Comparing Sophia And Aiden Jones - 969 Words

Sophia and Aiden Jones were extremely close. They were in and out of foster homes all their life. No one would adopt them so each foster home stay in was brief. Most were awful but none could compare to the Evan’s family home they stayed in last. Each night Sophia and Aiden would come home from school to yelling and screaming. Mr. Evans would constantly threaten and abuse them. After a few months, Sophia had had enough and decided to stand up for herself and fight back. Mr. Evans got home from work late that night falling head over heels drunk. Sophia and Aiden had set the table ready for dinner. Mr. Evans stumbling over walked towards Aiden. He took one look and with no reason and punched him right in the face. Sophia raged with anger†¦show more content†¦Everyone would wake up, do house work, go to school, come home and then do more chores then go to bed. Each girl had a different role. One would cook dinner, one would mop the floors, one would clean the bathrooms e tc. The only day they were aloud to leave was on Tuesdays where they would sometimes have group excursions or visitation days where people they know could come and visit them. Each year they would hold an annual fundraiser to generate funds to keep the group home running. The fundraiser would attract a few sponsors and some neighbors suspicious about the girls as most of them had come from prison. A few weeks passed and Sophia was slowly settling in but still miserable and terrified about Aiden stuck in the Evans home. Leading up to the fundraiser everyone cleaned the group home and got it organized for the fundraiser. On the day of the fundraiser many people came one of which was a rich businesswomen named Mrs Jenn Sanders and her daughter Kylie. Kylie and Sophia looked complexly alike and were the spitting image of each other making everyone shocked. Sophia gave Kylie a tour around the home and they continued to talk for the rest of the day. Kylie and Sophia got on so well she invited Sophia out to spend a day with her and her mother on their yacht. Sophia was delighted and couldn’t believe her luck. Before she knew it it was Tuesday, the day she was going out on Kylie and Mrs Sanders yacht. She got dressed up and was

The Most Important Aspect Of Knighthood During The Middle Age

The most important aspect of knighthood during the middle age where religion, prowess, and feudal loyalty. Chivalry refers to the lifestyle and moral code following by medieval knights they pledged their loyalty and services to their lord. The term feudalism is used to describe a variety of social, economic, and political obligations and relationships. The Greatest Warrior knight was Godfrey and if asked anyone who was the greatest warrior at the time they would say Godfrey. Chivalry refers to the lifestyle and moral code following by medieval knights they pledged their loyalty and services to their lord. Chivalry included the values of honor, valor, courtesy and purity, as well as loyalty to a lord, a cause, or a noblewoman. They†¦show more content†¦Italy was the home of the most popular romance during the Renaissance. Three writers combined the romance of chivalry with epic. Spain saw a vast outpouring of chivalric romances. By 1575 more romance was translated in Spanish than from French. In England, chivalric romances were the most popular type of fiction after the introduction of printing. The tale of King Arthur became an important source of inspiration in England because it gave a great start for knights to tell tales. The values of old nobility gave way to the democracies of France to the Industrial Revolution. Godfrey is worth listing as a great knight because if you asked any medieval knight who the greatest knight had been, the most likely non heroic name you would get in reply would be his name. In chivalric folklore there were nine figures they were considered the epitome of knightly virtues at the time, generally known as ‘’Nine Worthies’’. They were divided into the ‘’Three Pagan Knights’’ (Hector, Alexander and Julius Caesar). The ‘’Three Jewish Knights’’ (Joshua, David and Judas Maccabeus) and the ‘’Three Christian Knights’’ (King Arthur, Charlemagne and Godfrey of Bouillon. Godfrey was born in 1060 and he was the second son of the Count of Boulogne. He got the small duchy of the lower Lorraine from his maternal uncle and he had it taken from him by the Holy Roman Emperor Henry IV. In 1096

Historical Background of Chinese Schools in Malaysia Free Essays

History of Chinese national type school Starting out early in the 19th century, the Chinese society has already made a stand on sustaining their language and culture to the point that they decided to request for their own Chinese national type school. Realizing that this could cause an up stir in racism in Malaysia, still the Chinese society in Malaysia strongly believed in preserving the Chinese language among the Chinese youths. In the beginning, they were asked to give up their properties to be incorporated with the National School system, which for the Chinese caused an uproar but after negotiating a deal was made and they agreed to instead become â€Å"National Type† schools. We will write a custom essay sample on Historical Background of Chinese Schools in Malaysia or any similar topic only for you Order Now Through this system, the government could only be in charge of the school curriculum and teaching personal while the buildings still belonged to the schools. During this time, primary schools were allowed to keep Chinese as the medium in the schools and their book but for Secondary schools they were required to switch to English-medium schools. More than 60 schools changed to National Type schools, including the famous Chung Ling High School, Penang Chinese Girls School, Jit Sin High School and Ave Maria Convent High School, Sam Tet High School. Even though according to the proposal that most subjects are allowed to use the medium of English, the teaching and learning of Mandrin remained compulsory in these schools, with most of them dedicating at least one seventh to one fifth of their teaching time per week to Mandrin studies. Even with all the compromising the proposal was looked at as almost impossible for a tad of them, making some of some of the Chinese schools turn to become private high schools or Chinese high schools as they were called later on. During the 1960s and 70s this concept slowly turned under the lime light making many of the National Type schools reopen their independent high school branch. The numbers kept increasing to a point where the political situation made it difficult to set up additional independent Chinese high schools. There are 60 independent Chinese high schools in Malaysia, including Foon Yew High School which is the largest secondary school in Malaysia with over 7000 students. Foon Yew High School was the first school to object and decline the government’s proposal, as well as the first high school to have a branch campus (located in Kulai) National-type Secondary Schools are called Malaysian Independent Chinese Secondary Schools (MICSS) which came into being after the Education Act 1961, determined to use their mother tongue to preserve the Malaysian Chinese culture. In 1973, Dong Jiao Zong formed the MICSS Working Committee, to develop the examination and syllabus of the 60 Independent Schools in Malaysia. The â€Å"Unified Examination started in 1975 and has continued to be run every year since. (UCSCA, page 1) http://www. nst. com. my/latest/chua-to-meet-dpm-over-teacher-shortage-in-chinese-schools-1. 48918# http://www. teo-education. com/teophotos/albums/userpics/053_Early_Education_in_Malaysia. pdf http://malaysia-today. net/mtcolumns/from-around-the-blogs/34572-why-we-chose-chinese-school-for-our-children- http://educationmalaysia. blogspot. com/2005/06/national-vs-chinese-school-i. html How to cite Historical Background of Chinese Schools in Malaysia, Essay examples