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2012-04-27
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janosh112
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Let’s take slavery for instance. We attribute everything that has happened to the Black race to slavery. We delude ourselves about African Kingdoms which had thrived before the onslaught of first the Arabs, and later the Caucasians. We talk about the Pyramids of Egypt, the great empire of Mali and the learning capital of Timbuktu. Yes, I am constrained to agree that these were great legacies that our ancestors left us, but one cannot deny the fact that in the middle Passage of the 19th century we stopped functioning as a people with intelligence and the instinct to defend ourselves. In the 17th century, more than 36 million African men and women were taken into slavery and to the shores of America. Of that 36 million, more than 18 million died in the Trans-Atlantic crossings. Listen, don’t get me wrong. We are talking of over 36 million African men and women who were rounded up by a handful of Caucasians and our ancestors could not do much to stop the onslaught
postage stamps, played basketball, was fond of listening to music, played all manner of games, but dealt only in a neutral, uninspired fashion with plants. The one thing that was constant and of supreme importance was my love of reading. I don't recall why, but by an early age, say age 9, I was a phenomenal reader of books, a habit that persisted all the way until college. Reading expands one's mind immensely. It fires the imagination, demonstrates grammar, teaches vocabulary, informs, challenges, helps one relax. In some cases it forces the mind to concentrate, as to understand. It can help build a moral or ethical framework, and help oneself form an individual worldview. Even an untraveled child, sitting at home, can be transported by a book into any place or time. Fantasy and facts weave together, but the result is almost an unmitigated improvement. If a bookworm grows up to be antisocial or worse, it is not because
Quite a lot of laboratory research has shown that people are more likely to deal with information in a controlled fashion when they have both the desire and the ability to analyze it carefully; otherwise, they are likely to use the easier click, whirr approach (Epley 8{ Gilovich, 2006; Petty 8{ Wegener, 1999). For instance, in one study (Petty, Cacioppo, 8{ Goldman, 1981), students at the University of Missouri listened to a recorded speech that supported the idea of requiring all seniors to pass com- prehensive examinations before they would be allowed to graduate. The issue af- fected some of them personally, because they were told that the exams could go into effect in the next year-before they had the chance to graduate. Of course, this news made them want to analyze the arguments carefully. However, for other sub- jects in the study, the issue had little personal importance-because they were told
SCIENCE AND TECHNOLOGY A century ago communication across any distance was dependent upon the telegraph or letters. No jets crossed the ocean, no television pictures enabled us instantly to see events in any part of the world, there were no worldwide telephone networks and no computers. It is just a short lifetime since humanity first travelled into space and discovered how fragile our planet looks. FROM FIREWORKS TO THE MOON
Don’t Make Me Think, Revisited A Common Sense Approach to Web Usability Steve Krug Don’t Make Me Think, Revisited A Common Sense Approach to Web Usability Copyright © 2014 Steve Krug New Riderswww.newriders.com To report errors, please send a note [email protected] New Riders is an imprint of Peachpit, a division of Pearson Education. Editor: Elisabeth Bayle Project Editor: Nancy Davis Production Editor: Lisa Brazieal Copy Editor: Barbara Flanagan Interior Design and Composition: Romney Lange Illustrations by Mark Matcho and Mimi Heft Farnham fonts provided by The Font Bureau, Inc. (www.fontbureau.com) Notice of Rights All rights reserved. No part of this book may be reproduced or transmitted in any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. For information on getting permission for reprints and excerpts, [email protected]. Notice of Liability Th
The wretch, the other day, tore up a kerchief That he had found, pressed in the /Golden Legend/, Calling it a horrid crime for us to mingle The devil's finery with holy things. [Footnote 1: Referring to the rebellion called La Fronde, during the minority of Louis XIV.] [Footnote 2: Moliere's note, inserted in the text of all the old editions. It is a curious illustration of the desire for uniformity and dignity of style in dramatic verse of the seventeenth century, that Moliere feels called on to apologize for a touch of realism like this. Indeed, these lines were even omitted when the play was given.] SCENE III ELMIRE, MARIANE, DAMIS, CLEANTE, DORINE ELMIRE (to Cleante) You're very lucky to have missed the speech She gave us at the door. I see my husband Is home again. He hasn't seen me yet, So I'll go up and wait till he comes in. CLEANTE And I, to save time, will await him here; I'll merely say good-morning, and be gone. SCENE IV
Maturita Solutions Advanced Workbook Key stand bananas and coffee! It's a bit 3 1 to 8 of Unit 1 uncanny really. Is it something she's 2 about 9 century passed on to me genetically, or is it 3 like 10 assumed / 1A Memories page 3 learned behaviour? Who knows? 4 of thought / 1 See exercise 2 2 5 6
2 The train is leaving/leaves at exactly nine o'clock tomorrow, so don't be late. ________________ 3 We are having/have a party tonight. ________________ 4 The concert begins/is beginning at 8.30. ________________ 5 On Monday, the Prime Minister is going to/will be give a speech. ________________ 6 I am flying/will fly to Rome on Monday, but I'll be back on Wednesday. ________________ 7 At ten o'clock I have/am going to have a meeting with my boss. ________________ 8 Look at those dark clouds in the sky! It is raining/going to rain in a few minutes. ________________ 9 Have you missed the bus
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