Thirty-seven-year-old big-wave champion Darryl “Flea” Virostko and I stood on a cliff above the grey North Pacific. The wind howled. The surf spot we’d come to check folded in upon itself far below us. Flea unburied his golf bag from the bed of his battered Toyota Tundra. Just couple of years old, it belched white smoke from the exhaust pipe, bled steering fluid, and ran unevenly on seven of its eight cylinders.
The mid-nineteenth century in England was a period of considerable social upheaval produced by widespread economic, political, and technological shifts. The decades following the Napoleonic wars brought repeated class conflicts and economic depressions as well as continual expansion of British imperial interests and increasing industrialization. The 1850s, in particular, were a period of intense social redefinition in England. The widespread introduction of steam power into manufacturing brought about what many have identified as the Second Industrial Revolution.
What kind of conception should students have of constantly increasing speed? This is a central research question that this study is attempting to address. Beginning in the 8th grade, students are being asked to solve Algebra and Physics problems involving constantly increasing speed. However, this is a very complex concept.
Kerry’s testimony before the Senate Foreign Relations Committee is a very rich text, one that relates in all kinds of interesting ways to its cultural and political context. It also resonates in some provocative ways with issues surrounding the current conflict in Iraq – when is protesting disloyal? Where should responsibility lie for atrocities?
These would be the successive phases of the image: it is the reflection of a basic reality it masks and perverts a basic reality it masks the absence of a basic reality it bears no relations to any reality whatever: it is its own pure simulacrum. (Baudrillard 256) After taking the Lion King Tram from […]
In her article, “Multicultural Classrooms, Monocultural Teachers,” Terry Dean discusses the plight of both teacher and student in regards to multiculturalism and the often problematic classroom situations it entails. Dean’s primary claim is that “with increasing cultural diversity in classrooms, teachers need to structure learning experiences that both help students write their way into the […]
I. I’m afraid of every poem I write; they all remember. I know I cannot write of the missing, rubble, flags, hardhats, pieces of planes and skyscrapers, without conjuring two seconds of film- second plane hits second tower. I want to remember the dead, but I pray to forget the news. II. But the news […]