The Importance of Physical Fitness Essay -- Exploratory Essays Researc

The Importance of Physical Fitness Are you sick of gasping for air just after a quick trip up the stairs or feeling overly fatigued after a ten minute game of catch with your son? Maybe it is time you get busy and get in shape. What does it really mean to be physically fit? This is a question many of us ask ourselves when we set out to look better and feel better about ourselves. I personally don't know one person in this world that longs to be fat and out of shape. When you finally get off the couch, put the snacks back in the cupboard and decide it is time for you to get in shape, you usually head toward the gym first. Eating right and exercising are the two things that usually come to mind first in order to "get fit." There are however more than just a couple of things one must do to get in shape. Physical fitness is to the human body what fine-tuning is to an engine. It enables us to perform at our highest levels. Fitness can be described as a condition that helps us look, feel and do our best. More specifically, it is: "The ability to perform daily tasks vigorously and alertly, with energy left over for enjoying leisure-time activities and meeting emergency demands, and is a major basis for good health and well-being." ("Fitness...") Physical fitness involves the performance of the heart and lungs, and muscles of the body. And, since what we do with our bodies also affects what we can do with our minds, fitness somewhat influences qualities, such as mental alertness and emotional stability. ("Fitness...") As you undertake your fitness program, it's important to remember that fitness is an individual quality that varies from person to person. It is influenced by age, sex, heredity, personal habits, exercise and ... ...sition has never been a great measurement of sports performance. Lean muscle mass seems to be related to the performance in sports where the ability to generate maximal force is required. Good body compostion is essential for health. In order to achieve good body composition one must eat right and exercise to the best of their ability. (Quinn) Hopefully after learning a little bit more about physical fitness and what it takes to accomplish it, you can go play with you son or daughter and maybe have a little fun while doing it. Without all that wheezing to make it up the stairs you can get more done during your day and still have energy left over for yourself. I hope this information can help you get a jump start on your new exercise program. Don't forget to use all five of the components. These will help you with every aspect of your program to become more fit. The Importance of Physical Fitness Essay -- Exploratory Essays Researc The Importance of Physical Fitness Are you sick of gasping for air just after a quick trip up the stairs or feeling overly fatigued after a ten minute game of catch with your son? Maybe it is time you get busy and get in shape. What does it really mean to be physically fit? This is a question many of us ask ourselves when we set out to look better and feel better about ourselves. I personally don't know one person in this world that longs to be fat and out of shape. When you finally get off the couch, put the snacks back in the cupboard and decide it is time for you to get in shape, you usually head toward the gym first. Eating right and exercising are the two things that usually come to mind first in order to "get fit." There are however more than just a couple of things one must do to get in shape. Physical fitness is to the human body what fine-tuning is to an engine. It enables us to perform at our highest levels. Fitness can be described as a condition that helps us look, feel and do our best. More specifically, it is: "The ability to perform daily tasks vigorously and alertly, with energy left over for enjoying leisure-time activities and meeting emergency demands, and is a major basis for good health and well-being." ("Fitness...") Physical fitness involves the performance of the heart and lungs, and muscles of the body. And, since what we do with our bodies also affects what we can do with our minds, fitness somewhat influences qualities, such as mental alertness and emotional stability. ("Fitness...") As you undertake your fitness program, it's important to remember that fitness is an individual quality that varies from person to person. It is influenced by age, sex, heredity, personal habits, exercise and ... ...sition has never been a great measurement of sports performance. Lean muscle mass seems to be related to the performance in sports where the ability to generate maximal force is required. Good body compostion is essential for health. In order to achieve good body composition one must eat right and exercise to the best of their ability. (Quinn) Hopefully after learning a little bit more about physical fitness and what it takes to accomplish it, you can go play with you son or daughter and maybe have a little fun while doing it. Without all that wheezing to make it up the stairs you can get more done during your day and still have energy left over for yourself. I hope this information can help you get a jump start on your new exercise program. Don't forget to use all five of the components. These will help you with every aspect of your program to become more fit.

The Tragedy of War :: history

The Tragedy of War West Russia, World War II One winter day at dark down the artillery opened hurricane fire on the enemy’s positions. Soon came the squadron and geysers of soil and curls of smoke erupted from the earth. The front enemy’s dugouts were razed to the ground for the first ten minutes. White rockets occurred on the sky as though they were artificial constellations. Then the infantry began to shoot in order to destroy that which had been missed by the shells. The battle was won owing to one soldier – a slender, thin eighteen-year-old boy, named Sasha. There was an enormous machine-gun, skillfully hidden behind a stack of big stones. It starfed the whole road round a little bridge which was the only way to reach the fortification. No one was able to come closer and â€Å"dismantle† the private behind the cannon. If Sasha had not helped, enemy’s crafts would have come an hour later and would have killed all the soldiers on the battlefield. The commanders saw him among the cracks of the rocks. Then he disappeared. A few minutes later a bomb explosion was heard and the machine-gun ceased shooting. And there were no holdbacks for invasion. In the evening the chief commander of the companies called Sasha in his room. â€Å"You ignored my explicit instructions!† he cried. â€Å"That was the worst and recklessest thing to do!† The boy felt himself as the biggest traitor in the world. â€Å"But nevermind†, continued the commander. â€Å"I’ve decided to reward you with a seen-day-furlough for being so devoted to your country.† The boy smiled with satisfaction. â€Å"Where do you want to go?† asked the commander. â€Å"I’d like to visit my mother and father in Karanga.† â€Å"OK. I’ve provided you with a lorry to Petropavlovsk and from there you’ll have to catch up the train.† â€Å"Thank you, sir, thank you very much!† He went into the sleeping-hall and began to gather the things he needed. Then he called in at the field hospital to say â€Å"Goodbye† to his best friend Volodya. And Volodya gave him a little purse with money and asked him to deliver it to his wife in Petropavlovsk where Sasha was expected to catch up the train. At sunrise the next morning the young boy was already travelling with the lorry. In the cabin there were also two men – a driver and an ex-soldier – now an invalid because a shell had deprived him of his right leg.

The Golden Lily Chapter 7

I SPENT MOST OF THE NEXT DAY wrestling with my refusal to help Sonya, ruminating over the decision as I went from class to class. There was a part of me that felt bad about not giving blood for the experiments. After all, I knew what they were doing was useful. If there was a way to protect Moroi from becoming Strigoi, then that could theoretically be applied to humans too. That could revolutionize the way the Alchemists operated. People like that creepy guy Liam being held at the bunker would no longer be a threat. He could be â€Å"sterilized† and released, with no fear of him falling prey to the corruption of Strigoi. I knew also that Sonya and the others were running into walls with their research. They couldn't find any reason for what had made Lee impervious to turning Strigoi. At the same time, despite the worthiness of the cause, I still felt staunchly opposed to giving up my own blood. I really was afraid that doing so would subject me to more and more experiments. And I just couldn't face that. There was nothing special about me. I hadn't undergone a massive transformation via spirit. Lee and I hadn't had anything in common. I was the same as any other human, any other Alchemist. I just apparently had bad tasting blood, which was fine by me. â€Å"Tell me about the charm spell,† Ms. Terwilliger said one afternoon. It was a few days after Clarence's, and I was still mulling over those events even while ostensibly doing work in her independent study. I looked up from the book in front of me. â€Å"Which variant? The charisma one or the meta one?† She was sitting at her desk and smiled at me. â€Å"For someone so against all of this, you certainly learn well. The meta one.† That had been a recent spell I'd had to learn. It was fresh in my mind, but I made sure to sigh heavily and let her know in a passive aggressive way how inconvenient this was for me. â€Å"It allows the caster to have short-term control of someone. The caster has to create a physical amulet that he or she wears†¦Ã¢â‚¬  I frowned as I considered that part of the spell. â€Å"And then recite a short incantation on the person being controlled.† Ms. Terwilliger pushed her glasses up her nose. â€Å"Why the hesitation?† She noticed every slip. I didn't want to engage in this, but she was my teacher, and this was part of my assignment so long as I was stuck in this miserable session. â€Å"It doesn't make sense. Well, none of it makes sense, of course. But logically, I'd think you need something tangible to use on the vict – subject. Maybe they'd have to wear an amulet. Or drink something. It's hard for me to believe the caster is the only one who needs enhancement. I feel like they would need to connect with the subject.† â€Å"You touched on the key word,† she said. â€Å"‘Enhancement.' The amulet enhances the spell caster's will, as does the incantation. If that's been done correctly – and the caster is advanced and strong enough – that'll push the power of command on to the subject. Perhaps it doesn't seem tangible, but the mind is a powerful tool.† â€Å"Power of command,† I muttered. Without thinking about it, I made the Alchemist sign against evil. â€Å"That doesn't seem right.† â€Å"Is it any different from the kind of compulsion your vampire friends do?† I froze. Ms. Terwilliger had long since admitted to knowing about the world of Moroi and Strigoi, but it was still a topic I avoided with her. My tattoo's magic wouldn't stop me from discussing the vampire world with those who knew about it, but I didn't want to accidentally reveal any details about my specific mission with Jill. Nonetheless, her words were startling. This spell was very much like compulsion, very much like what I'd seen Sonya do to soothe Clarence. Vampires could simply wield it unaided. This spell required a physical component, but Ms. Terwilliger had told me that was normal for humans. She said magic was inborn for Moroi but that we had to wrest it from the world. To me, that just seemed like more reason why humans had no business dabbling in such affairs. â€Å"What they do isn't right either,† I said, in a rare acknowledgment of the Moroi with her. I didn't like that the abilities I found so twisted and wrong were allegedly within human reach too. â€Å"No one should have that kind of power over another.† Her lips quirked. â€Å"You're very haughty about something you have no experience with.† â€Å"You don't always need experience. I've never killed anyone, but I know murder is wrong.† â€Å"Don't discount these spells. They could be a useful defense,† she said with a shrug. â€Å"Perhaps it depends on who's using it – much like a gun or other weapon.† I grimaced. â€Å"I don't really like guns either.† â€Å"Then you may find magical means to be a better option.† She made a small, graceful motion with her hands, and a clay pot on the windowsill suddenly exploded. Sharp fragments fell to the floor. I jumped out of my desk and backed up a few feet. Was that something she'd been able to do this whole time? It had seemed effortless. What kind of damage could she do if she really tried? She smiled. â€Å"See? Very efficient.† Efficient and simple, as easy as a vampire wielding elemental magic with a thought. After all the painstaking spells I'd seen in these books, I was stunned to see such â€Å"easy† magic. It kicked what Ms. Terwilliger had been advocating up to a whole new – and dangerous – level. My whole body tensed as I waited for some other horrific act, but judging from the serene look on her face, that was the only show of power she had in mind – for now. Feeling a little foolish at my reaction, I sat back down. I took a deep breath and chose my words carefully, keeping my anger – and fear – pushed down. It wouldn't do to have an outburst in front of a teacher. â€Å"Ma'am, why do you keep doing this?† Ms. Terwilliger tilted her head like a bird. â€Å"Doing what, dear?† â€Å"This.† I jabbed the book in front of me. â€Å"Why do you keep making me work on this against my will? I hate this, and you know it. I don't want anything to do with it! Why do you want me to learn it at all? What do you get out of it? Is there some witch club where you get a finder's fee if you bring in a new recruit?† That quirky smile of hers returned. â€Å"We prefer the term coven, not witch club. Though that does have a nice ring. But, to answer your question, I don't get anything out of it – at least, not in the way you're thinking. My coven can always use strong members, and you have the potential for greatness. It's bigger than that, however. Your perennial argument is that it's wrong for humans to have this kind of power, right?† â€Å"Right,† I said through gritted teeth. I'd made that argument a million times. â€Å"Well, that's absolutely true – for some humans. You worry this power will be abused? You're right. It happens all the time, which is why we need good, moral people who can counter those who would use the magic for selfish and nefarious reasons.† The bell rang, freeing me. I stood up and gathered my things together. â€Å"Sorry, Ms. Terwilliger. I'm flattered that you think I'm such an upstanding person, but I'm already caught up in one epic battle of good versus evil. I don't need another.† I left our session feeling both troubled and angry and hoped the next two months of this semester would speed by. If this Alchemist mission continued into next year, then creative writing or some other elective would become a very viable choice for my schedule. It was a shame too because I'd really loved Ms. Terwilliger when I first met her. She was brilliant and knew her subject area – history, not magic – and had encouraged me in that. If she'd shown the same enthusiasm for teaching me history as she did magic, we wouldn't have ended up in this mess. My dinners were usually spent with Julia and Kristin or â€Å"the family.† Tonight was a family night. I found Eddie and Angeline already at a table when I entered East's cafeteria, and as usual, he seemed grateful for my presence. â€Å"Well, why not?† Angeline was saying as I sat down with my tray. It was Chinese food night, and she held chopsticks, which seemed like a bad idea. I'd tried to teach her how to use them once, with no luck. She'd gotten angry and stabbed an eggroll so hard that the sticks had broken. â€Å"I just†¦ well, it's not my thing,† Eddie said, clearly groping for an answer to whatever her question was about. â€Å"I'm not going at all. With anyone.† â€Å"Jill will be there with Micah,† pointed out Angeline slyly. â€Å"Won't you need to come keep an eye on her since it's not at the school?† Eddie's answer was a pained look. â€Å"What are you talking about?† I finally asked. â€Å"The Halloween Dance,† said Angeline. That was news to me. â€Å"There's a Halloween Dance?† Eddie dragged himself from his misery to give me a surprised look. â€Å"How do you not know? There are signs everywhere.† I stirred around my steamed vegetables. â€Å"They must not be anywhere I've been.† Eddie gestured with his fork to something behind me. Turning, I looked back toward the food line I'd just been in. There, hanging above it on the wall, was an enormous banner that read HALLOWEEN DANCE. It listed the date and time and was decorated with badly drawn pumpkins. â€Å"Huh,† I said. â€Å"How can you memorize entire books but miss something like that?† asked Angeline. â€Å"Because Sydney's brain only records ‘useful' information,† Eddie said with a smile. I didn't deny it. â€Å"Don't you think Eddie should go?† pushed Angeline. â€Å"He needs to watch out for Jill. And if he goes, we might as well go together.† Eddie shot me a desperate look, and I tried to find him a way out of this. â€Å"Well, yeah, of course he'll go†¦ especially if it's off-site.† The banner mentioned some venue I'd never heard of. We'd seen no sign of the Moroi who were after Jill, but an unknown place presented new dangers. Inspiration hit. â€Å"But that's the thing. He'll be on-duty. He'll spend the whole time checking the place out, watching for mysterious people. It'd be a waste for him to, uh, go with you. You probably wouldn't have much fun. Better to go with someone else.† â€Å"But I should be protecting Jill too,† she argued. â€Å"Isn't that why I'm here? I need to learn what to do.† â€Å"Well, yeah,† he said, obviously trapped by her logic. â€Å"You'll have to go with me in order to look after her.† Angeline brightened. â€Å"Really? Then we can go together!† Eddie's look of pain returned. â€Å"No. We're going together. Not together.† Angeline didn't seem to be fazed by the nuances. â€Å"I've never been to a dance,† she admitted. â€Å"Well, I mean, back home, we have them all the time. But I don't think they'll be like the ones here.† That I agreed with. I'd seen the types of social events the Keepers had. They involved raucous music and dancing around bonfires, along with some kind of toxic homemade alcohol that probably even Adrian wouldn't touch. The Keepers also didn't think a social event was a success if at least one fight didn't break out. It was actually kind of amazing that Angeline hadn't gotten into one yet here at Amberwood. I should have counted myself lucky that her only transgressions were dress code violations and talking back to teachers. â€Å"Probably not,† I said neutrally. â€Å"I don't know. I've never been to a dance either.† â€Å"You're going to this one, aren't you?† asked Eddie. â€Å"With Brody?† â€Å"Brayden. And I don't know. We haven't even had our second date. I don't want things to move too fast.† â€Å"Right,† Eddie said. â€Å"Because there's no bigger sign of commitment than a Halloween dance.† I was about to get him back by suggesting maybe he and Angeline should go together after all when Jill and Micah joined us. Both were laughing and had a hard time settling down to explain what was so funny. â€Å"Janna Hall finished a men's suit in sewing club tonight,† said Jill between giggles. Once again, I felt a rush of joy at seeing her so happy. â€Å"Miss Yamani said it's the only guy's outfit she's seen in there in five years. Of course, Janna needed a model, and there's only one guy in there†¦Ã¢â‚¬  Micah attempted a tormented look but was quickly smiling again. â€Å"Yeah, yeah. I did the manly thing and stepped up. That suit was awful.† â€Å"Aw,† said Jill. â€Å"It wasn't that awful – okay, it really was. Janna didn't try to go by any size guidelines, so the pants were huge. Like, tents. And since she didn't make any belt loops, he had to hold it all up with a sash.† â€Å"Which barely held when they made me do a runway walk,† said Micah, shaking his head. Jill gave him a playful nudge. â€Å"Everyone probably would've loved if it hadn't held.† â€Å"Remind me to never ever sign up for an all-girls club again,† said Micah. â€Å"Next semester, I'm taking something like shop or karate.† â€Å"You won't do it again? Not even for me?† Jill managed a look that was amazingly both pouty and alluring. That, I realized, was more effective than any charm spell or compulsion. Micah groaned. â€Å"I'm helpless.† I didn't consider myself particularly sentimental – and still disapproved of their timid romance – but even I smiled at their antics. At least, I did until I caught sight of Eddie's face. He wasn't giving away much, to be fair. Maybe hanging around Dimitri had provided some tips on the guardian poker face. But Eddie wasn't Dimitri yet, and I could see the faintest signs of pain and longing. Why did he do this to himself? He'd refused to tell Jill how he felt. He took the noble stance that he was her protector and nothing more. Some part of me could understand that. What I couldn't understand was why he kept torturing himself by endorsing her going out with his roommate, of all people. Even with his hang-up over Micah and Mason, Eddie was forcing himself to constantly watch the girl he wanted with someone else. I had no relatable experience, but it had to be agonizing. Eddie caught my eye and gave a small shake of his head. Let it go, he seemed to be saying. Don't worry about me. I'll be fine. Angeline soon piped in with more talk about the dance, interrogating Jill and Micah about whether they'd be going. She also brought up her plans to go â€Å"with† Eddie. That pulled him out of his melancholy mood, and although I knew she annoyed him, I wondered if that was better than continually being tormented by Jill and Micah's relationship. Of course, the conversation came to a halt – as did Eddie's problem – when Micah frowned and pointed out what the rest of us had missed. â€Å"Why would you go to the dance together? Aren't you guys cousins?† Eddie, Jill, and I froze. Another cover story mess-up. I couldn't believe this had now slipped past me twice. I should have mentioned this as soon as Angeline brought up the dance. In the school's eyes, we were all related. â€Å"So?† asked Angeline, missing the point. Eddie cleared his throat. â€Å"Um, third cousins. But still. We're not really going together. It's more of a joke.† That effectively killed the topic, and he couldn't help smiling triumphantly. Brayden picked me up immediately after school the next day so that we could make the windmill tour on time. Ms. Terwilliger had even let me go a few minutes early, after promising I'd get her a cappuccino on our way back to Amberwood. I was excited to see Brayden and the tour, yet as I got into his car, I felt a brief pang of doubt. Did I have any business doing these sorts of fun, personal activities? Especially now that the cover story had slipped a couple of times. Maybe I was spending too much time on me and not enough on the mission. Brayden had lots to tell me about the debate competition he'd attended over the weekend. We analyzed some of the more difficult topics he'd come across and laughed at the easy ones that had stumped the opposing team. I'd feared dating for years but was again pleasantly surprised at how easy it was to talk to him. It was a lot like the Shakespearean outing: an endless source of topics that we both knew lots about. It was the rest of the experience that still left me unsettled – the â€Å"date† stuff. The dating books I'd read since our last outing mostly advised on when to have sex, which was completely useless since I had yet to figure out holding hands. The giant windmills were pretty impressive. They didn't have the sleek beauty of cars that I loved, but I felt the same awe at the engineering they represented. Some of the windmills were over a hundred feet tall, with blades half the size of a football field. Moments like these made me marvel at human ingenuity. Who needed magic when we could create these kinds of wonders? Our tour guide was a cheery girl in her mid-twenties who clearly loved her job and all that wind energy represented. She knew all sorts of trivia about it – but not quite enough to satisfy Brayden. â€Å"How do you address the energy inefficiency that comes from the turbines needing wind speeds that fall into such a narrow range?† Then: â€Å"What's your response to studies showing that simply improving the filters in the conversion of fossil fuels would result in less carbon dioxide emissions than this sort of energy production?† And later: â€Å"Can wind power really be treated as a viable option when – after considering the cost of construction and other maintenance – consumers end up paying more than they would for traditional forms of electricity?† I couldn't be certain, but I think our guide wrapped up the tour early. She encouraged some of the other tourists to come back anytime but said nothing as Brayden and I walked past her. â€Å"That woman was sadly uninformed,† he told me, once we were back on the highway. â€Å"She knew plenty about the windmills and their facility,† I pointed out. â€Å"I'm guessing the latest controversies just don't get brought up much on these tours. Or,† I paused, smiling, â€Å"how to deal with, um, forceful tourists.† â€Å"I was forceful?† he asked, seeming legitimately surprised. He had gotten so caught up in his ideas that he didn't even realize it. It was endearing. I tried not to laugh. â€Å"You came on strong, that's all. I don't think they were prepared for someone like you.† â€Å"They should be. Wind power's got promise, true, but for now, there are all sorts of expenses and efficiency problems that need to be addressed. It's useless otherwise.† I sat there for several moments, trying to decide how best I should respond. None of the advice I'd gotten from the books or my friends really prepared me for how to handle discussions about alternative energy sources. One of the books – one I'd chosen not to finish – had a decidedly male-centric view that said women should always make men feel important on dates. I suspected that Kristin and Julia's advice right now would have been to laugh and toss my hair – and not let the discussion progress. But I just couldn't do that. â€Å"You're wrong,† I said. Brayden – who was a big advocate of safe driving – actually took his eyes off the road for a few seconds to stare at me. â€Å"What did you say?† Aside from learning that he had a vast store of extensive and random knowledge like I did, I'd also picked up on something else central to Brayden's personality. He didn't like to be wrong. This was no surprise. I didn't either, and we had a lot in common that way. And, from the way he'd discussed school and even his debate competition, I'd also deduced people never told him he was wrong – even if by chance he was. Maybe it wasn't too late to do the hair-tossing thing. Instead, I just rushed on. â€Å"You're wrong. Maybe wind isn't as efficient as it could be, but the fact that it's even being developed is a vast improvement over the outdated, archaic energy sources our society's been dependent on. Expecting it to be as cost-efficient as something that's been around much, much longer is naive.† â€Å"But – â€Å" â€Å"We can't deny that the cost is worth the benefits. Climate change is increasingly becoming a problem, and wind's reduced carbon dioxide emissions could have a significant impact. Furthermore – and most importantly – wind is renewable. It doesn't matter if other sources are cheap if they're going to run out on us.† â€Å"But – â€Å" â€Å"We need to be progressive and look towards what's going to save us later. To focus strictly on what's cost-efficient now – while ignoring the consequences – is short-sighted and will ultimately lead to the downfall of the human race. Those who think otherwise are only perpetuating the problem, unless they can come up with other solutions. Most don't. They just complain. That's why you're wrong.† I paused to catch my breath and then dared a glance at Brayden. He was watching the road, but his eyes were impossibly wide. I don't think he could have been more shocked if I'd slapped him. Immediately, I berated myself for what I'd said. Sydney, why didn't you just bat your eyelashes? â€Å"Brayden?† I asked tentatively when almost a minute passed with no response. More stunned silence met me. Suddenly, without warning, he pulled the car sharply off the highway and onto the shoulder. Dust and gravel kicked up around us. In that moment, I was absolutely certain he was going to demand I get out and walk back to Palm Springs. And we were still miles from the city. Instead, he caught hold of my hands and leaned toward me. â€Å"You,† he said breathlessly. â€Å"Are amazing. Absolutely, positively, exquisitely amazing.† And then he kissed me. I was so surprised, I couldn't even move. My heart raced, but it was more from anxiety than anything else. Was I doing it right? I tried to relax into the kiss, letting my lips part slightly, but my body stayed rigid. Brayden didn't pull back in revulsion, so that was a good sign. I'd never kissed anyone before and had been worrying a lot about what it'd be like. The mechanics of it turned out not to be so difficult. When he did finally pull away, he was smiling. A good sign, I guessed. I smiled back tentatively because I knew it was expected. Honestly, a secret part of me was a little disappointed. That was it? That's what the big deal was? It hadn't been terrible, but it hadn't sent me soaring to new heights either. It had been exactly what it seemed like, lips on lips. With a great sigh of happiness, he turned and began driving again. I could only watch him with wonder and confusion, unable to form any response. What had just happened? That was my first kiss? â€Å"Spencer's, right?† Brayden asked when we exited to downtown shortly thereafter. I was still so baffled by the kiss that it took me a moment to remember I'd promised Ms. Terwilliger a cappuccino. â€Å"Right.† Just before we turned the corner toward the street Spencer's was on, Brayden suddenly made an unexpected stop at a florist shop. â€Å"Be right back,† he said. I nodded wordlessly, and five minutes later, he returned and handed me a large bouquet of delicate, pale pink roses. â€Å"Thank you?† I said, making it more of a question. Now, in addition to the kiss and â€Å"amazing† declaration, I'd somehow earned flowers too. â€Å"They're not adequate,† he admitted. â€Å"In traditional floral symbolism, orange or red would have been more appropriate. But it was either these or some lavender ones, and you just don't seem like a purple person.† â€Å"Thank you,† I said, more firmly this time. As I breathed in the roses' sweet scent on the way to Spencer's, I realized that no one had ever given me flowers before. We reached the coffee shop soon thereafter. I got out of the car, and in a flash, Brayden was right by my side so that he could shut the door for me. We went inside, and I was almost relieved to see Trey working. His teasing would be a nice return to normality, seeing as my life had just detoured into Crazyland. Trey didn't even notice us at first. He was speaking intently to someone on the other side of the counter, a guy a little older than us. The guy's tanned skin, black hair, and similar facial features tipped me off pretty quickly that he and Trey were related. Brayden and I waited discreetly behind the guy, and Trey finally looked up, an astonishingly grim expression on his face that was pretty out of character. He looked surprised when he saw us, but then seemed to relax a little. â€Å"Melbourne, Cartwright. Here for a little post-windmill caffeine?† â€Å"You know I never drink caffeine after four,† said Brayden. â€Å"But Sydney needs something for her teacher.† â€Å"Ah,† said Trey. â€Å"The usual for you and Ms. T?† â€Å"Yeah, but make mine iced this time.† Trey gave me a knowing look. â€Å"Need to cool down a little, huh?† I rolled my eyes. The guy ahead of us was still standing around, and Trey nodded toward him while grabbing two cups. â€Å"This is my cousin Chris. Chris, this is Sydney and Brayden.† This must have been Trey's â€Å"perfect† cousin. At a glance, I saw little that marked him as better than Trey, except maybe his height. Chris was pretty tall. Not Dimitri-tall, but still tall. Otherwise, they both had similar good looks and an athletic build. Chris even had some of the same bruises and scrapes Trey often sported, making me wonder if there was a family connection to sports as well. Regardless, Chris hardly seemed like anyone Trey should be intimidated by, but then, I was biased by our friendship. â€Å"Where are you here from?† I asked. â€Å"San Francisco,† said Chris. â€Å"How long are you in town?† asked Brayden. Chris gave Brayden a wary look. â€Å"Why do you want to know?† Brayden looked surprised, and I didn't blame him. Before either of us could figure out the next move in the small-talk handbook, Trey hurried back over. â€Å"Relax, C. They're just being nice. It's not like they work for some spy agency.† Well, Brayden didn't. â€Å"Sorry,† said Chris, not actually sounding that sorry. That was a difference between the cousins, I realized. Trey would've laughed off his mistake. He never actually would have made the mistake. There were definitely different levels of friendliness in this family. â€Å"A couple weeks.† Neither Brayden nor I dared say anything after that, and mercifully, Chris chose that opportunity to leave, with a promise to call Trey later. When he was gone, Trey shook his head apologetically and set the completed coffees on the counter. I reached for my wallet, but Brayden waved me away and paid. Trey handed Brayden back his change. â€Å"Next week's schedule's already up.† â€Å"It is?† Brayden glanced over at me. â€Å"Mind if I go in the back room for a second? Figuratively, of course.† â€Å"Go ahead,† I said. As soon as he was gone, I turned frantically to Trey. â€Å"I need your help.† Trey's eyebrows rose. â€Å"Words I never thought I'd hear from you.† That made two of us, but I was at a loss, and Trey was my only source of help right now. â€Å"Brayden got me flowers,† I declared. I wasn't going to mention the kiss. â€Å"And?† â€Å"And, why'd he do it?† â€Å"Because he likes you, Melbourne. That's what guys do. They buy dinner and gifts, hoping that in return you'll – um, like them back.† â€Å"But I argued with him,† I hissed, glancing anxiously at the door Brayden had gone through. â€Å"Like, just before he got me the flowers, I gave him this big lecture about how he was wrong about alternative sources of energy.† â€Å"Wait, wait,† said Trey. â€Å"You told†¦ you told Brayden Cartwright he was wrong?† I nodded. â€Å"So why'd he react like he did?† Trey laughed, a big, full laugh that I was certain would draw Brayden back. â€Å"People don't tell him he's wrong.† â€Å"Yeah, I figured.† â€Å"And girls especially don't tell him he's wrong. You're probably the only girl who's ever done it. You're probably the only girl smart enough to do it.† I was getting impatient. â€Å"I get that. So why the flowers? Why the compliments?† Trey shook his head and looked like he was about to start laughing again. â€Å"Melbourne, if you don't know, then I'm not going to tell you.† I was too worried about Brayden returning to comment further on Trey's useless â€Å"advice.† Instead, I said, â€Å"Is Chris the perfect cousin you were talking about?† Trey's smirk faded. â€Å"That's the one. Anything I can do, he can do better.† I immediately regretted asking. Trey, like Adrian, was one of those people I didn't like seeing troubled. â€Å"Well. He didn't seem so perfect to me. Probably I'm biased from being around you all the time. You set the standard for perfection.† That brought Trey's smile back. â€Å"Sorry about his attitude. He's always been like that. Not the most charming branch of the Juarez family tree. That's me, of course.† â€Å"Of course,† I agreed. He was still smiling when Brayden returned, but when I cast a glance backward as I was leaving the coffee shop, Trey's expression had darkened again. His thoughts were turned inward, and I wished I knew how to help. On the drive back to Amberwood, Brayden said shyly, â€Å"Well. Now I know my schedule for the next two weeks.† â€Å"That's†¦ good,† I said. He hesitated. â€Å"So†¦ I know when I can go out again. If, that is, I mean. If you want to go out again.† That would've surprised me, if I wasn't already stumped by everything else that had happened today. Brayden wanted to go out with me again? Why? Girls especially don't tell him he's wrong. You're probably the only girl who's ever done it. You're probably the only girl smart enough to do it. More importantly, did I want to go out with him again? I glanced over at him and then down at the roses. I thought about his eyes when he'd gazed at me in the stopped car. I realized then the odds of me ever finding a guy who thought Shakespeare and wind farms were fun were pretty infinitesimal. â€Å"Okay,† I said. His narrowed his eyes in thought. â€Å"Isn't there some kind of dance your school's having? Do you want to go to that? People go to those, right?† â€Å"That's what I keep hearing. How'd you know about it?† â€Å"The sign,† he said. Then, as if on cue, he pulled into the driveway in front of my dorm. Hanging over the main door was a sign decorated with cobwebs and bats. GET YOUR SCARE ON AT THE HALLOWEEN DANCE. â€Å"Oh,† I said. â€Å"That sign.† Eddie was right. I really did have selective data storage. â€Å"I guess we can go. If you want to.† â€Å"Sure. I mean, if you want to.† Silence. We both laughed. â€Å"Well, then,† I said. â€Å"I guess we're going.† Brayden leaned toward me, and I panicked until I saw that he was trying to get a better look at the sign. â€Å"A week and a half away.† â€Å"Enough time to get costumes, I suppose.† â€Å"I suppose. Although†¦Ã¢â‚¬  And that's when the next crazy thing happened. He held my hand. I admit, I hadn't been expecting much, especially after my mixed reaction to the roadside kiss. Still, as he laid his hand over mine, I was surprised to feel that it was again just like†¦ well, like touching someone's hand. I'd at least thought there might be goose bumps or a little heart fluttering. My biggest emotional reaction was worry over what to do with my hand. Lace fingers? Squeeze his hand back? â€Å"I'd like to go out sooner,† he said. That hesitancy returned. â€Å"If you want to.† I looked down at our hands and tried to figure out how I felt. He had nice hands. Smooth, warm. I could get used to holding those hands. And of course, he smelled like coffee. Was that enough to build love on? Again, that uncertainty nagged me. What right did I have to any of this? I wasn't in Palm Springs for my own entertainment. There was no â€Å"me† in Alchemy. Well, phonetically there was, but that wasn't the point. I knew my superiors wouldn't approve of any of this. And yet, when would I get this chance again? When would I ever get flowers? When would someone look at me with this kind of fervor? I decided to take the plunge. â€Å"Sure,† I said. â€Å"Let's go out again.†

Special occasion birthday

Well I know you left the best for last. I'd like to make a toast to my neighbor and friend who has never changed. Now of course you have gained some few pounds but who's counting? Not to brag or anything, but I can still fit in the earrings I wore in high school. But today is not about me, it's about you, although I actually wished you wore something prettier. Today is also about wishing you a happy birthday but what's with the family reunion? I mean we should be partying right now!Anyway, last night I remembered all those funny times we spent together, like when we both really wanted the same guy, and he ended up being my prom date! Or when my tongue accidentally slipped and told your parents you had a tattoo! You went crazy at that time, but come on isn't it funny now? Cheers to all the funny moments to come! But most importantly, try to enjoy the present and do not worry about the fact that you're one step closer to the grave. Hopefully, your life will be as cool as mine some day. Don't worry, it is not a shame to marry at an old age, or even die single. I'll definitely supply you with as many cats as you want, or you can live with me and my future millionaire husband in our villa. I have plenty of advice to give you on your 21st birthday. First, lay down the fast food, it wouldn't get you closer to marriage. Second, make sure to stay confident no matter what; not everyone Is perfect. Finally, I know maybe the only thing you beat me at Is grades. But let's face It; I'm Just too cool for school.So, study well because someday I will need a plastic surgeon to fix everything that has shrunk. You probably got a lot of nice gifts and everything, but I got you a precious gift that is extremely valuable and I want you to use It with great care and precision. I really hope you like It. You know I'm all about helping you and being by your side so I'm sure It will help you attract Mohammad All and maybe get rid of that bad breath. Who knows, that might have been what's taking him so long to pop the question. Happy birthday childhood friend!

Proposal Preventing School Dropout Essay

Introduction Currently, it is expected that all students should graduate from high school. Still, hundreds of students in American schools drop out of school before graduating. Many observations made clearly show that more students continue to drop out of schools and the goal ensuring that each student graduate from high school remains a pipe dream. It is becoming clear that the issues of students dropping out of school are related with the social and economic issues affecting the society and can not be dealt with separately. These social-economical issues include unemployment, poverty, social values, discrimination family, the welfare, drug abuse and child abuse. Students who drop out of school are forecasted to increase in future and create a bigger problem. Dropping out of school is a multifaceted problem of which there is no single solution for it. Putting emphasis on solving one element of the issue leads to the need of getting solutions for other related issues. Thus, that is why that a broad range of activities and agencies be involved to help solve the problem. The mission for proposal Having a mission statement is very important as it gives the proposal a direction and objectives and goals of the stated activities. The mission statement is; Ensuring that all students in schools graduates through creating partnership with schools, students, the community and all the stakeholders. How the proposals services is structured Having a clear structure of the proposal is very important in ensuring that proposed services are successful delivered. Accordingly, the proposal services will be structured in way that there is a division depending on the different services. Different divisions will carry out different services accordingly. For example, outreach program division, financing division and vocational training division. The resource path for proposal Financial resources human resource is important in implementing any proposals. In accordance to that the proposal will be financed from grants and aids from private or public bodies including the local government and the federal governments. The human resources will include professional who will work as volunteers and other social workers who will assist the in implementing the objectives and the goals suggested by the proposal. Individual who will carry out this proposal will be social workers, child workers professional, and psychologists. They will do this through conducting group sessions, taking with teachers concerned with students learning progress, doing parenting management and carrying out training skills in students homes. The content of proposal services It has been noted that any meaningful student dropout prevention program should offer strong educational alternatives, challenges, opportunities services and support to the students to assist them to be able to complete and graduate from their respective schools. For the purpose of this proposal program, the key areas that the proposal has identified are; accountably Instructional focus Community involvement School structure Relevancy and learning The above issues when well implemented will provide both the students and their parents with a holistic approach to motivate students to be able to complete school. The agency will coordinate its activities with schools, districts, students, parents and the whole community in carrying out its activities. This will ensure that the agency creates an effective school dropout prevention program. The agency will provide; Professional improvement activities Technical assistance Counselling Financial assistance The content of proposal services Any successful program to prevent students from dropping out of school has to use various strategies to support students’ achievements. I strongly thus suggest that the following programs have to be implemented in the program. Relevancy learning; This program has the ability to motivate a student to learn, the strategies provides a chance for the student to integrate more with the school and the community. The strategy will involve; Mentoring the student; where the student will be mentored by a mentor and be provided with academic support which address the student needs such as math, writing or reading competencies. Service learning; this aspect connects school learning to important community services and experiences. This will provide the student with real world situations and promote the student social, personal and academic growth. Civil responsibility and career development will also be covered here. Alternative schooling; this strategy provides students who may want to dropout with various options which can make the graduate from school. Such options includes, flexible scheduling, distance learning and technology and different program setting. How agency will link with proposal The proposal will be linked with the agency through the management and the outreach program. The program proposal will be carried out by the outreach program which will have a duty of implementing the proposal policies. Partnerships with other agencies with same objectives will be sought to ensure that proposal is well linked. How proposal services will be linked to communities Community participation in any program that involves the society as a whole is very important. Connecting the students to the community at large helps to remove what is seen as the â€Å"school barrier† and assists in providing chances for complete support and planning. It motivates the students towards their career advancement and participation. It also provides the students with the necessary interpersonal and social skills to make them be successful in life. Several strategies will have to be undertaken to achieve this goal, this are: Systemic renewal; it calls for involving the community and other stake holders in regular process of assessing the objectives and in planning, and formulating   policies to prevent students from dropping out of the school. This will also require using the available data, analysing the school system and evaluating the progress made by the students. Community collaboration; community collaboration is beneficial to both the students and the school community. This will help to put up strong infrastructure ad also support the teaching staff with the current complex objectives and goals for the current students. Conflict resolution; an all-inclusive program to build interpersonal skills, enhance conflict resolution ability, and building awareness to prevent violence highly promotes the success of dropout prevention program. Conflict resolution creates an enabling environment and for the young youths (students) to achieve in the society. How you will see implementation of proposal For this proposal to be useful, it has to be implemented by the responsible bodies. Thus, the proposal suggest that the school have principals will have to implement strategies in their schools as suggested in the proposal. The district education board will ensure that the proposals are being carried out correctly. It will be expected that the implementation of the proposals will be done immediately. At the same time the community will be educated through social workers on importance on school dropout programs. Personal effective; carrying out retreat program designed to improve student’s self esteem, through regular classroom- based discussion, participation on interpersonal relations, and individual counselling. Academic; this will be achieved by providing special educational courses, instruction methods that are individualized. Family outreach; this will include home visits and feedback strategies. Work related; this program strategy will involve vocational training, service program and partaking in volunteer service. To ensure that the proposal program is carried out effectively, there will be a project coordinator who will work together with different groups to coordinate activities for effective implementation Evaluating the impact of proposal service on the people you intend to benefit from your proposal To analyse the effectiveness of the proposed program, regular reviews of the number students attendance will be examine in specific schools where the program will be being carried out to analyze the impact of the program. The assessment will be based on measuring the percentage of dropout in schools that have carried out the proposal suggestions. Other measures as the impact of rate of school attendance will also be measured, to ascertain the counselling and interpersonal training effects of the program on the specific students.   Emphasizing the rational reasoning for each of the nine recurring policy issues To support the policies of the proposal research and studies finding will be used. Also practical field experience will be collected and data complied to support the measures of the proposed policies. The results of the proposed proposals from the field will be used to emphasize the measures taken. This will be supported by interviews from participants and from the schools where the program will be carried out. Social work ethical dilemmas does your proposal recognize and address The proposal recognizes the social issue of keeping research information confidential and protecting participants of in the program. All participants observation notes, responses and personal information will be held in the strictest of confidence and will not be revealed even after the study has concluded.   All participants will be required to sign a confidentiality statement and will be encouraged vehemently to concur with the terms of the agreement. (Addressing the `digital divide Technology remains important in facilitated education across the board. Technology allows schools and teachers to carry out effective teaching and educational programs. Schools with well technological equipments have been observed to perform better than those with poor technological facilities. Technology remains in schools and in programs to prevent school dropouts. The implications of lack of access to and or skill in using information Observations show that those schools with better technology have high chances of retaining their students in schools than those with poor technology. At the same time students who have access to computers and other technology equipments are like not to dropout of school than those who do not have the access to technology. Technology such as computer also allows a student to continue with studies for instance by use of distance learning which limits dropout rates. Thus, the badly impacted groups due to lack of technology will be students and teachers Ways to change this lack of access and skills into easy and quick Students and schools can be assisted to access technology through grants and/or financial or technology assistance to equip these schools. Students on the other hand can be trained on technology, given aid in terms of technology or learning materials on the technology. This has to be continuous process so that there lack of technology can be minimized through these programs. Also a program should be introduced in which to regularly train teachers on new technologies available so that they can be equipped with latest technology. Conclusion The issue of school dropouts remains crucial and alarming in the United States. Statistics continue to reveal that a large number of students dropout of schools before they can graduate. Thus, it is important that the issue be addressed fully, it has been noted that school dropout is a social issue that requires to be tackled by different ways to solve it. Some of these ways include involving the community, counselling students and availing technology to both schools and students. However, school dropout problem will continue to challenge the education policy makers in the country.

“Little Warrior” by Lucille O’Neal Essay

Lucille O’Neal wrote â€Å" Little Warrior†. The story is about the way Shaquille O’Neal got his name. A young single mother, strict grandparents house, and it was a racist time. A racist time was happening and Martin Luther King was killed. Giving her child a Muslim name with great meaning. Raising a child by yourself is hard to do and she gave her son the best foundations while growing up. The responsibilities and together in order to survive. Andy Greenberg wrote â€Å" A Step Beyond Human† .The story is about Hugh Herr both Herr’s legs were amputated six inches below the knee after a rock climbing trip ended in severe frostbite. His goal to build artificial limbs that are superior to natural ones. He lost both his legs as an adult and a man died saving his life. This Motivated him to help others by creating better prosthetic limbs. Nearly thousand soldiers who have lost limbs in Iraq and Afghanistan. Paralympics athletes will regularly outperform Olympic athletes. May need special disability laws for humans who decline to have their bodies mechanically enhanced, Herr says. The theme of the short story â€Å" Indian Education† by Sherman Alexie is despair, poverty, and alcoholism amongst the lives of the Native American people. In the beginning of his school, he was weak and always bullied and beaten by higher grade students, and punished by his teacher because of his race. As he was growing up, Victor was demanded by his teacher preparing to be a doctor in the future. However, he knew that all Indians had their own dream. Later, he talked more about his life, about how he learn to obey teacher’s order, his kiss to a white girl, his poor life, death of another Indian and the lost of football his game. At last, he finished his school year with a good ending, but his most of his former classmates learned almost nothing. Victor education was spend in an poor, tragic and full-of-discrimination life, and ended in a numb stoic. He was not the only one, but one among all the Indian tribe whom were called â€Å"Indians† during the past time . I can imagine that it was hard for the O’Neal family during a racist time and Ms. O’Neal was the only provider for the family. I would have been just like Shaquille by obeying my mother and striving for the best. I can’t relate to Hugh Herr awful mishap of loosing both legs. However, I like how he turned a awful accident into a great invention by inventing prosthetic legs. Victor definitely had a hard-life ass a Native American, He had dreams just like many of us today, however we have a greater chance of fulfilling or dreams.

Book Review “Prejudice and Pride” by Krishna Kumar Essay

The piece of work which is being reviewed is authored by an eminent educationist Krishna Kumar. The title of the book is Prejudice and Pride which has been published by Penguin Books India Limited,Viking in the year 2001. The subtitle of the book ‘School Histories of the Freedom Struggle in India and Pakistan’ reflects major concern as well as the prime area of investigation in this book by the author. It is a comparative study between the school history textbooks of the neighboring countries India and Pakistan. The impetus to take up this path of exploration by Krishna Kumar can also be seen somewhere as his response to the several decades of hostility between India and Pakistan. The writer takes this despair further and observes the general gloom prevailing in the education system of both the countries. However, according to him this becomes clearer by looking on the situation of children’s education in both India and Pakistan, which can be seen as a recipient o f a certain degree of despondency giving it a low priority. Moving on to history teaching more specifically we can see that this problem aggravates as the focus of teaching history only arises political concern without translating it as a concern for the children who are at the receiving end. Therefore with the study of school history textbooks of both the countries Krishna Kumar seems to be tracing different trajectories of ideological presentation of a shared past. This can be seen as also adding up to the hostile attitude of both the countries towards each other. This study is thus based on a comparative study of the school history textbooks of India and Pakistan. Out of this comparison the author brings forth a number of concepts and ideas where both countries who share a common historical background have different takes on its account and staging. However the basic question which the author enquires into is the perception of the past that Indian and Pakistani children encounter at school. Following this research question the major objectives of the author while writing this book can be stated as follows. The one is to examine the rival ideologies of nationalism into which schools attempt to socialize the young. While another is to probe the politics of history writing as a means to understand the contribution that schooling makes to the Indo-Pak conflict. However the author is focusing only the master narratives available in the textbooks for the period of freedom struggle. The relevance of taking textbooks as the centre of observation to achieve these objectives  can be seen in the very nature of textbooks. This can be further explained as interrelation between economy, state and culture can be better understood through the textbooks. They are the clearest embodiments of these relations. Textbooks are simultaneously economic goods (they are often sold to students, parents, and schools), political objects (they are subject to state control and regulation and hence a re the result of political and ideological tensions and compromises), and cultural representations (what is included and not included, and how such knowledge is organized, is a form of cultural politics). Thus the textbooks can be seen as a real epitome of a nation’s ideological, cultural and social background. The central theme of this book thus revolves around the idea that history textbooks are also a recipient of certain kind of representation which is in accordance with the national ideology. This is further elaborated by the author during the course of study where he finds that how the knowledge about the past is selected, reconstructed and represented in the textbooks. This he assumes that holds a great significance for this type of study which intends to probe how a common past acquires distinct versions under two systems of education. He further adds to this argument that why history has taken such a symbolic form. He says that this is because education in India and Pakistan is conceived in both learning and committing to memory, sets of facts that encapsulate, rather than explicate and interpret meaning. This is evident in the examination system where a student is required to learn certain things and just reflect the same in the paper. This he makes clear by using a concept of memory posters which makes a child to remember the reconstructed past without giving much space for reasoned analysis. Thus the history textbook are also conceived as a storehouse of knowledge about the past, about the ‘great men’ of those times and their vision, which children have to learn, imbibe, as it were-never mind that this vision was seldom unified or synchronic in the manner that textbooks would have us believe. Therefore through this the author portrays how the formulation of history textbooks on these premises serves the abovementioned idea that they are primarily composed of nationalistic ideology. The central idea which is propagated through this book is explained very explicitly through various explanations and concepts. The book is divided into three parts excluding the introduction. The part one primarily consists of three chapters where he  focuses on the basic ideas of how the children are made familiar to past, the popular perception about the shared past in both the countries and how a certain ideology is propagated through textbooks. The chapter one possess the title Children and the Past. This chapter examines the psycho-social characteristics of children’s response to the past. Here he talks about the tacit knowledge which is imparted in a child during the course of early socialization in his home. This type of knowledge does not provide any room for rational enquiry. This further leads a child to build up a notion of self as a member of a society and also at the same time to build up a notion of ‘other’ for whom they have a fixed image whose me mory stocks are different to theirs. Thus we can see how the seed of otherness for the one having different historical picture is sowed in the primary socialization of a child. Later the child enters the realm of education in school. Here he explains the need to understand history as a subject with a capacity to enter into a time frame and perspective without being submerged in it. But to attain this he says becomes a hard task as the teaching of history faces challenges against the knowledge of past by children in the form of beliefs and attitude. His next chapter then comes toward the general conceptions of different popular perceptions of past in both India and Pakistan. The idea of freedom and partition is explained very differently in both the countries. The use of the images of Jinnah and Gandhi in Pakistan and India respectively can be seen as a means to portray the image of a reminder of the unfinished business of the freedom movement in both the countries. The chapter after this tends to focus on the relationship between ideology and textbooks. He uses the concept of ‘prescribed’ texts to define the nature of books used in the post colonial countries where teaching of history is highly related to larger socio-political milieu. He uses the concept given by Ayesha Jalal to reflect upon the argument that in both India and Pakistan textbooks represent the grammar of ‘national ideology’. Moving towards the second part of the book which is coined as Rival Histories has six chapters in it. The part initiates with a chapter on how freedom struggle is presented as a narrative in both the countries. The effort to consolidate the nation state is very much explicit in the history teaching. He uses the idea from Anderson that how ‘deep shaping of imagination’ among children is required to have faith in national community. This is the  chapter where he introduces the very important concepts which were used to compare the master narratives of both the countries. The first refers to how history textbooks in both countries choose or do not choose to represent events. Facts are chosen to illustrate the distinctive turn of the narrative that each nation favours at crucial moments in the freedom plot. The second concept is that of pacing. Pacing or the rhythm to which the historical tale is set in the textbooks of both countries is problematic. The tale in both instances is a fast paced one and children are expected to read on and on continuously. They actually slip upon several decades of historical account and focus mainly upon the great personalities and their constructed role. The third concept which he mentions is about the way they end the history writing. The history ends on a different note for both the countries master narratives. It is precisely due to the way they perceive the time of partition. For India the moment of freedom was a time of partial happiness and a sense of loss are reflected in the narration of partition. However for Pakistan it appears as a great triumph to be finally freed from the clutches of highly dominating Hindu country. It does not end only on this note but it also expresses how entering into the new era of self rule of will be exciting and what should be the goals to be attained. This is evident in the Pakistani books as an extension of historical account is visible there in comparison to India where the post partition problems and the activities related to it are also discussed. On the basis of these measures we can see how Krishna Kumar in further chapters investigates into the history from 1857 to 1947. In these chapters he proceeds with a very keen analysis of comparisons of the accounts on all events and their different interpretation. Moreover he also points that how some episodes are omitted and how some are given over emphasis. He takes up the accounts of 1857 and brings up the differences between the presentations. The major differences can be explained in context of portraying the causes of uprising. In India though the writers desist from using the term national but they do say that revolt made the Indian people more politically conscious than before. But what politics might mean in a mid-nineteenth century context is not explained. While in Pakistan a completely different picture is projected where emphasis is mostly on the role of Muslims. Moreover it goes beyond and this is seen as the dilemmas in history writing in Pakistan. This is because  the narrative should not only describe how colonial rule ended but also explain how Pakistan came into being. Thus to justify the happening of Pakistan it must also have a long national movement seeds of which can be seen in the revolt of 1857.Thus Krishna Kumar says that with the help of highly compressed story which does not allow the listener to ask for details therefore the aim of Pakistani textbooks can be seen in the indoctrination rather than explanation. In later chapters writer presents the difference in periodization. Pakistani textbooks put an emphasis on the period from 1907 to 1927 by contrast Indian textbooks generally select the year 1919 as marker of historical times which shaped the course of freedom struggle until the mid 1930s. He further brings above the motive behind focusing on different years as it makes way for the portrayal of Gandhi and Jinnah as heroes and their actions as the ultimate deeds. One more thing he points out is the vise-versa attempt on the portraying Gandhi as a Hindu leader and Jinnah as a Muslim leader in Pakistan and India respectively. Similarly in the book we can see several events which have been a shared experience for both India and Pakistan has been selected and depicted in very different manner. Both the nations form a different take on all the instances and personality. By using the three concepts which has been mentioned earlier i.e. politics of mention, pacing and concept of ending he thus brings forth different angles of the history textbooks in India and Pakistan. He points to how each of these time segments is recorded in the textbooks and reads both omissions and inclusions as symptomatic of larger national anxieties. Importantly, the choice or omission of an event che ats the child of an opportunity to know a situation in all its complexity. In fact, this is a recurring theme in the book the manner in which history textbooks conceives of and interpellates the intended child reader. Thus children are not made aware of the complex arguments in regard to certain historical events. Krishna Kumar ends this book on a very interesting note where he asks children from both the countries to write on the topic ‘The division of India and Pakistan’. He thus brings above a varying picture of opinions. In India he sees a dominant picture of Pakistan coming over where the children perceive it as a synonym for Muslims. This is evident in the idea of a Hindu India with a stereotype of Muslims which is based on hatred and distrust as writer points out. Moving to ideas of the Pakistani students  we can see whole range of historical periods mentioned where the aim is to show how Muslims suffered at the hands of Hindus and thus partition actually gave them the space of first class citizens. In both sides we can find a common bone of contention between India and Pakistan is Kashmir. Thus in this exercise also there is a reflection of the ideas which are propagated through textbooks. In the last chapter he brings forth the relationship between history and peace. The major argument which he traces in the whole book is that both India and Pakistan differ on the grounds of depicting freedom movement. In India which is defined in terms of tensions between communal and secular forces it actually reflects India’s national identity which also makes Pakistan come under suspicion. On the other hand the freedom movement in Pakistan attains the picture of an age long movement for the freedom of Muslims from a Hindu country. This is evident in the idea that an Indian historian focuses on as to why the partition took place whereas in Pakistan the new birth is celebrated by focusing on how the partition took place. This can be precisely the answer to the question he posed to enquire in the starting of the book. However in the different parts of book he tends to achieve the objectives of his study. The comparative study of history textbooks from both the countries thus helped him to probe into the reflection of the conflict between India and Pakistan in the history textbooks through which the ideologies of young minds are framed . This thus preserves the hostility between the two countries. However he ends on a very positive note where he sees role of education as vital one which can lead to overcome the unsettling effects of their interlocked frames of perceptions. This books thus in comparison to his earlier works can be on one hand as an extension of his focus on school and curriculum and their flaws. While in his book ‘What is worth teaching’ he focuses on fractured, contradictory and divisive nature of curriculum and school knowledge in our country and its insidious disempowerment of the teacher. His very important work the Political Agenda of Education also revolves around the concept of political ideologies involved in the education system. However this book in comparison to his other works comes up with a very different objective and method of investigation. While looking on for other books from other writers which have ventured into similar type of analysis cannot be found yet. Moving from the achievements of the writer we also come across certain gaps  visible in the work. It is known that he is building up a picture of investigation around the period of freedom struggle but he confines himself to a very limited events and personalities of that period. His projection that part of history comes up as if it is only in relevance to Pakistan. He also tends to omit the other popular beliefs of the time which was visible in the form of questions raised by Dalit leaders and also the division of India on the basis of language leading to a discontent in South India Thus the book can be seen as a very different creation with experiment of a new type. The central idea that national ideologies shape the history writing of school textbooks is very cogently presented in the books. The role of history teaching and its impact on the socialisation of the young minds and leading to their formulation of the notion of ‘other’ is also very much clear in this book. But this book also suffers loops and holes in course of omitting other aspects of freedom struggle like low caste and tribal resistances. Book Review Prejudice and Pride: School Histories of the Freedom Struggle in India and Pakitan