Way to Success Free Essays

At first glance, one might wonder if the employees in the Googleplex, the headquarters of Google located in Silicon Valley, California, actually did any serious work, or were they hired to simply loft around the complex. The company doesn’t seem to run the place like any other corporations I am aware of, much more organization order is something which does not reveal itself at Google. The employees, most often referred to as googlers; seem to have no problem in the way the company is run. We will write a custom essay sample on The Googley Way to Success or any similar topic only for you Order Now In fact, it appears that if we look closely, the chaotic atmosphere, that may be very bothering for other companies, is exactly why people choose to become googlers. What we have in Google, is company whose way of going about things coincides with its goal provide its patrons with fast (as in get them off the website as soon as possible, fast) service. As such, it demands its people to work in the same manner, fast-pace thinking, even pleased at the higher possibility of acting despite risks. Google states that its mission is â€Å"to organize the world’s information and make it universally accessible and useful†; this is anchored on the fact that Google itself grew out of one product/service, its search engine. Consequently, this is strengthened by the philosophies the company holds true, and promotes throughout its staff of techie and non-techie employees. The focus it appears is not the technology, rather CEO Eric Schmidt, co-founders, Larry Page and Sergey Brin, centered they’re attention on the people involved, user and googler. These individuals appeared to have mastered the concept of motivation for its people as well as customer satisfaction. The company works, as imbibe with its values, by letting these two elements work together. â€Å"Google puts users first when it comes to our online service; Google Inc. puts employees first when it comes to daily life in our Googleplex headquarters. There is an emphasis on team achievements and pride in individual accomplishments that contribute to the company’s overall success† (ten things Google has found to be true, 2007). No matter what theory of motivation one would apply to Google, we’d be able to see that it passes with flying colors. In emphasizing that Google’s aim is to provide something for the people, its users, it sends its employees a positive message and notion of what they’re doing. The heads of the company, exhibits how its end is always to keep its users happy and in turn make some profits; rather than prioritizing the latter, and hopefully make the customer satisfied. When employees are successfully able to grasp this, they can be motivated to do their jobs well. They can also find sincerity in the company’s concern for the wants of internet users, when they can feel this same care being projected to them by their company leaders. They know it’s not just a spiel for good publicity; values are indeed being placed in Google with the numerous perks that work to guarantee that each worker would be in the best working conditions that are appropriate in addressing the ends of the company. A person, who sees affirmation in the goals of the organization he is in, would more likely move to give back and imbibe such standards as the fitting way to work within. Now, let us see the effectiveness of Google job precept parallel to the job characteristics model, in order to see whether or not the company is able to set par. Hackman and Oldman purports that we should design jobs in such a way that the work itself can be a motivation to strive for better performance. We must for example pattern the development of job specifications based on core characteristics that would uplift three significant psychological states (meaningfulness, responsibility, and knowledge of the results) that are significant in producing a positive working outcome. Google places emphasis on their goal of providing users with useful and effective services, and they disseminate this to their employees in such a way that the latter sees themselves as part of a something that does something good for the people. This techno-altruistic fabric Google is enveloped in, makes being one of the weavers a worthwhile project for the self, its not just being part of a corporate tycoon, but doing something meaningful while satisfying the urge for a good paying career. One of the company values Google upholds is the care and trust it gives to the capacity of its people. It attempts to get tasks done with the least amount of managerial supervision as much as possible. It fosters a working atmosphere wherein regardless of what one’s rank in the corporate structure is; his/her ideas would be heard and valued. This also manifested in their belief of democracy in the web; in such a way that they allow users to really say their piece of what they want to see in a web application. Working in Google, allows inner growth, the latter makes it a point not to tie you up to the specifications of your job. In fact, they even order their engineers to devote 20% of their time pursuing their own ideas. This is hitting two birds with one stone, something which Google has been shown to be a master of. For one thing, it allows the right motivation that would allow the person enough leeway for individual growth. The employee sees himself not only as a worker but a potential leader; he is able to harness the feeling of being an influence. On the other hand, the corporation gains from the possible innovations its employees can cook up, amidst this network of brainstorming (individual and organizational levels), an idea as great as its search engine may arise. Through these means, Google is able to meet the googler’s expectations; it provides the same consideration in the people involved in the company in the same way it promises to deliver quick and reliable access to information on the internet. As such, the ambience in the Googleplex is also laid-back, convenient for both creative problem solving and challenging the notion of being the best; by asking for better than the best. The ordered chaos also personifies the demand for fast-pace thinking, action, and progress. The benefits given to Google employees is beyond motivation, its bound to make those working for its competitor drool with envy. As such, Google can expect only the best, when it keeps the people that work to keep it afloat happy at all times, the effect is an effort to not let down the company. This could be to ensure that working conditions would remain the same, but as well as prove that one deserves to belong to such a corporation. If we turn to Maslow’s hierarchy of needs we’ll be able to see just how Google is able to produce great outcomes from its googlers. Physiologically, no googler has to worry about not being able to eat lunch due to work pressure; they can in fact discuss business in the numerous cafeterias that offers free food. Craving to eat something (which I can assure can be distracting) would not have to worry a man/woman of Google. Services are also offered within the complex to guarantee that a googler need not put all other things on hold in order to work for a major corporation. Social needs are met, by making sure that everyone gets the chance to mingle and socialize through various activities that makes employees have fun, keeping them in a happy disposition to work. Self actualization and esteem are kept high, with Google heads making sure that everyone gets to do something the way they want it done, and yet pushes them to realize that they need be confined to the typical list of duties assigned to them. Googlers have a say of how the company will run its course for as long as it coincides with the values and philosophies upheld. This is perhaps, what makes Google the best company to work for†¦ the fact that working for Google always merges fun and personal growth to become more than just the best. Reference: Lashinsky, Adam. â€Å"Chaos by Design†. In Fortune Magazine. October 2, 2006. money.cnn.com/magazines/fortune/fortune_archive/2006/10/02/8387489/index.htm. July 27, 2007 Ten Things Google has Found True. In Google Corporate Information: Our Philosophy. (2007). http://www.google.com.ph/intl/en/about/company/philosophy/.  Ã‚  Ã‚   July 28, 2007. Notes on Employee Satisfaction Model. (2007) Notes on Theories of Motivation. (2007) How to cite The Googley Way to Success, Essay examples

Paulo Freire “The Banking Concept of Education” Essay Sample free essay sample

Introduction â€Å"The Banking Concept of Education† was invented by Paulo Freire in an effort to depict the deductions of the modern-day educational system. Much unfavorable judgment has been addressed towards this work ; much truth the work has besides revealed. It is hard to reason. whether the writer was wholly right or incorrect – his premises have solid practical bases but can besides be debated. However. it is still interesting and utile to reexamine Freire’s statements as for what banking instruction is. The Banking construct of instruction The kernel of the banking construct of instruction created by Freire is in the fact that pupils do non get and utilize cognition to analyse ; the cognition alternatively is merely deposited into them by the instructor. This procedure if viewed by Freire as the agency of impeding creativeness in instruction in general. â€Å"This is the banking construct of instruction. in which the range of action allowed to the pupils extends merely every bit far as having. We will write a custom essay sample on Paulo Freire â€Å"The Banking Concept of Education† Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page filing. and hive awaying the deposits† ( Freire ) . Of class. one may reason that we ourselves are the Godheads of our instruction. and our cognition. However. enterprise in instruction is non ever applicable. particularly when the educational environment does non let any creativeness. as Freire tries to carry us. Therefore. the writer of the banking construct in instruction attempts to turn out that finally. pupils can non transform the deposited cognition. as they are non taught to use their transformational accomplishments. â€Å"In the banking construct of instruction. cognition is a gift bestowed by those who consider themselves knowing upon those whom they consider to cognize nothing† ( Freire ) . As a effect. Freire speaks about â€Å"banking† instructors as oppressors. mentioning to the present educational system as â€Å"oppressing† . The cognition has ever been the procedure of enquiry. but the banking attacks in instruction alteration these thoughts. and do instruction similar to the suppressing political orientations: the instructor represents himself as opposed to his pupils. and they do non hold any pick to alter this or to get away this resistance. In the banking construct of instruction. pupils have to take their instructors for granted. and as people who know everything. while the pupils know nil ( Freire ) . The major contradiction of the banking instruction Freire depicts in the list of 10 attitudes and patterns of conventional instruction. We have already mentioned the two of these attitudes. when the cognition is simply deposited into pupils. and when they are accepted by instructors as cognizing nil. Freire assumes that in his attack towards instruction. â€Å"the teacher thinks and the pupils are thought about† ( Freire ) . However. it is hard to understand here. in what manner the pupils are being thought of and how it relates to the discussed theoretical model. Does this mean that the pupils are thought about every bit simply the depositories of cognition? This premise can be right in the visible radiation of the already discussed issues. â€Å"The teacher negotiations and the pupils listen – meekly ; the instructor subjects and the pupils are disciplined† ( Freire ) . Obviously. the subjugation about which Freire speaks is besides reflected in the fact that pupils are non taken as the sensible objects that are capable of analysing and transforming this cognition. The subjugation is noticed in the state of affairs. when the pupils are non merely invariably disciplined by their instructors. but when they besides have to follow with the picks enforced by the instructor ( Freire ) . Many of us retrieve the state of affairss. when we had to work on the subject chosen by the coach without any possibility to discourse or alter it. Despite the nonsubjective nisus of the present educational system towards flexibleness. the figure of â€Å"oppression† illustrations is excessively big to do this â€Å"flexibility goal† at least closer. â€Å"The oppressors use their â€Å"humanitarianism† to continue a profitable state of affairs. Therefore they react about instinctively against any experiment in instruction which stimulates the critical modules and is non content with a partial reappraisal of reality† ( Freire ) . The kernel of these oppressors should be decently understood. and Freire makes particular accent on this apprehension: the oppressors ( instructors ) tend to alter the consciousness of the oppressed ( the pupils ) and non the state of affairs. which is called as â€Å"oppressive† . The subjugation to creativeness – this is the footing of the banking attack in instruction ; Freire describes a simple illustration in big instruction: â€Å"students will neer be proposed to critically see reality† ( Freire ) . Beyer is really enlightening in how he analyzes Freire’s construct: â€Å"Freire believes this is a signifier of subjugation in that pupils can non see the universe as they wish but alternatively are forced to see the universe in a mode that is approved by those in power† ( 98 ) . Freire creates a distinguishable resistance between the banking instruction and problem-posing instruction. He obviously supports problem-posing construct for its capacity to decide the contradiction between the instructor and the pupils. when the instructor takes the place superior to that of pupils: â€Å"the instructor is no longer simply the-one-who-teaches. but one who is himself taught in duologue with the students† ( Freire ) . Therefore. the problem-posing instruction is the look of Freire’s thoughts as for what instruction should be and what organize it should take. Education should non take the mere signifier of person being taught by person who pretends he knows more ; instruction should be created in the procedure when the teacher’s authorization is no longer valid. As a consequence. the procedures of instruction and development take topographic point in changeless interaction between the pupils and the instructor. It is possible to propose that Freire has gone beyond the traditional bounds of treatment within the subject of instruction. â€Å"He is besides reasoning that the manner of dealingss between instructor and pupil are of import determining relationships for how to be toward each other as humans† ( Beyer 103 ) . We ourselves have become the informants of the state of affairss. when instructors tended to stress their superior place towards us. We besides know how it hurts to understand that the instructor does non take us as equal. This may go a serious obstruction on the manner towards understanding between the instructor and the pupil. and as a consequence. on the manner towards effectual instruction. Permanence and alteration are besides used by Freire as the two determiners of banking and problem-posing instruction: â€Å"The banking method emphasizes permanency and becomes reactionist ; problem-posing instruction – which accepts neither a â€Å"well-behaved† present nor a preset fixture – roots itself in the dynamic present and becomes revolutionary† ( Freire ) . Therefore. permanency and alteration are the two basic determiners. one of which ( permanency ) determines banking instruction as oppressive towards alteration and creativeness. and the other one ( alteration ) is the basic characteristic of good problem-posing instruction. The dramatic difference between the problem-posing and the banking construct of instruction is in the fact that. as Freire puts it. the banking construct does non let the individual thought of his state of affairs critically. It instead imposes fatalistic perceptual experience of any life state of affairs. The problem-posing attack. on the contrary. represents any state of affairs as a job. which needs analysis and solution. It is doubtless. that the banking construct is the look of the educational subjugation against those who seek creativeness and personal development. Decision Freire’s work is interesting in footings of clear designation of the issues. which do be in modern-day instruction. Despite the fact that Freire sometimes uses instead extremist footings. his initial purpose was to stand for the current system of instruction as it was. Furthermore. even understanding that we tend to present flexibleness and problem-posing approached into instruction. there is still much to be done in order to wholly extinguish banking attacks in instruction. Plants cited Beyer. L. E. A ; Apple. M. W.The Curriculum: Problems. Politics. and Possibilities.Capital of new york: State University of New York Press. 1998. Freire. P.Teaching method of the Oppressed.Chapter 2. 1993. Webster Philosophy Department. 17 November 2007. hypertext transfer protocol: //www. Webster. edu/~corbetre/philosophy/education/freire/freire-2. hypertext markup language

Avoiding Ice and Snow Damage to Trees

Avoiding Ice and Snow Damage to Trees Brittle tree species that retain dead, persistent winter leaves normally take the brunt of heavy icing after a winter storm. Knowing and managing your brittle trees and you can make it through a normal ice storm. Many of the elms, most true poplars (not yellow poplar), silver maples, birches, willows, and hackberry are tree species that simply cant handle the weight of the ice slurry coating their limbs, persistent leaves, and needles. They do well with the snows of the north but have problems in areas that have regular ice storms. Cold climate conifers like fir, spruce and hemlock can handle moderate icing. Southern yellow pines usually take a beating during major icing events that occur on the edge of their natural range. Brittle trees tend to be fast growers. Because of their desirable growth potential and the prospect of making quick shade, weak trees are sought out and planted by homeowners in late winter ice zones. Planting these trees will only exacerbate the problem of limb breakage during heavy icing. Fast-growing trees often develop weak, V-shaped crotches that easily split apart under the added weight of ice. Because these trees usually take some damage from storms throughout the year, internal rot, decay and included bark (some of which you cannot readily see) lead to weakened trunks and limbs (some callery pears). Multiple leader, upright evergreens, such as arborvitae and juniper, and multiple leader or clump trees, such as birch, are most subject to snow and ice damage. Smaller trees need to be wrapped and larger trees with wide-spreading leaders should be cabled in ice-prone areas. Here are things you can do in the yard or landscape to prevent ice damage: Plant Only Strong Trees in Your Landscape Certain trees are popular year in and year out for a reason - they show well and live well. Prefer these trees but eliminate those I have mentioned that door poorly in ice-prone regions.   Brittle Species Should Not Be Planted These species will not do well on sites where heavy ice and snow is a problem. Brittle species include elm, willow, box-elder, hackberry, true poplar and silver maple. Avoid Planting Species With Persistent Leaves Species  that hold their persistent leaves into late fall and early winter where early ice storms are common isnt a great idea. These trees are quickly damaged and removed where the ice storm is common. Wrap Small Multi-Leader Trees So you have a valuable, small specimen you want to preserve. If ice is predicted, secure the tree with strips of carpet, strong cloth or nylon stockings two-thirds of the way above the weak crotches. Always remove any wrapping during spring to avoid binding new growth and girdling limbs and trunk. Begin an Annual Pruning Program When Trees Are Young There is not much you can do with a weak crotch so use tip 4. Prune dead or weakened limbs and excessive branches from trunk and crowns. This reduces ice weight that can rapidly destroy the trees form. Hire a Professional Arborist The expense is worth it for particularly valuable susceptible or wide-spreading large trees. An arborist can strengthen a tree by installing cabling or bracing on weak limbs and split crotches. Favor Conical Formed Trees Trees like conifers, sweetgum or yellow poplar will be robust additions to your landscape. Species with less branch surface area, such as black walnut, sweetgum, ginkgo, Kentucky coffeetree, white oak, and northern red oak are preferred.

Biography of Jack Johnson, American Boxing Champion

Biography of Jack Johnson, American Boxing Champion Jack Johnson (March 31, 1878–June 10, 1946) was an American boxer who became the worlds first African-American heavyweight champion. He came to fame during the Jim Crow era, when the South was still racially segregated. Johnsons success in the ring made him one of the most famous African-Americans of his time. Fast Facts: Jack Johnson Known For: Johnson was an African-American boxer who reigned as the heavyweight champion from 1908 to 1915.Also Known As: John Arthur Johnson, Galveston GiantBorn: March 31, 1878 in Galveston, TexasParents: Henry and Tina JohnsonDied: June 10, 1946 in Raleigh, North CarolinaPublished Works: My Life and Battles (1914), Jack Johnson: In the Ring and Out (1927)Awards and Honors: International Boxing Hall of FameSpouse(s): Etta Terry Duryea (m. 1911-1912), Lucille Cameron (m. 1912-1924), Irene Pineau (m. 1925-1946) Early Life Jack Johnson was born John Arthur Johnson on March 31, 1878, in Galveston, Texas. His parents Henry and Tina Johnson were former slaves; his father worked as a janitor and his mother worked as a dishwasher. Johnson left school after only a few years and went to work at the docks. He later moved to Dallas, where he first began learning how to box, and then Manhattan, where he roomed with boxer Barbados Joe Walcott. Johnson eventually returned to Galveston, where he participated in his first professional match on November 1, 1898. Johnson won the fight. Boxing Career Johnson boxed professionally from 1898 through 1928 and in exhibition matches until 1945. He fought 113 fights, winning 79 matches, 44 of them by knockouts. He defeated Canadian Tommy Burns on December 26, 1908, in the World Boxing Championship held in Sydney, Australia. This began a quest to find a Great White Hope to defeat him. James Jeffries, a leading white fighter, came out of retirement to answer the challenge. The ensuing match- known as the Fight of the Century- took place on July 4, 1910, in Reno, Nevada, in front of a crowd of 20,000 people. The fight went on for 15 rounds, with Jeffries growing wearier and wearier. He was even knocked down- for the first time in his career- twice. His team decided to surrender to save Jeffries from having a knockout on his record. For the fight, Johnson earned $65,000. News of Jeffries defeat ignited numerous incidents of white violence against blacks, but black poet William Waring Cuney captured the exuberant African-American reaction in his poem â€Å"My Lord, What a Morning: O my Lord,What a morning,O my Lord,What a feeling,When Jack JohnsonTurned Jim JeffriesSnow-white faceto the ceiling. The Johnson-Jefferies fight was filmed and became one of the most popular motion pictures of the era. However, there was a strong movement to censor the film, as many people did not want to publicize the news of Johnsons victory. Johnson won the heavyweight title when he knocked out Tommy Burns in 1908, and he held onto  the title until April 5, 1915, when he was knocked out by Jess Willard in the 26th round of the world championship fight in Havana, Cuba. Johnson defended his heavyweight championship three times in Paris before his fight against Jess Willard.  He continued boxing professionally until 1938, when, well past his prime, he lost his final match to Walter Price. Johnson was known for his defensive fighting style; he preferred to gradually wear down his opponents rather than going for a knockout. With each passing round, as his opponents became more exhausted, Johnson would ratchet up his attacks until going for the final blow. Personal Life Johnson received bad publicity because of his three marriages, all to Caucasian women. Interracial marriages were prohibited in most of America at the time. He was convicted of violating the Mann Act in 1912 when he transported his wife across state lines before their marriage and was sentenced to a year in prison. Fearing for his safety, Johnson escaped while he was out on appeal. Posing as a member of a black baseball team, he fled to Canada and later to Europe and  remained a fugitive for seven years. Wrench Patent In 1920, Johnson decided to return to the U.S. to serve his sentence. It was during this time that, searching for a tool that would tighten or loosen nuts and bolts, he made improvements  to the design of the monkey wrench. Johnson received a patent for his innovations in 1922. Johnson’s wrench was unique in that it could be easily taken apart for cleaning or repair and its gripping action was superior to that of other tools on the market at the time. Johnson is credited with coining the term â€Å"wrench.† Later Years After his release from prison, Jack Johnsons boxing career declined. He worked in vaudeville to make ends meet, even appearing with a trained flea act. He opened a night club in Harlem in 1920; it was later purchased from him and renamed the Cotton Club. Johnson wrote two memoirs, Mes Combats in 1914, and Jack Johnson: In the Ring and Out in 1927. Death On June 10, 1946, Johnson was in an automobile accident near Raleigh, North Carolina, after speeding away from a diner where he was refused service. He was rushed to the nearest black hospital, where he died at the age of 68. Johnson was buried in Graceland Cemetery in Chicago. Legacy Johnson was inducted into the Boxing Hall of Fame in 1954, followed by the International Boxing Hall of Fame in 1990. His career inspired numerous people, including heavyweight champion Muhammed Ali and jazz trumpeter Miles Davis, who recorded an album in 1971 called A Tribute to Jack Johnson. The 1910 film of Johnsons famous fight against James Jefferies was added to the National Film Registry in 2005. Johnsons life was the inspiration for the 1970 film The Great White Hope. On May 24, 2018, President Donald Trump issued a posthumous pardon for Johnsons 1912 conviction. Trump called the heavyweight champion one of the greatest that ever lived and a truly great fighter. Sources Johnson, Jack.  Jack Johnson: in the Ring and Out. Kessinger Pub., 2007.â€Å"Remarks by President Trump at Pardoning of John Arthur ‘Jack’ Johnson.† The White House, The United States Government.Ward, Geoffrey C.  Unforgivable Blackness: The Rise and Fall of Jack Johnson. Yellow Jersey Press, 2015.

Grammar Lesson Plan - Future Progressive Tense Assignment

Grammar Lesson Plan - Future Progressive Tense - Assignment Example New Material Pointer: First orally then written Singular Plural He/she/it will be sleeping. He/she/it will be eating. Xavier will go to the beach next month. They will be sleeping. They will be eating. They will go to the beach next month. IV. New Material Transportation: Change sentences from future tense to future progressive aspect, first as a group and then individually. Illustration; -Xavier will go to the beach next month (future tense) -Xavier will be going to the beach next month. (future progressive aspect) -Janet will go to the prom next month. (future tense) -Janet will be going to the prom next month. (future progressive aspect) V. Rule Formation: Elicit from students What kind of tense is in these sentences? - He slept. - He will be sleeping? What does the future progressive aspect indicate about the verb? How is the future progressive tense formed? VI. Authentic material containing samples of new rule. Teacher made dialogue Narrative by some of the students on what acti ons they intend to complete in the future. The rule should be noted as; modal verb will + present participle of the verb (with an -ing ending).