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GRACE RIDGE ALZHEIMER UNIT


Grace Ridge has cottages and apartments for their retirees and spouses. It has three


other units avaiable also. The units are Assisted Living, Skilled Nursing , and Special Care.


Special Care Unit is for people with Alzhemier and other dementia related diseases.


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When you enter in the front door of Special Care, the door will lock behind you. There are three private


rooms on the left. Each room has a shelf beside the door. The shelves are filled with pictures and personal


knicknacks. On the right is a door going into the kitchen. The carpet is orange with black spots. Further


down is the dining room. The dining room has five tables. They are covered with green tablecloths, name


tags, and flower center pieces.


The living room area has vaulted ceilings. Its a large open spaced room. In a semi-


circle , there are several recliners. There is a large screen TV and beside that a six foot avairy. There are


ten multi-colored parakeets and five brown nests.They have landing sticks and swings to perch on. Ivy


grows on the back side. The other three sides are clear plexiglass. Behind the recliners is a bubbling fish


tank. Tables and chairs are filled with residents making crafts or playing cards.


The glass doors leading to the gardens are beside the TV. Green lawn furniture and


a porch swingare under the canopy. There are paved pathways leading around the gardens. Japenese


Maple trees, lilies, and roses are a part of the landscape. A waterfall fountain and old fashion streets lights


are scattered throughout the gardens.


Continuing to your left of the living room, is a big circle. There are eight more


bedrooms and the main bath area. Within this circle there is a linen closet, supply room, and the locked


medication room.


With large open gathering places for the residents and family to enjoy compan-


ionships of others, this building area was designed to promote quality care for those with Alzheimers.





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Birth Name Lady Diana Frances Spencer


Birthdate July 1, 161


Birthplace Norfolk, England


Date of Death August 1, 17


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Quote Ive been in a privileged position for 15 years. Ive got tremendous knowledge about people and how to communicate. Ive learnt that, Ive got it, and I want to use it. --BBC interview, November 15


Claim to Fame Although Diana was renowned for her style, she was best known for her charitable work for the arts, children, the disabled, and the sick; she was last campaigning for a ban on the manufacture and use of land mines


Significant Other(s)


Dodi Al Fayed, son of the owner of Harrods Department Store; died in car accident with Diana


Husband Prince Charles (HRH the Prince of Wales), next in line to be King of England; 1 years older than Diana; married July , 181; their televised wedding was watched by over 1,000 million people around the world; separated December 1; divorce finalized August 8, 16


Family


Father Earl Spencer, formerly Viscount Althorp, equerry to George VI and Queen Elizabeth; married 154; was 1 years older than Dianas mother; divorced 16; remarried 175; died 1


Mother Frances Roche, daughter of the fourth Baron Fermoy; married 154; divorced 16; remarried


Stepfather Peter Shand-Kydd, heir to a wallpaper fortune


Stepmother Raine, Countess of Dartmouth, public speaker, committee organizer


SisterSarah; born 155


SisterJane; born 157


Brother Charles; 164


Son Prince William Arthur Phillip Louise; born June 1, 18; second in line, after his father, to be King of England


Son Prince Henry Charles Albert David (known as Prince Harry); born September 15, 184


Factoids


Although known as the Peoples Princess, Lady Di boast no fewer than six lines of descent from Mary Queen of Scots, and she and Prince Charles are seventh cousins once removed, both being descendants of Henry VII


Education


Riddlesworth Hall, Norfolk, England


West Heath, Sevenoaks, Kent, England


Institut Alpin Videmanette, Rougemont, Switzerland; left 178





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Chapter 1 The Confrontation Between Cortez and Montezuma (151-151)


If I had heard the account back in15 I would have found the Native Americans portrayed as barbaric, savage, and cowardice creatures of myth. Cortez goes into a very detailed description of the religious sacrificing of humans, but shuns the details of other less “civilized” religious ceremonies. Personally, I view this as a way to make the Native Americans seem less civilized and more ruthless.


I believe the mythical and cowardice sense comes through the artwork portrayed in the chapter. In most of the artwork the Native Americans are attacking from behind, to most people that is viewed as a cowardly way to fight. I find that the mythical element comes through the body language, whether is be the artist own style or bad copying, the Native Americans seem to be portrayed in awkward positions.


In reading this first chapter, I found there were many questions raised and answered by the text. Cortez’s feelings about the Native Americans were obvious. The Native Americans needed to be civilized, and they needed to be brought together under God.


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I found the Native American’s account of events much more interesting and probably more believable based on comparisons of more detail of events and the motives behind what Cortez was trying to betray.


The Native Americans have an explanation for all the events that Cortez portrayed as “plotting” and “massacre,” and they seem very logical. I inferred from the reading that the reason why the women and children were gone form the village when Cortez arrived was because of some sort of festival or celebration.


I found that the portrayal of the Spaniards by the Native American’s in account and art work was well founded. The Spaniards were greedy and did kill for no reason. Seen in this light, I would find that the Native Americans would treat the next Europeans with caution, due to the massacre that occurred





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THE HANDMAID’S TALE


BY LAURA TATCHELL


The writer of a novel summarises and ties together the key ingredients of their argument in the conclusion which is a distillation of the themes and ultimate purposes of the entire novel. The Handmaid’s Tale, by Margaret Atwood displays many of her values in the ending which is taken to comprise of the last chapter and the historical notes ranging from page 0 to4. Atwood writes of her beliefs and values, which can be found just below the surface of the events of the concluding pages. She makes comment upon an individual’s position and treatment within a dystopic, and indeed within every society, describing how all individuals can be pigeonholed and categorised without the placement of value upon the individual and their respective personalities and uniqueness. A stark warning is made through the conclusion to heed history’s mistakes, to avoid complacency yet remain astute and to value yourself. Although The Handmaid’s Tale has been labelled as a feminist novel, I believe that Atwood’s values are not feminist, nor are they inclined towards the desire for a return to traditional values and a genderized society. Instead there is a focus on equality among all members of society. Atwood uses the novel as a vessel to communicate these values.


A society is a complex amalgam of many influences and individuals. It is so complicated that it is impossible to define. Society has so much power over a person in restricting and shaping the ways in which they behave, when really there is no one way of how to live. This creates confusion as people don’t really know what they’re doing or where they’re going. They try to please and live the right way, but it’s futile as people are not made to conform to one way of living. The fictitious character of Offred within the fictitious society of Gilead in the final chapter is a metaphor of the position of individuals within societies in general. This can be seen in the thoughts of Offred as her supposed impending doom approaches


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“This could be the last time I have to wait. But I don’t know what I’m waiting for.” (p0)


She sits in her room, pondering her future of which is entirely uncertain. When contemplating escape she says “I could walk at a steady pace down the street trying to look as if I knew where I was going.” (p04)


This recurring sense of disorientation and bewilderment is created by Atwood to show how in the dystopia of Gilead citizens’ freedom of choice and the freedom to be themselves is squashed in an effort to control the republic. This shows how laws and expectations limit individual freedom and creativity and the right to question what goes on.


Symbolism is used to effect in describing the snow falling


“gently, effortlessly, covering everything in soft crystal, the mist of moonlight before a rain, blurring the outlines, obliterating colour.” (p04)


The snow is a representation of a society which masks individuality, blurring the outlines of people who are different and are valued for those differences. Obliterating colour gives an image of greyness, sadness and depression. Living in a society where there is no freedom of choice is not really living, as decisions have already been made for the individual. An intensely critical attitude of a society like the oppressive totalitarian Gilead is implied.


Atwood seems to condemn complacency. “Don’t let the bastards grind you down” is repeated throughout the novel but is also one of Offred’s first thoughts in the final chapter. She repeats this to herself but finds it conveys nothing and is sarcastic in saying, “You might as well say, Don’t let there be air; or, Don’t be.”(p0) This pessimistic and sombre tone relays Atwood’s value of keeping on going even when it gets tough, to keep resisting being taken over and to value yourself as an individual who deserves so much. The reader is encouraged to object against her giving up. They want Offred to have faith. Again, the pessimism of Offred’s words is clear “Faith is only a word, embroidered.”(p04) Most of what Offred says in the last chapter causes the reader to react and disagree as they see her gradually giving in and they want her to keep trying, and not let the bastards grind her down. This is a stark example of how the writer instills her values in the reader.


Atwood seems well grounded in not being ignorant of the fact that sometimes it is better to defy conformity and repression in the secrecy and safety of hiding, as Offred does. Offred resists the Gileadean society by recording her story on tape such that it outlasts the regime. If she had of stood up for herself in person, she would have perhaps been cast out as an Unwoman, meeting an untimely death. This is what Atwood purports and the realism of this causes the reader to take these values to heart.


The Historical Notes are an interesting appendage to Atwood’s story. They are a partial transcript of the proceedings of the Twelfth Symposium on Gileadean Studies taking place two hundred years later in 15. They explain more of what happened to Offred after she stepped “up, into the darkness within, or else the light” (p07) of the black van which took her away from the Commander’s house. Chapter 46s ending is very obscure and the reader is left wondering whether Nick was a traitor and led Offred to her death, or whether he was part of the resistance and helped her to escape. Through the Historical Notes this question is partly solved. We find out that she managed to escape and stay in hiding long enough to record her story on tape. The fact that she managed to get out is seen as a triumph for all oppressed peoples and sends out a positive message.


Atwood utilises the Historical Notes to create satire on the academic rhetorical habit of ‘distancing’, and thus ‘objectifying’ its subject showing Offred’s story two hundred years later interpreted as a dry and lifeless exposition rather than the vibrant living past it actually is. The academics discuss the tale’s historicity, missing the meaning of Offred’s individual experience by committing the historians’ sin of viewing the individual only as an example of the larger, more abstract point. Piexioto assures the other academics


“We must be cautious about passing moral judgement upon the Gileadeans. Surely we have learnt by now that such judgements are of necessity culture-specific. . . Our job is not to censure but to understand.” (p14 and 15)


The irony of this statement is in the fact that he fails to understand anything of what life in Gilead was like. “It also raises the issue of whether academic objectivity in discussing totalitarianism without taking a moral or political viewpoint makes the scholar ‘an apologist for evil.’” (Malak 187)


Atwood’s critical attitude towards sexism can be seen through the male academics that come into play in the historical notes, namely Professor James Darcy Piexioto. His speech on The Handmaid’s Tale is one which depersonalizes Offred and only focuses on the historical facts and the pains of trying to authenticate it. It is seen as “unhelpful” as a historical document as it does not give all the details. The missing details are researched by the organisation but they do not bother to find out the name of Offred, or any facts about her life, instead they focus on the males as they were the dominant figures of the time. They completely disregard any possible thoughts of sympathy and perhaps admiration for the struggle of Offred and all of the oppressed females.


Despite their role as creators of the monstrous totalitarian society Professor Piexioto praises the two possible Commanders of Offred for their genius,


“It was a brilliant stroke, and confirms us in our opinion that Waterford was, in his prime, a man of considerable ingenuity. So, in his own way, was Judd.”(p1)


Whenever Piexioto refers to the females of the story he makes chauvinistic remarks. The naming of Offred’s tapes which the academics annotated were called “The Handmaid’s Tale,” in homage to Geoffrey Chaucer but also because of the homophone of ‘Tail’ which refers directly to a females behind, and reinforces the way in which females are reduced to their sexual function, which is an example of how individuals, in this case females, are categorised. It also makes light of Offred’s plight, as if it’s all a joke. Ironically they are doing the exact same thing as the men of the Gilead society did by describing women as objects only useful in their reproductive function. It is dramatic irony because no one else at the speech seems to see this, as they all laugh and applause his joke, unaware that repetition of history has already begun. This further instills Atwood’s ethics.


Piexioto also makes another joke at the expense of females in the Gileadean regime,


“We know this city was a prominent way-station on what our author refers to as “The Underground Femaleroad,” since dubbed by our historical wags “The Underground Frailroad.” (Laughs, groans.)”(p1)


This demeans women as frail and is the chauvinism that Atwood seems to despise. It would seem that the women involved in the resistance were anything but frail, for they managed to escape the system from a place of complete inferiority. The fact that everyone laughs, apparently even the female, Professor Maryann Crescent Moon, clarifies Atwood’s view of the prejudices held by societies.


Atwood utilises Professor Piexioto to display her apparent dislike of power and its ability to corrupt. The Professor holds power in his position as a well respected academic, key speaker for the forum, and his being responsible for the transcription, editing and publication of The Handmaid’s Tale. He brings Offred’s story to light, but abuses his power by missing the point of Offred’s tale, and even mocking her.


A comment in the Historical Notes in reference to the Aunts’ role in the Gileadean regime shows how power can corrupt the individual “Where power is scarce, a little is tempting” and this shows why the Aunts took on a role enforcing oppression upon themselves. Piexioto claims that the Aunts were chosen to control the Handmaids based on the precedental knowledge that,


“no empire imposed by force. . . has ever been without . . . control of the indigenous members of their own group.” (p0)


It is clear that by giving power, although limited, people are willing to compromise their own values and rights. Without this perhaps the women may have banded together and overcame the repressive society.


Atwood gives a horrific warning to the reader - that a part of Gilead exists in the future. The chauvinism and devaluation of the individual is seen in the academics without objection. It is so ludicrous, as to grab the readers attention and beg them not to put up with it in their own society for a repeat of Gilead can happen so easily. The next era did not heed the warning but Atwood makes a challenge for the reader to do so, otherwise fade into oppressive dominion.


The convention described in the notes takes place in 15, two hundred years after the Republic of Gilead began and the scholars are looking back on the era, which means that within this time Gilead has come and gone. Atwood makes a significant statement on the nature of totalitarian societies and the assumption that they will never last for long. There is also a reference to the Nazi rule over the nation in the 10s connecting it to Gilead


“Professor Van Buren will give what I am sure will be a fascinating lecture on the Warsaw TacticPolicies of Urban Core Encirclement in the Gileadean Civil Wars.” (p1)


Nazism was meant to last for a thousand years but was conquered after only twelve years. This is demonstrative of the thought that injustice and inhumanity go against decent morals and cannot last.


Atwood highlights her values partly through the dramatic change of point of view from the last chapter to the Historical Notes. She contrasts the personal intimate tone of Offred to the distanced, objective view of Piexioto who Atwood has intentionally made to miss the point of the story and even laugh at Offred which shows he has not seen the importance of her story. The response the writer was probably looking for was one of dissatisfaction and angriness at the way in which Offred’s story was received. This is a clever way of concluding the novel, raising reactions in the reader and causing them to think about the issues raised and their own personal values.


The Handmaid’s Tale is a cleverly crafted novel which uses the conclusion to shed light on Atwood’s values. Underlying the events of the final chapter and the Historical Notes are thoughts upon individualism and how a society can quash the freedoms of an individual with their rules and expectations. Atwood uses Gilead as an extreme example of the oppression of the individual (in this case, Offred) within a society and the confusion and chaos this creates. I think Atwood is critical of the way in which people are judged as being ‘one of those’ and placed into a category instead of placing value on the unique characteristics of the individual. She creates satire on the objectivity of academics in discussing historical events by completely ignoring the human aspects of history and focusing on facts, events and other obscurities. She also warns of a future much like that of Gilead whereby history repeats itself and chauvinism, abuse of power and human oppression reign supreme.


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History


Chapter 7


The Great West and the Agricultural Revolt


Indians Embattled In the West


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Civil War crashed to a close; the frontier was still wavering westward. Great west was embracing mountains, plateaus, deserts, and plains; it was the habitat of the Indian, the buffalo, the wild horse, the prairie dog, and the coyote. The entire domain was territories � “Arizona, New Mexico, and the “Indian territory, or Oklahoma.


Native Americans had misfortune with advancing white settlers.


Spanish-introduced horse had transformed the culture of the Plain Indians, causing the tribes to become more nomadic and more warlike.


White intruders spread cholera, typhoid, and smallpox among the native peoples of the plains, with devastating results.


By hunting and grazing their own livestock the whites shrank the Great Plains bison.


Competition among Indian peoples intensified.


Warfare between Indians and whites raged in the West.


The Indian wars in the West were brutal affairs. Aggressive whites sometime shot peaceful Indians on sight. It was terrible.


Cruelty begot cruelty.


A new round of warfare began when Colonel George Armstrong Custer led a “scientific” expedition in to the Black hills of South Dakota to discover gold.


Colonel Custer’s Seventh Cavalry set out to suppress the Indians and force them into the reservation.


Little Big Horn River in present-day Montana


Indians defeated Custer and they themselves were relentlessly crushed.


Chief Joseph � Indian Chief


The Fierce Apache tribes of Arizona were the most difficult to subdue. Led by Geronimo � eyes blazed of white hatred. The Apache became successful farmers in Oklahoma.


The fire-and-sword policy of whites shattered the spirit of Indians.


The Indians were also ravaged by the white people’s diseases and liquor, to which they showed little resistance. Above all, the virtual extermination of the buffalo resulted in the near-extermination of the Plains Indians.


Bellowing Herds of Bison


Tens of millions of buffalo were in the western prairies when the white Americans arrived. Their animals were the staff of life for Native Americans. The buffaloes provided Indians with food, fuel, and clothing.


A Kansas Pacific locomotive had to wait eight hours for a herd to amble across the tracks. William “Buffalo Bill” Cody Killed a lot of the bison.


The building of the Railroads even worsened the massacre of bison.


The End of the Trail


Helen Hunt Jackson, a Massachusetts writer of children’s literature, pricked the moral sense of Americans with “A Century of Dishonor” � talked about the sorry record of governmental ruthlessness and chicanery in dealing with the Indians. �


Also wrote Ramona � story of Injustice to California Indians


Christian reformers sometimes withheld food to force the Indians to give up their tribal religion and assimilate to white society.


Dawes Severalty Act - Act dissolved many tribes as legal entities, wiped out tribal ownership of land, set up individual Indian family heads with free acres.


Schools were also started for the Indians


Mining From Dishpan to Ore-Breaker


The conquest of the Indians and the coming of the railroad were life-giving boons to the mining frontier


Avid “Fifty-niners” or Pike’s Peakers rushed west to the Rockies


Many miners failed.


“Kings of the Comstock” They mined a lot


A lot of drinking � every third cabin was a saloon.


Theses towns began with a boom, but they ended with a whimper


Gradually the age of big business came to the mining industry.


The mining frontier was magnet like � it attracted population and wealth while advertising wonders of the Wild West.


Beef Bonanzas and the Long Drive


The transcontinental railroads helped out the west greatly.


Cattle could now be shipped


Packers could ship their fresh products to the East Coast in the newly perfected refrigerator cars.


The railroad made the Long Drive, and the railroad unmade the Long Drive, primarily because the locomotives ran both ways.


Bowlegged Knights of the Saddle � with colorful trappings and cattle-lulling songs, became an authentic part of American folklore.


Many were blacks � enjoyed freedom of open range.


The Farmer’s Frontier


The miners and cattlemen were from the west.


Western farmers got the Homestead Act


Homestead Act � the law provided that a settler could acquire as much as 160 acres of land by living on it for five years.


Before the act, public land had been sold for revenue, now it was to be given away.


Homestead Act � was “the Backbone of democracy”


Naked fraud spawned in the Homestead Act.


Unscrupulous corporations would use “dummy” homesteaders � often immigrants bribed with cash or beer.


The railways also played a major role in the development of the agricultural West.


Geologist, John Wesley Powell � explorer of the Colorado River’s Grand Canyon, He warmed that the Great American Desert had so little rainfall, thus the agriculture was impossible without massive irrigation.


The Farmers quickly went broke with a 6-year drought


Dry farming techniques were used � didn’t work very well.


Barbed Wire � perfected by Joseph F. Glidden


Federally financed irrigation projects caused Great American Desert to bloom.


Great West experienced a growth in population.


The Folding Frontier


The “closing” of the Frontier inspired one of the most influential essays ever written About American History � “Frederick Jackson Turner’s � The Significance of the Frontier in American History”


The frontier folded and the land that the settler’s owned was their most profitable crop.


“Safety Valve” � Theory that said when hard times came, the unemployed moved west, took up farming and prospered.


The Farm Become a Factory


Now high prices persuaded farmers to concentrate on growing single ‘cash’ crops, such as wheat or corn.


They had to buy expensive machinery to plant and to harvest their crops.


Communication by telephone from one part to another helped the farm become a factory.


Deflation Dooms the Debtor


Once farmers were chained to one-crop, they were now like the cotton growers.


They no longer were the masters of their own destines.


The price of their product was determined in a world market.


Low prices deflated currency.


Mortgages engulfed homesteads at an alarming rate.


Farm tenancy rather than farm ownership was spreading like stinkweed.


Unhappy Farmers


Mother Nature ceased smiling on agriculture. Grasshoppers ravaged prairie farms. The cotton-boll weevil was wreaking havoc.


The good earth was going sour.


A long succession of drought s seared the trans-Mississippi West.


High government tariffs poured profits into the pockets of manufacturers, while farmers were forced to sell in competitive, unprotected world markets.


Farmers still made up nearly ½ of the population.


The Farmers Take Their Stand


The National Grange of the Patrons of Husbandry � better known as the Grange was organized by a leading spirited person of the name Oliver H. Kelley.


Kelley’s first objective was to enhance the lives of isolated farmers through social, educational, and fraternal activates.


Grangers went into politics.


Through state legislation, they stove to regulate railway rates and the storage fees charged by railroads.


The Background of Populism


Rural discontent came from the Farmers Alliance.


Farmers came together in the Alliance to socialize, but more importantly to break the strangling grip of the railroads and manufacturers through cooperative buying and selling.


Alliance weakened itself by ignoring the plight of landless tenant farmers, sharecroppers, and farm workers.


The People’s Party � aka The Populists attracted countless recruits from the Farmers’ Alliances.


The queen of the “calamity howlers” � Mary Elizabeth (Mary Yellin) Lease. She was called the “Kansas Pythoness”


She had speeches denouncing Wall Street and reportedly cried that Kansas should raise “less corn and more Hell”


The Populists chose General James B. Weaver as their presidential candidate


Coxey’s Army and the Pullman Strike


The Most famous march � “General Jacob S. Coxey, a wealth Ohio quarry owner.


His platform included a demand that the government relieve unemployment.


There was a comic opera when “General” Coxey and his “lieutenants” were arrested for walking on the grass.


There were a lot of Labor Protests


Pullman Strike - lead by a lovable labor leader � Eugene V. Debs


He had helped organize the American Railway Union


The Pullman Palace Car Company was hit hard by depression and cut wages.


The workers struck � overturning Pullman Cars and Paralyzed railway traffic.


Golden McKinley and Silver Bryan


Long-standing grievances of the farmers and laborers gave ominous significance to the election of 186.


Republican Candidate � Former Congressman William McKinley of Ohio.


He sponsored to ill-starred tariff bill of 180.


McKinley was the creation of a fellow Ohioan, Marcus Alonzo Hanna.


He had the role of president � maker.


Hanna believed that a prime function of government was to aid business.


The Republican platform declared for the gold standard, even though McKinley’s voting record in Congress had for silver.


Cleveland � was dubbed the “Stuffed Prophet” � he was now mare a Republican than a Democrat on the Silver issue.


Democratic Candidate � William Jennings Bryan of Nebraska


He spoke the “Cross of Gold” speech


His platform declared for the unlimited coinage of silver.


Democratic “Gold bugs” � were unable to swallow Bryan.


The Democratic minority hoped for a lost-cause ticket � a McKinley Victory


Populist feared a hard � money McKinley victory � endorsed Bryan for pres.


They became the “Demo-Pop”


Class Conflict Plow Holders Versus Bondholders.


Bryan swept many of the states with his speeches. He even invade the East � “the Enemy’s country”


Hanna � used a “Campaign of Education” (Propaganda) to win the election.


Hanna’s campaign methods paid off


The Free-silver election of 186 was most significant since Lincoln’s victories.


The Bryan�McKinley battle heralded the advent of a new era in American Politics


Republican Standpattism Enthroned


As soon as McKinley took office, the tariff issue, which had played second fiddle to silver in the “battle of 6” quickly forced itself to the fore.


The Gold Standard Act of 100 provided that paper currency was to be freely redeemed in gold.





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In order to learn more about the current government, laws, and society of the western world, it is vital that we study the past of the western civilization. I am looking forward to developing a better understanding of the birth and early growth of our civilization in this Western Heritage course. By learning about ancient cultures and their development, it will allow me to more fully understand the cultures that exist today. Foreign languages and cultures are extremely interesting, and I hope that this class will explore the history of the cultures that intrigue me. In addition to learning about the past of the western civilization, I am interested in acquiring the skills needed to read critically and write analytically on various topics covered in this course.





Outside of the Western Heritage class, I am very eager to better myself academically and personally during my four years at Hillsdale College. The ideals that Hillsdale College embodies, those of liberty, freedom, and individual responsibility, are ideals that I hope to embrace and integrate into my life everyday. Concerning my academic development, I would like to hone my reading and writing skills. It would be great if I was able to present a well-informed and meaningful understanding of a vast array of topics in conversation. It is also a goal of mine to become more open minded and accepting of ideas that I do not agree with. Beyond my scholastic ambitions, I would like to mature emotionally and spiritually by developing a better understanding of myself and my relationship with God. In addition to this, I want to be more objective and a little less judgmental when confronted with unfamiliar situations and individuals. By the time I graduate from Hillsdale College, I want to have a solid set of beliefs that I can live for and be true to for the rest of my life.


After Hillsdale, I am planning on attending graduate school and building a successful career. From a very young age, I have been interested in art, design, and travel, and my career will hopefully include all of these interests. To be able to travel around the world, exploring hundreds of cultures and sharing the beauty of their artistic achievements with others, is a dream I strive to fulfill. It is amazing that every culture has at least one type of artistic expression. Art is truly a universal language.


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Establishing a career is important to me, yet I am also very interested in devoting time to those who are less fortunate than myself. Serving others is an important aspect of a positive life, and in doing so, you can gain a greater understanding of yourself. Everyone has a specific purpose to fulfill, and I believe that part of that purpose, for every individual on this earth, is to help others in any way that he or she can.





Most importantly, I want to build lasting and meaningful relationships in my life. Having a successful career and being an active participant in community service are both rewarding feats, but being a good wife and mother is a wonderful and difficult achievement that surpasses them both. Every man and woman ultimately strives to love and be loved. When you create a loving family you have accomplished one of the most valuable goals that exists in life. After Western Heritage, Hillsdale, the building of my career and my family, I would like to be remembered as a caring and genuine person that persevered to achieve my goals and touched each person that I built a relationship with in a special way.





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annotating is important cause it helps your attention on the texts language and leaves you with a record of the insights


reactions and questions


exploratory writting is designed to let all your ideas come out at one time not having to worry about grammer or such


reading for meaning the two ideas are start making meaning and if you are stuck find these two in the book and read a bout them


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note======= when i get the book read page 1 to 11 asap.


===============================================================


critical reading is when you put yourself in the authors place and try to understand what is being said and evaluate it


it differs cause you read for meaning and you read like a writter


it helps you write well by analizing and exploring and such


=================================================================


slow down=====reading for meaning=========additional strategies


slowing down allows you to focus on all the little points then go from there you have to slow down in order to obsorb the info


reading for meaning and reading like a writter find in the book and study it asap


additional st. are summerizing outlining and evualuating on pg 517


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make meaning and annotating


use personal knowledge to make meaning so you can understand what is being said in the text


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rhetoric is looking at the ways the writter decides to write his papers


when you read like a writter


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genres are the different types of writtings there are such as autobiography and so on


==================================================================autobiography


a==types


event told through narration of sequence of actions


phase told through brief anecdotes


portrait of a person anecdotal


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strategies


telling the story


shaping


deciding which actions to include


deciding how to sequence actions


emphasis of certain actions


focus upon a central conflict


pacing to create drama, suspense


describing the scene


use of sensory details visual, audio


textured appeals


point of view writers perspective


writers physical location in relation to the scene


fixed or moving


describing people


physical description looks dress acts


personallity


direct revelation shown through use of illustrative anecdotes


indirect revelation shown through use of dialogue, persons interrelationships with others


conveying the autobiographical significance


showing why cerftain events or people were significant in the writers life


telling the reader what the experience meant when it happened and what it means now


=======================================================================================


autobiography


1=narration , story telling


starts off the story with his fasination with speed recievied an hotrod with the help of his uncle


= description of scenes


when he describes the car really well about the interior and 8 track and the second is when he crashes and describes the crash and can hear the gas spilling out ect.


= description of people


kind of thought the car was like a person cause he always said he loved her and that the car gave him everything that he wanted such as social status and so on


4=conveying autobiographcal significance


=======================================================================================





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Are you living up to your potential without a college education? According to the U.S. Census Bureau, only 4.4 percent of adults at the age of 5 years or older have obtained a bachelor’s degree or higher. This paper will assist in showing you why it is important to obtain a college education and point out obstacles that may stand in your way without one. Some advantages of a college education include increased salaries, more personal and professional security, greater productivity, and better lifestyles for family members.


Adults who obtain a college education are a great deal more likely to have a substantially larger salary than those who have only obtained a high school diploma. According to Day & Newburger in a report, published by the U.S. Census Bureau, an individuals lifetime earnings when they have completed a bachelor’s degree is approximately $.1 million. An individual with only a high school diploma will earn approximately $1. million in their lifetime. This $00 thousand difference more than covers the cost of a four-year degree. These figures work out to be a difference in the region of $0 thousand per year more for a bachelor’s degree. Kathleen Porter states, “A full-time student at a public 4-year college pays an average of $8,655 for in-state tuition, room and board.” Using the additional $0 thousand per year in income, it is possible to pay off any debt acquired from college in less than years after completion of the degree. Additionally, professional degrees have an even higher salary range of approximately $10 thousand per year with a lifetime earning of $4.4 million. For each level that is obtained in college, the potential salary benefits will greatly increase. This increase will allow for a continuing education well past the initial four years using only the initial increase that came with a bachelor’s degree. A bachelor’s degree will still provide an increased salary even after school expenses are taken out. This results in the salary from all levels after a bachelor’s degree coming right back into your pocket as extra income.


College degrees also bring security, mobility, and greater productivity to the individual. Job security is one of the benefits of a college degree. Employers are far less likely to fire or lay-off an employee who has obtained a college degree. According to the U.S. Department of Labor, the current unemployment rate for the population 5 years and older with a bachelor’s degree is at .%. In this same age range, the unemployment rate for the population that has only achieved a high school diploma is at 5.5%. This relates to roughly 800,000 more jobless people that have only a high school education. An employee who possesses a degree has shown they are willing to work harder and that they have the skills necessary to continue learning as their job description changes. With the great amount of competition between businesses, the flexibilities that comes from these learning skills is a necessity. Job security and personal security normally go hand in hand. The job security provides the individual with a greater income, which will lessen the risk of running into financial problems in the future. Financial security is not the only type of personal security that is gained. A degree holder will also have peace of mind in knowing that their skills will help them keep a job during hard times. Less qualified individuals will not have that same peace of mind. The greater income also allows for the individual so save more money for the future which can be invested or put into a personal savings account. Next, professional mobility will be achieved. A degree will open up more opportunities, which will allow for a career that is more suitable to the individual. There will not be the urge to settle for just any job that comes along in order to pay the bills and attempt to become somewhat financially secure. The individual will now have a greater freedom to “pick and choose” and find the career opportunity which is the most desirable to that individual. Finally, an employee with a degree will be more productive. This increased productivity results in increased employer satisfaction, opportunities for increased salary. The increased productivity will result in more chances for professional advancement in their current position or improved results in the search for a new career. Employers generally begin their elimination process by eliminating prospective employees that do not have a degree when they are hiring for the more advanced, and higher paying positions. This rule is not set in stone since they also look heavily at professional experience. Professional experience should not be looked upon as a substitute for a college education though since it is generally limited to a few specific areas.


The financial, professional, and personal benefits are not only benefits for the individual, but benefits for their family members as well. The entire family will benefit from the education obtained by the individual. Family members will have the freedom and security to lead a more fulfilling and flexible lifestyle. For instance, a mother may be able to stay at home with a young child instead of taking them to day care due to the need to have two incomes has been reduced by the greater income from the father who has a degree and a large income to sustain the family on. This freedom will allow for all members to have the opportunity to fulfill their goals without as many of the challenges that are normally encountered. Children not only benefit in their younger years from these freedoms, but will also benefit as they begin to become young adults. Children will recognize early on that their family has more possessions and a closer bond than some of their friends families. As they age, children will begin to make the connection between the education level of the parent and the success that the family is sharing. Children will tend to follow in their parents footsteps. One study by the U.S. Department of Education stated, “In many families, the motivation for academic success in adolescence is derived from expectations about the future value of education. For those whose parents attended college, this is the unquestioned and unchallenged path for their children.” (p. 161) Children will have a greater urge to work harder in their basic schooling. After graduating from high school, most will have the desire to obtain a degree for themselves since they have seen the benefits that come with a degree first hand. Next, children will also have higher set of ethical standards. These standards come from the lessons learned by the parent, who has obtained a college education, which then are passed on to the child. These higher ethical standards not only benefit oneself but also society in general. As these ethical standards are passed from one generation to the next, and continuously built upon by each generation, this helps to create a society that cares more about the world around them.


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These benefits also come with some pitfalls that you may or may not have considered. The pitfalls should not prevent you from obtaining a college education but are here only so you may prepare for them in advance so that they will be less likely to cause problems once schooling has begun. Younger, first time college students will most likely not have the income to pay for the ever-increasing costs of a college education. The parents of the student generally pay for most of their child’s education which puts the financial burden on them. Student loans may be acquired to offset a portion of the burden from the student and parents, but this comes at a price also. These loans are normally for a large amount and take several years to pay off. The student must strive to complete the education and put it to use once it is completed. If the student fails to finish their higher education, the financial burdens will remain and the salary will not have increased to offset this burden, leaving a greater financial stress on the student.


One of the keys for a successful future is to obtain a college education. As we have seen, this education can greatly enhance your personal and professional life. We all desire success in our lives, a college education is one of the best routes to obtaining this goal. Throughout the process, one must keep focused on what they wish the end result to be. If this focus is lost, the college education will most likely fall out of sight and the student will fail. Finally, remember, the short-term burdens of going to school will eventually be offset by the long-term increase in salary, professional mobility, and a better personal / professional lifestyle.


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Stress can be an overwhelming feeling. It has the power to make paupers out of kings and kings out of paupers. College Pressures is an article written by William Zinsser. In the article Zinsser points out the different kinds of pressures faced by today’s college students as they pursue an education. No matter what profession that is chosen by the students they all seem to have these pressures in common. These pressures although different in definition are linked in many ways.


One of the most common types of pressure seen today is parental pressure. Parents often want to see their children succeed where they did not. At the least, parents want the absolute best for their child. Parental pressure can be a good thing, but it can also lead to the parents pushing the child too hard. Sometimes parents may even be pushing the child in the wrong direction. They may push the child to pursue an education in medicine when the child wants to be an actor. Now the child must choose between doing as their parents wish, or pursuing a career that interests them and letting their parents down.


Peer pressure is the stress that stems from students peers. The students constantly worry about if the next student is smarter than they are. So in turn they work themselves harder to compensate for, what they think is, the lack of intelligence on their part. Zinsser points out that one of his deans told him a story in which a students comes and says she is under terrible pressure because her roommate was much brighter and studied all the time. So to balance out that her roommate is smarter than her she studies even harder. It turns out that this young lady’s roommate had been in the see the same dean to complain about the same things an hour earlier. There is nothing wrong with healthy competition between peers, but students who try to out do other students can have a negative affect also. Zinsser addresses how more and more students are overdoing assignments given to them in an effort to give them an edge. Overachievers are constantly raising the standard, and the students who simply do the assignment as it was given are looked upon as slackers.


There is another kind of pressure has become more prevalent as the years have gone on. Students now face more economic pressures than ever before. First they have to figure out how they will pay the ever-increasing tuitions costs of education. A few years back there were plenty of jobs for a college graduate. Now that the job place is flooded with graduates looking for work, those jobs that were once considered an achievement have become commonplace. There are so many new lawyers and doctors trying to find work that it has become, more so, who you know instead of what you know. Once a job is found then the new graduate must face the fact that they may not be making as much money as they once thought.


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If a student deals with the before mentioned pressures in a non-productive way it can lead to added self-induced pressure. In many ways the technique that self-induced stress is dealt with can either amplify or reduce the effect that other pressures have on someone. Setting unrealistic goals are one way students can set them selves up for failure. If those goals are not met, the student could fall into a depression and that in turn can increase the pressure they put on themselves. One the other hand, if a student takes the time to organize and manage time when faced with problems then the self-induced pressure is decreased. With the self-induced pressure at a minimum it is easier to deal with other pressures as they come along.


All of the before mentioned pressures that students face are intertwined with one another. Even though they can seem to envelop the students from time to time, they are far from unbeatable. Even through just the having experienced these obstacles the students can learn the skills needed to make them into flexible members of society. After all, very rarely does life follow the original plan.








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The three diplomatic policies, Roosevelt Corollary, Dollar Diplomacy, and Moral Diplomacy, changed the role of the United States in many ways. They expanded America’s influence as it began its role as a world power. The United States started becoming part of the business of other countries to spread their power across the nations. Even today, decades after these policies were first put to use, Americans who have studied the history of their country can see that these policies have changed the way people live in the United States. The diplomatic policies allowed the United States to intervene in the affairs of other nations. Each one played a significant role in the history of America and therefore, should be thoroughly examined and explained to others.


The first important diplomatic policy was the Roosevelt Corollary, also known as the “big stick” policy. The president at that time, Theodore Roosevelt, based his Latin American policy on a West African proverb that said “speak softly and carry a big stick; you will go far.” He claimed that wrongdoing on the part of the smaller American nations might tempt European countries to intervene in those nations, either to collect debts or to defend the lives and property of Europeans. Roosevelt was determined to make the United States the predominant power in the Caribbean and Central America. Under his “big stick” policy, the United States sent troops into the Dominican Republic in 105, into Nicaragua in 11, and into Haiti in 115.


Another important policy used by the U.S. government to guarantee loans made to foreign countries by American business-people was called the “dollar diplomacy.” Created by President William H. Taft, it grew out of Theodore Roosevelt’s peaceful intervention in the Dominican Republic, where U.S. loans had been exchanged for the right to choose the head of customs. The policy was carried out in Central America and China by Taft’s secretary of state, Philander C. Knox. To Knox, it meant the use of trade and commerce to increase a nations diplomatic influence. This policy was often used to justify keeping European powers out of the Caribbean. President Woodrow Wilson repudiated the policy in 11.


The last of these policies to be discussed is Woodrow Wilson’s “moral diplomacy,” which was sometimes referred to as his “missionary diplomacy.” According to this policy, the United States had a moral responsibility to deny recognition to any Latin American government it viewed as oppressive, undemocratic, or hostile to U.S. interests. Wilson’s policy pressured nations in the Western Hemisphere to establish democratic governments. Wilson’s policy was almost immediately put to the test when the Mexican Revolution came about. In 11, the President told Congress that there could be no peace in Mexico while Victoriano Huerta ruled as dictator. Wilson declared that the United States can have no sympathy with those who seek to seize the powers of government to advance their own personal interests or ambition.


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Due to all of these policies, the United States was able to spread their influence to other parts of the world. The original Monroe Doctrine, issued by President James Monroe in 18, warned other nations against expanding their influence in Latin America. However, the Roosevelt Corollary asserted that the U.S. had a right to exercise international police power in the Western Hemisphere. By staying on top of things, the United States has proven to be a country that has been successful at gaining power and spreading its influence across the nations. These polices still play an important role in American history and we can find many modern imitations of these policies which are used in similar situations, only they could never be as important as the three policies which have obviously played a big part in the United States’ quest for power.


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Mesopotamia, Egypt, and Mexico all have something in common, their unique architecture of their pyramids. Although, they do differ, but they also have some similarities as well, such as the way they were built and the purpose for which the pyramids were built.


MESOPOTAMIA


In Mesopotamia the pyramid-like structure that had smaller platforms that were built onto larger platforms were called a ziggurat. The ziggurat was the typical style of Mesopotamian temples from Sumerian through Babylonian and Assyrian times. Although ziggurats looked somewhat to some extent like the Egyptian pyramids, they were in fact quite different in ways. The ziggurat had steps on the outside of the structure and a shrine at the top. The basic Mesopotamian building material for a ziggurat was dry mud which was shaped into rectangular bricks made to last a long time. The ziggurats were very important because they served as the center for worship and were also temples where gods and goddesses could descend to earth and where humans could climb their way to heaven. Many of the ziggurats continue to be outstanding features of Mesopotamia.


EGYPT


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The pyramids in Egypt were built as monuments to hold the tombs of the pharaohs and to protect the bodies of the pharaohs. The Egyptian pyramids were mostly filled with stones and rubble. Archaeologists have found 46 pyramids so far and believe that there may possibly be more lying beneath the desert sands of Egypt. Egypt’s pyramids were the first buildings made by precisely cutting and putting together blocks of stone. The structures of all the pyramids in Egypt were made of small cut limestone blocks, granite and desert clay. It has been discovered by archeologists that the pyramids were built during a king’s lifetime because hieroglyphs on the tomb walls have been found showing the names of the individuals who had built the pyramids for their kings.


The first pyramid was built as the burial site of King Djoser (Zoser) in 60 B.C. by architect Imhotep. Later it was called the Step Pyramid of King Djoser in Saqqara, Egypt. The Step Pyramid of King Djoser was modeled after Mesopotamia’s ziggurat. The pyramid was much more than a tomb, it was a religious monument. It represented a stairway pointing to the sky for the king to climb to join the sun god.


In the Fourth Dynasty of Egypt, the largest and most famous pyramid of all was the Great Pyramid of Giza in Cairo, Egypt; it was built around 550 B.C. for King Khufu. The Great Pyramid of Giza is known worldwide as the largest stone building in the world and is almost half as tall as New York’s Empire State Building. It is also one of the last remaining wonder of the Seven Wonders of the Ancient World. It was built from almost two and a half million blocks of limestone and granite that weigh anywhere between .5 to 15 tons a piece.


The Great Pyramid of Giza took about 0 years to build without disruption from the outside world and was very risky work. Lacking the advantages of modern machinery, the Egyptians depended on abundant manpower, determination, and skill. Many men worked day in and day out, crushed bones, or fell to their death. Some laborers even believed that helping to build a pyramid gave them a better afterlife. Many ancient Egyptian pyramids still stand today in the desert as a reminder of the ancient Egyptian exaltation of life after death.


MEXICO


The great period of early civilizations of Mesoamerica was created by the Maya between the years 00 B.C. and 00 A.D. The Maya were well-known for their highly decorated and detailed ceremonial architecture, which included temples, pyramids, palaces and observatories. Remarkably enough all of the structures were built without metal tools of any kind. About the same time that the Maya cities increased in population in the southern part of Mesoamerica, the great civilization of Teotihuacan (meaning “where men become gods” or “the city of the gods”) controlled the central area of the region. Teotihuacan was built around a ceremonial made up of great temples-pyramids. Teotihuacan’s pyramids became a series of pyramids and became a site for religious purposes and ceremonies. All of the pyramids of Teotihuacan were built to be aligned with the stars and the solar system from exact points using highly developed understanding of mathematics, geometry, and astronomy as a guide for preciseness. Egyptians believed in doing this, that the dead pharaoh could climb his way to heaven.


The biggest pyramid in Teotihuacan, today, known as the Pyramid of the Sun, made of mud, is approximately seven hundred feet square and over about two hundred feet high. The great Pyramid of the Sun was discovered in171 and was built over a natural cave that was believed by Mesoamericans to be sacred and was a gateway to the spiritual world. Teotihuacan fell around 650 A. D. to invaders, but the civilizations of Mesoamerica lasted for centuries and the Pyramid of the Sun still stands high today, but the names of the builders still remain unknown.


Mesopotamia, Egypt, and Mexico all built pyramids for similar reasons, to protect their pharaohs or god(s). Some of the materials they used to build the pyramids weren’t the same, even though they may have looked similar. In Mesopotamia the ziggurats were made of dry mud shaped into rectangular bricks, while on the other hand, in Egypt the pyramids were made of limestone, granite, and desert clay. Then in Mexico the pyramids were made of dry mud.


Pyramids are amazing creations of man. Although pyramids are now a part of history and are not really used today except for tourist attractions, they are evidence that people a long time ago were very independent. They didn’t need all the fancy machinery that we have now; they had their bare hands to work with. Now we can see and learn about these magnificent pyramids all over the world.





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The easiest way to place an order at DrJays.com is to use your credit card on our secure site


1. Whenever you find an item you like, simply click the Add to Cart button after you select your preferred Color, Size and Quantity.


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. When you have finished shopping and are ready to check out, click on View Cart in the top right hand corner of any page.


. The Shopping Cart page presents you with all items you have chosen. You can change quantities or delete items from this page before continuing to the Order Form page.


4. On the Order Form page, enter your Bill To, Ship To and Payment information, and select a Shipping Method. Once you enter all information, click the Continue Checkout button at the bottom of the Order Form.


5. On the Step page, verify that all of the information you entered is correct. If necessary, click Back to return to the previous page to edit your information. Once all information is correct, click the Complete Order button at the bottom of the page to process your order.


6. Canadian customers will have the chance to view total cost for merchandise and additional charges for duty, taxes, and brokerage services in United States dollars before final confirmation of payment methodology.


7. An order confirmation email will be sent to the email address you entered in the Shopping Cart.


See the Secure Shopping section for information about security at DrJays.com.


Order with PayPal


PayPal is a secure financial service that allows you to pay electronically for Internet orders if you have an email account coupled with either a credit/debit card or checking account. To use PayPal on DrJays.com, you will need to call toll free at 1-888-4-DrJays (or 858-805-6140 outside of the United States), Monday through Friday, 1000 am to 1000 pm, Eastern Standard Time to place your order. After placing your order, you will need to go to PayPal.com to post payment to our PayPal account, PayPal@DrJays.com. Once the funds have been posted to our account, your order will be released subject to credit check. Read more about PayPal or become a PayPal member in our Payment Option section.


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To order by telephone, call Customer Service toll free at 1-888-4-DrJays, (Canada and UK orders 858-805-6140) Monday through Friday, 1000 am to 1000 pm, Eastern time. Please be prepared with the SKU number, size and color of the items you would like to purchase, as well as your credit card information.


Mail Orders


At DrJays.com we offer the option of paying by money order or personal check to those individuals who either do not have or would rather not use credit cards for website purchases. Please note that orders will not be shipped until the check or money order is received and clears through our bank. A certified check or money order will help to speed up this process. We do not put merchandise on hold while you mail in payment, and we can not guarantee that your items will still be in stock at the time that your payment is received. To get your order faster and reduce the risk of an item selling out please see the option of paying with PayPal above. If we are out of stock of an item when we receive payment and process your order we will contact you to change your order or issue a refund.


To place a Mail Order with DrJays.com, you will need to call toll free at 1-888-4-DrJays (or 858-805-6140 outside of the United States), Monday through Friday, 00 am to 1000 pm, Eastern time, and Saturday 1100 am to 00 pm, Eastern time. Please have the items youd like to order ready, and a Customer Service Representative will place the order and provide you with a total cost and order number. Once this is done, please write the order number on the check or money order and send payment to


DrJays.com


Prince Street Station


PO Box 66


New York, NY 1001


You will be notified via e-mail when your order ships, and at that time will be able to use the Order Tracking tool from the home page to track your order.


Wholesale


DrJays.com is a retailer, and as such, we are prohibited from selling bulk quantities at a discount to resellers. Of the brands that are carried, have been carried, or will be carried on this site, we do not represent them and due to confidentiality restrictions, we do not provide contact information nor do we forward messages.





Payment Options


We accept the following credit cards Visa, MasterCard, American Express and Discover. Your credit card will be charged when the order is shipped. If we are unable to process your credit card, please check to ensure you entered the correct card number and expiration date, and that the billing name and address you entered match your credit card statement exactly. Please contact your credit card company if the problem persists.


You may also pay by check or money order (payable to DrJays.com) or electronically via PayPal. If you choose to use any of these payment options, please order by phone by calling toll free at 1-888-4-DrJays (or 858-805-6140 outside of the United States), Monday through Friday, 00 am to 1000 pm, Eastern time, and Saturday 1100 am to 00 pm, Eastern time.


Personal checks for over $50 may take longer to clear (up to six weeks) before being shipped. If you want to avoid this added delay, please use a certified check or money order to guarantee immediate shipment for orders exceeding $50.


When using PayPal, you will have to go to http//www.paypal.com to post payment for the phone order that you just placed. Once we receive payment from your PayPal account to ours, PayPal@DrJays.com, your order will be released pending all standard fraud checks. For security reasons, we are only able to ship to your verified PayPal address.


UK Payment Method


For customers ordering from the UK, we accept wire transfers as our preferred method of payment. This method will process orders immediately without delay, enabling you to receive your products in the fastest manner possible and minimizing the likelihood of merchandise being out-of-stock. The only other form of payment we accept is an international money or postal order. The international money/postal orders must be denominated in United States dollars and requires a clearing period of up to three weeks before any merchandise will be sent. At this time we DO NOT accept credit cards, personal checks, or PayPal as methods of payment for the UK.


If you are paying by wire transfer please send payment to


Bank of New York


8101 Tonnelle Avenue


North Bergen, NJ 07047


Swift Code - 01 00 0018


Routing # - 01 0 71


Account # - 610 58 756


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Over the many years that have past, plays have been produced based on the events and the emotions that occur to people everyday. A theme that often affects the majority of people is the concept of tragedy, be it in love, luck or life. In the case of love, it is usually related back to people confronted by the challenge to find true love. This, however, does not always take place. The ages � from classical to Shakespeare’s era and finally to modern theatre � reflect these themes of tragedy in love from what occurs to people, the attitudes the public have and the ideas about the human condition during the time a play was produced. The theme of tragedy is seen as one that treats human suffering. It is an imitation of a situation that is serious, of importance and affects everyone. Despite the general division of tragedies into classical (dealing with noble characters) and modern (dealing with ordinary people), there has been a constant, but less well known, genre of tragedy that has dramatised the current events of the time. (180)


The word tragedy came from the Greek word “goat song” and initially meant ‘a serious play’. Polished up by Greek playwrights and later by the philosopher Aristotle, it was seen as the most sophisticated dramatic topics for plays to be set. In classical theatre, tragedy took part in the plays that were performed.


An extract from the play Medea, tells the audience of a sorceress who believes she is betrayed by her husband whom she is love with. As a result of her judgement, she murders her children and carries away the corpses to bury them herself as a way of teaching her husband the wrongs. This play has great relevance to the theme of tragedy and although fantasy plays a small part in the plot, it brings through another theme, one of love and betrayal. The scenes in this play reflect society in its time, the acts of human nature and the challenge facing the characters � to find true love and being hurt in the process � as it not only dealt with the issues that the audience were confronted by, but also gives the pleasure of witnessing it occur to other noble characters. Greek plays of tragedy, when performed, encouraged the audience to consider the useless waste of fine human characteristics and the bravery of misfortune of human beings themselves. (1)


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My Favorite Vacation


Life, no matter the stage in it, is always stressful. Sometimes we all need to just drop everything and get away for awhile. Without those vacations we would never be able to make it through. I have been on many vacations throughout my life. I have enjoyed each and every one of them; however, some more than others. For instance, last summer I was able to vacation in Ostia Antica and Rome, Italy. Of all the places that I have been, Italy has been my favorite because it opened me up to another culture, it was so scenic, and it was full of history.


Last summer was the first time that I had ever been outside of the United States. I had read about Europeans and their culture, but the best way to learn about it was to experience it first hand. I had the opportunity to walk among them on their city streets and view their culture. I got to eat in their restaurants and taste authentic Italian food. It was far superior to our “Italian” food. By talking with some of the locals, I learned of how some of the European community feels about North Americans. Although I did enjoy most of my exposure to their culture, I could have definitely done without their lack of hygiene.


Although their food was delicious, it was the scenic landscapes that really won me over. While in Rome, I went to Ostia Antica, which is an ancient city whose remains have been dug out. All the buildings and walls were made of old hand made bricks and carved stone. There was green, lush vegetation growing and draping over the walls. I felt like I was in heaven. I could look out on the Mediterranean Sea and see the most incredible and breathtaking sunset. And there were so many amazing and detailed statues and fountains spread all though the city.


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As if the beauty of the land was not enough, every square inch was overflowing with stories from the past. I love reading history books, and being in Italy brought all of the places I had read about to life. It was unbelievable to find myself actually standing in the dirt floor of the Coliseum, where centuries before, so many had been slain. It brought tears to my eyes when I walked through the cold, dark halls of the Catacombs, where the early church hid from their persecutors. Being in all of those places made the reality of all the stories I had heard evident in my mind.


My vacation last summer to Italy really opened me up to another culture, showed me more of God’s beautiful creation, and brought to life all the history stories that had intrigued me. It was probably the best two weeks of my life. I am so thankful I was able to go; because actually being there taught me more than I could ever read in a book.





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