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The Paideia Propasal an educational Manifesto by Motimer Adler, in my opinion, is a very well written book. It contained easy, well flowed text. It enlightened me in more ways than one. According to this writter this book sends out a message about how our schools are in dire need of reform, to say the least. It calls for reform for the future of our youth, our children and thus our society as a whole. The Paideia Proposal places in perspective how the youth of our country are in fact our salvation later. Whereby our economy and the workings of our democratic institutions lies in our schools today (pg. 1).


The book points out how we might better our educational systems and provides additional reading which will allow our schools to place these programs in effect. It also takes into perspective some of the impediments and distinct disadvantages some of our school districts will have implementing these programs. It also sets forth the neglect of parents, teachers and schools of our youth.


The Paideia Proposal is a cry for vital changes in our way or approach to basic schooling, as well as, to the preparation of teachers. Its goal is to turn our children today into knowledgeable, participating, competent citizens of our future.


Motimer Adler is a great philosopher of education and through this book he has given us, the members of society, something to really think about. To say the least he is giveing us a real chance of future filled with knowledgeable, competent citizens of our future. Adler incoporates the works of John Dewey and Horace Mann among other works in his way of thinking all of whom compliments eachother.


Cheap Custom Essays on paideia Proposal

Adlers vision of education revolves around many points. Some of which are as follows Democracy and education (pg. 4), education will lead to equality (pg. 5-6), all children are teachable (pg. 8), schooling is only a part of education (pg. -), Learning is only as beneficial as a teacher makes it (part ), and to equip our children to be able to earn good livings and to enable them to lead good human lives (pg. 7).


Democracy and Education


In the Book Adler points out a book written by John Dewey Democracy and Education written in 116. He explains that athough this book was written so long ago it wasnt until now, this century, that democracy has become an issue regardless of sex, race or ethnic origin (pg. ). Adler explains that Dewey understood this early in this century and found that both words Democracy and Education shed light on each other. The message by Dewey through his book was that a democratic society must provide equal educational opportunity not only by giving to all its children the same quantity of public education--the same number of years in school -- but also by making sure to give all of them, all with no exceptions, the same quality of education (pg. 4). He also tells us that although this concept was given to us early on we have, as a society, failed to meet this ideal.


Adler states that we can no longer go on failing without grave consequences for our youth, our children, for the proper workings of our political institutions for the salvation of our economy, for the vitality of our culture, and for the ultimate good of our citizens as individuals, and especially our future citizens -- our children -- we must succeed. For the most part, we are all victims of a school system that has only gone half way to realize the promise of democray and it has taken us about eighty years to reach this half way mark to a true democracy, In addition,this half way mark has brought us closer to that goal of another great philosopher Horace Mann who Stated that Education is the Gateway to equality (pg.4 -5).





Eduication will lead to Equality


According to Adler, Horace Mann put forth this goal almost a century ago. Although this goal is halfway fulfilled I would have to agree with Adler when he states that a goal half fulfilled, is worse than a promise broken. It is an ideal betrayed. Adler tell us that we are supposed to be a classless society and our citizenry as a whole is our ruling class. However, this concept falls very far from the truth. If this were true we would also be educationally classless society which we are not.


Deweys and Manns view has failed. Even if we now have the same Quantity of public schooling, as Adler points out, we do not maintain the same quality thereof. And this failure is a violation or a breach of our very own democratic principles. It was said best by Robert Maynard Hutchins, a philosopher, as much committed to democracy as Dewey was before him. He stated The best education for the best, is the best education for all (pg 6).


The best education for all is not unattainable. All children are educable. In fact we must end hypocrisy. Adler writes we cannot say from one end of our mouth that we are for democracy and all its free institutions and out of the other end say that ony some of the children -- fewer than half -- are educable for full citezenship and a full human life. That is not democracy. I am in total agreement with Adler when he states that with the exception of those who suffer from brain damage all children are teachable. If we fail to give the best education to all then we are not only failing as a society, but in my opinion we are failing as parents, teachers, administrators and thus as human beings. According to Adler, there are no unteachable children. There are only schools and teachers and parents who fail to teach them (pg. 8).


Schooling is Only a Part of Education


According to Adler, School is only a part of education. He states that although all children are educable and all are able to become educated persons we can not become fully educated in school, no matter how long the schooling or how good it is. Adler tells us that the age at which most children attends school prevents us from becoming fully educated. He explains that no one can be an educated person if they are immature.


Adler believes that only through trials of adult life and through experience does one become mature And maturity along with education makes a fully educated person. The mature may not be as trainable as the immature, but they are more educable by virtue of their maturity (Pg. 10). In other words he tells us that education is a life long process in which schooling is a part of. Stages of schooling come to an end however, learning goes on as long as you are living and healthy.


Adler believes that schooling is a prepatory stage that forms habits of learning. Therefore, schooling that does not prepare one for further learning of life has failed. Schooling should open doors of learning so that individuals can actively participate in life.


This writer believes this view. As a personal note I have gone through many experiences mostly tragic, in my life and with everyone I Have grown mentally, morally and spiritually. Without these experiences I do not believe I would be the mature person Id like to think I have become.


Adler states this concept of maturity, experience and schooling best when he states


We believe ... that all children are destined for learning, as most are destined for labor by their need to earn a livlihood. To live well in the fullest human sense involves learning as well as earning (pg. 1).





Learning is Only as Beneficial as a Teacher Makes It


The heart of the matter is the quality of learning and teaching that goes on during the hours spent in class. A child enters school at one end and leaves through another. The difference then depends on the quality of learning and the quality of teaching that goes on throughout the journey (p. 4).


Inevitably, the turn out is primarily based on the quality of the teaching. Teachers need to motivate children, they nedd to guide them and inspire them to learn not only within the classroom but also outside of the class. As stated in the book teachers need to guide their students they need to keep them as active participants wanting to discover and wanting to know. It is not sufficient that a student memorize facts only to forget them once the test is given.


As Dewey put forth one can only read or write well only by reading or writing...just as one learns to swim or run well only by swimming or running (p. 5). To learn how to do anything well one must not only do it but they should be guided by someone more knowledgeable. This knowledgeable person should be the teacher. Because of this, it is vital that teachers know what it is that they are doing.


I remember doing algebra in the eigth grade and asking my teacher why something had to be done that way and he told me because I said so. Although I passes my sequential I regents with a 8% I never knew why the formula needed to be done that way. It wasnt until last year while taking an education course on how to teach math that I found out the concept behind what I was doing. You see what I learned was a skill that never made sense to me, I never was taught the concept. Now, I will never forget it. That same bad teaching I received in middle school goes on all the time. I have even experienced it in college. I could only hope that the teachers who are going into the field now will not run into this same pattern.


All teachers and future teachers should be gifted, strongly motivated and rise above regardless of adverse conditions. The fact of the matter is there are only a small number and regretfully there will always be a relatively small number of great teachers. Because of this there will never be the same education for all. At the present time, there are many reasons for this. Bad working conditions with little educational supplies, average rate of pay, little respect, low social status, amongst others things are some reasons for this. However, In my opinion this does not compensate for bad teaching.


Teachers need to be learners also. As Adler states, to be a truly educated person one needs to continue learning and wanting to learn even long after schooling is complete. Teachers should always be able to adjust. They should be able to take constructive criticizm and be able to to try different approaches to teaching. Most of all teachers need a strong leader. This leader is their principal (p. 6).





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What is HTML anyway? Well, HTML stands for Hyper Text Mark-up Language and is the secret code that is used to create the look and layout of all the documents on the web. Why do I call it the secret code? Because everything on this web page is the result hidden instructions, called tags, that tell the web browser how to display the text, the images, the color, and such. Moreover, the web browser doesnt display the tags on the web page...so, thats why I call it the secret code.


Sound confusing? It might help for you to see an example of what HTML looks like with all those tags.


Look up on the browser windows toolbar, go under View, then click on Page Source. In a matter of seconds you will see all the hidden HTML tags for displaying the text and images you see here on this page. Or, just click on the button below and Ill take you behind the scenes to the HTML for this page. Oh, and keep an eye out for less than () and greater than () signs, because those are part of the instructions which your web browser reads and obeys.


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Wow! Thats a lot of stuff, isnt it! Did you notice all those less than () and greater than () signs? Those are part of the HTML tags.


Learning to write HTML is not hard to do. Thats why you and I are here...to help you learn how to write HTML in order to make your web pages.


Now, lets get started learning the tools and rules of writing tags.


Saving your document


To write HTML, you will need a simple text editor. For Macintosh, I suggest using SimpleText, and for Windows, I suggest using Notepad or WordPad. You can however use a word processor program, such as Word or WordPerfect. But, if you do, then you must remember to save your files in the text format. In order to do this, when you are ready to save your document, you need to choose Save As, and not Save. This is because when you choose Save As, a box pops up and lets you choose the format in which you want to save your document. In this case, you want to save your work as Text.


Why all the fuss if you are using a word processor? Well, web browsers can only read text, and they cant understand anything else. When you use a word processor program like Word, your document does not automatically save as Text. Thats why I suggest using SimpleText or Notepad because your documents are automatically saved as Text.


While learning HTML, I suggest that you save all your documents in one folder and on your machines hard drive. Perhaps the simplest way to do this is to make the new folder on your desktop, allowing you quick and easy access to your documents.


Naming your document


To name your document, you can choose any filename that you want. But, you need to be sure to add the ending of .html for Macintosh and .htm for PCs to the filename you have chosen. For example, if you want to name your document Fred, you would type in the name as Fred.html


Viewing your document


When you are ready to see your new web pages, all you have to do is double click on the filename and it will appear on your computer just like a web page. This way, you dont need to have space on a web service provider to start learning how to write HTML. However, when your ready to show off your hard work to the rest of the world, you will need to send your documents to a web server, such as


HYPERLINK /redirect?url=http//www.tripod.lycos.com/


Tripod


HYPERLINK /redirect?url=http//geocities.yahoo.com/home/


GeoCities


HYPERLINK /redirect?url=http//angelfire.lycos.com/


Angelfire


.


Now, are you ready to continue because its time to get to the good stuff -- writing tags.


As you have learned, tags are the instructions that tell the web browser where to put things and how to make them look. Each tag begins with a left angle bracket ( ) and end with a right angle bracket ( ). Inbetween the angle brackets, place the tag name like this


left angle bracket


INCLUDEPICTURE d redarrow.gif


HTML


INCLUDEPICTURE d redarrow.gif


right angle bracket


INCLUDEPICTURE d redarrow.gif


tag name


That tag is called a starting tag, and usually each starting tag has a closing tag like this


/HTML


Notice that all you had to do to make the ending tag is add a blackslash ( / ) to the starting tag.


Are you wondering what this pair of tags will tell your browser to do? It is pretty simple. The starting tag, HTML, tells your Web browser that Hey, here is the start of a file that contains HTML coded information. And the ending tag, /HTML, tells your Web browser that Okay, here is the end of my HTML file.


There are many different tags that you can use to tell your browser what to do. Just remember that tags are always enclosed in angle brackets. Also, while I type the tag names in all upper case letters, tag names are case insensitive. This means that it doesnt matter whether you type them in upper or lower case. Write it how you want to...HTML, html, Html, or even hTmL if you really want to. Just do whatever makes it easiest for you to read.


Think youre getting the hang of HTML? Lets check out a few more tags and see what they do.


Wondering what else goes into your HTML document? Every HTML document needs a certain amount of tags in order for it to work. You already know that the first and last tags your file needs are the HTML tags to tell your web browser where the HTML in your document begins and ends


HTML


/HTML


Now you need to put in a pair of HEAD tags. These tags hold all of the documents header information, such as the title of the document and such. But, you dont have to worry about that. Just know that you need to put in a pair of HEAD tags, and know that any information put here is not seen by the web browser


HTML


HEAD


/HEAD


/HTML


Speaking of a title, lets go ahead and put in the TITLE tags, as well as the name you want to give to your document. Whatever falls between the TITLE tags will be the title of the document. Then, when anyone views your web page, people will see the title displayed in the title bar located in the upper left hand corner of the web browser. For instance, look up in your browser window now and youll see that the title of this web page is called Basic Tags. Lets show you an example of how to write the tag. In this instance I am going to use My First Web Page as the title


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


/HTML


Now, here is the absolute last pair of basic tags that an HTML document needs - the BODY tags. This pair of tags is the most important because in-between these two tags is where you will put the all the stuff (text, links, graphics, etc.) that you want to be displayed in the window by the web browser


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


all your stuff will go here


/BODY


/HTML


This is what your file will look like once you put it all together


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Pretty blah looking, isnt it! Dont worry, you are on your way to learning about all the things that can go between the BODY tags. This is just your bare-bones HTML document. It contains nothing but the required minimum tags. But, hey, you are going to learn some more. Lets keep going.


Now that you know the four basic tags (HTML, HEAD, TITLE, BODY) that go into your document, lets look at all the stuff that you can put between the BODY tags.


Of course you are going to want some text displayed on your web page. As you saw from a previous example that all you need to do is type the words that you want displayed between the BODY and /BODY tags. So try something like this...


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! Im learning HTML!


/BODY


/HTML


Want to see what it looks like in a web browser?


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Did you notice that I put in some extra blank lines when typing the tags for the example above? You can do the same thing with your tags, as well as your text. Dont worry about how many blank lines or blank spaces you use because the web browser will take all of it and simply display it as one single space. Here is an example of what Im talking about


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo!


Im


learning


HTML!


/BODY


/HTML


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Notice how the web browser just ignored all the blank lines between my words. That means you can go ahead and add as many blank lines and spaces as you want. Do whatever helps you to read your code.


Oh, and if you are wondering how to make extra spaces and line breaks show up in your web page, I will show you how to do just that next.


To get blank lines and blank spaces to show up in your web browser, there are a few tags that will do that trick.


If you want to start a new line, simply use a line break tag, BR.


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! BR Im BR learning BR HTML!


/BODY


/HTML


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If you want to start a new line and skip a line, you need to use a paragraph tag, P.


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! P Im P learning P HTML!


/BODY


/HTML


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To make more than one space between letters, you must use the non-breaking space tag, . Notice that this tag does not need the angle brackets and it does not need an ending tag. This tag is a special tag because it starts with & (ampersand) and ends with ; (semicolon). In other words, the & tells the web browser that we are beginning a special character and the ; tells the web browser that we are ending a special character. What about the letters in-between? Well those letters are sort of an abbreviation for what the tag is telling the web browser to do. In this case it is telling the web browser to display an extra blank space. There are lots more of these


HYPERLINK /redirect?url=http//www.owlnet.rice.edu/~jwmitch/iso885-1.html


special characters


that you should be aware of. Be careful, because unlike the other tags you have learned so far, this special tag is case sensitive. That means if you type (instead of ) the web browser wont know what you mean.


Here is an example using the   tag


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! Im learning HTML!


/BODY


/HTML


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Things look a bit confusing right now? Relax and just try playing around with the various tags. Dont worry about messing things up. I remember when I first started learning HTML. Boy, did I mess up my display! But hey, I sure did learn from my mistakes.


Finally, I want to let you know another way of breaking up your display beyond using the the line break tag, BR, and the paragraph tag, P. What I am talking about is the horizontal rule tag, HR, which will insert a horizontal line on your web page.


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! HR Im learning HTML!


/BODY


/HTML


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Wow! You have just learned a whole lot of new tags. However, there are still many more left for you to learn. Come on! Lets keep going and I will show you some really cool stuff to do to your text!


You can center your words on a line


CENTERWoo-Hoo! Im Learning HTML!/CENTER


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You can make words bold


BWoo-Hoo!/B Im learning HTML!


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Notice that I placed the start bold tag, B, just before the word that I wanted to make bold, as well as placing the end bold tag, /B, right after the word I wanted to make bold. This way I am giving specific instructions to the web browser, telling where to start making things bold and where to end. If I had forgotten to put the /B tag, it would have totally changed the display in the web browser. Check it out


BWoo-Hoo! Im learning HTML!


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You can make words in italics


Woo-Hoo! Im Ilearning/I HTML!


You can underline words


Woo-Hoo! Im learning UHTML/U!


You can even use tags in combination. Want something bold, in italics, and underlined? No problem


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


BIUWoo-Hoo! Im learning HTML!/U/I/B


/BODY


/HTML


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When you use more than one pair of tags, as I did in the above example, you need to do something called nesting so that you wont confuse the web browser. Let me explain . . .


Okay, now that you know how to use several different tags, I need to tell you about nesting. Nesting means that when you put several pairs of tags into a document, you must balance each pair of tags, making sure they do not overlap. It is easiest to understand with an example. So here is an example using the italics tag, I, and bold tag, B tag


PRIVATE


Incorrect


INCLUDEPICTURE d redarrow.gif


this end tag is overlapping


Correct


/B


If you have overlapping tags, then your document will be displayed by the web browser in ways you didnt expect.


Let me give you a more complicated example because this nesting thing is really important. Trust me, it can cause you some major problems later on when you start filling up your document with a whole lot of tags...


PRIVATE


Incorrect


TAG 1


TAG


TAG


/TAG


/TAG


INCLUDEPICTURE d redarrow.gif


this end tag is overlapping


/TAG 1


Correct


TAG 1


TAG


TAG


/TAG


/TAG


/TAG 1


As you can see in the second example, you need to put /TAG before you put /TAG .


Got it? Hope so, because I am ready to start showing you some more cool things that you can do with your text.


As you know, when writing HTML tags, you are giving instructions to the web browser on just how you want your web page to look. If you dont give specific instructions, the web browser will assume a few things. To explain, when you type in your text between the BODY tags, the web browser assumes that you want that text to be displayed a certain size because you havent told it any differently. In other words, the web browser will assume a default value of , which is the size of the text that you are reading right now. However, you can make your words bigger or smaller by just giving more specific instructions to the web browser.


So, to change the font size, first of all, you are going to need a pair of FONT tags FONT and /FONT. Next, you will need an attribute, which will give the web browser some additional instructions. In this case, you want to change the font size. So, to tell the web browser just what size you want, you must use the SIZE attribute. Also, you need to tell the web browser one more thing - what size to make the font. To do this, you simply tell the web browser a value.


Now, to put it all together, you need to put both the attribute and the value inside the start FONT tag


PRIVATE


Woo-Hoo!


FONT


INCLUDEPICTURE d redarrow.gif


start tag


SIZE =


INCLUDEPICTURE d redarrow.gif


attribute


6


INCLUDEPICTURE d redarrow.gif


value


Im /FONT


INCLUDEPICTURE d redarrow.gif


end tag


learning HTML!


Here is what it will look like when you typed it out


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! FONT SIZE = 6 Im /FONT learning HTML!


/BODY


/HTML


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In this example, the tags, attribute, and value are simply telling the the web browser that I want the font to be size 6.


Wondering just what size is 6 anyways? Good question. Here is the different sizes that you can use


1 4 5 6 7


Also, looking back at the examples, notice that I put the value in quotation marks ( 6 ). So, be careful when you are typing.


Ready to learn more about Fonts and Text Styles?


As you just learned, the web browser assumes a default value for the font size. Well, the web browser also assumes a default value for the font face, which is Times New Roman, and the font color, which is black. But, I am going to show you how to change them by writing attributes and values...just like we did with the font size!


To change the value for the font face, you need to use the FONT tags once again. Also, you need to include a FACE attribute, which is simply the name of the font you want to use. For example


PRIVATE


FONT


INCLUDEPICTURE d redarrow.gif


start tag


FACE =


INCLUDEPICTURE d redarrow.gif


attribute


Arial


INCLUDEPICTURE d redarrow.gif


value


Woo-Hoo!


Im learning HTML!


/FONT


INCLUDEPICTURE d redarrow.gif


end tag


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Here is a quick list of just some of the faces that you can use


Arial


Arial Black


Arial Narrow


Book Antiqua


Bookman Old Style


Century Gothic


Century Schoolbook


Courier New


Garamond


Times New Roman


Verdana


To change the value for the font color, you need to use. . .can you guess what it is? . . .yep, the FONT tags. Also, you need to include a COLOR attribute and value


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


FONT COLOR = Orange Woo-Hoo! Im learning HTML! /FONT


/BODY


/HTML


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As for giving a value, you can do as I did and type in the name of a color. Or, instead of typing in a


HYPERLINK http//www.projectcool.com/developer/reference/color-chart.html


color name


, you can place a


HYPERLINK http//www.projectcool.com/developer/reference/color-chart.html


which will allow you to specify the exact color you want. For instance, in the example above, I used the word Orange. But, instead, I could of typed this


FONT COLOR = #FF00 Woo-Hoo! Im learning HTML! /FONT


Just keep in mind that using a color code is safer since color names only work with Netscape web browsers.


Wondering if you can put more than one attribute in a tag? Say, for instance, you want to change the size, face and color. No problem! Just put all the attributes into the start tag


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


FONT SIZE = 6 FACE = Comic Sans MS COLOR = #FF00


Woo-Hoo! Im learning HTML! /FONT


/BODY


/HTML


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Well, you have just learned the basics on Fonts and Text Styles. Yeah! Now, lets move on to the real fun...making links to other web pages


Hyperlinks, or simply links, are all those underlined words or images that you see in web pages that will take you from one web page to another web page when you click on them. And, making links in HTML is really very simple once you get the hang of it. So lets just jump right in and make a link to the


HYPERLINK http//www.ipl.org


Internet Public Library


.


To start, you need a pair of anchor tags, A and /A, which tell the browser that Hey, here is a the begining and ending of a link. Between the anchor tags you want to put the text that will be your link. In this example, I am have used the words Internet Public Library


AInternet Public Library/A


But wait, thats not all. The web browser doesnt know what web page you want to link to. So, in order to tell the web browser what page you want to link to, you need to use a hypertext reference attribute, HREF, as well as a URL for the value. The URL, which stands for Uniformed Resource Locator, is nothing more than the web address that is displayed in the location bar of the web browser. For example, if you look up there right now, the web address for this page here is http//www.ipl.org/youth/kidsweb/tags.html .


I know, it sounds a bit confusing, but looking at the example might help


PRIVATE


INCLUDEPICTURE d redarrow.gif


start tag


HREF =


INCLUDEPICTURE d redarrow.gif


attribute


URL goes here write some text to identify the link/A


INCLUDEPICTURE d redarrow.gif


INCLUDEPICTURE d redarrow.gif


INCLUDEPICTURE d redarrow.gif


value this will be your link end tag


Still confused? Well, here is the HTML for making a link to the Internet Public Library


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY


A HREF = http//www.ipl.org/Internet Public Library/A


/BODY


/HTML


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Bottom of Form 1


Got the hang of it? It is pretty simple once you get the hang of it. Just make sure that the URL is enclosed in quotation marks, or your link wont take you anywhere.


Lets keep going. .


You will probably have more than one page to your website. And, most likely you will want to make a homepage and then create links to all the other pages of your website. To do this, you use the same pair of anchor tags, A/A, and the HREF attribute, as we did in the previous example where we made a link to the Internet Public Library


A HREF = http//www.ipl.org/ Internet Public Library/A


Whats different this time is that you do not need to use the URL for the value. Instead, you will use the filename for the page that you want to link to. Remember that the filename is simply what you named your HTML document when you saved it to your computers harddrive. For example, Fred.html .


Now, say for instance, that you want to make a link to Fred.html from your homepage. All you would have to do is type the following HTML into your homepage document


HTML


HEADER


TITLEHomepage/TITLE


/HEADER


BODY


A HREF = Fred.htmlGoto Fred.html/A


/BODY


/HTML


Top of Form 1


HTMLCONTROL Forms.HTMLText.1 MERGEFORMAT s


Bottom of Form 1


Just keep experimenting with the tags and you will get the hang of it.


Want to spice up your web page with some graphics and images? All you need is the image tag, IMG, and the source attribute, SCR, and a filename for the value. For example, I have an image of a goldfish bowl on on my computers hard drive in the same folder with my HTML documents. And, I want to tell the web browser to put the picture of the goldfish bowl on the web page right here, right now. This is how I would do it


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY


IMG SRC = GoldfishBowl.gif


/BODY


/HTML


Top of Form 1


HTMLCONTROL Forms.HTMLText.1 MERGEFORMAT s


Bottom of Form 1


Want to make the image bigger? All you have to do is specify a WIDTH and HEIGHT attribute, as well as a value for each


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY


IMG SRC = GoldfishBowl.gif WIDTH=75 HEIGHT=75


/BODY


/HTML


Top of Form


HTMLCONTROL Forms.HTMLText.1 MERGEFORMAT s


Bottom of Form


Want to center the image on the web page? Just add a pair of CENTER tags


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY


CENTERIMG SRC = GoldfishBowl.gif/CENTER


/BODY


/HTML


Top of Form


HTMLCONTROL Forms.HTMLText.1 MERGEFORMAT s


Bottom of Form


Pretty cool, huh?


There are tons of places to find images and graphics for your page. In fact, check out the IPL Youth Divisions


HYPERLINK http//www.ipl.org/cgi-bin/youth/youth.out.pl?sub=cai5000


Web Page Design


for some resources.


Also, when you do find something that you want to include on your page -- whether images, graphics, or even text -- you need to make sure that it is not copyrighted. To better understand, let me explain some more about copyright. . .


INCLUDEPICTURE d z greenbar.gif


Now that you know how to do cool things with your text, as well as how to make links and add images and graphics, I will show you how to put some finishing touches onto your web page.


To change the background color of your webpage, you need to place a background color attribute BGCOLOR, and a color value, which will be one of the


HYPERLINK /redirect?url=http//www.projectcool.com/developer/reference/color-chart.html


color codes


that you learned about earlier, inside the start body tag


HTML


HEAD


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/HEAD


BODY BGCOLOR = cb71


/BODY


/HTML


Top of Form 1


HTMLCONTROL Forms.HTMLText.1 MERGEFORMAT s


Bottom of Form 1


To use an image or graphic as your background, you need to use the BACKGROUND attribute and give the filename of the image or graphic for the value


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY BACKGROUND = background.jpg


/BODY


/HTML


Top of Form


HTMLCONTROL Forms.HTMLText.1 MERGEFORMAT s


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If you decide to change the background, just make sure that your text can be read easily when displayed


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Macros


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Bradly Nisbet&CMy Documentshow to do web page.doc


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The March revolution of 117 took Lenin (Vladimir Ilych’s pen name) by surprise however this did not stop him from getting a safe and secure passage to Russia with the help of the German government in a sealed train. Lenin took up the Bolshevik movement and the banner ‘peace, bread and land’. Though neither Lenin nor his policies were widely supported this was essentially the start of Lenin’s political power and influence within Russia.


There are two main policies that are associated with Lenin’s rule of Russia. The first was the policy of ‘War Communism’ (which took place from 117-11) the other was the N.E.P or ‘New Economic Policy’. How did war communism come to being in Russia? The impact of World War One and the Civil War had severe consequences on the Russian economy. In order to deal with the devastating effects the post war era, the Bolsheviks decided that total control of production was going to be necessary, however to do so there would have to be nationalization of land, forests, minerals, transport, trade, banking and even insurance. In other words remove the old capitalist system. All factories and workshops as well as land were nationalized.


The ‘War Communism’ did not last very long and did not help Russia’s situation much, Lenin was even forced to accept an emergency loan from the U.S.A. Since ‘War Communism’ had failed, Lenin compromised and forged a mixture of the capitalist and communist/socialist systems, this new policy was called the New Economic Policy (N.E.P). The N.E.P did not immediately get results but in the long term the changes were significant.


There is also Lenin’s political policy to consider, the first constitution came into being in July 118 and known as the Soviet Socialist Republic, however this only applied to the central piece of Russia (ie where the country was under direct Communist rule). Why was this? For the simple reason that the Bolsheviks, Moscow and the Kremlin were regarded as being illegitimate. Eventually though, in 1 White Russia, Ukraine, and the Trans-Caucasian independent Soviet Republics agreed to unite with the Communist Republic and establish the Union of Soviet Socialist Republics (U.S.S.R). Also in 1 a constitution with a federal structure was put in place. This meant that the Federal Government had the power of veto over the legislation of the individual republics. It also meant that Russia was working as a one party state and any opposition politically was quickly suppressed, freedom of the Press or of speech was also suppressed and prohibited.


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In 1, the first of three strokes got to Lenin, it all but incapacitated him, although he made a partial recovery he could not put all his attention into the running of the government, finally in 14 he died in the village of Gorky. While Lenin was not much of a philosopher he was a brilliant strategist and he guided the Bolsheviks to seize power and to keep that newly gained power.





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America’s decision to declare independence form Great Britain was both due the change of economic policies and to the development of refining life and liberty. After driving the French out, with help from the Indians and British troops, colonist began to quarrel with Parliament’s insistence of testing the limits of their power in North America. Their control was made difficult when residents decided to smuggle and boycott goods. Eventually, the colonies resistance and loss of patience would lead them directly to independence.


The Proclamation of 176 was the first to anger the colonist. In order to assure the Indians that settlers would not invade tribal lands, Britain emphasized colonist not to expand to the westward region. Shortly after, the use of writs of assistance, which allowed customs to search anywhere without the used of a warrant, placed a major infringement upon colonial natural rights. The Sugar Act (established at the same time) was an attempt to discourage smuggling by lowering the price of molasses below smugglers cost. It also stated that exports could only go through British ports before being sold to foreign countries. When merchants were accused of smuggling, they faced a jury-less trial and were often convicted. Violators of the Stamp Act of 1765 also faced the same when they did not buy special watermarked paper for newspapers and all legal documents. Because the Stamp Act was an internal tax on the colonies, it motivated the first actual structured response to British impositions.


Violence eventually broke throughout the colonies, forming such colonial groups as the Loyal Nine and the Sons of Liberty to organize the resistance and assemble the citizens in attempts to stress Parliament to revoke the act. Because of the overwhelming protest of businessmen (and the forced evacuation of stamp distributors), Britain’s economy was severely damaged and they were forced to cancel the act. However it was not long before Parliament tugged on the strings of the colonist again. The Quartering Act of 1765 demanded colonial assemblies to pay for supplies for troops residing within their colonies. The act did not affect much of the colonies except New York. New York at the time had a significant amount of troops stationed and refused to comply with the law. Parliament in returned threatened to nullify all laws passed by the New York colonial legislature, taking away what self-government they had. To avoid more hardships, New York decided to obey Parliament.


Finally, the colonies bit their last lip when a man named Charles Townshend assumed the duties of Britain’s treasurer. Britain’s House of Commons decided to cut their taxes by one-fourth and proposed to make up for the loss by passing the Revenue Act of 1767. Townshend drew a plan that put taxes on glass, lead, paint, paper, and tea entering the colonies. Though it only raised 7,000 pounds, compare to the 500,000 pound pay cut in the treasury department, Townshend duties was very effective in arousing political dispute that had laid inactive since the withdraw of the Stamp Act. The revolution was growing strong and would finally be established after an incident in Boston in 1770.


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Because of continued violence in Massachusetts, British troops were brought in towards the end of 1768 to relieve tension. Ironically, situations grew worse and the troops were very unwelcomed by the colonist. The colonist felt as if rights were under the watchful eye of the king. In 1770 and irritated customs officer shot an eleven year-old boy for throwing rocks at his house. Though the troops were not responsible for the shooting, they were usually under fire for hostility toward British power. After the boy’s funeral, violence erupted outside Boston’s custom office, and after the conflict, five colonists were dead. The news spread through the colonies as the Boson Massacre. To cool down the hostility of the colonist, the Townshend duties were soon erased.


Despite the fact that the British were deciding to pursue less controversial policies, colonist could no longer bare the abuse of their rights that Britain trampled on. They were soon to be democratic nation and were tired of supporting an empire center around monarchy. Every colony united and rebelled against is abusive mother country, creating the American Revolution.





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Cultural Fear


The 1 L.A. riots that devastated not only parts of the city, but many Americans who thought racial tensions had declined, were a manifestation of cultural fear. Cultural fear is inherent in every culture, and can be defined as a fear which that culture holds towards another. In the case of the riots, it was a black fear that a white dominated judicial system had again discriminated against them, and this fear led to the general uprising in protest. While this protest manifested itself rather violently, other forms of protest exist in all cultures in a more subdued manner. These quieter protests can be seen where tension exists between the cultures. Cultural fear manifests itself where one culture is given reason to fear another, and is often expressed verbally as a way of protesting the cause of the fear.


The protests do not serve just the function of a protest though. They also serve to act as a unifying form of expression around which the people in the culture can rally. They enumerate the fears of the people and help the culture define its fears. Sobek notes this when she explains several of the reasons that the Mexican immigrants write canciones and corridos. She claims the songs act as symbolic reflections of the struggles of the immigrants, in addition to being a platform via which they can express their concerns and fears. The songs are also motivational in their purpose, since they unify and try to convince the people to overcome the problem. Cultural fear is expressed in this protest, and is part of the motivation for the protest.


Patricia Turner remarks that during the Atlanta Child Murders many African -Americans felt a preoccupation with the unexplained murders. Her reason for this preoccupation is that the murders touched on a cultural fear within the black community, namely that of racism. The fact that many illustrious personages felt close connections to the events, though separated by in some cases thousands of miles, shows how the fear of the murders manifested itself throughout the African-American culture. This preoccupation with the murders, and the desperate attempts to discover their cause can be explained by the deep-seated fear with which many blacks viewed the whites involved in the case.


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This fear of racist forces at work during the case displayed itself through numerous rumors which appeared in the black community. Turner attributes the emergence and dissemination of the rumors to a desperate need for information within the community. While the primarily white news sources showed the progress or lack thereof in the case, at the community level rumors spread which gave non-official explanations of the murders. Turner believes the black communities mistrust of a predominantly white media helped give rise to the popularity of the rumors. These verbal rumors were not only explanations of the crisis, but served to express the fears of the black community.


Turner claims that it was the unofficial news which had the greatest impact among the African-Americans. In her view, once the community had confirmed the crimes against their population, speculation ran rampant and possible assailants and motives were created. The focus on anti-black groups expressed the preoccupying fear of the blacks towards these groups. Turner points out that the KKK was the primary suspect in the murders, and adds that the Klan has often been cited by the black community as a plausible source of conspiracy (7) This is an expression of cultural fear, where the rumor elucidates what many blacks feel to be a primary source of concern.


Was the black community in this situation given reason to fear that the white community, or white supremacist groups had anything to do with the murders? The answer is yes, and because they had a compelling reason they expressed their cultural fear of this. Turner points out that one of the prosecution witnesses involved in the trial of Wayne Williams, the only person incarcerated in connection with the murders, had both connections to the KKK and to one of the murder victims. Thus it makes sense for the black community to revive their traditional fear of the KKK in connection with the murders.


Turner cites several rumors which appeared in connection to the murders, all of which tend to focus on a group which at some point promoted anti-black activity. Since it is natural to fear groups which have at some point in the past participated in activities harmful to others within the culture, it is no surprise that the rumors included these groups. Other popular rumors implicated the FBI, CIA, or the American government, and Turner adds that these rumors often were connected to the bodies being used in medical experiments. She explains convincingly that the black perceptions of the FBI were integral in associating the enforcement agency with the murders. The FBI earned a negative image under Hoover, and retained it in the Atlanta Child Murders by playing often controversial rolls. Their image was tarnished by the fact that the officers sent to investigate were predominantly white. In addition Turner says the FBI made antagonistic comments, criticized the local law enforcement community, and publicly accused several of the victims own families, as well as pressed for the arrest of a black suspect. This brought about the reemergence of the FBI as an anti-black institution, which culminated in their inclusion in the oral rumors.


The black communities use of rumors to express their fears and concerns about the Atlanta Child Murders is part of a larger, more global use of verbal traditions to express fears. Maria Herrera-Sobek analyzes the Mexican immigrants reactions and fears towards immigration via their Canciones and Corridos. The songs and ballads are, according to Sobek, expressions of the attitudes and reactions of the immigrants as they face innumerable hardships. (87) The innumerable hardships can also be understood as their fears in this case, whereby the immigrants are expressing several intimidating concerns.


This verbal response is the reaction of Mexican immigrants to United States immigration policies. Sobek gives several examples of songs which deal with immigration to the United States and shows how the songs express a distinct fear or concern. The popularity of the songs she attributes to a need in the community to contemporize the events and make them meaningful to continuing immigrant experiences. The songs serve the function of revealing the fears within the culture and help the people to define those fears.


Sobek divides the songs into three distinct categories, the quest for the mica (green card), tension with the border patrol, and the place of the coyotes or smugglers of the immigrants. Each of these three categories is in and of itself an expression of a different fear each immigrant experiences. There is the fear of not obtaining a green card, and thus facing almost certain deportation. The border patrol is also grounds for fear, since they are the deporters and simultaneously the police. The smugglers produce enough fear that they have even been given the name coyote and are often seen as con men.


The Mexican immigrants have dealt with these fears much in the same way the black community did with the Atlanta child murders. They have created a verbal way of expressing their fears and concerns, using a traditional form of verbal communication, namely the songs. The songs serve not only to elucidate the fears of the immigrants, but are also a way of protesting the treatment which they are given by the American government. The dissemination of the songs has helped to create a common resource for the immigrants to grasp onto. The songs serve not only to represent the immigrants fears verbally, but also to create a common format which allows the immigrants to be heard.


Sobek talks briefly about how the corridos were used in the 160s by Cesar Chavez to promote the workers cause and help them unionize. This directly linked the songs with a form of protest, which has become a function of the songs ever since. It also stimulated the writing and producing of many more of the songs, and helped the songs gain a foothold as the traditional form of expression. (8) What has happened in the case of the canciones and corridos is that the songs not only express the peoples fears, they also serve as a way of informing the other culture what those fears are, and help the Mexican immigrant to unify.


The black community used the rumors as a way to unite as well. Turner says at one point that the reason the rumors grew was because the black community as a whole was starved for information about the murders, and these murders filled a necessary role in supplying information, whether logical or not. In addition, she blames the mistrust with which the white media was viewed as contributing to the need for information from unofficial sources. Yet I feel she is closer to the true reason the rumors were so pervasive when she writes that the rumors acted as a motivating source for black unity and helped create a national movement in response to the murders. (include green ribbons)


The black community seems to also use rumor as a way on conveying to the whites what their fears are. While not publicly displaying the rumors, these verbal protests are a way to gauge the black communities reactions and fears. Turner gives an explanation and rational for each rumor she presents in her essay, and points out how many of the rumors are dependent upon news that has reached the black community. For instance, in the rumor concerning interferon, where the belief was that the bodies were being used to extract a drug for medicines, the popularity of the rumor depended on the number of people who knew about interferon. Thus one could literally watch, based on the rumors, which fears were affecting the blacks most.


What is hardest to see are the various functions that these rumors serve. Not only do they disseminate traditional fears within the community, but they provide an outlet for those fears. Turner states, Circulating these rumors among themselves, African-Americans are seeking to gain some measure of control over threats to their presence and status in a hostile environment. (85) The Atlanta child murders served as a catalyst to reprovoking those fears, and, as Turner says, the rumors provided a way of coping with the fears.


The canciones and corridos that Sobek works with serve much the same function of releasing the tensions and fears which the immigrants have. The songs about obtaining a mica are not just expressions of a desire to obtain a green card. Rather they also clarify fear of future deportation through the medium of song. Sobek writes, The dream of all undocumented workers is to legalize their status in the United States...and so as not to fear (emphasis added) later deportation. (1) The explicit statement of the fears in the songs serves to render them less ominous and formidable, and allows the immigrant to gain a small measure of control over their own status in a hostile environment.


Often the explicit statement of the fear is accompanied by a form of humor which renders the fear slightly less ominous. In the case of the songs which Sobek uses, many have elements of humor which attempt to make the border patrol appear foolish, or are about tricking someone only to be tricked in turn. In the Atlanta child murder rumors this element of humor is conspicuously absent, which is only natural considering the nature of the events.


The use of the rumors to help mobilize blacks throughout America is probably their greatest contribution. The fact that they renewed the traditional fears of the black community, and in some cases create new fears, acted as a driving force towards unification of the collective groups everywhere. The same impact was achieved when Cesar Chavez used the Mexican immigrants songs to promote the unionization efforts back in the 160s. The songs served as a unifying medium by establishing the fears the people had, and giving them a point around which not only to rally, but also to express themselves.


Turner quotes Terry Knopf, a rumor theorist, as arguing that rumors foster a culture of their own, which includes its own leadership and mobilization. He continues to say to that the rumors can provide a form of proof which leads to mass activism. In the case of both the black community and the Mexican immigrants his ideas hold true. Both cultures used their forms of verbal expression to unify themselves, to clarify their fears, and to act in a concerted manner in an attempt to counteract the fears. In the case of the black community this was harder to do because the cause of the murders, and thus the fears, was unknown. The immigrants have the advantage of a distinct and clear cut enemy with whom to take issue, in the form of the U.S. Government.


Sobek feels that the use Chavez made of protest songs was aided by the popularity of protest songs in general during the 160s and 170s. While this is probably true, the songs had existed long before then as protest songs, and have continued to do so ever since. The fact that the songs were written then and continue now is a sign that they are not written only due to popular demand, but rather to express the feelings of the people. The songs are a rallying point for the people and are necessary for the culture as a way to release its fears.


The similarities between these two cultures must also be analyzed to understand how the cultural fears of both have led to such similar forms of verbal protests. The blacks faced many long years of suppression within the United States, and immediately reached to that fact when constructing the rumors. The Mexican immigrants are currently fighting a form of suppression, in their inability to gain working status, and have used that as their protest.


Anthropologist Mary Douglas as quoted by Turner argues that symbols of group conflict are frequently revealed in forms that emphasize the human body. This can be seen in both groups where the bodies are the focus tensions. Within the black community there was the fear that the bodies were used for testing or for drug production. The Mexican immigrant community saw the body as a way of discriminating against them. In the song Superman is an Illegal Alien they point out the hypocrisy of the American government in letting Superman in simply because He is fair-skinned, Blue-eyed, And has a great physique. Both groups use the bodies as a source of fear since they are discriminated against due to their bodies. Thus it makes sense that they would eventually focus on the body as being a symbol of their fear.


While other fears obviously underlie both cultures, it is the direct cultural conflict which brings out certain fears. The fears of genocide or of being extradited in these two different cultures have led to the same response; a verbal protest of the real or perceived atrocities affecting the cultures. This verbal response is the manifestation of the deeper cultural fears inherent in the communities, which rose in response to the circumstances in which the culture was placed. The cultural fears cannot go away until the tensions creating them disappear. The cultural fears can however be analyzed via the verbal protests which express them, and help us better understand how the culture feels and reacts.


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