FRiday night lights book review

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Friday Night Lights Book Review

Friday Night Lights, by H.G. Bissinger, is about a classic example of a small town in Texas, a town called Odessa. Odessa is a town like most Texas towns, it was founded because of its oil, every body seems to know each other, and the Hispanics and Mexicans coming over the border have flooded it. But there is one more thing about Odessa. This is football.

Odessa has one of the greatest high school football programs in the country. Students from other states come to Odessa, just to get a chance to play, or watch a football game at Permian High School. Despite the great legends Permian High School has earned over the years of its football, there are also consequences.

Football is the only thing that brings the town together. People live for Friday night. Every player has his own life, but the center of it is football. Each of the players has their own peppette, a high school girl, devoted to them. These girls make a huge sign to put in the player's yard for the season, posters for the game, cookies and other sweets, and they put on huge pep rallies every Friday morning. For almost every single Odessa Resident, if there weren't a football team, they wouldn't have anything to live for.

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This town may sound unreal, but its values are extremely important to the residents. Once you are out of high school, your life just drags on, until you have children, and once again you can relive the Permian High School glory days of football.

High school football was the absolute most important aspect in the town of Odessa. Money was spent around it, the football coach was paid $48,000, while the head of the English department, with a master's degree and twenty years of experience was paid $,000. The football coaches were given brand new computers almost every year, while the school had just received its first computer. $70,000 was spent every year for chartered jets to a football game at Midland High School, which was 500 miles away from Odessa.

Racism was also a huge dispute in Odessa. Ever since the desegregation of schools, there had been problems in Odessa. Although a black or Hispanic football player would be given the same respect on the football field as anyone else, off the field, things were usually different. Black and Hispanic families were often treated with racism. Odessa had been rated one of the towns with the highest murder rates of blacks and Hispanics.

Academics were also another factor much less important in Odessa than football. Most of the time, teachers would teach for the first ten minutes of class, and then for the remaining forty minutes of class, they were given time to basically do whatever they wanted. Teachers along with the students thought nothing could top the Friday night game. There was no academic probation for students, if they couldn't even reach the bare minimum. Many of the players had the knowledge of a twelve year old. Trying in school didn't matter; performing on the football field was what mattered. If the football team did well, the town was content, despite its low scores on standardized tests. If the football team did bad, more emphasis was put on forgetting the test, and working on plays and getting ready for the next game.

In conclusion, this book goes to show that although high school football can be a great experience for a high school student, it shouldn't be the center of a town. But it is in some towns still today. It is a terrible example for a town to be okay with the way schools don't care about it's student's grades, only about whether or not the football team will win the state championship that year. A town in America shouldn't revolve around the Friday night-lights.

In the book, Friday Night Lights, I learned a lot about how some towns emerge. Many small Texas towns were founded strictly for oil. Before long, these towns filled up with wild cowboy men, looking for bars (which became very popular businesses in these small towns,) and prostitutes, which were also in high numbers.

The town of Odessa was split in two, like many towns in Texas. There was southern Odessa and northern Odessa. Southern Odessa was mostly run down cheap houses, where mostly blacks and Hispanics lived, and northern Odessa was a richer, white section of town, where almost everyone was racist.

Not only was the town split, but the high schools were also split. There was Permian High School, for mostly northern Odessa white children, (in 188, when the book takes place, the school was made up by 6% whites, and % Hispanic, with the remaining 8% blacks or other ethnic groups.) There was also Odessa High School, which was for mostly southern Odessa Hispanic and black children.

This town, like many others, was extremely reliant on the oil. In 181, a record 4,50 drilling rigs were running the United States. Ten months later, that number dropped to ,7. Unemployment increased, and banks, especially the First National Bank, which got into hundreds of millions of dollars in debt.

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Powell v. Alabama

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I'm writing this paper to address two specific Supreme Court Decisions that have had a major impact on an individual's Constitutional Rights. The Bill of Rights, which protects all citizens from government infringement, was violated in these two cases but rectified by Supreme Court action. The two cases that I will address are Powell v. Alabama, which occurred in 1 in Alabama, and Gideon v. Wainwright, which occurred in Florida in 16.In Powell v. Alabama nine black youths were arrested and charged with the rape of two white girls. The offense is said to have been committed on a freight train traveling through Alabama. A fight took place between the nine black youths and seven white boys and two white girls. The white boys were thrown off the train and a message was sent ahead reporting the fight. A sheriff's posse met the train in Scottboro, Alabama and the posse seized the black youths. The record, of the case, indicates that all of the black youths were ignorant and illiterate and all of them were residents of other states. The "boys" (as they were referred to) were kept under military protection because of the hostility in the community. Immediately after the indictment the "boys" were arraigned and plead not guilty, they were not asked whether they were able to employ counsel, or wished to have counsel appointed or whether they had friends or relatives who could assist. Powell v. Alabama was the first of the ensuing rape trials. Powell's argument addressed the lack of legal representation that he was given. The day of the trial, the attorney appointed to his case refused to represent him; the judge ordered any attorney present in the court room to serve as the boy's legal counsel and they all refused. Once counsel willing to represent him was found, the attorney had no time to review the case and only half an hour to meet with his client before the hearing. Because of the inadequate defense, Powell was sentenced to die along with his eight friends. The issue before The Supreme Court was the due process clause of the Fourteenth Amendment incorporates the right to counsel in a capital case? The Supreme Court voted yes (7-) and reversed the verdict because of its belief that poor people facing the death penalty must be provided with counsel, stating "…there is a certain principal of Justice which adhere to the very idea of free government, which no [State] may disregard." Justices Butler and McReynolds dissented on the facts that the record failed to reveal that the petitioners had been deprived of any rights guaranteed by the Federal Constitution and thought the judgement should be affirmed.

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The necessity of counsel was vital and the failure of the trial court to appoint counsel was a denial of due process within the meaning of the Fourteenth Amendment. This decision was extended to include all people facing criminal proceedings in Gideon v. Wainwright (16). Gideon v. Wainwright is another Supreme Court Decision that deals with an individual's Sixth and Fourteenth Amendment rights. In Gideon v. Wainwright The Supreme Court had to decide if the due process clause of the Fourth Amendment incorporate the Sixth Amendment right to court-appointed counsel for all indigent criminal defendants, they unanimously agreed. The facts Gideon v. Wainwright are as follows Clarence Gideon was arrested for attempting to break and enter a poolroom with the intent to commit a misdemeanor (breaking into a pool hall and taking money from the vending machine) in Florida. Under Florida State law, this was a felony. At his hearing, Gideon, who was illiterate and had no money to hire a competent attorney requested counsel be appointed. The Court denied his request noting a Florida law that allowed counsel only in capital-offense cases. The trial judge ruled that Gideon was competent enough to handle his own defense. Gideon went to trial and did the best that he could defending himself but he was found guilty and sentenced to five years in jail. Gideon appealed to the Supreme Court, stating his right to counsel under the Fourteenth Amendment had been violated. The court incorporated the Sixth Amendment's rights to counsel and reversed the conviction, allowing him to be retried. By doing this, the Supreme Court declared that all defendants in felony cases had the right to an attorney. Justice Hugo Black, writing for the majority, stated that the Court was "It is unfair to expect a poor man to defend himself during a criminal trial without assistance of counsel. Federal criminal defendants have had this right for many years. The Right to Counsel is fundamental. We overturn Betts v. Brady (14). Gideon was given a new trial with an attorney. The jury found he was innocent of the charges and acquitted him. I think both of these cases are great examples of how the Constitutional Rights of all citizens can be Please note that this sample paper on Powell v. Alabama is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Powell v. Alabama, we are here to assist you. Your persuasive essay on Powell v. Alabama will be written from scratch, so you do not have to worry about its originality.

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The anatomy of the lungs

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Hello. How are you doing? I have a huge paper due tommorrow, and want to work off of one of the papers on this site-- dont get me worng now. I am not plagerizing it, but quite simply, copying, pasting, and revising it to suit the over-demanding expectations of the IB curriculum, as well as the ridiculous new English teacher I have this year. Well, thats my essay. By the end of Book II in Gullivers Travels, it is very clear that the character of Gulliver is not the same man who wrote the letter in the beginning of the story. In fact, he is not the same man he was in Book I.

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From the onset of Gullivers Travels, Swift creates for us a seemingly competent character and narrator in Gulliver. In his account we learn how his adventures have changed him and his perception of people, for the central theme of this story is how human nature and reason reflect society. On the whole, Gulliver is a very frustrating character to deal with for a number of reasons. For example, hes not steady; this unsteadiness as a narrator leads us to question the validity of what Gulliver tells us. This means that we have to be on our guard against what he says, and even though hes our guide, we cant follow him everywhere, which is just what Swift wanted. Gulliver makes many apologies for himself and his actions and puts us the reader emotionally involved in the story. Gulliver seems to direct a good deal of hostility toward us, creating a tinge of hostility back at him. Ultimately, Gulliver works as a narrator because we can relate to him and as a result find him engaging. We too can jump from emotion to emotion, but in the long run, Swift is not attempting to create an Everyman. This Gulliver is not, by any means a wholly allegorical character, but as much an individual as the next person. In certain ways, Gulliver proves to be more resilient than the average man by managing to survive the disaster shipwrecks and people so foreign they might as well be aliens. Still in other ways Gulliver is a naive person, bereft of decency and consideration. Gulliver is an entirely credible and probable person at the same time that he is precisely the person to be the instrument for Swifts satire. In his incredible circumstances, Gulliver shows himself to be very resourceful and observant of his surroundings. With that he changes in relation to the places he visits and the events that befall him as he voyages. As a traveler in Lilliput, hes careful in his observations and complete in his descriptions. Occupied as he is with the surface of things, we see Gullivers problem of not seeing with eyes wide open. Gulliver wanes in his judgment of character as he becomes more and more narrow-minded as the story progresses. So do we still see him as a good, all-around type of guy? Lest we forget that he does get knocked around while hes traveling, a primary reason for his shift in attitude. In Lilliput he seems to be eminently fair-minded compared to the cunning, vindictive, petty Lilliputians. Literally a giant in their land, Gulliver never takes unfair advantage of his size in his dealing with them. Though theyre violent with him, he never retaliates. However in Brobdingnag, Gulliver appears Lilliputian in more ways than one. Still, his size is a dire problem. He is frequently injured, as the kings dwarf takes out his frustrations on Gulliver, but the latter is an improvement from his job as a freak at village fairs. Ultimately, Gulliver has a hard time keeping it together under the strain of repeated attacks on his ego, and in his dealings with the Brobdingnagian king, Gulliver appears as nasty and cruel as the Lilliputians themselves. This is his tone when he returns to England, an angry man who thinks himself more a Brobdingnagian than anything else. Topic # Satire in "Gulliver's Travels"Jonathan Swift displays a clever use of satire in "Gulliver's Travels". From what I know about 18th Century British Parliament, Swift would have been severely penalized for openly condemning the Parliament, so he had to find a way around the penalty system. His answer to this predicament was a skillfully disguised condemnation of bureaucracy within the whimsical, humorous misadventures of Lemuel Gulliver. Perhaps, because Swift is an Irishman, and he often wrote petitions to the English Parliament to lower their oppressive taxes, he might use this novel to criticize unreasonable taxing. During Gulliver's voyage to Laputa, he visits the Grand Academy of Lagado. In the school of political projectors, Gulliver overhears a debate between two professors; "The first professor proposed a method of taxing man on his vices and follies, with his neighbors acting as jury…The second professor disagreed, saying that each man should decide how seductive, witty, and valiant he is…each woman should decide how beautiful and fasionable she is" (Swift 05). Then, the professor suggests to lay a tax on the citizens' virtue and beauty. This "debate" is an excellent satire of some of the absurd measures of taxing that England's Parliament had lain upon their colonies.Revision Goals choose a specific topic

make thesis more specific

find an "attention getter"

organize into proper essay format

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Frankenstein

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Frankenstein By Joe BokkAbandoning Satan In Mary Shelly's Frankenstein, the author employ's several different themes to suggest a tone of tragedy. Those include abandonment, tragic flaw, and the punishment exceeds the crime. The two main characters, Victor Frankenstein and his monster, are deemed as tragic heroes in Shelly's novel. Webster defines a hero as "a person noted for feats of courage or nobility of purpose, especially one who has risked or sacrificed his or her life." Frankenstein and his monster each have their own levels of tragedy. Shelly also supplies each character with flaws and imperfections. The punishments for creating the monster are greatly harsher than the crime of creating it. Abandonment is the first main theme in the novel. Abandonment is defined as "to give up completely and to desert"(Webster 1). Both Frankenstein and his creation go through several different episodes of abandonment. Frankenstein abandons his family, his creation, and his homeland. The monster abandons his non-evil state of mind, and then society. Young Victor abandons his monster because of its wretchedness. What began as a man ends up a mockery, and a "hideous being of gigantic structure"(Tropp 6). Victor barely even thinks twice about leaving his creation. The shear ugliness of it took over all thought of whether it could be good or evil or if it needed anything. The monster had "no father [to watch his] infant days" and, "no mother to bless [him] with smiles"(87). The monster was a "poor, helpless, miserable wretch," with no one to turn to (7). When the creation woke up Victor instantly left the building. The creator never saw his creation after that until he was detained by it. The creation was left to "struggle with a child's blindness, added to a student's thirst for knowledge" (). Frankenstein's next episode of abandonment tears him away from his family. Victor leaves home to go study at college. In the mean time his family and his beloved Elizabeth got left out of his priorities. He wished to exert "his own selfhood" over others (Walling 45). Frankenstein, "so deeply engraved in [his] occupation," never ceased to think about his family. He thought only of himself and how to command the powers of life as he worked so diligently on his creation and studies. He misses seven years of his family's life in consequence to his actions. During this time many thing happen at home that will lead up to the death of several family members and his own fate with the monster. He is unable to explain what he means by his self reproaches because, "of course, the very existence of the monster is a secret" which he cannot share (Small 17). Victor's last offence of abandonment is abandoning his homeland. He abandons his homeland in search for power which man cannot possess. He desires to "raise himself to eminence" to make him feel unique (Walling 6). Frankenstein abandons his country again to chase the monster in revenge of the death of his family member and to make sure that he does not continue his killing spree. He "burned with rage" to pursue the "murderer of [his] peace (14). The monster is not free from this offence. It completes two episodes of abandonment. It abandons its good nature, then society as a whole. The monster was not born evil. The monster "being capable of good," is made clear by its own story (Intro ). The monster, spurned by everyone, changes his thought. After trying to fit in as a human being and becoming a "master of their language"(80), he left his "feelings of affection, and they were requited by destation and scorn" (14). After it learns to read and deciphers the notes left by Frankenstein in the garments the monster took, the monster figures out what he really is an realizes that he will never be part of society. He then wants revenge on Frankenstein. He abandons his self-taught morals of good and turns evil. He begins to slowly make his creator suffer as he did by killing some of his family members. The monster tells Victor, "If I have no affections, hatred and vice must be my portion" (108). This means that he will no longer care and chooses to use evil revenge to replace what should have been. The monster also chooses to abandon society. The monster soon learns of his place in the world and that he will never be accepted. He then chooses to remain absent from the society of man. The monster is "miserable from the inclemency of the season, and still more from the barbarity of man (75). After scaring many people and being chased out of a village, the monster take refuge in a small hut and remains their in a "state of utter and stupid despair" to stay away from the humans (100). He comes out only at night to quench his thirst and equate his hunger. The creation will try one more time at being human but will fail miserably. He then abandons society for good, and stops trying to learn or be like any human. He then decides he needs a mate so that they can leave and never be seen by society. In the novel both characters have tragic flaws that make them susceptible to each other, themselves, and society. Frankenstein has two major flaws. He cares only for his work and wishes to become godlike because of it. The monster also has two major flaws. He is Satan-like and is ugly and wretched beyond belief. Tragic flaws keep characters from get Word Count 6

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Fashion in the 1500s

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The clothing of the Elizabethan period was filled with high head- dresses, floor-scraping gowns, and everything else in between.During this period, females of a higher class dressed to meet the expectation of society. They were expected to be presented as exquisite object of their husbands or fathers, and to dress the part at all times. The clothing that the women were presented in, immediately told rank in society and to whom she belonged. Each higher-class male had a specific feature for the wife or daughter's clothing: specific color, slight variation in style, or specific headdress. This explained to the on-looker who "owns" these females. Clothing was one of the most important details of this period, and without them, the era would drastically be changed.1500-1550Gowns – From about 1500 to 1525 the gowns and skirts tended to be a U or a V-shaped design. These designs were complete with fur or skin lined sleeves, high waistlines and collars, and a train. The sleeves were almost always long, with lace at the wrist, and shoulders, which "puffed" out. Many of these dresses were made with excessive layers of cloth, forming the chest, waist, and length of the skirt.

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Up to about 1525, there was little novelty to report. About 1530, the square décolletage* tended to be an arched form. The décolleté fitted closely, while trains shrunk away till the full skirt just reached to ground, all the way around. Between 1535- 1540 the skirts seemed to be funnel shaped. The sleeve swells from the shoulder to the vast bell-mouth, where it turned back in a huge cuff, around the elbow. These sleeves were often fur-lined, for extra warmth. Later in the era, the skirts seemed to flare out more, in order for them to cover the petti-coats. Hair – Except for the "gable*," the visible front hair was mostly parted smoothly from the center in flat bandeaux. With the gable, however, went to rolls*, either braided spirally with ribbon or enclosed in cases of striped silk. The rolls filled up space between the angles of the gable and the forehead. Shoes – The toes of the shoes were often cut very square. For a closure, ribbon or a buckle was often used. Toward the end of this era, the shoes began to get much more narrow, and the toe began to round off. Boots were very big during this time period. They tied to the mid- calf, having lace and ribbons protruding from the top.Accessories – The girdle might have been the narrow sash kind, or had a long hanging end. They would have been richly mounted, and descending from the buckle in front. Jewels, especially pearls, were worn in the shoes, headdress, around the neck and finger, and as broaches. 1550-1600Gowns, Bodice*, and Petticoats – Even though one-piece gowns are found in the higher ranks of society, throughout this period it would (in most cases) be easier to treat the bodies as a separate part of the skirt. There was one form of loose upper gown, which cannot be considered separate. It consisted of a standing collar, buttoned or tied at the throat. It stands open in a wide V-shape from the breast to the foot, over the inner robe.The bodice formed a long waisted, dropping to a sharp point in the front. The arched décolletage, taken over by a high neck and chemisette*, lasted through this entire period. The skirt and petticoat remained in their original funnel shape. Many of the petticoats contained stiff hoops from the waist to the hem with graduated bands, made of cane, wire, or whalebone. Some times only a single hoop at the hem would do fine. (This is where we get today's terminology of the hoop skirt.) Hair – The hair was waved or curled and puffed out over the temples on either side of a central parting. About 1575, the parting slowly to vanish, and the front hair was pulled off the forehead in a roll, or over a wire frame into twin arches above the brow. The headdress was still is fashion, but the gable style faded into a more circular. Shoes – Toes were faintly pointed or round. They covered the whole foot up to ankle. Most were made of leather, and a small whole was left in either side for ventilation. The shoes rose up to the ankles, and ribbon ties progressively became larger. Heels, once adopted, were tall and square, and for full dresses were colored red, as was the edge of the sole. Boots very rare, except for traveling.Accessories – Hair dye, paint, powder, masks, silken scarves, and jewelry of every description were freely patronized. Fans (often slung by a cord from the waist) were very much encouraged. Gloves were very fashionable for all year round, and muffs were used in the winters. Tiny Hand mirrors often dangled form the girdle. The clothing of the Elizabethan period was very vast, and forever changing. Must of today's styles and terminology originated from this period in time, and without the changes and aspects of this time, clothing today would not be "as we know it." Please note that this sample paper on fashion in the 1500s is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on fashion in the 1500s, we are here to assist you. Your custom paper on fashion in the 1500s will be written from scratch, so you do not have to worry about its originality.

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