Mom: Teacher, Counselor, Role Model, and Friend Essay -- Friendship Ess

Mom: Â  Teacher, Counselor, Role Model, and Friend When asked to identify the person who has had the most powerful influence in my life, the most obvious choice is my mom. She has been my teacher, counselor, role model, and friend for the past 17 years. For me, she has become a source of inspiration and a constant reminder of what true love really means. In considering my mother's position and influence as a role model, I am reminded of a quote from Charlotte Bronte's Villette: "In addition she gave me the originality of her character to study: the steadiness of her virtues...the power of her passions to admire, the truth of her feelings to trust. All these things she had, and for these things I clung to her." (Chap. 4) The virtues that stand out most poignantly in my mother's character are her dedication and self sacrifice. On the strength of her principles, she gave up a successful career in order to give my brother and I the strongest educational foundation possible. No obstacle seems insurmountable when it comes to our education; even when my algebra classes seemed to ha...

Sensorial

Maria Montessori described the sensorial materials as the â€Å"key to the universe† Discuss this statement and give examples to support your discussion. â€Å"The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the senses offers the child a key to guide his explorations of the world, they cast a light upon it which makes visible to him more things in greater detail than he could see in the dark, or uneducated state. â€Å"(1. Montessori Maria, the Absorbent page 190, chapter 17). Montessori believed that sensorial experiences began from birth to six. At this stage, children learn and develop by using their five senses which help in making mental order in their environment. These five senses are visual sense the child learns how to visually discriminate differences between similar objects and differing objects. Second is tactile sense, the child learns through his sense of touch. â€Å"Although the sense of touch is spread throughout the surface of the body, the Exercises given to the children are limited to the tips of the fingers, and particularly, to those of the right hand. (Montessori, Maria (1997) The Discovery of the Child) This allows the child to really focus on what he is feeling, through a concentration of a small part of his body. In the Stereognostic Sense Exercises, the child learns to feel objects and make recognitions based on what he feels. â€Å"When the hand and arm are moved about an object, an impression of movement is added to that touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense, and which permits many impressions to be stored in a â€Å"muscular memory†, which recalls movements that have been made. (Montessori, Maria (1997) the Discovery of the Child, Oxford, England: Clio Press) . In the Baric sense, the child learns to feel the difference of pressure or weight of different objects, this sense is heightened through the use of a blindfold or of closing your eyes . In the Thermic Sense, the child works to refine his sense of temperature. In the Olfactory and Gustatory Sense Exercises, the child is given a key to his smelling and tasting sense. Although not all smells or tastes are given to the child in these Exercises, the child does work to distinguish one smell from another or one taste from another. He can then take these senses, and apply them to other smells or tastes in his environment. In the Auditory Sense Exercises, the child discriminates between different sounds. In doing these different Exercises, the child will refine and make him more sensitive to the sounds in his environment; there are four kinds of sounds human, animal, natural and mechanical sounds. Dr. Montessori felt that this was the ideal period in the child’s life to introduce him the equipment that would sharpen his senses and facilitate his comprehension of the many impressions he receives through them. So that Sensorial lessons enable the child to learn him by using his hands and his mind. We find that Dr. Benjamin Franklin once said â€Å"tell me and I forget. Teach me and remember. Involve me and learn†. In order to serve this purpose; Dr. Maria Montessori introduced a subject called ‘Sensorial', it comes from the word sense or senses. As there are no new experiences for the child to take from the Sensorial work where the materials are specially designed to enable the child to use his senses to explore different attributes of the world†¦ he child is able to concentrate on the refinement of all his senses, from visual to stereognostic. Dr. Montessori based her method of teaching young children considering the fact that a child between two to six years passes through the ‘sensitive period' for the refinement of sense along with the others and they can be helped in the development of the senses while they are in this formative period. â€Å"It is necessary t o begin the education of the senses in the formative period, if we wish to perfect this sense development with the education which is to follow. The education of the senses should be begun methodically in infancy, and should continue during the entire period of instruction which is to prepare the individual for life in society. † (Montessori Maria, internet) Dr. Montessori describe Sensorial education as â€Å"the key to the universe† because it revealing to the children, a deeper knowledge about the outside world. All of the material is aesthetically pleasing. They attract the child’s attention to the objects and allow the child to manipulate the materials with easy way. The material must be complete. This allows the child who is working with the material to finish through the whole piece of work without having to stop and find a missing piece. All of the material is limited. The first use of the term limited refers to the fact that there is only one of each material in the environment. This calls for other students to build on their patience. The second use of the word limited is in reference to the idea that not all of one quality or piece of information is given to the child. This child is not given every color in the world, but only a select few. This gives the child the keys to the information so it peaks his curiosity and leads him to learn more out of his own interest. Most importantly, all of the material could be called â€Å"materialized abstractions†. This means that though Montessori’s Sensorial materials, abstract concepts are made into concrete materials. â€Å"The sensorial materials comprise a series of objects which are grouped together according to some physical quality which they have, such as colour, shape, size, sound, texture, weight, temperature, and so forth. Every single group of objects represents the same quality but in different degrees; there is consequently a regular gradual distinction between the various objects and, when this is possible, one that is mathematically fixed. Every series of objects is graded so that there is a maximum and a minimum, which determines its limits, or which, more properly, are fixed by the use which a child makes of them† (Montessori Maria, The Discovery of Childhood, Page. 100 chapter 6). Dr. Montessori believed in the same ideal and with her development of Sensorial teaching brought a new concept to teaching the world throughout her Sensorial materials. So that the sensorial materials in the Montessori classroom enable the child to become aware of details by revealing to him strongly contrasting sensations like black and white and progressing to various gradations of this sensation such as; the many different shades of red in the colour tablets as an example, facilitate his knowledge of colours and eventually his understanding of the abstraction of a certain colour and finally the abstraction of color itself. The sensorial equipment, worked on systematically, builds a rooted and comprehensive foundation for the child's intellectual future. This is why Montessori has appropriately named the sensorial materials as â€Å"the key to the universe†. We find that the sensorial materials related with the environment around the child, he try to discover on his own how to make things he see in the environment, he often want to make his own books and do so with tools of ruler and stapler, make his own constructive triangles, or geometric solids. He often explores different ways of making the same end product – e. g. making a cylinder with paper, and then trying with clay. The other areas of the curriculum for the children of this age are related with the ‘sensorial’ materials such as mathematics, language and culture. The sensorial materials respond to the way that the child learns at this age through the senses rather than the intellect. There are materials for the refinement of each sense, with each activity isolating one particular quality, for example; color, size, sound, taste or weight. We can take a pink tower as an example, it made up of ten pink cubes of varying sizes. In 3 year-old the child constructs a tower with the largest cube on the bottom and the smallest on top. This material isolates the concept of size. The cubes are all the same colour and texture; the only difference is their size. Other materials isolate different concepts: colour tablets for colour, geometry materials for form and so on. As the child's exploration continues, the materials interrelate and build upon each other. Later, in the primary years, new aspects of some materials unfold. When studying volume, for example, the child may return to the pink tower and discover that its cubes progress incrementally from one cubic centimeter to one cubic decimetre. At the pre-school age when the child is use the sensory information, these materials help the child to order and make sense of his world and heighten his perception and wonder of it. Through working with the different sensorial materials the child has refined his discrimination of size to the point where he wants to know how much one object is bigger than other one. The mathematic materials flow naturally from here. When a child reaches this point, he needs to introduce to concrete representations of mathematical concepts and given language to describe these, for example: large, long, thick, heavy. They are required to sort, pair, grade and sequence using all of their senses – visual, tactile, auditory, gustatory and olfactory. Through these activities they develop the ability to solve mathematical problems for example: decimal system, geometry and algebra –by compare, contrast, and make judgments. The same applies with language. The subtle preparation the child has been given in this environment such as songs, stories, poems, or the control over the movement of the hand through knobbed cylinders and geometric cabinet, they allow the child from 4 and 5 year olds to effortlessly start to write and read. Montessori education has been using a set of ‘sandpaper letters’ individual boards with the primary symbol for each of the 26 letters as the sounds in the English language. Three year-old children see and feel these symbols and make the corresponding sound, bsorbing the combination of sound and symbol through three different senses (auditory-visual and tactile sense. Finally, the cultural materials bring to the child his world and the animals, plants and people within it. Like everything offered to the child at this age, the materials are sensory-based and are introduced to the child in an orderly way; first the world, then the plants; the child is introduced to the botanical classification in plants and their parts through classified cards, and an experience of how leaves can be classified by their shape through the leaf cabinet. Through these, the child is given keys to enhance his exploration of the outdoor environment and garden, and ultimately the world. The child starts to notice shapes of leaves as he walks in the park, and this deepens his appreciation of his environment. The sensorial materials also are the extension for the world of animals, then mammals, birds, amphibians, reptiles and fish; in the same way as with the world of plants, the child is given presentations of animal classification through the classified cards. Through his exploration he finds the keys to understanding the characteristics of each family and this is applied to his locality. The sensorial materials extend to geography: The children discover how our world can be divided into land and water, and how these two can further be classified by their shape – land into islands, peninsulas, isthmuses and capes; water into lake, gulf, strait and bay. These offer a key to the young mind so attuned to order and pattern, and children start to appreciate even the lakes and islands they discover in their local parks. They also explore how our world is divided into continents, and how each continent is divided into countries, and towns and so on. In this way they get an appreciation of where their ‘place’ is in the world. The education of senses makes men observers. The child who has worked with the sensorial materials has not only acquired a greater skill in the use of senses but also guides his exploration of the outside world. The aim of sense training is not only that a child shall know the colours forms and textures but also that he refines his sense through an exercise of attention and through comparison. The Sensorial Materials have been given many names: materialized abstractions, key to universe, path to culture. The goal of sensorial is to aid a child refine his senses so they can learn more from his environment and grow spiritually and physically. This is done through manipulation with carefully designed materials and direct experience with the world around them. The Sensorial technique is a multi-faceted method of learning. Through the use of singular quality focus activities the child’s senses are awakened. The sensory revelation that is experienced by the child during this period leads to a greater intellectual capability. The sensorial practice sets the groundwork for further intellectual growth. The crucial roles the senses have in education are illustrated through the connection between the various sensorial experiences the child has and all of the activities in the Sensorial environment. Because of Montessori’s focus on sensorial exploration and the Sensitive Periods for crucial brain development, there may be no computers for children’s use in the Children’s House environment. However, through the Montessori materials the children are building strong foundations to be able to learn to use this technology when appropriate. They are learning how to think, solve problem and create. It is striking how several pioneers and highly successful individuals in this field have Montessori backgrounds (e. g. Sergey Brin and Larry Page, inventors of Google; Will Wright, inventor of The Sims). They even attribute their success in innovation to their childhood years in a Montessori classroom. BIBLOGRAPHY Montessori Maria: The secret of childhood. Montessori Maria: absorbent mind. Montessori Maria, quotes, Internet) Montessori Maria: discovery of the childhood

The Ballot Or The Bullet Essay - 2053 Words

Malcolm X’s â€Å"The Ballot or the Bullet† was one of the most significant and powerful speeches delivered during the Civil Rights era. X, an advocate for civil rights, was also an influential leader who sought to end the complete and utter degradation of Black Americans. Conflicting with the peaceful and nonviolent Dr. Martin Luther King Jr., who was another important leader at his time, X believed in using any means necessary, including violence, to accomplish his goals. Because of his controversial methods, X was seen as a radical, causing many to disagree with his tactics. Without a doubt, X was definitely a great leader and excellent orator, regardless of his disputable views. He understood the influence of language and used that to his own advantage, as he created and delivered an inspiring speech to achieve his purpose. In â€Å"The Ballot or the Bullet,† X’s appeal to emotion, critical tone, and his overall consideration of his audience convinces Black Americans to hasten their fight for equality. Before becoming a well-known and influential speaker, X lived a life full of crime and little purpose. During the earlier years of his childhood, X grew up in a household where Black pride was prominent. He was born on May 19, 1925 in Omaha, Nebraska to Earl and Louise Little, who were activists in the Universal Negro Improvement Association. His parents were active followers of Marcus Garvey, and this definitely had its part in shaping X’s views when he grew older. When X was stillShow MoreRelatedThe Ballot Or The Bullet Essay1869 Words   |  8 Pagesâ€Å"The Ballot or The Bullet† and â€Å"Letters from Birmingham Jail† are both refutes of social, economic, and civil injustice in America. 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Chapter Nine Samuel Huntington s Arguments And The ``...

Chapter nine begins with Samuel Huntington’s arguments and the â€Å"Tudor† in American politics. Fukuyama uses Huntington as an example and states that many of the Englishmen who colonized in North America in the seventeenth century brought the political practices of the Tudor. Huntington explains that many of the English practices that were performed and usual in England were indeed written into the American Constitution. One of the Tudor features was the Common Law, which was a source of authority that was higher than the executive. The Common Law also had a strong role in the courts in governance and in local self ruling. Huntington states that American polity has never been underdeveloped, but that the American government has never been completely modern. Huntington argues that American politics are unique, but only because they are very ancient. Regarding patronage in this time, many merchant-banker elites from New York to Boston and the elite plant owners in Virginia were descendents from the same ancestors. They spoke the same language, they believed in the same religion, they believed in the same principles in government, and had very alike manners and traditions. Fukuyama declares that at this time, the government could have been identified as the friends of George Washington. Fukuyama states this, since President George Washington chose men like himself who he taught had great traits and serious dedication to the regime. Concerning President JohnShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers

My Fundamental Beliefs About Teaching - 1886 Words

Vocational Training Development Institute Diploma Programme in Education and Training Psychology of Teaching and Learning Question You are a new teacher, and a parent of someone in your class wants to know your beliefs about teaching. What would you tell this person? Module 1 Assignment Lecturer: Ms. Mauva McCarthy Name: Dwayne McIntosh-McKay Course Code: Ed 504 Due Date: October 2, 2010 You are a new teacher, and a parent of someone in your class wants to know your beliefs about teaching. What would you tell this person? Introduction I believe that every student who enters my classroom can succeed. Teaching should be student centered and students should be accountable for their learning and†¦show more content†¦With proper motivation, encouragement, and equipping, I believe that my students can achieve unexpectedly good results. I also believe that my students would observe academic integrity, if I persistently teach them to. I believe that every student has something to teach me. 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Surf Lifesaving Memorial Free Essays

P1 †¢ Surf Life Saving Memorial Task To develop a memorial for the men and women contributing to the surf lifesaving association and culture Analysis of the siteBasic inspirations 1: Rolling swell 2: SLS primary colours3: â€Å"all seeing mentality† 1: Rolling swell 2: SLS primary colours3: â€Å"all seeing mentality† The proposed site is located at main beach and runs parallel to the Southport surf lifesaving club. Site dimensions equate to approximately 30 meters squared (5m by 6m). There are two walking paths positioned parallel to the northern and western borders. We will write a custom essay sample on Surf Lifesaving Memorial or any similar topic only for you Order Now There is also a fence on the eastern border and a large pandanus tree just south of the site. The proposed site is located at main beach and runs parallel to the Southport surf lifesaving club. Site dimensions equate to approximately 30 meters squared (5m by 6m). There are two walking paths positioned parallel to the northern and western borders. There is also a fence on the eastern border and a large pandanus tree just south of the site. Design statement My design revolves around an â€Å"all seeing† mentality that is often associated with the SLS culture. Surf lifesavers protect people from the oceans unpredictable qualities and create a sense of security for beach goers. Watchful eyes ensure that nobody enjoying the wonders of a beach has to deal with dangerous or life threatening situations. As I progressed through my design I intended to keep this in mind at all times. The whole structure, excluding the metal support poles, will be constructed out of thick coloured sheets of soda lime glass. This particular type of glass was chosen due to the malleable and durable qualities that it offers. The centre piece will be a hollow and transparent piece of ocean blue glass. The top surface will be glass blown in accordance to the disks at either end of the design and will resemble the motion of rolling swells. All four glass disks will be identical in form but vary between yellow and red in colouration. The colouring of this design was chosen to commemorate surf lifesavers in a literal sense. Red and yellow to match the organizations primary colours and blue like the ocean. However, the symbolic meaning behind this design is far more potent and should evoke a strong feeling of security in those who view and consider the actual meaning of my memorial. The disk at the back will be used to look through and the three disks at the front will create a panoramic outlook onto Southports beachfront. This will metaphorically let people see â€Å"through a surf lifesavers eyes† and should remind observers that they are safe at the hands of lifesavers. Keeping an eye on the beach is a fundamental aspect of SLS and my design symbolically mirrors this important temperament. Plasticine models Figure 1. 1 Figure 1. 2 Figure 1. 3 Figure 1. 4 Design process The plasticene models shown on the previous page are an ordered process of my design. Figure 1. 1 was my initial concept and as you can see it incorperated the idea of an â€Å"all seeing metality† (two cylindrical shapes stemming off of an all seeing eye. ) This concept was discarded due to apprehensions regarding the eye. Although the eye and two viewing cylinders do commemorate surf lifesavers, I came to the conclusion that the design did not symbolically embody surf lifesavers. In Figure 1. 2 I was leaning more towards the idea of the ocean as well as an â€Å"all seeing mentality†. The wave was again a representation of SLS that is too literal. Figure 1. 3 was where my final design started to come together, the concept of an enclosed glass structure started to take form and the intention behind this design was ultimately to give people a view through â€Å"a surf life savers eyes†. By the time I had made my fourth and final model (Figure 1. 4) It can be seen that the shape and form were very similar to my final concept sketches and computer generated proposals. Technical drawings with dimenentions Figure 2. 1 Figure 2. 1 Figure 2. 1 Figure 3. 2 Figure 3. 2 Figure 3. 1 Figure 3. 1 In figure 2. 1 there is a picture of a human placed next to the front and side projections. This gives us an idea of scale in regards to design size. The proposal is 2000 mm In height and 5000mm in length. From the human scale we can see that the viewing disk at the back of the design will be at eye level for most average heighted people. This is a key design feature considering the whole purpose of the proposal is to let people view the beach through the glass design. Figure 3. 2 is a rendered image taken from the back end of my design, it’s an interesting image in the sense that it actually gives us an idea of what it would look like to look through my proposal, the only difference being that one would see Southports beachfront as a background rather than an autodesk inventor background. Figure 3. 2 is a rendered image taken from the back end of my design, it’s an interesting image in the sense that it actually gives us an idea of what it would look like to look through my proposal, the only difference being that one would see Southports beachfront as a background rather than an autodesk inventor background. Figure 3. 1 is a rendered image of the front end of my design in a perspective view. Figure 3. 1 is a rendered image of the front end of my design in a perspective view. Figure 3. Figur Development sketches (journal work) Additional rendered images How to cite Surf Lifesaving Memorial, Papers Surf Lifesaving Memorial Free Essays P1 †¢ Surf Life Saving Memorial Task To develop a memorial for the men and women contributing to the surf lifesaving association and culture Analysis of the siteBasic inspirations 1: Rolling swell 2: SLS primary colours3: â€Å"all seeing mentality† 1: Rolling swell 2: SLS primary colours3: â€Å"all seeing mentality† The proposed site is located at main beach and runs parallel to the Southport surf lifesaving club. Site dimensions equate to approximately 30 meters squared (5m by 6m). There are two walking paths positioned parallel to the northern and western borders. We will write a custom essay sample on Surf Lifesaving Memorial or any similar topic only for you Order Now There is also a fence on the eastern border and a large pandanus tree just south of the site. The proposed site is located at main beach and runs parallel to the Southport surf lifesaving club. Site dimensions equate to approximately 30 meters squared (5m by 6m). There are two walking paths positioned parallel to the northern and western borders. There is also a fence on the eastern border and a large pandanus tree just south of the site. Design statement My design revolves around an â€Å"all seeing† mentality that is often associated with the SLS culture. Surf lifesavers protect people from the oceans unpredictable qualities and create a sense of security for beach goers. Watchful eyes ensure that nobody enjoying the wonders of a beach has to deal with dangerous or life threatening situations. As I progressed through my design I intended to keep this in mind at all times. The whole structure, excluding the metal support poles, will be constructed out of thick coloured sheets of soda lime glass. This particular type of glass was chosen due to the malleable and durable qualities that it offers. The centre piece will be a hollow and transparent piece of ocean blue glass. The top surface will be glass blown in accordance to the disks at either end of the design and will resemble the motion of rolling swells. All four glass disks will be identical in form but vary between yellow and red in colouration. The colouring of this design was chosen to commemorate surf lifesavers in a literal sense. Red and yellow to match the organizations primary colours and blue like the ocean. However, the symbolic meaning behind this design is far more potent and should evoke a strong feeling of security in those who view and consider the actual meaning of my memorial. The disk at the back will be used to look through and the three disks at the front will create a panoramic outlook onto Southports beachfront. This will metaphorically let people see â€Å"through a surf lifesavers eyes† and should remind observers that they are safe at the hands of lifesavers. Keeping an eye on the beach is a fundamental aspect of SLS and my design symbolically mirrors this important temperament. Plasticine models Figure 1. 1 Figure 1. 2 Figure 1. 3 Figure 1. 4 Design process The plasticene models shown on the previous page are an ordered process of my design. Figure 1. 1 was my initial concept and as you can see it incorperated the idea of an â€Å"all seeing metality† (two cylindrical shapes stemming off of an all seeing eye. ) This concept was discarded due to apprehensions regarding the eye. Although the eye and two viewing cylinders do commemorate surf lifesavers, I came to the conclusion that the design did not symbolically embody surf lifesavers. In Figure 1. 2 I was leaning more towards the idea of the ocean as well as an â€Å"all seeing mentality†. The wave was again a representation of SLS that is too literal. Figure 1. 3 was where my final design started to come together, the concept of an enclosed glass structure started to take form and the intention behind this design was ultimately to give people a view through â€Å"a surf life savers eyes†. By the time I had made my fourth and final model (Figure 1. 4) It can be seen that the shape and form were very similar to my final concept sketches and computer generated proposals. Technical drawings with dimenentions Figure 2. 1 Figure 2. 1 Figure 2. 1 Figure 3. 2 Figure 3. 2 Figure 3. 1 Figure 3. 1 In figure 2. 1 there is a picture of a human placed next to the front and side projections. This gives us an idea of scale in regards to design size. The proposal is 2000 mm In height and 5000mm in length. From the human scale we can see that the viewing disk at the back of the design will be at eye level for most average heighted people. This is a key design feature considering the whole purpose of the proposal is to let people view the beach through the glass design. Figure 3. 2 is a rendered image taken from the back end of my design, it’s an interesting image in the sense that it actually gives us an idea of what it would look like to look through my proposal, the only difference being that one would see Southports beachfront as a background rather than an autodesk inventor background. Figure 3. 2 is a rendered image taken from the back end of my design, it’s an interesting image in the sense that it actually gives us an idea of what it would look like to look through my proposal, the only difference being that one would see Southports beachfront as a background rather than an autodesk inventor background. Figure 3. 1 is a rendered image of the front end of my design in a perspective view. Figure 3. 1 is a rendered image of the front end of my design in a perspective view. Figure 3. Figur Development sketches (journal work) Additional rendered images How to cite Surf Lifesaving Memorial, Essay examples

Barn Burning By William Faulkner Essay Example For Students

Barn Burning By William Faulkner Essay This was the first time I have read Barn Burning. I really enjoyed it because it promotes justice and standing up for whats right in life, even though it is sometimes hard. I believe that one of the points of the story is that family, friends, or society can pressure you into the wrong just as Abner Snopes pressures his son Sarty by telling him You got to learn to stick to your own blood or you aint going to have any blood to stick to you. I believe that this line, implying loyalty to family and the fact that Sarty grew up facing these awful conditions makes it all the harder to stand up for what he knows to be right. Sarty knows that what his father is doing is wrong, but it is hard for the young boy to go against his father and feels like he will betray him. Stepping away towards the right, no matter how deep and long hes had to face it, makes it ever so rewarding. Thats what I believe this story is all about. Deep inside the surface of this story there is a symbolism behind the burning barns. I believe the barns represent the wrong that goes on around us throughout all society, government, and else where. It is easy for us to stand back oft times and ignore what is going on, thinking to ourselves that it is just common place. It has always been like that. In this fast pace world that we live in, we worry about ourselves and set aside the wrong that is going on around us. We may ignore the problems and issues facing our freedom, our city or town, or even our family. It is easy to go about on our own, doing our own thing. We can stand up for what we believe and do what is right. We can make our difference, putting forth a little effort to make change and better the world we live in. We can face the problems that we may be comfortable with, even though we know they are wrong. We just need to break loose taking that first step, as did Sarty in finally gathering the courage that he and his mother needed to have all along. He runs to the house of Major de Spain (which is a very nice house that represents truth and justice) and yells, Barn! Barn! Sarty runs off and hears a shot is fired. His Father dies. He mourns over his fathers death, thinking he was brave. Sarty has a feeling of resolution and hope and has finally made that step to manhood, being able to make his own decisions. The last line of the story says, He went on down the hill, toward the dark woods within which the liquid silver voices of the birds, called unceasing-the rapid and urgent beating of the urgent and quiring heart of the late spring night. He did not look back.