Allston Corners Hidden Drama Essay -- Journalism Essays

Allston Corner's Hidden Drama Site of '60s homeowners rebellion may become the next Harvard Square Except for the occasional group of teenagers furtively smoking in front of the 7-Eleven, no one spends much time in Allston’s Barry’s Corner. Bordered by gas stations, loading docks, and an uninviting concrete apartment complex, the intersection of North Harvard Street and Western Avenue is a place to speed through before the light changes. Chris Fazio, an Allston resident and employee at the nearby Harvard Business School, always tries to walk through Barry’s Corner as quickly as possible. He describes it as a â€Å"soul-crushing urban wasteland† that â€Å"always looks dirtier than it is. You get the impression that it was just thrown together and abandoned,† he said. â€Å"It’s depressing.† But it wasn’t always this way. It used to be a place that people fought to save. In 1961, the owners of the 52 houses that once made up Barry’s Corner were shocked to learn on the news that their neighborhood would be sacrificed to urban renewal, according to Thomas O’Connor’s book â€Å"Building a New Boston.† Calling the area â€Å"blighted,† the Boston Redevelopment Authority (BRA) planned to demolish it to make way for a luxury apartment complex, O’Connor wrote. Residents rebelled against the plans – at one point even arming themselves with brooms and shovels to chase away a BRA appraisal team – but they only delayed the inevitable for a few years. The city agreed to switch the new development to moderate income housing, but the character of Barry’s Corner was irrevocably changed. Now, after nearly 40 years, Barry’s Corner is once again being eyed for a makeover. Located between Harvard Business School and the university’s recently purchas... ...e police department is better prepared to serve the residents of the neighborhoods,† he said in an e-mail. Across the highway in North Allston, the nightlife is much quieter. Few undergraduates live in the neighborhood and the Harvard Business School graduate students have little time for raucous keg parties. Will it be different fifty years from now? As BU students flock to the bars and restaurants on Harvard and Brighton Avenues in South Allston, the sidewalks are empty in Barry’s Corner. Soon the number 66 bus pulls up, dislodging a handful of commuters. They step gingerly over the puddles flanking the wide streets. The kids are back in front of the 7-Eleven, but they don’t linger long. It’s hard to picture this corner changing. Will future Allstonians ever care enough again about Barry’s Corner to fight for its survival? Only time will tell.

Kindred

As the book entails more of African-American history rather than just a pure literature of science fiction since it deals slavery in the nineteenth century Antebellum South which unleashes the issue of slavery, its causes, effects and its evidences on a more modernized method and language to capture the interest of the reader particularly to the young adults whom the book has marketed, readers would see it as a reliable historical reference.Every detail written on it illustrates manifestation of the tragic truth on how white people consider their supremacy over the blacks.   This include horrible dilemma such as beatings, rape, forced labor, murderous acts, and any form of abuses whether physical, psychological or emotional which the protagonist Dana has experienced as a result of her permission to be transported in the past several times in search of a missing piece, though the epiphany was only after the first and second glimpses from the past via time travel on which the revelat ion involving her antecedent has occurred.To dare oneself to involve in the not-so-good incidents and allow himself being hurt by anyone or anything could be a brave action if not heroic.   However, Dana here is just a victim of unexplainable intervention which urges her to accept her ethnicity.   Knowing that both the blood of the slave-owner rapist Rufus and the slave Alice runs through her blood, and with marriage with Kevin, another white man like his grandfather Rufus, Dana courageously surpass it in the end.Readers of Kindred might see little of himself in Dana's terrible experiences and would help him realize the message that everyone is related with one another irregardless of color differences and norms.   Time heals all wounds but never the lesson it imparted and the history out of it, with or without science intervention.R E F E R E N C EButler, Octavia. Kindred. New York: Doubleday, 1979.

Determining Late Work and Makeup Work Policies

Late work is a teacher housekeeping task that often causes a classroom management nightmare for teachers. Late work can be especially difficult for new educators who do not have a set policy in place or even for a veteran teacher who has created a policy that just is not working. There are many reasons why makeup or late work should be allowed, but the best reason to consider is that any work that was deemed important enough by a teacher to be assigned, deserves to be completed. If homework or classwork is not important, or are assigned as busy work, students will notice, and they will not be motivated to complete the assignments. Any homework and/or classwork a teacher assigns and collects should support a students academic growth. There may be students returning from excused or unexcused absences who will need to complete makeup work. There also may be students who have not worked responsibly. There may be assignment completed on paper, and now there may be assignments submitted digitally. There are multiple software programs where students may submit homework or classwork. However, there may be students  who lack the  resources or support they need at home. Therefore, it is important that teachers create late work and make-up work policies for hard copies and for digital submissions that they can follow consistently and with a minimum of effort. Anything less will result in confusion and further problems. Questions to Consider When Creating a Late Work and Makeup Work Policy Research your schools current late work policies. Questions to ask:Does my school have a set policy for teachers concerning late work? For example, there might be a schoolwide policy that all teachers are to take off a letter grade for each day late.What is my schools policy concerning time for makeup work? Many school districts allow students two days to complete late work for each day they were out.What is my schools policy for making up work when a student has an excused absence? Does that policy differ for an unexcused absence? Some schools do not allow students to make up work after unexcused absences.Decide how you want to handle collecting on-time homework or classwork. Options to consider:Collecting homework (hard copies) at the door as they enter the class.Digital submissions to a classroom software platform or app (ex: Edmodo, Google Classroom). These will have a digital time stamp on each document.Ask students have to turn homework/classwork into a specific location (homew ork/classwork box) by the bell to be considered on time.Use a timestamp to put on homework /classwork to mark when it was submitted.  Determine if you will accept partially-completed homework or classwork. If so, then students can be considered on time even if they have not completed their work. If not, this needs to be clearly explained to students.Decide what type of penalty (if any) you will assign to late work. This is an important decision because it will impact how you control late work. Many teachers choose to lower a students grade by one letter for each day that it is late. If this is what you choose, then you will need to come up with a method for recording the dates past deadline for hard copies to help you remember as you grade later that day. Possible ways to mark late work:Have students write the date they turn in the homework on the top. This saves you time but could also lead to cheating.You write the date the homework was turned in on the top as it is turned in. T his will only work if you have a mechanism for students to turn in work directly to you each day.If you wish to use a homework collection box, then you can mark the day each assignment was turned in on the paper when you grade each day. However, this requires daily maintenance on your part so that you dont get confused.Decide how will you assign makeup work to students who were absent. Possible ways to assign makeup work:Have an assignment book where you write down all classwork and homework along with a folder for copies of any worksheets/handouts. Students are responsible for checking the assignment book when they return and collecting the assignments. This requires you to be organized and to update the assignment book each day.Create a buddy system. Have students be responsible for writing down assignments to share with someone who was out of class. If you gave notes in class, either provide a copy for the students who missed or you can have them copy notes for a friend. Be aware that students have to on their own time copy notes and they might not get all the information depending on the quality of the notes copied.Only give makeup work before or after school. Students have to come to see you when you are not teaching so that they can get the work. This can be hard for some students who do not have the time to come before or after depending on bus/ride schedules.Have a separate makeup assignment that uses the same skills, but different questions or criteria.Prepare how will you have students makeup tests and/or quizzes that they missed when they were absent. Many teachers require students to meet with them either before or after school. However, if there is an issue or concern with that, you might be able to have them come to your room during your planning period or lunch to try and complete the work. For students who need to make up assessments, you may want to design an alternate assessment, with different questions.Anticipate that long-term assignments (ones where students have two or more weeks to work on) will take much more supervision. Break the project up into chunks, staggering the workload when possible. Breaking up one assignment into smaller deadlines will mean that you are not chasing a large  assignment with a high percentage grade that is late.Decide how you will address late projects or large percentage assignments. Will you allow late submissions?  Make sure that you address this issue at the beginning of the year, especially if you are going to have a research paper or other long-term assignment in your class. Most teachers make it a policy that if students are absent on the day a long-term assignment is due that it must be submitted the day that student returns to school. Without this policy, you might find students who are trying to gain extra days by being absent. If you do not have a consistent late work or makeup policy, your students will notice. Students who turn their work in on time will be upset, and those who are consistently late will take advantage of you. The key to an effective late work and makeup work policy is good recordkeeping and daily enforcement. Once you decide what you want for your late work and makeup policy, then stick to that policy. Share your policy with other teachers because there is strength in consistency. Only by your consistent actions will this become one less worry in your school day.