Writing Standards 6-12

Standard:

2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).

The United States Postal Service


About two centuries ago, the United States Postal Service(USPS) delivered efficient and reliable communication across the country. This new change helped millions of Americans stay in contact with their friends, family, and business. It not only increased communication but the U.S economy as well. People were able to pay their bills via the USPS. But before emails, texting, and face timing, the internet in general developed, people were content with waiting a couple of days to read a letter from their loved one or a lost friend. So because of such technology, the USPS has slowly become unnecessary to many people. The USPS should be restructured to meet the needs of a changing world by increasing delivery, making it more significant and by closing branches.

First of all, the USPS should increase its delivery. Customers are continuing to migrate to the internet and to cheaper standard-mail options and away from the postal services signature product (source c). Now a days people don't want to wait a couple of days to receive a simple answer of yes or no to a question that could easily be answered via the phone , email, or text message. "It's satisfying to write a real letter, put it in an envelope and drop it into the mailbox(source f). If the USPS took less time to send a letter more people would actually take the time to write one.

Second of all, the USPS should become more significant, no one knows what the postal service stands for, says Wacker (source a). Maybe a change of name will make a difference. After all, a company's brand is its most valuable tool, or it's biggest liability (source a). Sometimes the brand is the only thing that catches a customers attention. There's a lot of people who actually buy a certain company's product just for their brand. For example, converse have been out for as long as I can remember but it wasn't until after that people started buying more and more because they were a "good" brand.

Finally, the USPS should close branches. We really have so much technology that it has become unnecessary. Emails are rarely even opened because you get so many notifications from social medias including a lot of other junk mail. I have deleted hundreds of emails in one swoop without taking the time to reread them (source f). Many people don’t even use them often because they can simply just text anyone. Usually the only people who utilize them are business people, they might as well make it professional and hand write it instead of typing it.

In conclusion, people shouldn’t stop using the USPS because besides the fact that it was one of the first ways we started communicating it really has helped a lot and should remain very significant to all Americans. The simple fact of writing and keeping one from a loved one should be enough. Writing, sending it off, waiting for getting one in return, and being able to keep it for years should be a good enough reason to not stop using the USPS.

Writing Standards 6-12

Standard: 

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

I am running for president of the dress code campaign. I believe in equality and fairness towards all individuals. Everyone should be allowed to express themselves. It would only be fair if all high schools had the same dress code. It shouldn't be too enforced. Its taking away the right for students to make their own decisions. Adults always determine students behavior as childish and demand for a more mature behavior. Well I say that its time for adults to start letting students act like adults and the only way to do that is to have students take charge of their own decisions and choices. I think its absurd we’re all at that age where we know what’s appropriate or not appropriate to wear. The dress code says that its for our own safety because they don’t want anything to happen to students, but once students are out of high school they’re on their own, might as well prepare them for when they need to take charge of their own safety. I want students to feel better about themselves, to feel more independent and in control of their lives. They should be able to express themselves, feel confident, and at the same time take charge. I have helped express this unfairness towards other local high schools so i’m quite involved. Thanks to people like me many other high schools have changed dress code. This is in the name of students free choice, right, and freedom.

Reading Standards for Informational Text 6-12

Standard:

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Putin plays peacemaker in Ukraine

Pro

• Massive influx of Russian troops, tanks, and artillery from across the border 
• Putin boasted that he can easily take over Kiev in 2 weeks 
• Putin annexed Crimea 
• Russian troops stopped Ukraine's offensive in East 

Con

• Ukraine remains overwhelmingly dependent upon Russian gas shipments 
• Europe and U.S refuse to arm Ukrainian (no support) 

Stance: 

I think they should keep fighting because Russia is not going to stop attacking Ukraine and if they don't do anything about it eventually other countries will assume that it is okay and easy to take over other smaller countries. 

Writing Standard 6-12

Standard:

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Question 3

Compare Nancy and Kenyon Clutter's upbringing to either Dick Hickock's or Perry Smith's family background. If Dick or Perry had raised at River Valley Farm, do you believe their lives would have been different? Alternatively, do you believe they committed the crimes sue to something ingrained in their natures? Explain your answer.

Question 3:

In the novel "In Cold Blood", the author depicts a real life crime that takes place in Kansas and describes the lives of the clutter family before the murder and it characterizes both Dick and Perry before, during, and after the crime. Dick and Perry are characterized very different. Dick as a real tough criminal and Perry as a criminal but as more sensitive. The story is set up so that the reader questions why Dick and Perry commit such a crime. Dick's upbringing can be described as average even normal whereas Perry's is dysfunctional. He didn't have a good life, he was placed in an orphanage, two of his siblings committed suicide, and he was never loved. I believe that they're lives wouldn't have been different if they had lived at River Valley Farm because the place in which one grows up doesn't fully affect someone's behavior. An individual's personality and behavior is affected through how they were treated, how bad the situation was, and how that individual takes in.

In comparison to how Nancy and Kenyon were raised was very much different than how Perry was, not so much Dick because he had a normal life. So yes Dick committed the crime due to something ingrained in his nature. Nancy and Kenyon had grown up with a family and community who loved them and complimented and acknowledged their success. Everyone in the community would always compliment Nancy on how smart and pretty she was. If someone ever complimented Perry when he was young and got that love he probably wouldn't have committed the crime.

Writing Standard 6-12

Standard:

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes. CA

Japanese Westernization

For nearly over 250 years, Japan lived among peace and prosperity under the Tokugawa Shogunate government. But it was not until after the arrival of the Portuguese in 1542 that Japan finally took on the form of isolationism. The Portuguese were the first Europeans to arrive to Japan due to one of their ships sailing off course and landing on the Southern tip of Japanese Archipelago. Fascinated by the Portuguese firearms, the Japanese accepted trade with the Portuguese. This initiated the Nanban, Southern barbarian, period of active commercial and cultural exchange between Japan and the West (Thomas). Over the next century, Japan initiated commerce with more than a few European countries, which included the Netherlands, England, and Spain. Along with firearms, the Portuguese introduced Christianity, which eventually led to the enforcement of isolationism in 1641, where the government banned commerce with all foreign countries and abolished Christianity. But because the Dutch did not practice Christianity, they were not inducing a civil disorder, therefore the Japanese permitted limited trade with only the Dutch.

Japan eventually led to Westernization due to the pressure within and outside of Japan. Its limitation on trade caused economic problems within Japan from the collapsing of the feudal system. Famines, along with several natural disasters, caused the wealth of the ruling samurai classes to fall. As a result, they attempted to regain back the fall through an increased taxation on the lower class, which caused major uprising. Besides it’s financial situation, Japan was pressured to trade by many foreign powers. But it was not until 1853 when the United States Navy sent a war fleet to Edo Bay to demonstrate their military power. Due to Japan’s lack of technology and military power, Japan was then forced to open its ports to foreign traders and sign the Treaty of Kanagawa. This opened Japan’s eyes, without any modern technology they were behind all world powers, therefore weak. The end of the Edo period and the start of the Meiji Restoration in 1868, was the major shift between tradition to modernization. Westernization in Japan altered many factors such as government, culture, and society.

The Tokugawa Shogunate, was the final era of traditional Japanese government that existed from 1603 to 1868. This period was also recognized as the Tokugawa bakufu and the Edo bakufu, bakufu meaning military government. Under the Tokugawa Period, the government was strictly based on feudal military dictatorship. The Tokugawa Political system, also known as the bakuhan taisei, consisted of the emperor, the shogun, the daimyo, and the samurai. The Bakuhan Taisei split feudal power between the shogunate and the han. Han meaning domain, referring to the 250 domains that existed during the Edo period. Each domain had to a certain extent power and were allowed their own government in exchange for security from the Shogun. As well as the han, the Shogun also had its own government except that their level of power was above the han including the emperor. The Shogun had both the military power and the power to eliminate, annex, and transform domains. Although the emperor was the legitimate ruler of Japan, the Shoguns controlled Japan while the emperor had the only authority to appoint the shogun, but had essentially no say in state business.

The Meiji Restoration, meaning “Enlightened rule” was the start of Japan’s alteration. This revolution brought about the modernization and westernization of Japan (Encyclopedia Britannica). Under the Meiji period, the form of government altered from being a strictly feudal military dictatorship to Oligarchy, in which all control of the country was returned to the emperor. The first goal of the new government was to annihilate the old feudal reign. This was attained in 1871 when the domains were eliminated and replaced by a prefecture system, in other words every domain was placed under the control of a state-appointed governor. The Meiji restoration increased industrialization, which led to the development of an army which was newly formed as the Imperial Japanese Army. Furthermore, the emperor additionally seeked to abolish the four divisions of society. In 1868, all lands were confiscated and placed under “imperial control” leading to the economic stability among the lower class. Japan abolished feudalism and adopted a constitution.

Japanese culture was one of the many factors that was altered by Westernization. During the Edo period, one of the well-known traditional japanese clothing was the kimono. The word kimono, literally means “ a thing to wear” and symbolizes the tradition and beauty of Japan. It is a floor-length robe worn daily by men, women, and children. They are T-shaped, wrapped around the body and are detained by a sash tied in the back. Since the kimono has a basic pattern, it could fit people with different body types by adjusting the neck and waistline(Schwebius). Because kimonos were traditionally worn everyday, they were suitable for any type of weather. During the winter, kimonos were layered to provide warmth and over the summer, they were made of cotton to be more comfortable. There are various types of kimonos ranging from formal to casual. Formal Kimonos are made of silk whereas casual kimonos are made of cotton. The design on the kimono can reveal the type of occasion, social status, and inclusive women’s marital status. Some of the types of kimonos include the Furisode, which is the most formal and has the long sleeves demonstrating an unmarried woman, the Mofuku, which is worn by both genders for funerals, the Tomesode, used by married women, the Uchikake, worn only by brides, and Yukata, a summer kimono worn for events and festivals. During the Edo period, kimonos developed as an art form becoming more valuable that they were utilized as family heirlooms.

During the Meiji period, kimonos were slowly fading out due to the cause of new influence of government, the collapse of the silk production, and the influence of fashion magazines. When the new government was adopted, the government encouraged the Japanese people, government officials, and the military to take up western clothing. Silk production fell due to the continuous popularity of artificial fabrics. It was not until after the Edo period that fashion magazines started becoming popular. Fashion magazines showed women how to dress and established new styles. Eventually, people stopped wearing kimonos every day and were now only being used for special occasions such as weddings, funerals, tea ceremonies, and summer festivals.

During the Edo period, religion played an important part by influencing the Japanese diet. The Buddhist dietary practice of abstaining from meat meant that many Japanese people turned to fish as a dietary staple (Avey).Thus, establishing sushi as one of the most popular Japanese dishes. The idea of sushi was introduced to Japan in the ninth century and become popular as Buddhism advanced. Although the true origins of sushi are quite mysterious, there are legends about how sushi came to be. In an ancient Japanese wives’ tale an elderly woman started hiding her pots of rice in osprey nests so that nobody would steal them. She realized that after some time the rice had begun to ferment and that the fish scraps had fallen from the osprey’s meal had mixed into the rice and were kept preserved. The process of using rice to prevent the fish from spoiling commenced in Southeast Asia, but the Japanese were recognized as the first to prepare sushi as a complete dish.

The meiji revolution brought a new culture that emerged from the mix of traditional Japan with the new trends brought in from the West. Along with modernizing Japan’s technology, Japan’s cuisine was also greatly altered. With the influence of religion, during the Edo period, the Japanese diet was limited to only seafood and vegetables. But when the Edo period ended, the new key ingredient that was incorporated into the traditional diet was beef. The custom of eating beef was rare and attaining ingredients for Western Style was difficult as well as understanding the new cooking methods, so the easiest way to incorporate beef was in the gyu-nabe beef hot pot. Beef was simply substituted for goose meat, and ground sansho pepper, the preferred spice for goose meat, was initially used in gyu-nabe (Maenobo).

In the beginning of the Edo period, Shintoisms was the only religion in Japan until the arrival of Buddhism. Before Buddhism, early Japanese were devoted to the spirits of nature and there was no formal shinto religion. They developed rituals and stories that allowed them to understand the universe. By creating such spiritual world, it helped them in a way to have more control of their lives. After the arrival of Buddhism, shinto faiths started to take on some elements of the Buddhism religion. Shinto shrines became Buddhist temples and with the ruling aristocracy’s influence, Buddhism began to spread significantly. By the 17th century, Buddhism was the main religion. Because it was heavily favored by the ruling class, the Japanese people were forced to register at a Buddhist temple. The meiji restoration brought new changes in religion thought. The new government’s goal was to provide religious support, a religious theory, and to support religion through the government. Shinto was completely separated from Buddhism and eventually became the official state religion of Japan.

Society was also another factor that was altered by Westernization. Society in the Edo period, was strictly based on class hierarchy. The daimyo were on the top, the samurai were next, then the farmers, artisans, and traders were below. The daimyo and the samurai were almost the same because the daimyo can be trained as samurai. There was frequent uprisings during the Edo period among the social classes because of taxes being charged on the lower class. The tax system at the time of the Edo period was only making an economic instability among the rich and the poor, making the poor even poorer and making the ruling class even wealthier. One of the major differences between the samurai and the lower class was the right to bear arms, but this ancient right was extended to every male in the nation after the meiji period.

In conclusion, the end of the Tokugawa Period and the beginning of the Meiji Restoration marked the major shift between traditional to modern Japanese government, culture, and society. Although it changed a lot of Japan’s traditional trends it also brought about a major improvement to Japan. After the Meiji Emperor took power, Japan quickly came to rise and became one of the top world powers.

Writing Standards 6-12

This week we set up, we put all of our merchandise or snacks in our cabnit and refrigerator. We got our locks installed so we were finally able to move our items and have them stored under a lock rather than having them stored in the cabnits in the office.

We opened the student store on Wednesday the 3rd at 3:30. Although we did sell a few items we did not have as much success as if we were to start selling right after school because a lot of students had already left. Most get on the bus or leave home right away. I think what we could have done differently would be that we would let students know ahead of time maybe at the beginning of the week so they know to bring their money. On Wednesday there was the cheerleaders but because we just opened it and put up a sign that same say most didnt have money with them.

We also did some inventory and we calculated our total amount of items we sold and how much money we made. Throughout the week we also were working on videos with Mr.Paul. The whole class was going to record themselves about how and what they do for the project.

Standard:

 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

1. Introduction (Japanese Westernization )
1. Westernization
2. Tokugawa Shogunate (Edo 1603-1867)
1. Final era of traditional Japanese government, culture, and society
3. Meiji Period/Restoration ( 1868-1865)
2. Government
1. Military
3. Culture
1. Clothing
1. Kimono
2. Happi
2. Food
1. Sushi
2. Rice
3. Fish
4. Seasonal and Local Food
3. Religion
1. Shinto
2. Buddhism
3. Yamaha
4. Language
1. Writing
2. Grammar
3. Pronunciation
4. Levels of Speech
5. Traditional Sport
1. Sumo
2. Kendo
3. Karate
4. Aikito
5. Judo
6. Beliefs/ Customs
1. Marriage
2. ChildBirth
7. Traditions/Holidays
1. Tea Ceremony
2. New Years
3. Gardens
4. Society
5. Conclusion

Thesis : Westernization in Japan altered many factors such as Japan’s government, culture, and society.