10 Fun Facts about Boston University!

1. BU has changed its name multiple times: from Newbury Biblical Institute to Methodist General Biblical Institute of Concord in 1847 to Boston’s Beacon Hill in 1867 to Boston Theological School and then to Boston University two years later.2. Famous alums include Jason Alexander, Geena Davis, Emily Deschanel, Faye Dunaway, Rosie ODonnell, Julianne Moore, Howard Stern, and Leonard Nimoy aka Spock!3. The Boston University bridge is the only spot in America where a plane can fly over a car driving over a train traveling over a boat.Correction: Its one of only three places in the world where this is possible. This is also possible with the Steel Bridge across the Willamette River in Portland, Ore., and the 25 de Abril Bridge in Lisbon, Portugal, claim the same quirky distinction.4. The fourth floor of the Sheraton Hall (aka the writing majors’ dorm) is supposedly haunted by playwright and Nobel Prize winner Eugene ONeill. He died in room 401 when the building was one of the earliest Sheraton Hotels. Resident students claim that the lights flicker and elevators erratically stop at the 4th floor!5. BU’s The Castlewas originally built as a residence for William Lindsey (1858–1922), a prominent Boston businessman. In the basement, youll find the the BU Pub, the only Boston-University operated bar. Its a fun place to host receptions and concerts. It also served as a major filming location for the Kevin Spacey flick21.6. The Agganis Arena is named after the talented football and baseball athlete for BU and Boston Red Sox player, Harry Agganis, who died at age of 26 from a pulmonary embolism.7. Near the BU beach (the green field behind Marsh Chapel) is the famous â€Å"Whale† sculpture. The full whale can only be seen at a certain angle.8. The Judson B. Coit Observatory is open to the public on Wednesday nights so that people can observe the constellations and night sky.9. In 1917, the Boston terrier became BUs official mascot. C oincidentally, the Boston terrier was first bred in 1839, the same year that Boston University was founded.10. Scarlet and white are BU’s school colors. BUs mascot is named Rhett because of theGone with the Wind quote:â€Å"No one loves Scarlet more than Rhett!†Close to Fenway in the beautiful city of Boston, BU has a lot to offer students. If you like good hockey, a great communications program, and even better seafood, then BU might be the perfect place for you. Find inspiration by checking out the college students who were accepted to BU!

Mexican Revolution essays

Mexican Revolution essays January 1910 - In Veracruz, a respectable middle class citizen, Sanatann Rodrà ­guez Palafox, supplies meat to a German hacienda owner, Robert Voigt. Voigt cheats him out of seven hundred pesos. When Sanatann protests, the German arranges with the local jefe politico, for Sanatann to be drafted. (Johnson,18) Madero travels to Sonora, where he meets Jos Marà ­a Maytorena. Even though he is a Reyes supporter, Maytorena agrees to start a club of Sonoran Madero supporters. Madero leaves Sonora for Chihuahua, followed by 20 uniformed Rurales. (McCreary, 23) February 1910 - Abraham Gonzlez, chief of the Madero campaign in the state of Chihuahua, makes his first contact with Pancho Villa. (Krauze, 307) Zapata drafted into the army (his second time) for "political activity," but actually for stealing a young woman. Ignacio de la Torre, Dà ­azs son-in-law, arranges for his discharge, and employs Zapata as groom in his stables in Mexico City. (Womack, 62-63) March 1910 - Colonel ngeles completes his commission to study methods of Artillery Application at Fontainbleu. He extends his stay for another year at the School of Ordnance, and participates on maneuvers with the French army. For his contributions, he is awarded the French Legion of Honor. (Slattery, 23) Maytorena reports to Madero that the political situation in Sonora is very repressive, and that he has made little headway in establishing a political club. Madero is touring Durango, Zacatecas and Aguascalientes. (McCreary, 25) 1910 - April. Madero officially enters the presidential race against Porfirio Diaz. Madero nominated for President by the Anti-Reelectionist Party Convention, 15th-18th. (Meyer) (Krauze) (Beezley) (Alba) Madero wins his partys nomination without attending the conventions because he was hiding from a warrant for his arrest. After the warrant is canceled, Madero has an interview with Dà ­az, arranged by the Gove...

The Gettier Problem Essay Example | Topics and Well Written Essays - 1750 words

The Gettier Problem - Essay Example Gettier’s argument says that it is possible that a person believes in something that is justified as well as wrong at the same time. One flaw is that Gettier’s argument can lead us to cynicism because it is evident from our everyday lives that it is hardly the case when something is justified by satisfactory evidence that fulfills all philosophical rules of relevant evidence. Gettier wrote his 1963 paper refuting the ‘Justified true Belief’ JTB. If Gettier’s paper is considered true than JTB nullifies but the following example exposes cracks in Gettier’s paper. S knows that P if and only if; ïÆ'Ëœ S believes P ïÆ'Ëœ P is true ïÆ'Ëœ S is justified in believing P ïÆ'Ëœ And P causes S to believe in P This example excludes the example of Gettier. And doesn’t believe in something as a given fact, for instance if there is a group of people and one person out of the group happens to be Brazilian, the above example cannot give me the position to state that I know that someone out of this group is a Brazilian since this fact will not be my cause for knowing. In his paper, is justified true belief knowledge of 1963, Edmund Gettier raised a problem which he argued and viewed in the traditional knowledge theory. Many attempts by a number of epistemologists have failed, for example, Thomas Paxson and Keith Lehrer put across a theory, which utilized the defeasibility argument to attempt solving the Gettier problem (Lehrer and Paxon 225- 237). In my opinion, Gettier’s problems possibly cannot be beaten of defeated on the basis of principles because in order to understand these problems one has to consider the premise of these problems as true, as it will explained later in this paper that Gettier only plays with the justification and the truth. And it is evident that there is a very fine line between the justification and the truth. Moreover, there is always a certain level of truth to be accepted by a prudent person. For instance, if we all agree to the fact that a billiard ball is round, the question is, is it really round in shape? Students of physics might know that when things are observed at molecular levels, the shapes and boundaries of objects are very different from what they were previously considered. So a billiard ball might not be exactly round at a very fine microscopic or atomic level. Similarly if we Gettier’s problems are considered a law or considered sufficient enough to define knowledge th en the shape of the earth can be figured out by a bowling ball. For instance it is a common observation that a bowling ball is considered heavy and it is common sense that earth is holding all forests, water, land and mountains, and is also a very heavy object. Now the bowling ball is round in shape, therefore we can conclude that the earth is also round in shape. I believe that it satisfies Gettier’s problem but this is infect a terrible logic, there is no relevance between the two objects. If only such premises are considered then earth would be shaped like a washing machine because a washing machine is heavy too. One of the many objectives of epistemologists is to come up with a theory of knowledge that specifies the necessary conditions for knowledge. Traditionally, scientists have only agreed to three of these conditions, and they include p is true, s believes in p, and s has a justification to believe in p. according to the theories, if the theories satisfied the condit ions then one could say that s knows p. but then Gettier came along with his arguments. In his arguments, he proposed to counterarguments to the traditional conditions, where the theory

Organization in the Freight Forwarding Industry Research Proposal

Organization in the Freight Forwarding Industry - Research Proposal Example Organizational change or change, in general, can be defined from a variety of points depending on the perception of the user. An individual or employee in an organization may look at a new post or position as a change while higher management may feel it is unimportant. (Cao et al, 2000, p187). Changes viewed also by management may also not be looked upon as change by outsiders like competitors or suppliers. This has led to the categorizing of change in various ways, some of which include strategic and non-strategic change, incremental and radical change, changes of identity, co-ordination and control, planned and emergent change, change in terms of scale, human-centered change in terms of individual, group and inter-group or organizational level, quantum change and so on. (Cao et al, 2000, p187; Todnem, 2005, p372). Innovation is a management change process. There is a growing number of existing literature on value drivers, core competencies, and success factors in an organization. E .g. Sim & Ali (1998) compared the attributes and performance of firms from developed countries with those from developing countries within the same industry, Park & Russo (1996) focus on the differential impact of firm's size to its success and parents shareholders value, Hagan (1998) and Prahalad & Hamel (1990) focus on the core competence of an organisation, however, none of these studies has addressed the qualities and salient features with respect to a particular organisation. Under today's fierce competition it has become increasingly necessary to probe into some of the puzzling questions of what factors create an organization dominance and success in one industry while others continue to lag behind. This is the primary question this paper seeks to address with respect to Innovation and cross-functional team. The main research question, therefore, is to find out how innovation by cross-functional team creates a strategic breakthrough in companies. Thus this paper has as the mai n research objective to evaluate and analyze innovation by the cross-functional team as a competitive breakthrough in companies. The paper draw samples from the freight forwarding and transportation industry. 1.2Purpose and Objectives of Study The main objective of this piece of work will be to analyze the effect of innovation with a cross-functional team on the activities of the organization.

ORGANIZATIONAL BEHAVIOR Essay Example | Topics and Well Written Essays - 500 words

ORGANIZATIONAL BEHAVIOR - Essay Example 1). In this regard, the current essay hereby aims to discuss the business problem and apply the motivational concepts discussed in Robbins and Judge (2008). The problem identified in the study focused on the inability of organizations to appropriately and effectively design an incentive program that would relatively and directly increase work performance. As proffered, â€Å"numerous researchers have studied the impact of incentives and related programs for at least 100 years without establishing a clear consensus among business circles as to whether or not incentive programs deliver measurable and meaningful performance results† (Stolovitch, Clark, & Condly, 2008, par. 3). To address this dilemma, the authors specifically sought to answer four questions, to wit: â€Å"Do incentives increase work performance (and under what circumstances)? Which incentive programs are most effective? What types of organizations need incentives? And what model best expresses how to select and implement successful programs?† (Stolovitch, Clark, & Condly, 2008, par. 4). the authors further sought to establish conclusive findings through conducting surveys on the Internet and telephone from 145 U.S. organizations that have been evaluated to use incentive systems (Stolovitch, Clark, & Condly, 2008, par. 7). Accordingly, through the application of relevant motivational concepts such as the use of rewards to motivate employees and engaging employees or increasing involvement in the work setting. As indicated, incentives programs had the ability to: (1) improve performance; (2) engage participants (consistent with the theory of employee involvement; and (3) attract quality employees. Concurrently, other findings that were revealed were: (4) longer-term programs outperform short-term programs; (5) both executive and employees value incentive programs; and

Building Vocabulary With English Language Learners English Language Essay

Building Vocabulary With English Language Learners English Language Essay Abstract For my research I chose to focus on the vocabulary aspect of language acquisition. As I contemplated my current students and what I feel I most need to be able to do for them is to help them build vocabulary. The everyday language known as Basic Interpersonal Communicative Skills (BICS) (according to Jim Cummins) develops sooner and more easily than Cognitive Academic Language Proficiency (CALP), the academic language. This tells me that my students will pick up the structures of language and patterns of conversing incidentally (and at three years of age they are very receptive to it), but even most of my native English speakers have limited vocabularies due to their age and experiences. So it is my job to bolster their knowledge of the world and to give them the words to discuss it. Different speakers in online videos suggested strategies for building language and vocabulary. However, I wanted to focus more intensely on this as I prepare for the beginning of a new school year with all-new students. This paper addresses strategies that have proven successful in building vocabulary in English language learners, from read-alouds focusing on new vocabulary to activating prior knowledge and selecting leveled text. Vocabulary instruction can be explicit, or after a certain level is reached, it occurs incidentally as students read. There are many strategies to assist EESL Vocabulary is without a doubt a fundamental building block if a student is to be successful in the area of literacy. Yet this area is a major struggle for students who are new to the country or who have yet to master English. Teachers can teach strategies for decoding and can teach children to read, but without a strong vocabulary the spoken words will have little meaning to the student. Although many of these students possess a fluent oral vocabulary, many English as a second language (ESLs) struggle with achieving the reading level necessary to function at the appropriate grade level, (Wallace, 2007). Before students are able to read and comprehend text, they must have a large repertoire of words that they can read and understand. The minimum number of words needed for extensive reading to occur is believed to be somewhere around 3,000 to 5,000 words (Wallace, 2007). Contrastively, students learning to read in their primary language already know 5,000 to 7,000 words (Wallace, 2007) . This very obviously leaves a large gap between the words known by ESL students and EO students, making reading a much more difficult task for the former group. ESL students need both breadth and depth of words, as vocabulary knowledge is a strong predictor of reading comprehension. It also impacts listening comprehension (Wallace, 2007). In one study the Text Talk approach was used in a kindergarten classroom. Prior to the intervention there was a significant difference in the vocabulary knowledge of the English-only (EO) students as opposed to the English language learners. Using the Text Talk approach along with English as a Second Language (ESL) techniques such as visual illustrations and acting the words out, the English language learners were able to close the gap. Additional research has shown that specific vocabulary strategies have yielded similar gains for EO and ESL students (Manyak, 2009). Not only were significant gains made in vocabulary, smaller gains were made by both groups in the area of reading comprehension. Some might downplay the need for specific instruction in vocabulary, but studies show that students benefit from specific vocabulary instruction. For example, teachers should point out and help students become aware of cognates. Cognates are vocabulary items in two different languages that are similar both orthographically and semantically'(Wallace, 2007). To educators, it might seem quite obvious that words that look similar in another language could in fact have the same meaning, but studies have shown that emergent bilingual students noticed less than half the cognates in material they were presented (Manyak, 2009). Languages such as Spanish share many cognates with English, allowing for a large amount of transfer for students who know to look for them. Students would benefit from explicit instruction of even basic vocabulary using materials from Increasing Fluency with High Frequency Word Phrases. This includes using child-friendly definitions and giving examples of word usage. T hese Tier I words usually do not need to be taught to EO students, but ESL students may not know the words. Wallace suggests using pictures or other visual aids to support ESL students with these basic words (Wallace, 2007). Pictures are particularly suited to using with new nouns. Teachers can show pictures of both examples and non-examples (Swanson, 2007). Tran (2006) points out that Coady (1997) believed a group of 2,000 to 3,000 high-frequency words should be studied until they become sight words. This starts with the 220 Dolch words that cover very basic words. In addition to basic words, instruction should also cover some higher-level words, particularly those that are subject-matter specific and related to the content being covered (Cummins CALP). After Dolch words are master there is a General Service List of English Words (GSL) that can be used. It contains 2,000 high-frequency words which cover 87% of general text (Tran, 2006). GSL also gives information about the words relative frequency and the meaning of each entry. Since students must learn many more words than can be explicitly taught, it is also important that teachers give students strategies for inferring the meaning of words. Strategies for inferring include noticing cognates, explicit instruction in using context clues, and morphological analysis (Wallace, 2007). As with anything taught to ESL students, basic strategies can enhance presentation, such as slowing speech, using realia, simplifying speech, and using tools such as graphic organizers (Manyak, 2009). As with any classroom, it is important that the environment be a safe place for students to express ideas and speech (Swanson, 2007). Students should feel comfortable sharing without the fear of ridicule or criticism, which will keep the affective filter for students low. There are also vocabulary-specific programs such as Vocabulary Visits that Manyak suggests (Manyak, 2009). This approach is particularly effective for teaching younger students vocabulary. Making sure to review and reinforce new words is something that most teachers know to do, but might be need to be reminded to implement, especially when it comes to even more basic words that ESL students will need assistance in learning. Read-alouds should be followed with teacher-directed activities in language development. Due to limited time, student-directed activities are also importance (Wallace, 2007). Simplified reading materials are particularly beneficial to ESL students because they allow for repetition of high frequency words while limiting difficult vocabulary words (Tran, 2006). Because there are usually many different levels of text, it is easier to differentiate based on students abilities, with the best fit being a text that is slightly difficult; the text should be comprehensible to the student but just difficult enough that the student will have to put forth effort and can pick up some new vocabulary from it. The number of new words should be limited so students will not be overwhelmed by the sheer volume of them and can focus on making meaning of the new vocabulary presented. It is important that students see a new word repeatedly and have opportunities to read it, write it, and say it to increase the likelihood of the student remembering the word and being able to add it to their repertoire (Swanson, 2007). Research also supports the value of extensive reading, defined as both a large quantity of reading materials and also a focus on meaning as opposed to language. This can benefit students in the areas of developing sight vocabulary, general vocabulary and the knowledge of the target language (Tran, 2006). One technique for increasing word knowledge is the use of a word map (Swanson, 2007). A word map provides a definition of the new word, a synonym, an antonym, and either a picture or a sentence using the word. This allows the student to think about the new word in a variety of ways and to see how it can be used in a different context. As for the quantity of materials, Krashen considered students reading on their own superior to direct instruction, and other researchers found it to benefit spelling, grammar, and writing in addition to vocabulary. However, other researchers warn against expecting students to learn vocabulary incidentally until they have a base of about 3000-5000 words in their vocabulary. For that reason, Tran suggests that to best develop vocabulary students be given graded text or materials specifically written for ESL students. Shorter passages may be read in one sitting, or divided into shorter segments to be read over a number of sessions. As students reading comprehension improves, they can be given increasingly longer passages to read (Tran, 2006). Some research has shown intentional teaching of vocabulary strategies is more effective with older students, and is also more beneficial when it is interactive. Some ways to explicitly teach vocabulary involve word notebooks and dictionaries. Students can keep word notebooks or word cards. A word card consists of a new word along with notes on how to use that particular word. Notebooks can also be used for students to keep track of new words, like in a personal dictionary. Bilingualized dictionaries can also be very useful, providing a L1 translation, an L2 definition, and an example sentence in the L2. Students tend to remember words better when they are explained in their L1 as opposed to the L2 (Tran, 2006). However, teachers should steer clear of having students copy definitions out of the dictionary (Swanson, 2007). The teacher should also inform students that the dictionary is a tool for learning a words meaning, but not necessarily a valuable tool for students to regurgitate i n writing. When vocabulary activities are teacher-centered, teachers can teach words pertaining to the passage being read and give strategies for developing vocabulary and reading comprehension. When the activity is more learner-centered, the student should identify vocabulary needed the reading in question and try to learn the new words to gain understanding of the text (Tran, 2006). Related literacy activities such as listening to a song or a recording of the text, or watching a movie clip with subtitles and also aid in new vocabulary retention. Students can also be asked to summarize what they read, either orally or in writing. Teachers should also provide students with opportunities to read and write new words. Younger students would benefit from choral reading to give them a good model of the proper pronunciation. Older students may want to read the text multiple times. Teachers may want to explicitly point out differences between writing in the L1 and L2 (Swanson, 2007). These might be particularly beneficial to students when the writing system is close but not identical. For example, in Spanish the /h/ sound is written with a g or a j, but not with an h as in English. Keeping this in mind, when presenting text for ESL students to read, teachers should select text where there is the same letter-sound correlation as much as possible so it will be easier for reading. For example, in Spanish, most of the consonants have the same sounds, so students whose L1 is Spanish can easily decode many words in English. Teachers themselves need a strong understanding of language and how it works so they can make it acc essible to their students. Having a working linguistic knowledge of English will help teachers in pinpointing areas where ESL students might need specific instruction. New words can also be kept track of on a word wall, along with a definition of the word. Prior to reading a new text, teacher can also provide context by giving students a preview of the reading. The teacher can select material that will capture the students interest, and then ask a question to prompt discussion. Finally, the teacher can give an overview before the class begins the new reading material (Swanson, 2007). Students should also be taught to monitor their reading and keep track of what it is they do not know (Swanson, 2007). Swanson surmises that even young students know what it is they do not know, and teachers can assist beginning English speakers by asking them what words they would like to know. Teachers should keep in mind that idioms do not translate well across languages, and idiomatic speech must be explained to students or they will likely take the phrases literally and they will appear nonsensical. Drawing on students background knowledge as it relates to the literacy presented also helps students retain new vocabulary (Hickman, 2004). The vocabulary should be taught in the context of the literature and subject matter in which it will be used instead of as a separate vocabulary list. New vocabulary should be related to the content area being studied, and students benefit from semantic mapping and word family associations. Teachers might find themselves steering away from vocabulary that is more abstract and harder to visualize, but students need to be taught these words as well. Students understanding of vocabulary grows from in-depth discussion of new terms guided by the teacher. Text should be culturally relevant and easy for students to relate to so that new vocabulary can be incorporated in students minds (Hickman, 2004). Read-alouds can also be extremely constructive, especially if teachers make a conscious effort to highlight vocabulary and adhere to certain guidelines for instruction. Materials for read-alouds should be one to two grade-levels above what students can currently read. Reading books that are related thematically allow repeat exposure to new vocabulary and provide a basis from which students can generalize about words and gain a deeper understanding of the content being studied (Hickman, 2004). Based on studies of first-grade students, Hickman suggests a book be broken into three to five segments of 200-250 words each being read on successive days, with the entire selection being read the day after the final passage is completed. A smaller passage allows for the introduction of fewer new vocabulary words and allows the teacher time to delve into the meaning of the new words and to explore how they are used in the text. On the final day the teacher should review four or five challenging new vocabulary words to help solidify them in students brains. Word choice is vital, with research suggesting that Tier 2 words that can be used across content areas are good choices. These are the types of words that can often be seen in academic text and on assessments. Suggested questions to consider when selecting vocabulary are as follows: Will learning this word enable students to better discuss their own experiences because the word can be used with words the student already knows? Will this word lend itself to a deeper understanding of the content? (Hickman, 2004). The teacher can select three to four words from the reading selection and then write definitions from them in child-friendly terms. Before reads the text, the text, the teacher previews the material and gives the students the vocabulary words that are the focus, one at a time. The students repeat the word and the teacher gives a definition that is in line with the students knowledge of English and uses simple and familiar words. Then the teacher presents the word in its written form displayed on an index cards, and then moves on to the next new word. The teacher then instructs the students to listen for the key vocabulary words before reading the text straight through. After the read-aloud, students are encouraged to retell the text using the key vocabulary words. Students who are listening to verify the accuracy of information other students give with a simple thumbs-up / thumbs-down. First the teacher asks for an account of the text, and then asks an open-ended question, and then a n inferential one. After closing the discussion, the teacher rereads the text, asking students to listen for the featured vocabulary words and showing a thumbs-up when they hear one of them. If the students dont catch the new vocabulary word when the teacher reads it, the teacher should stop, point out that the key vocabulary was just read, and reread the text so students have a chance to notice it. When the students find a new words they are asked to repeat the word and explain its meaning. Then students can make their own sentences using the new vocabulary words. From there the teacher can extend what students know about those words and how they are used in the read-aloud. ESL students need an opportunity to discuss the story and related events in their own life. After finishing with the vocabulary instruction, the text should be summarized and the key take-away points relating to the content should be reiterated (Hickman, 2004). On the final day the entire text is reread and then students do follow- up activities such as acting out new vocabulary words or matching these words with their synonyms. For vocabulary instruction, there are many ways classroom teachers can assist ESL students. Teachers can use strategies such as speaking slower, using simpler words, and using pictures as aids. Focusing on cognates and deeper word meanings are also helpful. Everyday practices like read-alouds are also highly beneficial for ESL students. Research supports these and many other ways of helping our English language learners improve in the area of vocabulary.

My Hero, My Grandfather Essay example -- Personal Narrative

My Hero, My Grandfather My grandfather was a very loving man, he loved his family more than anything he had known. The only thing that could compare to his love for his family, was his love for his country. In his life he would have to make many sacrifices for his country, and the second would be supporting his wife and kids. He took on hardships with ease, he always had a certain calmness to him, this is something I idolize about him, I would like to learn how to act this way. He’s my hero because he was special, not like anyone else I have ever met, he knew he was special, but he never he never flaunted it. In this essay I will try to paint a picture of my hero, and give examples of why my grandfather is my hero. In January of 1933, my grandfather was born in the small Pennsylvania town of McKees Rocks. The second of five children, an older sister Joan, and three little brothers Terrance, John, and Jerome, all to their parents Robert W. Hileman and Katheryn Conolly Hileman. My grandfathers’ childhood was difficult, because it was part of this depression. When he was a kid his food was rationed, his family was only allowed so much of certain items sugar, meat, butter, and other certain things. When he was twelve years old, he got a job at a deli slicing meat, he did this to help his family out, this demonstrates that even at a young age he was willing to do whatever it took to help out what with he called â€Å"the cause†, or his family. His parents were very hard workers, his father was an air brake mechanic, at the Pittsburgh and Lake Erie Railroad, he would put in long hard hours, to support his family. His mother was forced to work during World War II, she worked at a mill doing riveting work, later she worked at Bell Telephone. They were a very loving family, but work came first, this left very little time for their kids. My grandfather being the oldest son, was expected to help out more, one time when he was about twelve years old, his mom told him â€Å"Bobby, go to the store, and get me some bread† he said â€Å"OK.† Even though he did not want to go get it, he did it anyway, but as he went to get the bread, he became angry that he had to go get it, so when he got back to the house he had thrown the bread onto the roof of the house. This story has great meaning to me, because it was very rare that he would act out this extreme, espec... ...al use, instead of saving it for the soldiers who needed it. He would also tell me stories about how he and his friends would acquire food, by eating dog, tree bark, and broken up watermelon. He told me a story about when he was hungry, and he went into a territory occupied by the enemy to steal pieces of watermelon for himself and his friends. This is another example of him making sacrifices. he told me â€Å"I signed up to find adventure, like John Wayne, and boy did I get it.† Sometimes I think this was a dumb reason, but I respect that he was honest, and told me one reason he wanted to go to war, he also said he thought it would have been better than what he had at home. When he retired, he and my grandmother would go on many vacations, many would be to patriotic sites like Gettysburg, Washington DC, Virginia, and even some historic sites in Canada. By doing this he showed his love for his country, and history itself, he would do everything to the fullest. He raised his family to the best of his ability, he was a good family man, and a hard worker that endured whatever confronted him. This is why he is my hero, because of his strength and his will to make sacrifices.