| i'm so bored. |
[04 Dec 2005|09:19pm] |
Open iTunes or Windows Media Player to answer the following. Go to your library.
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How many songs?
2841
Sort by song title:
First: 'Round Springfield -the simpsons
Last: zombie-the cranberries
Sort by time:
First: fear and loathing in los vegas-hunter s tompson
Last: ladies and gentlemen-howard stern
Sort by album:
First: valarie loves me- material issue
Last:-three- - black heart procession
First song that comes up on Shuffle:
once in a lifetime-talking heads
Find "sex", how many songs come up?
7
Find "death", how many songs come up?
5
Find "love", how many songs come up?
75
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[09 Sep 2005|11:54pm] |
but you're probably holding hands
with some skinny pretty girl who likes to
talk about bands and
all i want to do is ride bikes with you
stay up late and watch cartoons
it's over.
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[05 Aug 2005|08:36pm] |
i have to move. my mother and i are getting kicked out of our house.
where oh where has my little house gone?
where oh where can it be?
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| passed |
[31 Jul 2005|03:02am] |
i don't like jubulant surreality. i prefer the damp surreality of slow music with painful lyrics and awkward silences. gypsy music just doesn't do it for me.
i passed my chespe!!!!!!!!! i'm officially a highschool graduate. happy day.
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| whatthehell? |
[24 May 2005|10:18am] |
OH MY GOD. I HAVE A MYSPACE ACCOUNT AND I'VE NEVER KNOWN IT!!!!!!!!! WHAT THE HELLL?????????? WHO MADE ME AN ACCOUNT AND WHO THE HELL IS TOM AND WHY IS HE MY FRIEND?
http://www.myspace.com/399726
what the hell??????
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| oh lord. |
[03 Feb 2005|08:33pm] |
home again home again jiggity jig.
my mother wants me to move out. she threatened to throw all my stuff out onto the street so i had to come home.
i'm being mean to everyone.
i saw sarah finally. i'm so reluctant to go outside. my stomach hurts really badly.
i can't believe i'm here again.
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| quizes are wrong |
[01 Jan 2005|06:10pm] |
| SOPHIA |
| S |
is for |
Skillful |
| O |
is for |
Odd |
| P |
is for |
Playful |
| H |
is for |
Humorous |
| I |
is for |
Influential |
| A |
is for |
Alluring |
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| boys who like boys |
[14 Dec 2004|04:41pm] |
totally should be studying for my apusa final. i've been studying for weeks and now on the night before i just can't bring myself to open the damn book. all well.....
if i fail i'll just stay in china forever.
four days.
in case someone couldn't count down from my last entry.
uly is going to see his boyfriend.
i'm so excited.
i'll get to be in china while they're making out.
hawt.
man loving.
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[12 Dec 2004|07:01pm] |
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i leave for hong kong in six days.
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[28 Oct 2004|02:30pm] |
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i cannot believe i live in this world. i
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[21 Oct 2004|06:40am] |
A2
Lincoln’s tactful nature is apparent in his remarks. “If there be…any statements, which I may know to be erroneous, I do not, now and here, controvert them,” he is showing that he will stand by his principles and will not deny his previous position or be untruthful to the best of his knowledge. Lincoln’s compassion also shines through in the passage, he says “I have not meant to leave anyone in doubt,” when expressing concern for his citizens and the union. Lincoln was not putting expediency above morality, for although he achieved his means, he was not doing it for the sake of the action itself. He was acting in a manner in which his morals were the driving factor, but also in an appropriate and level headed manner. Lincoln put the reunion of the union above all, when he was never actually abolitionist. So his ideas on ethics and the “colored race” were not compromised. Even though Lincoln was relatively open minded when it came to slavery, he was not compromising his morals in the process of the civil war. Had the South been willing to surrender, subject only to the retention of it’s slaves, Lincoln most likely would have accepted the conditions. Lincoln placed unity above all, and probably would have sacrificed that “peculiar institution.”
B1
McClellan was portrayed as tardy and inconsiderate at times. The passage points to incidences of McClellan being late, “we had waited about an hour,” and “we waited about half an hour.” While McClellan had good intentions, his flaws seemed to hinder his potential to be an effective general. Lincoln is shown as patient, well natured, and forgiving. At the close of the passage, Hay writes of Lincoln, “saying it was better at this time not be making points of ettiquite and personal dignity,” which describes Lincolns ability to see the entire situation. Perhaps if he had asked more of his generals, the union could have been victorious with less effort and time.
B3
Lincolns warning reveals that Lincoln was appropriately blunt and genuinely concerned with the welfare of the country. Lincoln blatantly says what he likes and is cautious about general Hooker. “I believe you to be…brave and skillful, which, of course, I like.” He goes on to say, “beware of rashness,” which shows that Lincoln understands Hookers character and wishes him to be aware of things that may or may not adversely affect him. Lincoln asks for “military success” from Hooker. Lincoln most fears “the spirit which you have aided to infuse into the army, of criticizing their commander, and withholding confidence from him.” Lincoln also says that even a genius military leader could get nowhere with that attitude of negativity and viciousness. Lincoln appears to hope for an ethical and righteous victory, and he feels that Hookers attitude could compromise that goal. Ironically, there are no ethical or righteous victories in warfare, so Hookers attitude has little to do with his goals anyway. Lincoln regarded Hookers attitude and actions toward Burnside as his greatest disservice to the army. Lincoln greatly disapproved of Hooker’s criticisms of Burnside, as well disapproving of Hooker’s “rashness.”
C1
Lincolns arguments for an emancipation proclamation are as follows:it would “help us in Europe, reduce rebellion, and “help somewhat the North.” Lincoln states that emancipation would convince Europeans that “we are incited by more than ambition.” He also thinks that emancipation will dissolve the “rebels” in the South., because without slaves, they do not have labor, and without labor they have no money and thus very little “real” power. On the opposing side, an emancipation proclamation would mean the Northerners would essentially have to “care for” the formers slaves. Also, the masters may just reinstate slavery regardless, and in that situation, if the slaves were armed, their weapons could end up in “the hands of the rebels.” He feared that an entire people would have to be clothed and fed, and thus hinder the union in times of war. Lincoln was not primarily concerned with morality, as his stated reasons for emancipation were all political. He even states explicately, “Nor do I urge objections of a moral nature.” This does not mean that he did not realize a moral issue was at stake. It could be argued that Lincoln was giving political reasons to make “his real ambition,” emancipation, more palettable. He does seem afraid that if moral issues are brought into the conflict, abolitionists will be drawn in too, and there could be “possible consequences of insurrection and massacre in the South.” However, as far as this statement goes, his primary goal was, as it always seems to be, union. Lincolns misgiving about the constiututionality of the proclamation were that emancipation would not be upheld in places where the constitution was not being upheld anyway and “the fact that constitutional government is at stake.” Although, the Union was not exactly at stake anymore, as all the states that would potentially secede, already had. The emancipation proclamation, once issued, was supposed to be upheld in all places it encompassed, but was not thoroughly enforced. Lincoln did not regard slavery as the great issue dividing his country, he acknknowleged that it had “deep” meaning, but was still not what had actually driven half the country to secede. He blamed political and economic reasons more than he blamed slavery.
C4
Readers might have found this scene disturbing because of the shocking reality of racial integration to social equality. While many Northerners were not openly against the black race, they still felt themselves to be superior. The illustration shows when men dancing with black women, a concept that in the deep South is still socially unacceptable. The society portrayed by these pictures was one of an entirely new society, an drastic shift from the lifestyle many enjoyed. The typical interracial couple is portrayed as a white man and black women. All the men are in formal attire while the women are more casual in dress. Perhaps this suggests the awkwardness of black women dancing with their upscale white partners.
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| me oh my oh mine |
[20 Oct 2004|01:10pm] |
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ernie and alexia got an apartement right near school. i am going to cry i'm so happy.
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| NCLB |
[11 Oct 2004|09:49pm] |
AMNESTY CLUB
BRIEF ON NCLB
Three days after taking office in January 2001 as the 43rd President of the United States, George W. Bush announced No Child Left Behind, his framework for bipartisan education reform that he described as "the cornerstone of my Administration." The NCLB Act will strengthen Title I accountability by requiring States to implement statewide accountability systems covering all public schools and students. These systems must be based on challenging State standards in reading and mathematics, annual testing for all students in grades 3-8, and annual statewide progress objectives ensuring that all groups of students reach proficiency within 12 years. Assessment results and State progress objectives must be broken out by poverty, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind. School districts and schools that fail to make adequate yearly progress (AYP) toward statewide proficiency goals will, over time, be subject to improvement, corrective action, and restructuring measures aimed at getting them back on course to meet State standards. Schools that meet or exceed AYP objectives or close achievement gaps will be eligible for State Academic Achievement Awards.
……………………………………………………………………………………………
Other changes will support State and local efforts to keep our schools safe and drug-free, while at the same time ensuring that students-particularly those who have been victims of violent crimes on school grounds-are not trapped in persistently dangerous schools. As proposed in No Child Left Behind, States must allow students who attend a persistently dangerous school, or who are victims of violent crime at school, to transfer to a safe school. States also must report school safety statistics to the public on a school-by-school basis, and LEAs must use Federal Safe and Drug-Free Schools and Communities funding to implement drug and violence prevention programs of demonstrated effectiveness.
-US DEPARTMENT OF EDUCATION
SEC. 9528. ARMED FORCES RECRUITER ACCESS TO STUDENTS AND STUDENT RECRUITING INFORMATION.
(a) POLICY-
(1) ACCESS TO STUDENT RECRUITING INFORMATION- Notwithstanding section 444(a)(5)(B) of the General Education Provisions Act and except as provided in paragraph (2), each local educational agency receiving assistance under this Act shall provide, on a request made by military recruiters or an institution of higher education, access to secondary school students names, addresses, and telephone listings.
(2) CONSENT- A secondary school student or the parent of the student may request that the student's name, address, and telephone listing described in paragraph (1) not be released without prior written parental consent, and the local educational agency or private school shall notify parents of the option to make a request and shall comply with any request.
(3) SAME ACCESS TO STUDENTS- Each local educational agency receiving assistance under this Act shall provide military recruiters the same access to secondary school students as is provided generally to post secondary educational institutions or to prospective employers of those students.
(b) NOTIFICATION- The Secretary, in consultation with the Secretary of Defense, shall, not later than 120 days after the date of enactment of the No Child Left Behind Act of 2001, notify principals, school administrators, and other educators about the requirements of this section.
(c) EXCEPTION- The requirements of this section do not apply to a private secondary school that maintains a religious objection to service in the Armed Forces if the objection is verifiable through the corporate or other organizational documents or materials of that school.
(d) SPECIAL RULE- A local educational agency prohibited by Connecticut State law (either explicitly by statute or through statutory interpretation by the State Supreme Court or State Attorney General) from providing military recruiters with information or access as required by this section shall have until May 31, 2002, to comply with that requirement.
-excerpt from NCLB
OPTIONS
Opt Out -- 1) Be sure the Opt Out notice is aggressively advertised and circulated to all families. This is a school administration job, but some peace action communities are actively leafleting students and parents with Opt Out letter which parents can complete and return to school administrators. 2) Be sure the notification letter is translated into a language use by parents, and 3) written so that people can understand it.
OPT IN, sometimes called a "privacy & truth" resolution -- information is released to to recruiters ONLY when the parents Opt In by giving written permission for recruiter contact. This procedure conforms to a a customary school practice of requiring written consent from parents before their children can participate in classes presenting controversial materials or before students can take off campus excursions. Most opt in resolutions also mandate that all students be given information about the realities of military service and options to military service.
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pablolicious's journal
righteous indignation
