The passengers on the ferry had nowhere to sit and almost nowhere to stand. Only the ship’s officers ad a little space and this was on the bridge, which, along with the wheelhouse, was situated on a wooden platform erected over the engine-room. Here the captain of the vessel was in command. The bridge and wheelhouse were separated from the rest of the platform by a little wooden gate, secured only with a string catch. 5
The captain was distinguished from his fellow officers by his hat, a black felt trilby punched out into a dome and secured to his head by a silk ribbon beneath the chin. He showed no interest in the proceedings around him. No nautical preparation could hold his attention; instead, he sat at the back of the bridge, sucking on a pipe and deciding who should be allowed to pass through the gate. The competition for his honour, personally bestowed, was all the greater because of the 10 discomforts of standing anywhere else in the boat, by few who applied were chosen. Just before departure a man limped down the quay, leaning on another. The limping man was dressed in blue overalls which were stained with blood that had seeped from a heavily bandaged wound on his head. His face was grey, and he could hardly stand. The captain beckoned him to join the party on the bridge, and he stumbled up the steps and into a corner, where he fell in a heap and bled 15 quietly for the duration of the crossing. The ferry tooted its steam horn, the bow-gate was ordered to be raised, and under the direction of a man in an orange vest, the first officer, the voyage began.
A few years ago one of the ferried met a large wave in mid-stream and overturned. There were no survivors; by the time anyone on either bank noticed that the ferry was overdue, all trace of it had disappeared. On this present occasion the ferry chugged away from the quay with its bow- 20 gate still low enough for water to flow over it past the car deck and back to the engine-room. The captain remained unconcerned and continued to suck his pope and gaze ahead while the bow-gate was adjusted and the surplus water slowly drained away.
Not long afterwards, the chief engineer, in fact the only engineer, abandoned his post and came to the bridge to dry out.
Our boat sludged onward towards the team’s tent. The only sign of life came from our stroke seat who feverishly refreshed the results.
the most courageous in the eventful two and half hours it took for the ship to
I am writing my first entry aboard this incredible vessel today, primarily because I have been spending the last three days exploring the sections open to my fellow third-class passengers and I. What I have seen is extraordinary, especially when first boarding the ship. The halls and staircases of the first class section were like nothing I had ever seen before in my life. They were blanketed in luxury from end to end. The first class passengers I had managed to see wore their best garments boarding the ship and were conversing with each other about their rich lives back home. I believe I even saw Mr. John Jacob Astor, a man I had heard much about for his contributions to the American fur trade. I had heard that he would be aboard for the maiden voyage of ...
Multiple perspective of any kind requires a unique way of telling a story. Especially from individuals and different viewpoints on the same event. This story gives the audience seven narrators that tell each their side of the matter in the same event and all seem to contradict themselves. This is an interesting plot device from which inconsistent testimonies of the same experience can be shown and looked at. Which narrator is true, which narrator is telling a lie; it is curious to read the differences and some of the same “facts” reported by these witnesses? How can their stories are based on truth and where are the lies. Again, there is a wider range to these individual stories share. Namely who did it,
Stephen Crane’s story “The Open Boat” concerns four people who are trying to reach land after surviving a shipwreck off of the Florida coast. During the course of the story, they face dangers that are real physical threats, but they also have to deal with trying to make sense of their situation. The characters in this story cope with their struggles in two ways: individually, they each imagine that Nature, or Fate, or God, is behind their experiences, which allows them to blame some outside force for their struggle, and together, they form a bond of friendship that helps them keep their spirits up. .
Today is the start of an epic adventure in the Atlantic Maritime. Today you will have a
Little did the brave (and potentially foolhardy) men of the era know at the time, but their Trans-Atlantic expeditions would...
Crane, Stephen. “The Open Boat.” The Norton Anthology of American Literature, Eighth Edition, volume C. Ed. Mary Loeffelholz. New York: W.W. Norton & Company. 2012. 990-1006. Print
By not including these students with disabilities, it is like we are not allowing them to have the same fun experiences other students their ages are doing. In an example David M. Perry mentioned, “Last month the teacher put on Readers Theater (in which kids acted out books) and told us [the parent] in an email that “Nico [their son with disability] would get to participate as an audience member.”” How is this fair for Nico? What if he wanted to act out books with his classmates? This isn’t fair and students with disabilities shouldn’t be excluded like this; it is like we are putting them under discrimination. What some people in the society don’t know is how it truly affects the student with the disability who is being excluded. According to Tom Ledcke, who teaches in special education, “…my students could feel that they were ‘outsiders’.” Outsiders are of someone who does not belong in either a group or society. In this case these students with disabilities feel isolated or alone from everyone, so they feel like they don’t belong. People today are still arguing if we are indeed doing are best to include these students in inside and outside activities. So the question is are
Social and academic disengagement come from institutional and attitudinal barriers that have been ignored for decades. Students with disabilities should not label themselves as incompetent when compared to their peers. Through partnerships between student affairs practitioners, faculty members, and students with the goal of understanding the needs of students with disabilities will help to create an inclusive environment for this unsupported student population.
Growing up, I was always insecure about my academic performances because I was about a year younger than most of my classmates. My reading was underdeveloped, and my teachers were concerned about my ability to read more mature literature. To aid my reading disabilities I was placed in an intermediate class. However, the class did not push me into the level I was expected to be. In other words, they "babied" me and have me read at the "level" I was capable of. So like any other American school, they just push you along to the next grade. It wasn't until I started the fourth grade, and I was shown the power of reading independently. I used my struggles to read, as my motivation to excel in reading.
We got into our lines, behind groups of excited families and happy little old men and women. As the line ascended up the ramp onto this enormous water vessel, pictures were taken of every group of passengers. Smile, laugh and look happy! Riiight. As a matter of fact, I was pretty anxious. I'd never been on a boat like this, and especially not for a whole week.
A lighthouse is a structure that warns and navigates ships at night as they near land, creating specific signals for guidance. In Virginia Woolf’s To The Lighthouse, the Lighthouse stands a monument to motivation for completion of long-term goals. Every character’s goals guides him or her through life, and the way that each person sees the world depends on goals they make. Some characters’ goals relate directly to the Lighthouse, others indirectly. Some goals abstractly relate to the Lighthouse. The omnipresent structure pours its guiding light over every character and every action.
I posed this question prior to my research; do special education students receive the same attention and level of education as students in regular education? Through investigation and observation, I explored the differences between regular education classrooms and special education classrooms to see if there were in fact inequalities between the two. Prior to doing research, I assumed that all education was alike, and that regardless of special needs, the educational institution provided an equal opportunity for all students to learn. This paper will show the level of equity and reflect on the social justice of special education in the current school platform. It will outline the research that I have conducted and demonstrate the negative assumptions about special education teachers and their students, and show examples of the lack of funding and resources for special education departments.
A few people making changes is not enough; there needs to be a lot more emphasis placed on helping students with disabilities. With the discrimination against handicapped or students with disabilities, it is up to the parents to ensure the students get a good education. The students with the disability and their parents have to fights for equal rights (Barkan, 2008).