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What else can I help you with?
How many carbohydrates are there in a 100g portion ofbread?
On average, 49 g.
How does the Chinese restaurant patty cake go?
I went to a Chinese Restaurant to buy a loaf ofbread bread bread.The waiter asked me what's my name and this is what Isaid said said.my...name...is....Ching Chong CharlieI can do karatePunch him in the bodyOops I'm sorryDon't call my mommyChris Cross apple sauceIf your not my waiter get LOST!
'Why did American attitudes towards new immigrants change during the 1920's?
1. The following quotes were made by two Congressmen during the debate over immigration quotas inDecember, 1920 (Congressional Record, 1921).Congressman James McClintic, Democrat Oklahoma: "I say the class of immigrants coming to the shoresof the United States at this time are not the kind of people we want as citizens in this country."Congressman Lucian Parrish, Democrat Texas: "We should stop immigration entirely until such a time aswe can amend our immigration laws and so write them that hereafter no one shall be admitted except hebe in full sympathy with our constitution and laws."2. Nicolas Vanzetti was tried in Massachusetts twice, first for bank robbery and then for murder. In thefirst trial, Webster Thayer, who was the judge in both cases, told the jury: "This man, although he maynot have actually committed the crime . . ., is nevertheless morally culpable, because he is the enemy ofour existing institutions."3. Statement by Bartolomeo Vanzetti, April 10, 1927: "Sacco too is a worker from his boyhood, a skilledworker, lover of work, with a good job and pay, a bank account, a good and lovely wife, two beautifulchildren and a neat little home at the verge of a wood, near a brook. Sacco is a heart, a faith, a character, aman; a man, lover of nature and of mankind. A man who gave all, who sacrifice all to the cause ofLiberty, and to his love for mankind; money, rest, mundane ambitions, his wife, his children, himself andhis own life. Sacco has never dreamt to steal, never to assasinate. He and I have never brought a morsel ofbread to our mouths, from our childhood to today, which has not been gained by the sweat of our brows.Never.... Oh yes, I may be more witful as some have put it. I am a better babbler than he is, but many,many times in hearing his heartful voice ringing a faithful sublime, in considering his supreme sacrifice,remembering his heroism I felt small, small at the presence of his greatness and found myself compelledto fight back from my eyes the tears, and quanch my heart trobling to my throat not to weep before him:this man called thief and assasin and doomed. But Sacco's name will live in the hearts of people and intheir gratitude, when... your laws, institutions, and your false gods are but a dim remembering of a cursedpast in which man was wolf to the man. If it had not been for these things I might have lived out my lifetalking at street corners to scorning men. I might have died, unmarked, unknown, a failure. Now we arenot a failure. This is our career and our triumph. Never in our full life could we hope to do such work fortolerance, for justice, for man's understaning of man, as now we do by accident. Our words, our lives, ourpains -- nothing! The taking of our lives -- lives of a good shoemaker and a poor fishpeddler-- all! Thatlast moment belongs to us -- that agony is our triumph."4. "Chicago Girl Urges General Protest Strike" was published in the Johnstown, Pa. Tribune, on August10, 1927. It is about a female teenage Italian immigrant who led a political protest in Chicago against thethreatened execution of Sacco and Vanzetti."A bright-eyed 18-year-old high school girl paced her cell at police headquarters today shouting she was ananarchist after having been arrested while leading thousands of shouting Sacco-Vanzetti sympathizers through thestreets last night. It was the girl who brought chaos to an orderly Sacco-Vanzetti protest meeting. As the meetingended she dashed to the street, shouting: "General strike! general strike!" This added a splash of color to theotherwise drab proceedings of the meeting and inflamed the gathering.With the girl, Aurora D'Angela, at the lead, the crowd surged into the street and marched along shouting the"Third Internationale" and appealing for a general strike. For a few blocks the protest parade was orderly. Then amotor car was ripped and torn by the crowd. A street car was boarded and the girl slapped the motorman. Onesmall police motor car attempted to stop the parade, but its passage was blocked. Additional police motor carsswept into the tide of shouting enthusiasts and tear gas bombs were unloosed into the crowd. The tear gas bombscaused the crowd to disperse and 15 of the leaders--including the 18-year-old girl--were arrested.She maintained she had long attended Liberal meetings in Chicago and said: "I am an anarchist. My fatherwas an anarchist." Throughout the entire din there was a cry that Sacco and Vanzetti were being persecuted bycapitalism. No signs were in evidence and the only means of identifying the crowd was in the constant shouting.Join the Multicultural DebateConsider the issues raised in this chapter and read the following statements by different authors whodiscuss multicultural social studies:James A. Banks (1993): "One misconception about multicultural education is that it is an entitlementprogram and curriculum movement for African Americans, Hispanics, the poor, women and othervictimized groups. . . . Multicultural education . . . is not an ethnic- or gender-specific movement. Itis a movement designed to empower all students to become knowledgeable, caring, and activecitizens in a deeply troubled and ethnically polarized nation and world."Maxine Greene (1993: 17): "Learning to look through multiple perspectives, young people may behelped to build bridges among themselves; attending to a range of human stories, they may beprovoked to heal and to transform. Of course there will be difficulties in affirming plurality anddifference and, at once, working to create community. Since the days of De Tocqueville, Americanshave wondered how to deal with the conflicts between individualism and the drive to conform."Octavio Paz (1993: 57-58): "You are already a hybrid culture, which to me is a positive thing. I believeall cultures are richer when they assimilate others, and change. I don't believe in a pure culture. Herewe are sitting and talking in New York, a city populated by the minorities that are the world'smajority. It is marvelous, no?"Diane Ravitch (1990c: 3): "Almost any idea, carried to its extreme, can be made pernicious, and this iswhat is happening now to multiculturalism. . . . Advocates of particularism propose an ethnocentriccurriculum to raise the self-esteem and academic achievement of children from racial and ethnicminority backgrounds. Without any evidence, they claim that children from minority backgroundswill do well in school only if they are immersed in a positive, prideful version of their ancestralculture."Arthur Schlesinger, Jr. (1992: 29): "The use of history as therapy means the corruption of history ashistory. . . . Let us by all means teach black history, African history, women's history, Hispanichistory, Asian history. But let us teach them as history, not as filiopietistic commemoration."Albert Shanker (1995): "As practiced by some, 'multiculturalism' takes the shape of somethingapproximating a new ideology of separatism. It challenges the idea of a common identity and rejectsthe possibility of a common set of values. . . . Often, the claims of multiculturalists and otherseparatists reflects the attitude that no one group may make a judgment on any other, since all'depends on your point of view'. This extremely relativistic viewpoint conflicts with the need that allsocieties have of establishing some basic values, guidelines and beliefs."Christine Sleeter (1991:12): "Education that is multicultural and social reconstructionist forges acoalition among various oppressed groups as well as members of dominant groups, teaching directlyabout political and economic oppression and discrimination, and preparing young people directly insocial action skills."Add your voice to the discussion:1. Which statement(s) come(s) closest to your understanding of multiculturalism? Why?2. Which statements do you disagree with? Why?3. What are the implications of this chapter and the quotations for planning social studies curricula?
What are the parts of the Catholic mass?
The various parts of a Catholic mass are as follows:1) Pre-Mass devotions2) Introductory rites3) Liturgy of the Word4) Liturgy of the Eucharist5) Communion rite6) Concluding riteAnother answerThe Catholic Mass is generally divided into two large segments: the Mass of the Catechumens; and the Mass of the Faithful.The Mass of the Faithful consists of an introductory rite, a penitential rite, the recitation of the Kyrie, on Sundays and major feasts the recitation of the Gloria, and then the collect/prayer of the day.The Liturgy of the Word is carried out during this part of the mass, it directly follows the Opening Prayer of the day. There are three readings and a psalm on Sundays and major feasts, and two readings and a psalm on weekdays. The gospel follows, directly preceded by the recitation of the Alleluia (proper for the day).After the gospel the Priest delivers the homily, and the congregation recites the Creed (on Sundays and major feasts).At this point, the Mass of the faithful begins. It consists of the offertory rites, offertory procession where the gifts are presented to the priest. Then begins the Canon, the Eucharistic prayer, beginning with a proper preface, followed by the recitation of the Sanctus (holy, holy holy...). In the midst of this, the priest begins the institution narrative (The night before he was given up to death he took bread...). This is the point where Transubstantiation occurs.The Eucharistic prayer ends with the doxology (through him, with him, in him...) and the great Amen. After this the Communion Rite begins. Here is recited the Lord's Prayer ("Our Father"), the fraction of the host, and the reception of holy communion. And finally after all that has been done, the priest dismisses the people. "The mass is ended, Go in peace to love and serve the Lord."Roman Catholic AnswerThe first part is known as the Liturgy of the Word, it used to be know as the Mass of the Catechumens; the second part is known as the Liturgy of the Eucharist, it used to be called the Mass of the Faithful.
