The Indian In The Cupboard Essays - Films, , Term Papers

The Indian In The Cupboard The Indian in the Cupboard For this months book report I read a book called The Indian in the Cupboard by Lynne Reid Banks. This book was about a boy named Omri and his small Indian toy. For Omris birthday he received a small Indian toy from a friend and a small cupboard from his brother. Omri put his Indian in the cupboard and to his surprise when he opened the cupboard the Indian toy had come to life. Omri has to keep his Indian a secret for fear of an adult finding out. When Omri told his friend Patrick about the toy, Patrick wanted his own. Omri thought it was a bad idea but brought the toy to life anyway. When Omri brought Patricks cowboy toy to life, Patrick was very excited, but Omri was afraid he didnt know that they were real people. Omri decided he would keep them both at his house. Patrick did not like this idea but agreed only if Omri would bring the cowboy and Indian to school the next day. Then all the trouble started. Patrick and Omri were called into the headmasters office and the headmaster threatened to call Patricks father if he didnt tell him what was going on. Patrick was so afraid that he showed the headmaster the Indian and the other toy. Luckily the headmaster thought he was seeing things and so he went home. Omri decided that the Indian was too much trouble and that he should put them into plastic again. So Omri locked the Indian into the cupboard and when he opened it again, the toy was plastic again. I thought this book had a very nice plot. The book was very interesting and exciting due to the fictitious plot. I think that a story about something that could never happen in real life always is more interesting and attracts more readers. The author described things well in this book, but this book was a bit easy to read because she didnt use difficult words. This sometimes would not allow for you to know exactly how she meant for things to appear. The setting of this story is in modern day England. The book did not really describe what time period it was supposed to be, but it seemed relatively modern. I think the book was set in a moderately sized town, because Omri walked to school everyday, and if it were a big city this would be an impossible task for a young boy. The setting wasnt very important to the book because most of the story was about people and not necessarily their environment. There were many characters in this book. The main character in this book was Omri. Omri was a normal young boy who was interested in playing cowboys and Indians, and other games like that. His friend, Patrick, was interested in the same things, but Patrick wasnt as nice and he was a bit bossy and pushy. He forced Omri into making a live toy for him. Omri had a brother named Adiel. Adiel didnt like Omri that much and one time in the story he hid Omris cupboard because he thought Omri had taken his football shorts. Another character in this book was the headmaster. The headmaster was a very strict person, but he wasnt unkind. The author didnt describe the characters well enough, which made it hard to understand the characters personality, but I think that you could assume what a character was like by the way they were acting. I could relate to how Omri felt when he had his friend pressuring him into doing something he didnt want to do. The author described the characters feelings very well. I think that the main conflict in this book was Omri trying to keep this Indian a secret. I think this because during the book it was always Omris main goal; it was one reason why Omri didnt want to make a live toy for Patrick. In the end, Omri kept the Indian a secret, but he ended up giving up because he locked the Indian back in the cupboard and made him plastic again. This was a good book, but it wouldve been

Affirmative Action Essays (933 words) - Discrimination, Free Essays

Affirmative Action Essays (933 words) - Discrimination, Free Essays Affirmative Action AFFIRMATIVE ACTION I. We didnt land on Plymouth Rock, my brothers and sisters Plymouth Rock landed on us! Malcolm Xs observation is brought out by the facts of American History. Snatched from their native land, transported thousands of miles in a nightmare of disease and death and sold into slavery, blacks were reduced to the legal status of farm animals. Even after emancipation, blacks were segregated from whites in some states by law, and by social practice almost everywhere. American apartheid continued for another century. In 1954 the Supreme Court declared state-compelled segregation in schools unconstitutional, and it followed up that decision with others that struck down many forms of official segregation. Still, discrimination survived, and in most southern states blacks were either discouraged or prohibited from exercising their right to vote. Not until the 1960s was compulsory segregation finally and effectively challenged. Between 1964 and 1968 Congress passed the most sweeping civil rights legislation since the end of the Civil War. It banned discrimination in employment, public accommodations (hotels, motels, restaurants, etc.), and housing; it also guaranteed voting rights for blacks in areas suspected of disenfranchising blacks. Today, several agencies in the federal government exercise sweeping powers to enforce these civil rights measures. But is that enough? Equality of condition between blacks and whites seems as elusive as ever. The black unemployment rate is double that of whites, and the percentage of black families living in poverty is nearly four times that of whites. Only a small percentage of blacks ever make it into medical school or law schools. Advocates of affirmative action have focused upon these differences to support their argument that it is no longer enough just to stop discrimination. Liberal Democrats feel that the damage done by three centuries of racism now has to be remedied, they argue, and effective remediation requires a policy of affirmative action. At the heart of affirmative action is the use of numerical goals. Opponents call them racial quotas. Whatever the name, what they imply is the setting aside of a certain number of jobs or positions for blacks or other historically oppressed groups. Conservative Republicans charge that affirmative action really amounts to reverse discrimination, that it penalizes innocent people simply because they are white, that it often results in unqualified appointments, and that it ends up harming instead of helping blacks. The issue of preferences to address historical patterns of racial, ethnic, and gender discrimination has received a great deal of attention nationally. Whether in government contracts, private sector hiring, college admissions, or state hiring practices, opponents in the issue have engaged in often-heated debates. In Michigan, legislation to limit or eliminate affirmative action has been introduced this session. A good example of this legislation was proposed on March 18,1998 and it is called SJR N (S-2). This resolution proposed an amendment to the Michigan Constitution to prohibit discrimination based on sex or ethnicity and to prohibit the state and its political subdivisions from using religion, sex, color, ethnicity, or national origin as a basis for discriminating against or giving preferential treatment to any individual or group in employment, public education, or public contracting. The present system violates the fundamental principle of equal protection of the law against discrimination on the basis of immutable characteristics of race, sex, color, ethnicity, and national origin. SJR N (S-2) was intended to end this practice and return Michigan to the goal of a colorblind society. II. SJR N (S-2) is on the Conservative side of things, in that, the legislation is trying to stop reverse racism. There really is no moderate way to look at affirmative action; you can either be for it or against it. Sen. Bill Bullard Jr. was the chair and sponsor of this bill, but when he met with the other members of this committee it was stated in the minutes of the meeting that the issue will not be voted on today, nor does he (Bill Bullard) intend to press for a vote in the Legislature this year. There will be future opportunities for all who wish to contribute to this dialogue to have their views heard. The committee then had a long list of testimony from those who opposed SJR N (S-2).

Parent's perspective towards childhood obesity in early years Dissertation

Parent's perspective towards childhood obesity in early years - Dissertation Example Childhood obesity is a rising problem. It is defined as having a BMI of equal to or greater then 95% of the population (Deckelbaum & Williams, 2001, p. 240s). There are a number of reasons why childhood obesity is on the rise. Increase in television viewing is one culprit (Reilly, 2004). Increases in fast food intake is another (Bowman et al., 2004). There are a variety of reasons for childhood obesity, but one thing is clear - childhood obesity is a problem, as it leads to a range of health problems for the obese child, including diabetes, hypertension and heart problems (Deckelbaum & Williams, 2001, p. 240s). Because childhood obesity is such a problem, and it is becoming more and more widespread, there is a need for a study to understand the problem better, including the reasons why the problem is becoming so widespread, and what can be done about it. This study seeks to find another factor that might be somewhat overlooked, and that is the role of the parent and the educators of children, and how parents and educators may work together to combat this problem. Specifically, this study seeks to understand how a parent's habits might be transmitted to his or her child, and whether educators can make a difference if they work with parents to help the parents understand how to help their child. This study also seeks to understand what role that parents play in childhood obesity – is it because the parents are too lenient with their child? Or is it because the parents have bad habits themselves, therefore the child learns all these bad habits? Perhaps it is because the parents simply do not have time to prepare food.... 240s). Because childhood obesity is such a problem, and it is becoming more and more widespread, there is a need for a study to understand the problem better, including the reasons why the problem is becoming so widespread, and what can be done about it. This study seeks to find another factor that might be somewhat overlooked, and that is the role of the parent and the educators of children, and how parents and educators may work together to combat this problem. Specifically, this study seeks to understand how a parent's habits might be transmitted to his or her child, and whether educators can make a difference if they work with parents to help the parents understand how to help their child. This study also seeks to understand what role that parents play in childhood obesity is it because the parents are too lenient with their child? Or is it because the parents have bad habits themselves, therefore the child learns all these bad habits? Perhaps it is because the parents simply do not have time to prepare food. Are the parents aware that their child has a problem, and, if so, are they interested in helping them, and what are they interested in doing to help the child with his or her weight problem? This study also seeks to understand children, and why they might choose healthy food or unhealthy food. These are the aims of this study. The purpose of this study is to remedy these problem/s of childhood obesity.Perhaps there is an educator who has a good idea that might address the problem, or perhaps a parent might have a decent idea as well. The ultimate goal is to determine a course of action that educators and parents might