Gender roles *Do not copy*

Los roles de ambos sexos han cambiado en el siglo XXI, y es importante que reconozcamos esto. Creo que el rol tradicional de ambos sexos han cambiado porque en el siglo XX y antes, la expectación de las mujeres fue que nunca de ellas argüirían con sus esposos, ni dirán contra sus ideas. Era mal que las mujeres sirvieran a los hombres en cada capacidad y que ellas no tuvieran los derechos básicos. Acaso de que nosotros repitamos el pasado, hay leyes para prevenir los prejuicios y el sexismo. Es esencial que todo entienda que todos amos sexos son el mismo bajo las leyes.
Dudo que el rol doméstico de las mujeres modernas sea igual que en el pasado. Es mejor que las mujeres y chicas ahora tenga más derechos y oportunidades para trabajar. Quizás, en el pasado, las mujeres no hagan los mismos trabajos de un hombre a causa de las leyes. 
No es importante que ambos sexos cambien sus roles tradicionales porque no todo el mundo quiere cambiar. Es importante que nosotros estemos contentos y alegres, y algunos están más alegre cuando están trabajando en casa, cuidan a sus hijos contra están trabajando para una companía. 
Recomiendo que ambos sexos hablen con su esposo(a) y establezcan roles de su propia casa y vida. Tal vez, los roles sean pocos semejantes, pero es menester que ellos resuelvan todos los problemas y entiendan las necesidades de la otra persona. 
Quiero que en el siglo XXII, no haya ningún problema con ambos sexos ni disparidad entre los ambos sexos

Robin Hood summarized in Spanish *Do not copy*

Robin Hood

            En la película, Robin Hood roba de los ricos, y da a los pobres. Él y Little John son encargados de un grupo de animales criminales. Robin Hood, un zorro, y Little John, un oso, va a robar el príncipe Juan, un león y el rey falso de Inglaterra. Ellos trucan el príncipe y visten como mujeres para trucar él y robar todo sus monedas. Después de robaron él, Robin Hood distribuye todo el dinero a la gente pobre de Nottingham. En reacción del robo, el príncipe Juan recauda los impuestos para robar la gente y castigar ellos. Adentro de una semana, toda la gente fue encarcelada, incluye el fraile Tuck. Robin Hood y Little John oyeron que el príncipe manda matar el fraile Tuck, y ellos hacen un plan.

            Eso noche, Robin Hood canta el aguacil a dormido y roba las llaves. Siguiente, Little John rescata el fraile Tuck y toda la gente encarcelada. Mientras, Robin Hood va al dormitorio de príncipe Juan y roba todos los sacos de monedas. De repente, el aguacil y el príncipe Juan se despierta y corre a Robin Hood para encarcelar él. Por accidente, el aguacil inciense un fuego y  Robin Hood escala el techo para escapar. Las flamas persigue él, y Robin salta en el río al lado del dormitorio. El día próximo, el rey justo regresa, y perdona y da permiso a Robin Hood a casar  su querida, la dama Marian. 

Leopold II as most successful European Dictator *Do not copy*

            Leopold II was the most successful dictator in relation to his goals. Although he was subject to limited outrage of the European community, he furthered Belgium and increased his own wealth, the goal of any monarch. The other dictators had more obstacles in their way, and had more extravagant goals.

 Leopold II was born into power, and had few vocal opponents in his country, allowing him to do essentially whatever he wanted. He was able to hide things from his country, as nobody was looking for the bad things in their king. He was able to create the International African Association under the pretense of spreading civility and Christianity throughout Africa. He was able to declare that the Congo Free State (CFS) was being helped by the Belgian government, not so that they could exploit the CFS, but to help establish order and good morals in the Congo. Leopold was also able to act in the way he did because everyone else was doing it. If the other European monarchs had scolded him, and chastised his way of dealing with the native Congolese, they would have been seen as hypocrites, and would have been forced to revise their own treatment of the native Africans. Some, like Irish MP Roger Casement, did speak out, but they did not have the support base Leopold did.

            By using the CFS to gain natural resources, Leopold was able to accumulate a massive amount of wealth, and put some of it in a trust for his descendants. The rest of this wealth was then used to fund Leopold’s immense public and private works buildings. Leopold built lavish palaces for himself, and also built buildings for public use with the money he received form the lucrative CFS. He did not waste his time attempting to exploit anything other than rubber for more than a few years once he realized the demand for rubber. Leopold’s buildings earned him the title “Builder King,” and garnered him the respect and love of his subjects.  

The other dictators were not as successful in their endeavors because they did not have the international support-or blackmail-that Leopold had. The fascist leaders, Franco and Petain, had the Allies against them during and post-World War II, while the communist leaders, Ceausescu, Hoxha and Tito, had Western Europe and the United states against them in the Cold War era.  Although the communists had some support from the USSR, the lack of support from inside their own countries caused their downfall. Romania executed Ceausescu after his “Fascist Agitators” speech, Yugoslavia fell apart less than twenty years after Tito died because of economic, religious and social tensions, and Albania lasted less than ten years after Hoxha died, becoming a democracy. Spain was transitioned into a constitutional monarchy in the reign of Franco’s hand-picked successor, and The French people turned against Petain once he was put on trial.

The other European dictators also had goals of fundamentally changing the political structure that they were governing in, from monarchies or republics into fascist and communist utopias. All of the communist leaders had a falling-out with one or another of the leaders of the USSR, and attempted to embark on their own brand of socialism, be it “Socialism in One Family,” “Titoism,” or simply a continuation of Stalinism. The fascists were fighting against the tide of liberalism, attempting to bring back the status quo from wherever the republics that had preceded them had hidden it. Leopold simply continued an already established monarchy, and did not fight the tide of liberalization, but redirected it to fit his brand of dictatorship. He established universal male suffrage in Belgium, and he made secular primary school mandatory.

All in all, Leopold had better resources, better allies, and a better country to impose his dictatorial views upon. He did not attempt to revolutionize his country, just to do what his people wanted in order to distract them from the atrocities in the CFS. He was not openly opposed by any Western European nation, and he participated in the Berlin Conference to make sure he got what he wanted. The other European dictators tried to achieve too much without giving their people reason to support them other than “ideals.” Leopold made Belgium richer, more beautiful, better educated, and kept the CFS out of the limelight long enough to make a substantial profit off of it.

Poems and Houses, a poem I wrote in 9th grade *Do not copy*

Poems and Houses                                                       GM

If every poem is a house,

and every stanza is a room,

then you are in the foyer.

The door is open and inviting,

the plush rug is long,

it goes on and on and on...

and then it ends.

And we're in the living room,

plush chairs, hardwood floors,

and fat colorful pillows.

But nobody's there, only dust.

The dust imbedded in the pillows,

and in the cracks  between the boards.

Except for a line, where everyone passes on through,

just like you.

On to the kitchen.

Warm aromas, delicious smells,

pots bubbling, pans sizzling,

a parent calling "Dinner!"

You hear feet pounding down,

down,

down the stairs,

As you ascend the staircase,

    you peer through the corridors,

           pushing open doors, skimming,

                    skimming through the rooms,

                           skimming through the stanzas.

Into the master bedroom you go.

king size bed,

fluffy pillows, there as a facade,

to hide stiff necks,

aching backs,

and a sleepless night.

A massive TV hides a dent,

where they hit the bed frame on the wall.

A bed skirt throws shadows over the dust,

untouched for a decade,

and winter clothes,

much too small to be worn.

Back to the hall,

just for a moment.

Between rooms,

between stanzas.

A child's room.

Bright colors,

simple furniture,

plush animals.

Dolls strewn about,

tiny dresses abandoned,

hiding in the corner.

The bed,

too short for you,

too long for her.

A  messy quilt,

a stuffed animal,

a puppy dog,

tucked in lovingly.

In the hall,

you turn on a light.

It is nearly dark, 

and you can't see.

A small bathroom,

powder blue,

a sink too low for comfort,

juvenile shower curtains.

A tube of cobalt Crest,

lays on the counter,

open, spilling.

Back

     down

         the

             stairs.

You peer into a dark room,

it smells of gasoline, and chalk.

A room long abandoned,

yet it is all but empty.

A lawnmower,

its blades going dull and rusting,

a motorized car,

pink, covered windshield to tires,

in Barbie stickers.

A box of old,

powdery,

stubs of chalk,

a rainbow three times over.

You look around,

you've gone through every room,

you've read every stanza.

You saw the house,

you're in the back yard.

You finished the poem.

FIRC Science comparison *Do not copy*

Title: A Comparison Of "The Effect Of Prenatal Acetaminophen On Asthma In Children"

Branch of science: Health and Medicine

Overview:

                The articles that I chose for my FIRC science project are about the effect of Aspirin (Acetaminophen) on asthma in children. In the first article, The researchers concluded that taking the medication had no significant effect on the children in regards to asthma. It also suggested that taking the medication in the first and third trimesters of pregnancy REDUCED the risk of asthma in children.  The second article was the same experiment, but it only focused on children up to age 5 in urban areas. The latter study concluded that taking the medication increased the risk of the children wheezing. This topic is controversial because many expectant mothers do not know what to or what medication to take while expecting.

Summary of Position 1:

                The study followed 1,505 mothers and their children from pregnancy to age 6 1/2 and monitored the onset of asthma once the child turned 6. They discovered that 69% of the expectant mothers while in their first and/or third trimester. They also looked at whether a higher dosage increased risk of the child's asthma. The scientists concluded that taking acetaminophen in the first and third trimesters of pregnancy may actually DECREASE the risk of asthma in the child. They also concluded that taking the higher dosage (10,400 mg per month), did nothing to increase the risk of asthma.

1   Prenatal Exposure to Acetaminophen and Asthma in Children

Kang, E. M., Lundsberg, L. S., Illuzzi, J. L., & Bracken, M. B. (n.d.). Prenatal
exposure to acetaminophen and asthma in children. NIHPA Author Manuscripts.
doi:10.1097/AOG.0b013e3181c225c0

Summary of Position 2:

                This study followed 301 expectant mothers and their children up to age 5. They discovered that 34% of expectant mothers took acetaminophen and 27% of their children had a wheeze by age 5. They also discovered that "the risk increased monotonically with increasing number of days of prenatal acetaminophen exposure". The scientists concluded that "Prenatal exposure to acetaminophen predicted wheeze at age 5 ". 

2   Prenatal acetaminophen exposure and risk of wheeze at age 5 years in an urban low-income cohort -- Perzanowski et al. 65 (2): 118 -- Thorax

Perzanowski, M. S., Miller, R. L., Tang, D., Ali, D., Garfinkel, R. S., Chew, G.
L., . . . Barr, R. G. (2010). Prenatal acetaminophen exposure and risk of
wheeze at age 5 years in an urban low-income cohort. Thorax, 65(2).
Abstract obtained from Thorax. doi:10.1136/thx.2009.121459

Basic outline on Mau Mau insurgencies and Bibliography *Do not Copy*

GM

Topic: Mau Mau Rebellion

Thesis: Throughout the course of the “Mau Mau insurgency” the British were overzealous in their use of propaganda, torture, and “reform” of the Kenyan people.

I.                   Propaganda

a.       The Mau Mau (mostly Kikuyu peoples) are “terrorists”

b.      The rebellion is a “Mau Mau disease”

II.                Torture

a.       Concentration camps for Kenyans, especially Kikuyu people

b.      Beatings, acid splash, and  labor camps were the preferred methods of punishment and torture

III.             “Reform”

a.       Schools were closed to stop the adults from “infecting” the children

b.      “Mental rehabilitation” for the Kikuyu peoples

BIBLIOGRAPHY

Merry M. Merryfield and Josiah Tlou. "The Process of Africanizing the Social Sudies:

Perspectives from Post-independence Curricular Reform in Botswana, Kenya, Malawi, Nigeria, and Zimbabwe," The Social Studies 86, no. 6 (November/December 1995): 260.

Patrick Monkhouse, "Cleansing Kenya Schools," The Manchester Guardian (Manchester, England), November 15, 1952, 1, ProQuest Historical Newspapers the Guardian and the Observer.

                Evan Mwangi, "The Incomplete Rebellion: Mau Mau Movement in Twenty-first-century

Kenyan Popular Culture," Africa Today, Winter 2010, p86, General OneFile.

                Zarina Patel, "Mau Mau Raw British Brutality." New African, August/September 2009, p28, General OneFile, 2009.

The Manchester Guardian (Manchester, England). <http://hn.bigchalk.com/hnweb/hn/do/search> (accessed March 12 2013)

Reuter. "Crime-Wave in Kenya." The Manchester Guardian (Manchester, England), August 22 1952, p7 ProQuest Historical Newspapers The Guardian and

The Observer .

Lawrence H. Martin, "Safari in the Age of Kenyatta." The Hemmingway Review 25,
no. 2 (Spring 2006) p101. < http://go.galegroup.com/> (accessed March 12 2013)

Associated Press, “300 Arrests at Kenya Meeting,” The Observer, November 9 1952, p1,  ProQuest Historical Newspapers The Guardian and The Observer.

Patrick Monkhouse, “Reforms for Kikuyu; ‘Special Area’ Proposed,” The Manchester Guardian, November 7 1952, p1, <http://hn.bigchalk.com>, ProQuest Historical Newspapers The Guardian and The Observer (accessed March 12 2013).

Ass. Press, “Terrorism Linked to Kenya Schools,” New York Times, November 15 1952, p3, <http://hn.bigchalk.com> ProQuest Historical Newspapers The New York Times (accessed March 12 2013).