Frederick Douglass Escape from Slavery

Frederick Douglass Escape from Slavery Option #1: Writing Summaries: Frederick Douglass Escape from Slavery September 3, 1838 Frederick Bailey started risky journey of his life. 20 years old slave made an escape from his master in Baltimore, and with new found freedom came a new name that was Frederick Douglass. During his journey to freedom Douglass was able to avoid slave capturers from Maryland a slave state at the time, Philadelphia, and New York. Among the many obstacles Douglass encounters during his escape, the most unusual one is when he witnessed slave capturers that were of the same skin color as him. One would find it odd that blacks would capture and send other black individuals back to their slave holders. Money would be a major factor that influenced black individuals to partake in capturing slaves. In Frederick Douglass short essay My Escape from Slavery, Douglass discusses the obstacles he had to overcome during his escape from slavery. The major theme of Douglasss essay is his individual experience during his escape to free a state. He creates imagery that allows the reader to experience his dangerous journey without physically going through what he experienced. Slave owners targeted free blacks to hire because at the time many free blacks were living in poverty stricken areas and were among the financially unfit. Free blacks had families and children of their own and needed to provide for their loved ones. A reader looks at the action as unjust, but black capturers saw the job opportunity as a way to provide for their families. Black capturers would view runaway slaves as fugitives and saw it was their job to capture them. They would not let the similar color of skin that the two may share come in between their way of earning money. Frederick Douglas journey began in Baltimore, Maryland. Douglas would then take a train to Philadelphia. In order to board the train without being captured Douglass acted as a sailor carrying around Seamans protection papers that he received from an old acquaintance. The climax of Douglass story comes when the Conductor at the train station analyzes Douglass seaport papers. Douglas knows it is at this time when his life can make a dramatic change. If the conductor toughly looks at Douglass seaports papers and realizes the individuals described on the paper does not fit the physical characteristics of Douglass. He could face criminal charges as well as being sent to his former slave holder. Fortunately, the conductor lets Douglass board the train not focusing on the physical features of the gentlemen in which the seaport papers describe. Douglas will go through many more checkpoints in Delaware, Philadelphia where slave catchers were most vigilant but, no danger was as evident as the Maryland Boarding. When reaching New York he felt a great deal of relief. New York was a free state and after all the obstacles he had overcome to get to New York for the moment his dreams and hopes as a child was filled. He escaped the slave terrorirries and now was excited to start a new life, one of prosperity. Unfortunately Douglass dream was not fully accomplished just yet. Upon his arrival in New York, Douglass met another escaped slave that told him New York was full of southerners returning from the Northern watering places; that the colored people of New York were not to be trusted, that they were hired men of his skin color who would betray him for a few dollars.that they were hired men ever on the lookout for fugitives; that he must trust no man and never think of going either upon wharves or into any colored boarding house, for all such places closely watched. The black individual who Douglass encounters in New York established money as the main influence that drove blacks to capture runaway slaves. Free black individuals in this era lived in the most poverty stricken areas. Many black men had families to take care of, children to nourish and their lack of education made jabs untrainable. Free blacks had resort to any kind of job to earn money and provide for their family. Slave capturing was a prosperous business for blacks individuals at the time and they too full advantage. Frederic k Douglass escape from slavery finally comes to an end when he arrives in New Bedford, Massachusetts. Douglass was assured that no slave holder could take out a slave in New Bedford by Nathan Johnson. Johnson was a major influence in Douglass life after his arrival. Johnson a former laborer his self and citizen of the grand old commonwealth of Massachusetts. with his connections with government officials he was able to acquire citizenship papers for Douglass and assured that he was now a citizen of New Bedford and he wouldnt have to worry about slave capturer trying to take him of the state of Massachusetts because it was against the law. When forming the documentation with Douglasss new identity, Johnson changed Frederick last name from bailey to Douglass. As a slave he was known as Frederick Augustus Washington Bailey. The name Frederick Douglass would follow him for the next forty years. As he worked as a laborer for a few years to support his family. He would then go on new endeavors to help abolish slavery in the near future. Summary of Douglass story, is although he escaped slavery there were thousands of other black slaves who did not make it and suffered major consequences consisting of sometimes death. The diction Douglass uses in his short story appeals to the readers senses, his dramatic scenes that capture his escape allows readers to see what he saw during the dangerous journey. One can feel how scared douglass was when entering new states that were surrounded by slave catchers. Douglass characterization of individuals he encountered through his journey enabled readers to imagine what he viewed. Douglass always looked back on September 3, 1838. The day when his free life began and until he died he celebrated the date in place of his unknown birthday.

Cognitive Development of a 5 Year Old

Cognitive developmentChild: Luke Jackson Present/Observed (Oct. 24th, 2012)Observer: Bernique Pinder| Skill| Yes| Not Yet Able| Comments| Names a range of shapes| X| | Completed | Names a range of colours| X| | Completed | Sorts objects easily into alike groups| X| | Completed. Although some objects were classified with some assistance| Orders objects according to size| X| | Completed | Counts up to 20 objects, touching each one (rational counting)| X| | Completed | Retells events in sequence with detail| | X| Details are sketchy and only supplies information when prompted or questioned| Completes puzzles| X| | Completed with assistance|Listens to told story without props| X| | Answers questions when asked and is able to reason| Understands ordinal concepts of first, second, last etc. | X| | Was read the story of the hungry caterpillar and was able to give sequence of food the caterpillar ate in correct order. | Speech/language development | Skill| Completed| Not Yet Completed| Comme nts| Relays messages correctly| | X| During a game of â€Å"pass the message along’ he was unable to pass the correct message with repetition. | Can listen without interrupting| | X| No.Asks questions constantly| Asks about meaning of new words| X| | Relates to words he already knows| Uses adult like sentences| | | Language errors present| Can recite own name and personal details| X| | | Uses language in play activities| X| | | Recognises familiar symbols, simple words| X| | | Prints own first name| X| | | Rating Scale Rating Key 1= Poor or None. The indicator is seldom or never done by the child ( Not at all). 2=Attempted. 3= Moderately. It is not regular or frequent (sometimes) 4= Good. (most of the time) 5= Excellent.Does all the time or does the task well. Skill| Rating Scale| Can tell his physical address and home telephone number | 1 2 3 4 5| Identify or draw, name and describe many pictures. | 1 2 3 4 5| Identify and name many colours. | 1 2 3 4 5| Draw a person addin g much detail to the body. | 1 2 3 4 5| Count to at least 10-20| 1 2 3 4 5| Understand that events have a cause and effect reaction (e. g. if you drop a glass then it will break). 1 2 3 4 5| Make up rhyming words, mimic sounds or even create his own sounds. | 1 2 3 4 5| Speech is understandable to everyone. | 1 2 3 4 5| Uses simple reasoning| 1 2 3 4 5| Understands a whole object or concept| 1 2 3 4 5| Knows about things used every day in the home (money, food, appliances)| 1 2 3 4 5| Understands the concept of time| 1 2 3 4 5| Read simple books. | 1 2 3 4 5|Make up imaginative stories. | 1 2 3 4 5| Reads some words by sight, including own name. | 1 2 3 4 5| Knows alphabet and many letter sounds. | 1 2 3 4 5| Uses long complex sentences. | 1 2 3 4 5| Can recognize numbers regardless of arrangement in groups| 1 2 3 4 5| Tells stories about own experiences| 1 2 3 4 5| Piaget’s Theory: Concrete Operational Skills Experiment| Results| | Child A| Child B|Conservation of Numbers- I placed a row of small bubble gums in front of the child and asked him (both are male) to make another row the same as the first one. After asking the child to exist the room, I then spreaded out the row of gum and the child if there were still the same numbers of gums as there were before. (without counting them)| They were more gums than before. | There were more gums than before| Conservation of Length- Both children are shown two equal length straws aligned, then they are asked if they were the same length. After leaving the room one is moved to project beyond the other. Agreed that they are the same length firstly then on returning said that the protruding straw was longer stating â€Å"because I stretched it†| Agreed they were the same length at first then when he came back he said that â€Å"they were the same length because I moved it. †| Conservation of Liquid- Got two equal glasses and pour juice into each. Asked each child if It was equal. Then ask them to l eave the room and removed one of the glass and poured juice into a tall skinny glass and asked which had more? | Acknowledge that they were equal at first then suggested that the initial cup had more.When asked why? He was unable to say why just that the tall cup was smaller (implying the narrowness)| Acknowledged that they were equal at first then said that the taller cup had more juice. When asked why he stated that â€Å"the juice in the taller cup is higher than the other so that means it contains more†| Analysis of Data Developmental Checklist Based on observation and data collected from the child I observed, He is capable of completing tasks expected of a five year old. He is capable of understanding two or three simple commands given at once.He can sort objects by size, and by what sort of thing they are, e. g. animals, or by colour or shape. He successfully compared two weights to work out which is heavier. He was able to understand taller, smaller and shorter. He can copy his name. Draw a person with a head, body, legs and arms. Tell the difference between morning and afternoon. Luke is a great conversationalist and loves to talk about the details of all sorts of scientific and nature things. He speaks clearly on the whole, but still not using some sounds correctly, e. g. say ‘th’ for ‘s’ or ‘w’ for ‘r’.He asks ‘Why’, ‘When’, ‘How’ questions and ask what words mean. He is eager to tell long stories which to me are partly true and partly made up. He is interested in questions and argues and gives his own ideas about things. He knows a few nursery rhymes which he can say, repeat or sing. Similarly, to Luke’s physical development his cognitive develop is also maturing at what theorist would say is a normal rate. According to HDEV upon reaching the age of five a child should be rapidly expanding his vocabulary. It is evident that he is beginning to thi nk intuitively but still somewhat selfish.As mentioned before, currently, he is speaking in full sentences that vary in lengths and purposes. He enjoys watching television shows about super heroes and cars and planes and he spends large amounts of time, up to 15 minutes, telling me all about them. Luke’s cognitive development in the area of language has a lot to do with the fact he is inquisitive and seems to enjoy learning. According to Rathus Spencer and the developmental checklist of widely held expectations, a five year old should be able to count and should be drawn to letters and sounds.Luke demonstrates a love of reading and will often ask to go in the reading corner. Additionally, by playing games like Snakes and Ladders where he counted the required spaces indicating an understanding of numbers. After presenting him with a book with the cover ripped, he was excited to find the tape and he started to think of ways to fix the book. He suggested taping it, and was excit ed when that idea was welcomed and put to use. This not only demonstrated intuitive thought but helped Luke feel intelligent and begin to learn that it is perfectly okay and acceptable to ask for help when needed.Luke is developing cognitively a little more everyday and seems to be on his way to accomplishing all the key milestones. His language skills are growing each day and he is learning to try new things on his own with the idea that he can always ask for help. Rating Scale Analysis The rating of the scale The present five point scale extends from (1) where the child observed did not adhere to that aspect of the task or was unable to, to (5) where there is very high skill. Thus the scale assesses both adherence to the task and skill of the child.With the hardest tasks being speaking, listening and recall some sequence but his memory being very good otherwise. He is most skilled at recognition of numbers, and reasoning. Piaget’s Theory: Concrete Operational Skills Analysi s Results: Luke has failed at conservation methods across the board whereas child B has successfully achieved conservation of length but has also failed conservation of numbers and liquids. They cannot think of both dimensions at the same time and so trade off one over the other.They do not possess the ability to understand when the amount of something remains constant across two or more situations despite the appearance of that thing changing across those situations, as with the gum. Although the volume of liquid remains constant across the two containers, each container has a very different visual appearance, with one being tall and thin, while another was short and wide. Both children were unable to appreciate that the total amount of liquid was unchanged despite being poured into differently shaped containers.They were fooled by the appearance of the containers and tended to conclude that wider, shorter containers held less water and the taller, thinner containers held more than the wide. Also my subject was unable to realize that the straws were the same length subject B was able to see that the straw was moved but remained constant which is odd considering Piaget’s theory. Reflection As I reflect upon my experience, it is a valuable process in which all teachers should engage in order to improve their professional practice. Assumptions are made about kids and their abilities both for the teacher as well as the student.However, there is a lack of in-depth research on the learning processes of children. This analysis was very useful to illustrate and understand the process of how students learn as well as their abilities as they are experienced and I was able to note these and this can be used to support my upcoming professional development. Data was collected at three levels: reflection upon personal practice, pupils' learning and â€Å"official† professional development activities. Reading of the research literature was incorporated into th e observation process and this was very useful to my knowledge. At the beginning of the process, it was ifficult for me to engage with the child in a meaningful way; however, once the habit of observation became established, it was easy to interact with my subject. This interaction was life changing and it automatically leads to changes in my opinions and practices. Although it was neither easy nor straightforward, i found it engaging in the process of critical analysis and found it to be a valuable experience because it gave me a powerful sense of control over my professional learning and my professional life. Cognitive Development of Children Observation EDU 220 Bernique Pinder November 1st, 2012

Free Essays Online Tips & Guide

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Conjugating Croître in French

In French, there are a few options for saying to grow. One of those is  croà ®tre  and is the subject of this verb conjugation lesson. Yet, you may also wish to learn or use the verbs  grandir  (to grow)  and viellier (to grow old)  as well. Conjugating the French Verb  Croà ®tre Verb conjugations are required to express the verb in the present, future, or past tense. For instance, growing and grew are English conjugations, though in French things are a little more complex. Thats because we must be concerned about the subject pronoun as well as when the verb is happening. Croà ®tre  is an  irregular verb, meaning that it does not follow a standard conjugation pattern. You will need to memorize these conjugations without the help of any similar verbs you may already know. Yet, once you identify the endings for  croà ®tre, they can also be applied to accroà ®tre (to increase)  and dà ©croà ®tre (to decrease). When studying these conjugations, watch out for the changes to the verb stem. Some replace the circumflex à ® with an I and in others forms, you will find a circumflex à » in its place. This is a rather tricky conjugation, so take your time. Using the table, pair the appropriate subject pronoun with the verbs tense. For instance, I grow is je croà ®s while we will grow is nous croà ®trons. Subject Present Future Imperfect je croà ®s croà ®trai croissais tu croà ®s croà ®tras croissais il croà ®t croà ®tra croissait nous croissons croà ®trons croissions vous croissez croà ®trez croissiez ils croissent croà ®tront croissaient The Present Participle of  Croà ®tre The  present participle  of  croà ®tre is  croissant. This is a verb, though in some circumstances its also an adjective, gerund, or noun. A Past Tense Form of  Croà ®tre The  passà © composà ©Ã‚  is a common way to form the past tense in French. To create it, first conjugate the  auxiliary verb  avoir  to match the subject, then add the  past participle  crà ». As an example I grew becomes jai crà » and we grew is nous avons  crà ». More Simple Croà ®tre  Conjugations to Know The conjugations explained above should be the focus of your French studies at first. As you progress, you may also need or encounter one of the following forms of  croà ®tre. The subjunctive verb form will apply when the action of growing is in some way questionable or uncertain. Likewise, the conditional form is reserved for the times when the action may or may not happen because its dependent on certain conditions. Its likely that you will only see or use the passà © simple and imperfect subjunctive in formal writing. In this case, being able to recognize these forms as croà ®tre  is most important, especially with the change to à ». Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je croisse croà ®trais crà »s crà »sse tu croisses croà ®trais crà »s crà »sses il croisse croà ®trait crà »t crà »t nous croissions croà ®trions crà »mes crà »ssions vous croissiez croà ®triez crà »tes crà »ssiez ils croissent croà ®traient crà »rent crà »ssent There may also be times when you need to use  croà ®tre  in the imperative verb form. When doing so, you do not have to include the subject pronoun: use croà ®s rather than tu croà ®s. Imperative (tu) croà ®s (nous) croissons (vous) croissez