The Man I Killed, By Tim O Brien - 1580 Words

To kill a man is to take away everything he has, and ever will have; and in War, death is inescapable. Vietnam War veteran Tim O’Brien was drafted to fight in the War in 1969 and states in the book as his â€Å"character/narrator† self that he attempted an escape to Canada out of fear. But the stronger fear of people being ashamed of him took over and had him turning back to home to enlist in the U.S. Army. O’Brien published The Things They Carried in 1990 and explored the physical and mental realms of war-time combat with stories. These stories are based on his own experiences, but they include a fictionalized version of himself as â€Å"the narrator† and are said to only be what felt like the truth rather than being the actual truth. Despite this, the intention of these stories are to give readers the understanding of what it was like to be a soldier fighting for their life and country overseas. In the chapter â€Å"The Man I Killed†, the narrator tells the story of a man he killed outside the village of My Khe who was â€Å"a citizen and a soldier† of Vietnam (119). Although this man was the enemy, O’Brien’s character displays how ending another’s life in battle is not an easy pill to swallow. O’Brien, the narrator, uses repetitive descriptions, vivid and gory details, and his glum emotional response to the fatality he caused in the chapter to illustrate how feeling responsible for another man’s death can have traumatic effects on the mind. The author repeats descriptions of the manShow MoreRelatedThe Man I Killed By Tim O Brien992 Words   |  4 PagesThe Man I Killed taken from Tim O Brien s war novel The Things They Carried. Set during the Vietnam war, American Soldier Tim O Brien is strongly affected by an unpredictable event. In The Man I Killed we consider how O Brien was heavily affected and shocked after killing a young Vietnamese soldier and the randomness of killing in war. We also take a look at how the author plays with truth and non-fiction in his story telling. When passing on foot through the village of My Khe, soldier O BrienRead MoreTim O Brien s The Man I Killed 897 Words   |  4 Pagesthe Vietnam War, Tim O’Brien failed to share any stories from his experiences in Vietnam. Finally he decided to write a book that he titled, The Things They Carried, in 1990 where he details all of the struggles he experienced after being drafted into the Vietnam War. In chapter twelve, â€Å"The Man I Killed,† O’Brien details Tim’s uncertainty after killing his first Viet Cong soldier. As the soldier lay on the ground physically destroyed by a grenade that once resided in Tim’s hand, Tim could not lookRead MoreThe War Is Wrong, By Tim O Brien1075 Words   |  5 Pagesâ€Å"If I truly believe the war is wrong, is it then also wrong to go off and kill people? If I do that, what will happen to my soul?† (pg 60). Tim O Brien is an American man who was drafted into the Vietnam War. O Brien is not a violent man a nd struggles because he believes that the war is wrong. He debates whether or not he should go to war or move to Canada to avoid the draft. Tim O Brien decides to join the army. O Brien uses his personal experiences as a foot soldier in the Vietnam War to conveyRead MoreAnalysis Of Tim O Brien s Love 768 Words   |  4 Pagesfor Tim O Brien, he had some very interesting things that happened to him. Tim O Brien gained many friendships serving in the Vietnam war. He first became good friends with Lieutenant Jimmy Cross. In Love Tim goes to met Jimmy at his home in Massachusetts. They had talked about the events that took place during the war, and Jimmy s guilt over Ted Lavender s death. Another friendship that is important to Tim was Kiowa, in The Man I Killed Kiowa is constantly trying to get Tim to talkRead MoreAnalysis Of Tim O Brien s Love 768 Words   |  4 Pagesfor Tim O Brien, he had some very interesting things that happened to him. Tim O Brien gained many friendships serving in the Vietnam war. He first became good friends with Lieutenant Jimmy Cross. In Love Tim goes to met Jimmy at his home in Massachusetts. They had talked about the events that took place during the war, and Jimmy s guilt over Ted Lavender s death. Another friendship that is important to Tim was Kiowa, in The Man I Killed Kiowa is constantly trying to get Tim to talkRead More OBrien and Fossie in The Things They Carried Essay862 Words   |  4 Pagesis an exemplary Bildungsroman as it carries the reader through the lives and problems of every soldier within its pages. Each man is witnessed as he goes through his own maturation and personal times of struggle and hardships. Some are focused on more than others, but each man has a story to tell, each a moral to teach. Throughout The Things They Carried, both Tim O?Brien and Mark Fossie experience a significant amount of personal maturation by gaining new knowledge about themselves, the VietnamRead MoreReaction to The Things They Carried by Tim OBrien1706 Words   |  7 Pages In The Things They Carried, Tim O Brien uses a variety of stories to explain the life experiences that he and many of his fellow soldiers endured during a single year in Vietnam. He tells these stories in a way that we can connect to these experiences. We never spent time in Vietnam, but O Brien wants us to feel like we were there. O Brien uses what he calls story-truth to write these stories. The outcome or the people may be different but the feeling is real; that s the truth in the storyRead MoreAnalysis Of The Movie The Things They Carried 1734 Words   |  7 Pageswar stories.( New York Times, Book of the Century). Tim O Brien, the author of the book is both the narrator and the protagonist of the book. As, he himself is present in the war and also tells different stories told by the member of the alpha company. O Brien use of storytelling along with theme is the part of the book which makes it more realistic and effective, which is the ultimate point and purpose of the author. O Brien believes that stories have immense power, they gain theRead MoreAnalyzing The Things They Carried By Tim O Brien1539 Words   |  7 PagesProfessor Neary 3/27/2014 Summarizing and Analyzing of â€Å"The Things They Carried† The book â€Å"The Things They Carried† is written by Tim O’Brien, the author of â€Å"In The Lake Of The Woods† and â€Å"Tomcat In Love.† In this book, O’Brien tells the details of the Vietnam war as a form of storytelling. He includes several characters in it such as Tim O’Brien, Jimmy Cross, Mitchell Sanders, Henry Dobbins, Ted Lavender and so on. He starts with the primary character, Lieutenant Jimmy CrossRead MoreThe Things They Carried : Writing Task1107 Words   |  5 PagesThe Things They Carried - Writing Task By Charlie Evans – Word Count: 1099 Storytelling is the interactive art of using words and actions to reveal the elements and images of a story while encouraging the reader’s imagination. Tim O’Brien the author of the novel The Things They Carried demonstrates storytelling to maximise the significance of story truth versus happening truth and the focus on emotion and feeling, not the events. These main ideas O’Brien displays is reinforced through the choices

Aligning ELL Proficiency Standards 3 - 1559 Words

Aligning ELL Proficiency Standards Amber Castro Grand Canyon University: ESL 433N: Advanced Methodologies of Structured English Immersion March 30, 2014 English Language Proficiency Standards Arizona English Language Arts Standards Stage II Language Strand Standard 1: The student will identify and apply conventions of standard English in his or her communications. HI-2: explaining differences between common and proper nouns in context (singular and plural). 1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).†¦show more content†¦2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single†syllable words.(1.RF.2.c) Standard 3: The student will read with fluency and accuracy. HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity. 4. Read with sufficient accuracy and fluency to support comprehension. b. Read on†level text orally with accuracy, appropriate rate, and expression on successive readings. (1.RF.4.b) 4. Read with sufficient accuracy and fluency to support comprehension. b. Read on†level text orally with accuracy, appropriate rate, and expression on successive readings. (2.RF.4.b) Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas. HI-1: identifying the differences between fiction and nonfiction. 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (1.RL.5) Stage II Writing Standard 1: The student will express his or her thinking and ideas in a variety of writing genres. HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events. 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, useShow MoreRelatedHistorical Perspective Of English Language Learners2457 Words   |  10 PagesEnglish Language Learners (ELLs) program. Further recognition of ELLs came when President Lyndon Johnson signed into law the Civil Rights Act of 1964. Title VI of that act states No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance† (Civil Rights Act of 1964). Although ELLs were now getting the acknowledgementRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision Making 165 Motivation Concepts 201 Motivation: From Concepts to Applications 239 3 The Group 9 10 11 12 13 14 15 FoundationsRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pagesthe Situation Cohen †¢ Effective Behavior in Organizations, Seventh Edition 11. Leadership: Exerting Influence and Power 94 94 Text Palmer−Dunford−Akin †¢ Managing Organizational Change 2. Images of Managing Change 121 121 147 147 Text 3. Why Organizations Change Text Cohen †¢ Effective Behavior in Organizations, Seventh Edition 14. Initiating Change 174 174 Text iii Cases 221 221 225 The Consolidated Life Case: Caught Between Corporate Cultures Who’s in Charge

Roger And Me Essay Example For Students

Roger And Me Essay â€Å"Roger and Me†The film was one that utilized and demonstrated many techniques found in the genre of documentary. Michael Moore took every aspect of making a film and flawlessly executed it. The resulting product was one that was to the point and interesting. The first thing that I realized was Moore’s ability to use B role and integrate it seamlessly into the film. One example would be when he was moving home from San Diego. The story cut to a scene in a movie that was of a man coming home from the army. I remember thinking that even though this film had nothing to do with the story at hand, it was very clear as to what happened. He saved a few mins of film and got straight to the point. Various other film clips were used to tell the story. This brings me to the second point, which is Moore’s ability to hold the audiences attention. You have a film about the town of Flint, Michigan and the trouble it went through during the GM plant closings. Right now I can think of a few thousand ways a filmmaker could have taken this story, added his point of view, and bored me out of my mind. That couldn’t be any farther from the truth. I found myself drawn into the story that Michael presented. He used comedy to pick up some slower parts and good camera angles to keep my attention on the screen. As for Story and Characters Moore once again used text book accuracy and added his twist. He picked a few characters and used them through out the film. This is something that kept the audience from getting confused. I think a lot of filmmakers screw up by introducing too many characters. For example, the sheriff deputy was a main character the makes you realize the truth behind what was going on. The Deputy represented the problems and pain that GM was causing by closing the plants. Moore took all aspects of the story and assigned characters to represent each side of the whole situation. The story was well thought out and organized in definite sections or acts. You can tell that Moore spent did his time in pre production. This documentary was well thought out and executed. Michael Moore has a definite style of his own. This used together with good fundamentals proved to me that you could make almost any story interesting if you do it correctly. Film and Cinema

Memorial and Monument free essay sample

There is a lot that goes into building monuments. When memorializing an event or person by creating a monument a group or agency should consider the monument’s historical significance, make it extraordinary and authoritative, and put it in a proper place. There are a lot of details that go into building a monument, but I feel that those are the most important to think about. If those three things are completed properly then the monument will most likely be successful. First of all, when building a monument, you must consider its historical significance. If a monument is built and it has no historical magnitude, no matter how cool it looks or where it’s built, nobody will care that much about it. One of the main reasons why people go to see monuments is so that they can learn something or see something that they’re interested in. People wont want to learn about or see something that has no historical significance. We will write a custom essay sample on Memorial and Monument or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example, the Lincoln Memorial is a very famous monument. One of the main reasons for that is because of how historically significant President Lincoln was and still is today. People go and see that monument because of the significance of it and how they feel when they are there. Since President Lincoln is so important to our country it makes his monument much more successful. Secondly, if you build a monument you have to make it extraordinary and authoritative. If you build a monument that isn’t very cool to look at and doesn’t in a sense take authority compared to he things it is around it will not be successful. A good example if this is the Statue of Liberty. The reason the Statue of Liberty is such an incredible monument is because of how extraordinary and authoritative it is. Its size, color, look, and what it means to our country are all factors of why it is such a good memorial and is loved by so many people. They could’ve made it a lot smaller, but they didn’t. That decision, among others, helped make the Statue of Liberty as famous as it is today. As you can see, making a monument extraordinary and authoritative is very important. Last of all, an important thing to consider when building a monument is the  place that it is built. You can’t build a monument in a place that nobody ever goes or sees. How will it ever get noticed? You also have to consider if the monument will be more appreciated on different places. For example, you don’t want to build a monument of a famous Chinese leader in Egypt. The people there wont care about it near as much as the people in China would care about it. If the monument is about something spiritual, you should build it in a place where you can feel the sprit. Not in a loud and noisy place that will always be interrupted, but in a quite and peaceful place. People should know where it is but it shouldn’t always be noisy, that’s for sure. So as you can see, the place that you put the monument is oh so very important. In conclusion, when building a monument you must consider all three of these elements. They are a lot more important than you would think. If you consider its historical significance, and make it extraordinary I have no doubt that it will be successful.

101 Solution Examples Professor Ramos Blog

101 Solution Examples Quick Write Quick Write What is the problem you are going to research? Why did you pick this problem? It needs to be related in some way, that you will make clear, to diversity. Solution Argument Examples One example of a solution argument essay that we have previously discussed in this class is â€Å"The Danger of a Single Story† by Chimamanda Adichie. To quote a  CNN article on the Danger of a Single Story: Nigerian author Chimamanda Adichie believes in the power of stories, and warns that hearing only one about a people or nation leads to ignorance. She says the truth is revealed by many tales. She illustrates this with a story about coming to the United States, as a middle-class daughter of a professor and an administrator, and meeting her college roommate. Adichie says that her roommate’s â€Å"default position toward me, as an African, was a kind of patronizing, well-meaning, pity. My roommate had a single story of Africa. A single story of catastrophe.† Adichie also tells how growing up in Nigeria reading only American and English children’s books made her deaf to her authentic voice. As a child, she wrote about such things as blue-eyed white children eating apples, thinking brown skin and mangos had no place in literature. That changed as she discovered African writers, particularly the Nigerian Chinua Achebe. This is a great quote that highlights some of the moves we need to do in our article. It summarizes her topic, problem she is addressing, and solution; including examples she uses. Topic:  Many people do not realize that they are getting only one story. A single story is incomplete and she says dangerous. Problem:  Having a single story about an issue or group of people leads to stereotypes and incomplete information. Solution:  To look for multiple stories of whatever issue or topic you are hearing. She recommends we get our news and stories from multiple perspectives. Reasons and evidence:  She gives examples from her personal life to highlight that she has a personal connection. Background:  She gives background information, citing quotes and examples that place her issue in a historical context. She also uses current examples to place the issue in a contemporary context. Audience Who do you think her audience is? What do they value? Does she address those values? Sample Essays Clicking Originality Away: Social Media’s Effect On Young Female’s Self Esteem Papers Please! The Illegal Immigration Problem Unconscious Bias

International Responsibility and Liability- bibliography Essays

International Responsibility and Liability- bibliography Essays International Responsibility and Liability- bibliography Essay International Responsibility and Liability- bibliography Essay International Responsibility and Liability- bibliography BY MBRO International Responsibility and Liability 1. Responsibility of States 2. Responsibility of International Organizations 3. International Liability 1. 1 General Works In addition to chapters on responsibility of principal textbooks on international law, the following works specialized in responsibility are useful. D. Anzilotti, La responsabilit? © internationale des Etats ? ¤ raison des dommages soufferts par des ? ©trangers, RGDIP, t. 13 (1906), pp. 5-29. R. Ago, Le d? ©lit internationale, RCADI, t. 8 1939-11), pp. 41 5-554. l. Brownlie, System of the Law of Nations, State Responsibility, Part 1 (Clarendon Press, 1983). SFDI colloque du mans: La responsabilit? © dans le syst? ©me international (Pedone, 1991). R. Provost ed. , State Responsibility in International Law (Ashgate, 2002). II-JE Colloque international de Florence 7 et8 decembre 2001 : Obligations multilat? ©rales, droit imp? ©ratif et reponsab ilit? © internationale des Etats (Pedone, 2003). James Crawford, Alain Pellet, and Simon Olleson eds. , The Law of International Responsibility (OUP, 2010). 1. Travaux r? ©paratoires 1. 2. 1 League of Nations Official Documents The Report of Subcommittee: League of Nations Publ. C. 46. M. 23. 1926. V Conclusions of the Report of the Subcommittee of the League of Nations Committee of Experts for the Progressive Codification of International Law (Guerrero Report)(1926): C. 196. M. 70. 1927. V Bases of Discussion Drawn up by the Preparatory Committee of the Hague Codification Conference (1929): C. 75. M. 69. 1929. V Texts Adopted in the First Reading by the Third Committee of the Codification Conference: C. 351(c). M. 145(c). 1930. V Privately edited travaux pr? ©paratoires S. Rosenne ed. , League of Nations Committee of Experts for the Progressive Codification of International Law (1925-1928), Vol. l (Minutes), Vol. 2 (Documents) (Oceana, 1972). including documents prepared by the Preparatory Committee, such as the Bases of Discussion. S. Rosenne ed. , League of Nations Conference for the Codification of International Law (1930), Vols. 3-4 (Oceana, 1975). including official records of the conference 1. 2. 2 United Nations Analytical Guide to the Work of the International Law Commission: http:// ntreaty. n. org/ilc/guide/gfra. htm 9. 6 State Responsibility Introductions, Text and Commentaries (Cambridge University Press, 2002 1. 2. 3. Others Institut de Droit International, International Responsibility of States for Injuries on Their Territory to the Person or Property of Foreigners, Annuaire de Ilnstitut (Session de Lausanne), 1927. Institut de Droit International, Obligations and Rights Erga Omnes in Intern ational Law, Annuaire de Ilnstitut (Session de Krakow), 2005. Draft Rules prepared by the Kokusaiho-gakkwai (lAssociation de Droit International du Japon), in conjunction with the Japanese Branch of the International Law Association, with the view of contributing towards the Progressive Codification of International Law, as planned by the League of Nations Resolution, September 1924, Journal of International Law and Diplomacy, vol. 25, no. 6, 1926, pp. 599-648. Draft Convention and Comments on Responsibility of States for Injuries to Aliens Prepared by the Research in International Law of the Harvard Law School, Supplement to the American Journal of International Law, vol. 3, Special Number (1929). the so-called Harvard Draft, which includes various private draft conventions and reactions of States in its apppendix. Draft Convention Prepared by Professors Louis B. Sohn and R. R. Baxter (Harvard Law School)(1961): F. V. Garcia-Amador, Louis B. Sohn and R. R. Baxter ed. , Recent Codification of the Law of State Responsibility for Injuries to Aliens (Oceana, 1974). Inter-American Conference, American Postulates Formulated by the I nter-American Juridical Committee (1961): Doc. OEA/Ser. Nl. 2, CU-61 1. 3 Jurisprudence Digest of the Decisions of International Tribunals relating to State Responsibility, Prepared by the Secretariat, A/CN. 4/169, YILC 1964-11. Supplement, Prepared by the Secretariat, to the Digest of the Decisions of International Tribunals relating to State Responsibility, A/CN. 4/208, YILC 1969-11. Responsibility of States for Internationally Wrongful Acts, Compilation of Decisions of International Courts, Tribunals and other Bodies, Report of the Secretary-General, A/62/62 and Add. a compilation of Judicial decisions referring to the ILC draft articles or its first reading text. 1. 4 Bibliography State Responsibility for Internationally Wrongful Acts (Part 1). Principal in the Reports of Mr. Ago. Document Prepared by the Secretariat, A/CN. 4/318/Add. 8, YILC H. H. R. van Hamel, La responsabilit? © internationale de lEtat: bibliographie s? ©lective pr? ©par? ©e par la bibliotheque du P alas de la Paix, La Haye (Centre d? ©tude et de recherche de lAcad? ©mie de droit international de La Haye, 1982). M. Spinedi, Bibliography on the Codification of State Responsibility by the United Nations, 1973-1985, M. Spinedi and B. Simma eds. , United Nations Codification of State Responsibility (Oceana, 1987), p. 395. J. Crawford, Select Bibliography, The International Law Commissions Articles on State Responsibility: Introductions, Text and Commentaries, (Cambridge University Press, 2002), p. 368. bibliography of works published basically after 1995. Bibliographie s? ©lective sur la responsabilit? © internationale des Etats pour manquement aux obligations multilat? ©rales Obligations multilat? ©rales, droit imp? ©ratif et reponsabilit? © internationale des Etats (Pedone, 2003), p. 241. bibliography of works dealing with the invocation of the responsibility of States arising from violations of obligations erga omnes. 2. 1 General Works Can International Organizations be Controlled? Accountability and Responsibility, ASIL Proceedings, 2003. M. Zwanenburg, Accountability of Peace Support Operations (NiJhoff, 2005). P. Klein, La responsabilit? © des organisations internationales (Bruylant, 1998). 2. 2 Travaux pr? ©paratoires 2. 2. 1 United Nations untreaty. un. org/ilc/guide/gfra. htm Responsibility of international organizations 2. 2. 2 Private Codifications The Legal Consequences for Member States of the Non-fulfilment by International Organizations of their Obligations towards Third Parties, 66-11 Annuaire de Ilnstitut e Droit International (1996) Accountability of International Organizations, ILA Seventy-First Report: Berlin Conference (2004) 3. General Works K. Zemanek, Causes and Forms of International Liability, in Bin Cheng and E. D. Brown ed. Contemporary Problems of International Law: Essays in Honor of Georg Schwarzenberger on his Eightieth Birthday (Stevens Sons, 1988), pp. 319-333. J. Barboza, The Saga of Liability in the International Law Commission, Melanges offerts a Hubert Thierry: L evolution du droit international (Pedone, 1998), pp. 5-22. G. Lysen, State Responsibility a nd International Liability of States for Lawful Acts (Forfattaren och lustus Forlag, 1997) 3. Travaux pr? ©paratoires untreaty. un. org/ilc/guide/gfra. htm International liability for injurious consequences arising out of acts not prohibited by international law Sub-divided into * International liability for injurious consequences arising out of acts not prohibited by international law (prevention of trans boundary damage from hazardous activities) by international law (international liability in case of loss from trans boundary harm arising out of hazardous activities)

Two Favorite Holiday's Essay Example | Topics and Well Written Essays - 750 words

Two Favorite Holiday's - Essay Example These holidays also mark important events in my own personal history and offer many exciting things for me to engage in with my family. Thanksgiving has always been, and will always be, a family holiday to me. My daughter was born the day before Thanksgiving, November 23, in 2005, and it was an event that I could not be more thankful for. Not only is Thanksgiving a celebration of things to be thankful for and spending time with family, but it also exists to me as a reminder of my daughter’s birth. The rest of my family joins in the festivities to celebrate both Thanksgiving and the birthday of my daughter. Similarly, the Fourth of July is one of my favorite holidays because I get to spend it in the company of my family and closest friends. Since we are celebrating our freedom and independence as Americans, it only makes sense that the Fourth of July should be a family event, since we can all celebrate our freedom as American citizens together. Another similarity between Thanks giving and the Fourth of July that I enjoy is the vast array of different foods. During Thanksgiving, my family serves, among many other things, turkey, dressing, and a large variety of desserts, such as chocolate and pecan pie. The food on Thanksgiving is considered special to us since we normally do not eat a lot of these foods throughout the rest of the year, and we take great care in preparing them for the holiday feast. The food enjoyed on the Fourth of July includes hamburgers and hotdogs, which are the best barbecue foods, and all of the wonderful little finger foods, like various types of chips and pretzels. While these foods are eaten more frequently during the year, they are more enjoyable when eaten during a holiday and while enjoying the perfect summer weather. One of the greatest differences between these two holidays is the weather. Thanksgiving is always so cold; there have been some years when there has been snow. The majority of the day is spent inside with my famil y where it is warm. The presence of the people I love most makes it even more cozy. Sometimes we go outside to play in the snow, even though it is never a great amount, but we are always grateful to come back in to the warmth. Meanwhile, the Fourth of July is hot, sometimes almost unbearably so. Regardless of this, most of the day is still spent outside. The nights are the best; it is warm enough to enjoy the weather, but the sun is not beating down on us to make it hard to handle. Despite the differences in weather, each holiday brings about different activities to participate in. On Thanksgiving, besides spending time with my family, I like to look through all of the shopping ads and begin making my game plans for shopping on Black Friday. I figure out where I will be shopping, what I will be buying in preparation for the Christmas holidays, and how to manage it without getting caught up in the rush of that busy Friday. On the Fourth of July, the day is enjoyed by swimming and wat ching the many available displays of fireworks. While we often go to Joe Davis Stadium, Bridgestreet, or Decatur at Point Mallard Park to watch the fireworks, we sometimes like to make our own fireworks displays at the home of close friends that live in the country. Holidays are important to people and their families. What is even more important is what someone can take from their experiences during