DBQ Andrew Jackson Essay Example for Free

DBQ Andrew Jackson Essay Andrew Jackson was a man of the people because he was once a part of the people. Before he was elected into office, he was a man who had lived a tough childhood but learned to manage and move forward to become a successful prosecutor and eventually a well known general. A man who has lived through a life filled with challenges knows what is best for his people and knows what they want. He wanted the people to be a part of the government. He wanted them to have a voice, which is why he believed in democracy but the way that he acted throughout his political career was not democratic at all. Andrew Jackson accomplished to changed many things in the government without the people’s vote. He had a part in the spoils system and he made decisions for groups of people that were completely unfair. Andrew Jackson was not a big fan of how the government was previously ranned. There was always something that he wanted to change. One of the things he changed were the rotation of the government officials in office. Of course he kept in mind that the people should be able to control all offices in congress so he proposed a constitutional amendment. He was changing the time period elected officials should remain in office. Not only did he change it for everyone else but he also wanted to changed it for himself. (Document D).

Arcimboldos Water :: Visual Arts Paintings Art

Arcimboldo's Water The picture is of a head made up of many different sea features with a plain black background. It would be nearly impossible to name all the aquatic animals that make up this head. It seams as though there is a chest plate at the top of the body which is made of a crab and there are also shoulder plates which are made up by using a turtle and a large mussel, an octopus has also attached itself to the shoulder plates. Hanging around the neck there is a necklace made of pearls. The cheek is a ray of some sort, the ear is a mussel with a pearl as an earring. There is some sort of crab in place as the eyebrows and the mouth seams to be a dogfish with its jaws open revealing all its teeth. The figure seams to be wearing a crown which is made up of whales, seals, sea horses and coral. The nose is also made up by a fish. There is an array of different colours used but only the coral and a lobster seam to be bright and really stand out. Arcimboldo has arranged this piece so that when you look at the picture you are not struck by individual features but the picture as a whole and I found that happened with me. Arcimboldo has used oil on limestone to create this picture and it seams as though he has built the picture up from the background and added layers as he painted. The ideas used are obviously derived from the sea and sea creatures and are created together in a harmonious way and it shows a sign of peace with so many different creatures layed together in harmony. I think it was made to show that people can live together peacefully just as the animals are in the picture. It shows that fighting and arguing can be discarded and that everyone can get along no matter what or who they are: within the picture many of the animals would be each others enemy and prey. I like this picture because Arcimboldo has incorporated so many different species into the image but it is still very clearly a face and shoulders. Also the message of peace is clearly illustrated and is

Language-rich classroom

It is necessary to admit that acquisition of new words shouldn’t be only particular stage in child development. Developing language skills is very important stage in literacy development of every child. Children acquire new words through everyday interactions with parents, friends and school teachers. Recent researches suggest that â€Å"number of words spoken to children in the first three years of life and the quality of the feedback they receive have a significant impact on their success in school†. (Lynn 1997) Many researchers and psychologists claim that children should be placed in language-rich environment to develop their skills better and faster. Language-rich environment at school is of great importance because children are provided with abundance of environmental print and text to practice reading, as well as they face written and oral language. Furthermore, children are allowed to ask for support of parents or caregivers. Such classrooms increase children’s awareness and help to develop alphabetic principles and enrich vocabulary. The role of a teacher in such classroom is integral as he/she supplies children with necessary textbooks and other materials. Distinguished feature of such classroom is that teachers don’t criticize their students; instead, they encourage them and involve in writing and reading activities. Conversation is an essential part of language-rich environment. The main characteristics of language-rich classroom are the following: 1.   teachers read books aloud every day because reading motivates conversation and, therefore, children develop new vocabulary, sentence structures, and they overcome fear to speak aloud; 2.   teachers encourage pretend talk and pretend play because opening â€Å"the frame of reference into the world of pretend gives additional opportunity for new vocabulary and predicting skills†; (What Are The Features 2006) 3.    teachers value children’ efforts and options meaning that teachers ask children to support their hypothesis or claim; it will help to develop though process and make children to defend their position and extend their thinking; 4.    children are treated as people with interesting and extraordinary experience meaning that children are encouraged during their mealtime or play time to discuss interesting moments with each other; (What Are The Features 2006) 5.    teachers introduce words – they can be written of every object in a classroom. There are many instructional strategies how to support language-rich environment. For example, teachers should speak slowly at first and shouldn’t distort their language. Nevertheless, two strategies seem to be of top priority in every classroom. Firstly, teachers should label every object in classroom because it will help newcomers to understand the meanings of the objects at school. Secondly, teachers school from the very beginning of the studies to assign classroom duties among all students because it will help them to consider themselves part of the classroom. Duties will also develop the sense of duty and responsibility. It goes without saying that all strategies suggest that students should be praised for their work, eve if the task is very simply. (Literacy Development 2004) Finally, parents and caregivers should be also interested and encourage taking part in children’s development. Researchers say that children who communicate with parents every day develop language skills better than children who don’t. Therefore, parent should understand that their children are interesting personality and they want to develop speaking, reading, writing and listening skills. Parents should talk to their children, firstly, about children’s everyday experiences and activities, ask them to describe object, relations with other students. Parent should consider that children are fond of pretend play and should make up stories and poems with them. Drawing and scribbling are the best ways to encourage writing. (What Are The Features 2006) References Lynn, Leon. (1997). Language-Rich Home and School Environments Are Key to Reading Success. Retrieved July 12, 2007, from http://www.edletter.org/past/issues/1997-ja/language.shtml   

The Existence of Absence in Keats On Seeing the Elgin...

In his sonnet On Seeing the Elgin Marbles for the First Time, John Keats presents a series of various forms of conflict and tension. Most prominent is the poets sense of his own fleeting existence juxtaposed with the eternity of the Greek marble sculptures and, perhaps, with the timelessness of art in general. However, there is another, more subtle tension between what is in existence, and what is not, an absence which paradoxically manifests as a form of existence in itself. The presence of this conflict within the sonnet shows Keatss self-coined Negative Capability, the ability to be in uncertainties, mysteries, doubts, without any irritable reaching after fact and reason (Keats 863). Furthermore, the Negative Capability†¦show more content†¦The image plays heavily both on what was, the eagle soaring through the skies, and what remains, a gaping absence: an eagle-less sky and a lacking eagle. Hence, a fundamental element of the image is the existence of an absence. Two lin es later, the speaker describes the cloudy winds (7) which he does not have. The unusual description of the winds as â€Å"cloudy† implies a fraught and stormy sky, and stimulates both visual and tactile senses; yet, these same cloudy winds are absent to the speaker. Thus, here too is an instance of the existence of absence; the vivid and sensuous imagery creates something substantial and tangible, and, as such, the negation of the images existence, becomes all the more palpable; its absence becomes distinct and almost like an entity in its own right. The oxymoron â€Å"dim-conceived glories† (9) produces a similar tension. On a superficial level, the oxymoron is interesting in that it combines â€Å"dim,† connoting darkness, with â€Å"glories,† which often connotes radiance or light. Furthermore, there is a tension between the â€Å"dim† and â€Å"conceived,† the latter implying creation and thus existence, while the first paradoxically su ggests something barely or non-existent. Implying the creation of that which does not exist embodies the tension between existence and the