ERNESTO CHE GUEVARA:
Ernesto Che Guevara was born on June 14 in Rosario, an important town in Argentina. At the age of two Che had his first asthma attack, a disease which he later suffered a great deal while fighting against Batista troops in Sierra Maestra, and which did not let go of him till he was shot to death by Barrientos’ troops in the forests of Bolivia.
His father Ernesto Guevara Lynch, an engineer, was from a family of Irish descent, and his mother, Clia dela Sena, was an Irish-Spanish descent. When Che was three his family moved to Buenos Aires. Later, his asthma attacks had gotten so worse that the doctors advised him for a drier climate. Hence once again Guevara family moved, this time to Cordoba. Guavaras were a typical bourgeois family, and in terms of their political inclinations they were known to be liberal.
In his last year of school, Che went on trip through the Latin America by motorbike with his friend Alberto Granadas. This gave him the chance to get to know better the exploited villagers of the Latin America. Che graduated from medical school as a doctor in March 1953 and decided to work in a leper colony in Venezuela. He was on his way to Venezuela when he was put to jail in Peru because of his earlier publication on the natives. When got out, he stayed in Ecuador for a while, where he met Ricardo Rojo, a lawyer. Meeting Ricardo turned out to be a turning point in Che’s life. He changed his mind of going to Venezuela, and instead went to Guatemala with Ricardo Rojo. When revolutionary Arbenz government was overthrown by a rightist coup, he took refuge in Argentina embassy. Soon afterword he joined the resistance he was forced to leave the Embassy. When it became too dangerous for him to stay in Guatemala, he went to Mexico. During his stay in Guatemala he had met Fidel Castro’s brother Raul as well as many Cuban exiles. In Mexico, he met Fidel Castro and his friends, and joined the Cuban revolutionaries. Later, he left for Cuba onboard the ship Granma and took part in the front lines till the end of the war. After the Revolution he, Colonel Ernesto Che Guevara, was assigned to the command of fort la Cabana in Havana. In 1959 he was given Cuban citizenship. Later he married a fellow comrade Aleida March. He was assigned to the presidency of the Institute of National Agricultural Reform, and of the National Bank of Cuba in 1959, by which he was given the financial responsibilities of the country.
In February 23rd, 1961, the Revolutionary Government of Cuba assigned Che as the head of newly established Ministry of Industry. However, during the Playa Giran battle he was again called for the command of the fort.
In the following years, his many visits to underdeveloped countries provided Che with a closer understanding of the exploited nations and the imperialists. This awakened the rebel in him. He decided to organize the peoples of other Latin American countries. In September of 1965, he left for the unknown countries. In October 3rd, 1965, Fidel Castro read Che’s famous farewell to the people of Cuba.
...And the death caught up with him near Higueras in Bolivia. He was surrounded by Barrientos’ troops on the night of October 7th, 1967. Heavily wounded from his leg, and he was locked up in a school in Higueras. Never he bowed to anyone. Nine bullets fired by Mario Turan, a murderer for Barrientos.
...Che died on October 9th , 1967.
Showing posts with label sample essay. Show all posts
Showing posts with label sample essay. Show all posts
Sunday, December 14, 2008
Saturday, December 13, 2008
organizing ideas
Organize Your Ideas
The purpose of an outline or diagram is to put your ideas about the topic on paper, in a moderately organized format. The structure you create here may still change before the essay is complete, so don't agonize over this.
Decide whether you prefer the cut-and-dried structure of an outline or a more flowing structure. If you start one or the other and decide it isn't working for you, you can always switch later.
Diagram
1. Begin your diagram with a circle or a horizontal line or whatever shape you prefer in the middle of the page.
2. Inside the shape or on the line, write your topic.
3. From your center shape or line, draw three or four lines out into the page. Be sure to spread them out.
4. At the end of each of these lines, draw another circle or horizontal line or whatever you drew in the center of the page.
5. In each shape or on each line, write the main ideas that you have about your topic, or the main points that you want to make.
o If you are trying to persuade, you want to write your best arguments.
o If you are trying to explain a process, you want to write the steps that should be followed. You will probably need to group these into categories. If you have trouble grouping the steps into categories, try using Beginning, Middle, and End.
o If you are trying to inform, you want to write the major categories into which your information can be divided.
6. From each of your main ideas, draw three or four lines out into the page.
7. At the end of each of these lines, draw another circle or horizontal line or whatever you drew in the center of the page.
8. In each shape or on each line, write the facts or information that support that main idea.
When you have finished, you have the basic structure for your essay and are ready to continue.
Go on to the next step.
Return to the previous step.
Return to the essay home page.
Outline
1. Begin your outline by writing your topic at the top of the page.
2. Next, write the Roman numerals I, II, and III, spread apart down the left side of the page.
3. Next to each Roman numeral, write the main ideas that you have about your topic, or the main points that you want to make.
o If you are trying to persuade, you want to write your best arguments.
o If you are trying to explain a process, you want to write the steps that should be followed. You will probably need to group these into categories. If you have trouble grouping the steps into categories, try using Beginning, Middle, and End.
o If you are trying to inform, you want to write the major categories into which your information can be divided.
4. Under each Roman numeral, write A, B, and C down the left side of the page.
5. Next to each letter, write the facts or information that support that main idea.
When you have finished, you have the basic structure for your essay and are ready to continue
The purpose of an outline or diagram is to put your ideas about the topic on paper, in a moderately organized format. The structure you create here may still change before the essay is complete, so don't agonize over this.
Decide whether you prefer the cut-and-dried structure of an outline or a more flowing structure. If you start one or the other and decide it isn't working for you, you can always switch later.
Diagram
1. Begin your diagram with a circle or a horizontal line or whatever shape you prefer in the middle of the page.
2. Inside the shape or on the line, write your topic.
3. From your center shape or line, draw three or four lines out into the page. Be sure to spread them out.
4. At the end of each of these lines, draw another circle or horizontal line or whatever you drew in the center of the page.
5. In each shape or on each line, write the main ideas that you have about your topic, or the main points that you want to make.
o If you are trying to persuade, you want to write your best arguments.
o If you are trying to explain a process, you want to write the steps that should be followed. You will probably need to group these into categories. If you have trouble grouping the steps into categories, try using Beginning, Middle, and End.
o If you are trying to inform, you want to write the major categories into which your information can be divided.
6. From each of your main ideas, draw three or four lines out into the page.
7. At the end of each of these lines, draw another circle or horizontal line or whatever you drew in the center of the page.
8. In each shape or on each line, write the facts or information that support that main idea.
When you have finished, you have the basic structure for your essay and are ready to continue.
Go on to the next step.
Return to the previous step.
Return to the essay home page.
Outline
1. Begin your outline by writing your topic at the top of the page.
2. Next, write the Roman numerals I, II, and III, spread apart down the left side of the page.
3. Next to each Roman numeral, write the main ideas that you have about your topic, or the main points that you want to make.
o If you are trying to persuade, you want to write your best arguments.
o If you are trying to explain a process, you want to write the steps that should be followed. You will probably need to group these into categories. If you have trouble grouping the steps into categories, try using Beginning, Middle, and End.
o If you are trying to inform, you want to write the major categories into which your information can be divided.
4. Under each Roman numeral, write A, B, and C down the left side of the page.
5. Next to each letter, write the facts or information that support that main idea.
When you have finished, you have the basic structure for your essay and are ready to continue
introspective
Thank you for taking the time to read my writing. Hear, you will think about our youth designing their dreams to better their lives; our visual educational program has been proven over and over again throughout our busy lives. Let’s play word association; I will list several visual abstracts, mottos, one-liners, skits, or whatever you desire, to expose the secret gift to learning.
First, how does one define learning? When did you begin learning about things? What do you do when you get older? Stop learning? I fear not. To learn is to live, therefore, to live is to learn. The words learning and living symbolize more than their deconstructive thought. To live is essential because without it, you cannot be. The secret to learning is just "being." In this environment, when learn how to create something without moving a finger, you realize everything associated to our physical universe is first initiated by our fears because we are too impatient to look and see what we can do for ourselves.
By actually visually accepting a "thimage," (a thought image such as the purple fountain I Romeo and Juliet, your brain accustoms itself and relies significantly on the mind’s interpretation and its emotions. For example, "the golden arches" being McDonald’s has never lost its luster. You show any school student a picture of the golden arches, and not only they’ll recognize the company, but some will get hungry! (great trick.) it’s amusingly ironic how private businesss has found ways of visually marketing their products, whereas in education, it’s all about what’s on today’s agenda; NCLB standard 1.3. When I hear "1.3" I am induced to believe the power and influence of a complete illusion rested upon our very eyes. The problem, ironically, is private business. What has happened over the past 7 years, private businesses have flooded our schools to reinvent the wheel; of course, some programs work and are helpful to students. But what if your students walk away from our current system because their impression of the "two-car garage and two kids to a home, is depleted; almost as though your gas tank is on low. The path is mighty cloudy and ambiguous; kinda like the veteran’s mother who called terrorists "freedom fighters;" her mind being cloudy and chaotic due to the inept and irresponsible acts of violence against humanity; being included within those parameters; ourselves.
First, how does one define learning? When did you begin learning about things? What do you do when you get older? Stop learning? I fear not. To learn is to live, therefore, to live is to learn. The words learning and living symbolize more than their deconstructive thought. To live is essential because without it, you cannot be. The secret to learning is just "being." In this environment, when learn how to create something without moving a finger, you realize everything associated to our physical universe is first initiated by our fears because we are too impatient to look and see what we can do for ourselves.
By actually visually accepting a "thimage," (a thought image such as the purple fountain I Romeo and Juliet, your brain accustoms itself and relies significantly on the mind’s interpretation and its emotions. For example, "the golden arches" being McDonald’s has never lost its luster. You show any school student a picture of the golden arches, and not only they’ll recognize the company, but some will get hungry! (great trick.) it’s amusingly ironic how private businesss has found ways of visually marketing their products, whereas in education, it’s all about what’s on today’s agenda; NCLB standard 1.3. When I hear "1.3" I am induced to believe the power and influence of a complete illusion rested upon our very eyes. The problem, ironically, is private business. What has happened over the past 7 years, private businesses have flooded our schools to reinvent the wheel; of course, some programs work and are helpful to students. But what if your students walk away from our current system because their impression of the "two-car garage and two kids to a home, is depleted; almost as though your gas tank is on low. The path is mighty cloudy and ambiguous; kinda like the veteran’s mother who called terrorists "freedom fighters;" her mind being cloudy and chaotic due to the inept and irresponsible acts of violence against humanity; being included within those parameters; ourselves.
sex lyrics and teens
Teens who listen to music with degrading sexual lyrics have sex sooner than teens who don't, a new study says.
The research, which will be published today in the August issue of Pediatrics, the journal of the American Academy of Pediatrics, is the first study to examine the relationship between what teens hear through their headphones and what they do in their bedrooms.
Among heavy listeners of sexually degrading music -- where men are "studs" and women are objects -- 51 per cent started having sex within two years, versus 29 per cent of those who listened to little or none of that type of music.
The authors analysed the music of 16 top artists and categorized as degrading any lyrics that "depicted sexually insatiable men pursuing women valued only as sex objects." They then assessed the sexual behaviour and music tastes of 1,461 U.S. adolescent participants, tracked through a series of telephone interviews over three years.
"Adolescents who listen to a lot of music containing these objectifying and limiting characterizations of sexuality progress more quickly in their sexual behaviour, regardless of their race or gender," the study concluded, emphasizing that there was no correlation found between behaviour and sexualized lyrics that were not degrading in tone.
Steven Martino, the study's lead author and a researcher for the Rand Corporation, a non-profit Pittsburgh-based think tank, said degrading lyrics teach boys that they should be relentless in pursuit of women and teach girls that they should view themselves as sex objects.
"We think that really lowers kids' inhibitions and makes them less thoughtful" about sexual decisions, he said, adding that the music may lead teens to make decisions they regret.
"There is good reason to believe that music may have an important influence on adolescents' sexual behaviour," the study says, noting that American teens between the ages of 15 and 18 listen to 1.5 to 2.5 hours of music a day, with a quarter of them listening to more than three hours.
The degrading songs are not the love songs of yesteryear.
"These types of portrayals objectify and degrade women in ways that are obvious, but do the same to men by depicting them as sex-driven studs whose individual desires are subsumed to their gender role," the authors noted.
The study mentioned the boy band 98 Degrees as a group whose lyrics are sexual but not degrading, while Ja Rule's Livin it Up was cited as an example of a song filled with four-letter words and derogatory references to women. No other artists were specifically identified, but researchers categorized them according to musical genre and assessed what percentage of each song catalogue contained sexually degrading lyrics. Four acts categorized as "teen pop" and two labelled "country" contained no degrading lyrics at all, while 70 per cent of one rap artist's songs and 59 per cent of another's contained sexually degrading lyrics.
The authors state clearly that in their view "early activity is a significant problem in the United States." They note a recent survey that suggested most sexually experienced teens regretted they had not waited longer.
Natasha Ramsey, a 17-year-old from New Brunswick, New Jersey, said she and other teens sometimes listen to sexually explicit songs because they like the beat.
"I won't really realize that the person is talking about having sex or raping a girl," she said. Even so, the message "is being beaten into the teens' heads," she said.
However, some urge that music is not the only factor affecting teens' behaviour.
"We caution rushing to judgment that music more than any other factor is a causative factor" for teens initiating sex, said Benjamin Chavis, chief executive officer of the Hip-Hip Summit Action Network.
The research, which will be published today in the August issue of Pediatrics, the journal of the American Academy of Pediatrics, is the first study to examine the relationship between what teens hear through their headphones and what they do in their bedrooms.
Among heavy listeners of sexually degrading music -- where men are "studs" and women are objects -- 51 per cent started having sex within two years, versus 29 per cent of those who listened to little or none of that type of music.
The authors analysed the music of 16 top artists and categorized as degrading any lyrics that "depicted sexually insatiable men pursuing women valued only as sex objects." They then assessed the sexual behaviour and music tastes of 1,461 U.S. adolescent participants, tracked through a series of telephone interviews over three years.
"Adolescents who listen to a lot of music containing these objectifying and limiting characterizations of sexuality progress more quickly in their sexual behaviour, regardless of their race or gender," the study concluded, emphasizing that there was no correlation found between behaviour and sexualized lyrics that were not degrading in tone.
Steven Martino, the study's lead author and a researcher for the Rand Corporation, a non-profit Pittsburgh-based think tank, said degrading lyrics teach boys that they should be relentless in pursuit of women and teach girls that they should view themselves as sex objects.
"We think that really lowers kids' inhibitions and makes them less thoughtful" about sexual decisions, he said, adding that the music may lead teens to make decisions they regret.
"There is good reason to believe that music may have an important influence on adolescents' sexual behaviour," the study says, noting that American teens between the ages of 15 and 18 listen to 1.5 to 2.5 hours of music a day, with a quarter of them listening to more than three hours.
The degrading songs are not the love songs of yesteryear.
"These types of portrayals objectify and degrade women in ways that are obvious, but do the same to men by depicting them as sex-driven studs whose individual desires are subsumed to their gender role," the authors noted.
The study mentioned the boy band 98 Degrees as a group whose lyrics are sexual but not degrading, while Ja Rule's Livin it Up was cited as an example of a song filled with four-letter words and derogatory references to women. No other artists were specifically identified, but researchers categorized them according to musical genre and assessed what percentage of each song catalogue contained sexually degrading lyrics. Four acts categorized as "teen pop" and two labelled "country" contained no degrading lyrics at all, while 70 per cent of one rap artist's songs and 59 per cent of another's contained sexually degrading lyrics.
The authors state clearly that in their view "early activity is a significant problem in the United States." They note a recent survey that suggested most sexually experienced teens regretted they had not waited longer.
Natasha Ramsey, a 17-year-old from New Brunswick, New Jersey, said she and other teens sometimes listen to sexually explicit songs because they like the beat.
"I won't really realize that the person is talking about having sex or raping a girl," she said. Even so, the message "is being beaten into the teens' heads," she said.
However, some urge that music is not the only factor affecting teens' behaviour.
"We caution rushing to judgment that music more than any other factor is a causative factor" for teens initiating sex, said Benjamin Chavis, chief executive officer of the Hip-Hip Summit Action Network.
wit and comedy
Wit as a thought-oriented experience
Wit changes how we cognitively process, appreciate, or "think" about life's events and situations. Jokes are a classic example of how wit changes thinking. In a joke we are guided down one path only to be tracked over onto an alternative path. It is the discrepancy and even trickery of the alterative path (the punch line) that we experience as humorous. Such discrepancy and trickery teaches us to seek alternative explanations for events, which is one process of healthy thinking and creative problem solving. Norman Cousins once called this process trainwrecks of the mind meaning that wit causes us to track over to other thinking patterns and perspectives. Alternative thinking processes provided by wit provide perspective, and can reduce negative thinking common during depression, anxiety, and anger.
Mirth as an emotional experience
Humor changes how we feel emotionally by helping us to experience mirth. While labeling it humor, Mark Twain once described the mirthful experience in the following way:
Humor [Mirth] is the great thing, the saving thing, after all. The minute it crops up, all our hardnesses yield, all our irritations and resentments slip away, and a sunny spirit takes their place.
Mirth can be a powerful experience for eliminating unhealthy feelings. We have all experienced the joy (mirth) of a humorous experience, and know the pleasure of that feeling. As we experience the emotional sensation of mirth, other feelings such as depression, anxiety, and anger are, at least temporarily, eliminated.
That is, one cannot experience mirth and at the same time experience such powerful emotions as irritation, resentment, or upset. In fact, the experience of mirth not only eliminates these emotions, but as Twain so astutely realized, mirth replaces these emotions or gives "mirth" to a 'sunny spirit' such as the lighter experience of joy, pleasure, happiness, etc.
Wit changes how we cognitively process, appreciate, or "think" about life's events and situations. Jokes are a classic example of how wit changes thinking. In a joke we are guided down one path only to be tracked over onto an alternative path. It is the discrepancy and even trickery of the alterative path (the punch line) that we experience as humorous. Such discrepancy and trickery teaches us to seek alternative explanations for events, which is one process of healthy thinking and creative problem solving. Norman Cousins once called this process trainwrecks of the mind meaning that wit causes us to track over to other thinking patterns and perspectives. Alternative thinking processes provided by wit provide perspective, and can reduce negative thinking common during depression, anxiety, and anger.
Mirth as an emotional experience
Humor changes how we feel emotionally by helping us to experience mirth. While labeling it humor, Mark Twain once described the mirthful experience in the following way:
Humor [Mirth] is the great thing, the saving thing, after all. The minute it crops up, all our hardnesses yield, all our irritations and resentments slip away, and a sunny spirit takes their place.
Mirth can be a powerful experience for eliminating unhealthy feelings. We have all experienced the joy (mirth) of a humorous experience, and know the pleasure of that feeling. As we experience the emotional sensation of mirth, other feelings such as depression, anxiety, and anger are, at least temporarily, eliminated.
That is, one cannot experience mirth and at the same time experience such powerful emotions as irritation, resentment, or upset. In fact, the experience of mirth not only eliminates these emotions, but as Twain so astutely realized, mirth replaces these emotions or gives "mirth" to a 'sunny spirit' such as the lighter experience of joy, pleasure, happiness, etc.
sample essay
The essay below demonstrates the principles of writing a basic essay. The different parts of the essay have been labeled. The thesis statement is in bold, the topic sentences are in italics, and each main point is underlined. When you write your own essay, of course, you will not need to mark these parts of the essay unless your teacher has asked you to do so. They are marked here just so that you can more easily identify them.
"A dog is man's best friend." That common saying may contain some truth, but dogs are not the only animal friend whose companionship people enjoy. For many people, a cat is their best friend. Despite what dog lovers may believe, cats make excellent housepets.
In the first place, people enjoy the companionship of cats. Many cats are affectionate. They will snuggle up and ask to be petted, or scratched under the chin. Who can resist a purring cat? If they're not feeling affectionate, cats are generally quite playful. They love to chase balls and feathers, or just about anything dangling from a string. They especially enjoy playing when their owners are participating in the game. Contrary to popular opinion, cats can be trained. Using rewards and punishments, just like with a dog, a cat can be trained to avoid unwanted behavior or perform tricks. Cats will even fetch!
In the second place, cats are civilized members of the household. Unlike dogs, cats do not bark or make other loud noises. Most cats don't even meow very often. They generally lead a quiet existence. Cats also don't often have "accidents." Mother cats train their kittens to use the litter box, and most cats will use it without fail from that time on. Even stray cats usually understand the concept when shown the box and will use it regularly. Cats do have claws, and owners must make provision for this. A tall scratching post in a favorite cat area of the house will often keep the cat content to leave the furniture alone. As a last resort, of course, cats can be declawed.
Lastly, one of the most attractive features of cats as housepets is their ease of care. Cats do not have to be walked. They get plenty of exercise in the house as they play, and they do their business in the litter box. Cleaning a litter box is a quick, painless procedure. Cats also take care of their own grooming. Bathing a cat is almost never necessary because under ordinary circumstances cats clean themselves. Cats are more particular about personal cleanliness than people are. In addition, cats can be left home alone for a few hours without fear. Unlike some pets, most cats will not destroy the furnishings when left alone. They are content to go about their usual activities until their owners return.
Cats are low maintenance, civilized companions. People who have small living quarters or less time for pet care should appreciate these characteristics of cats. However, many people who have plenty of space and time still opt to have a cat because they love the cat personality. In many ways, cats are the ideal housepet.
"A dog is man's best friend." That common saying may contain some truth, but dogs are not the only animal friend whose companionship people enjoy. For many people, a cat is their best friend. Despite what dog lovers may believe, cats make excellent housepets.
In the first place, people enjoy the companionship of cats. Many cats are affectionate. They will snuggle up and ask to be petted, or scratched under the chin. Who can resist a purring cat? If they're not feeling affectionate, cats are generally quite playful. They love to chase balls and feathers, or just about anything dangling from a string. They especially enjoy playing when their owners are participating in the game. Contrary to popular opinion, cats can be trained. Using rewards and punishments, just like with a dog, a cat can be trained to avoid unwanted behavior or perform tricks. Cats will even fetch!
In the second place, cats are civilized members of the household. Unlike dogs, cats do not bark or make other loud noises. Most cats don't even meow very often. They generally lead a quiet existence. Cats also don't often have "accidents." Mother cats train their kittens to use the litter box, and most cats will use it without fail from that time on. Even stray cats usually understand the concept when shown the box and will use it regularly. Cats do have claws, and owners must make provision for this. A tall scratching post in a favorite cat area of the house will often keep the cat content to leave the furniture alone. As a last resort, of course, cats can be declawed.
Lastly, one of the most attractive features of cats as housepets is their ease of care. Cats do not have to be walked. They get plenty of exercise in the house as they play, and they do their business in the litter box. Cleaning a litter box is a quick, painless procedure. Cats also take care of their own grooming. Bathing a cat is almost never necessary because under ordinary circumstances cats clean themselves. Cats are more particular about personal cleanliness than people are. In addition, cats can be left home alone for a few hours without fear. Unlike some pets, most cats will not destroy the furnishings when left alone. They are content to go about their usual activities until their owners return.
Cats are low maintenance, civilized companions. People who have small living quarters or less time for pet care should appreciate these characteristics of cats. However, many people who have plenty of space and time still opt to have a cat because they love the cat personality. In many ways, cats are the ideal housepet.
Subscribe to:
Posts (Atom)
