The Immature Huck Finn in Mark Twains The Adventures of...

The Immature Huckleberry Finn Maturity is not a fickle expression such as happiness or frustration, but rather an inherent quality one gains over time, such as courage or integrity. Before maturity can be expressed, the one who expresses it must have significant confidence in himself, since self-confidence is the root of maturity. Being flexible and formulating ones own opinions or ideas are aspects of maturity, but neither is possible without self-confidence. The greatest aspect of maturity is the ability to make decisions which society does not agree with. Whether or not one follows through with these ideas is not important. What is important is the ability to make the decision. These decisions represent the greatest measure†¦show more content†¦Huck doesnt show his first signs of maturing until he is free from authority. Huck hides out on Jacksons Island and for the first time in a while has no authoritative figure controlling him. Even when he discovers Jim, the Widows slave, Huck doesnt consider himself outranked. Huck has been taught that a runaway slave is an evil thing. Being able to make his own decision about the matter, however, Huck decides to go against society. People would call me a low-down Abolitionist and despise me for keeping mum - but that dont make no difference. I aint a-going to tell (43). This is Hucks first sign of maturity as we find that he is able to make his own decisions. Hucks maturity grows with the same issue later on. When approaching Cairo, the point where Jim can become free, Huck decides that he has done something terribly wrong by not turning Jim in and decides he is going into town to tell on him. However, in a split second, while encountering some slave hunters, Huck decides against it and continues to protect Jim. This episode is particularly significant because even though Huck was feeling bad and low, because [he] knowed very well [he] had done wrong (91) he still made a conscious decision to do what he felt was right rather than what society thought was right. Through his adventures with the King and the Duke, Huck learns what not to do, and continuesShow MoreRelatedArgumentative Essay Huck Finn958 Words   |  4 Pagesï » ¿ Argumentative Essay: Should The Adventures of Huckleberry Finn be taught in school? Daniel Perez Period 1 10/30/14 The Adventures of Huckleberry Finn is a novel based on the journey Huck, a young boy with an abusive father, and Jim, a runaway slave, have down the Mississippi River to Free states for an end goal of freedom. Freedom means different things to both of them, to Huck freedom means to be able to do what he wants and not be â€Å"sivilized†, while Jim’s definition of freedom isRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1186 Words   |  5 Pagesignorance and confidence.† Mark Twain’s idea here is if no ignorance exists in the world, then there is nothing to learn from, nothing to make better, and nothing to balance society. His most well-known book includes both ignorance and confidence. Although the confidence mentioned contains little effort to succeed. The world continues to learn from its mistakes and thrives from the solution only to improve even further. In Mark Twain’s novel The Adventures of Huckleberry Finn, three meaningful subj ectsRead MoreThe Ethical Maturity Of Huckleberry Finn By Mark Twain844 Words   |  4 Pages Mark Twain s The Adventures of Huckleberry Finn† is a novel about a young boy’s coming of age in Missouri during the mid-1800, is pre-Civil War era. The protagonist, Huckleberry Finn, spends much time in the novel floating down the Mississippi River on a raft with a runaway slave named Jim. On the way to Huck and Jim’s destiny, the two go through many adventures encountering many situations as well as very odd people along the way. Although this novel has adventure and interesting situations,Read MoreThe Adventures Of Huckleberry Finn By Mark Twain2409 Words   |  10 PagesAdventures of Huckleberry Finn is often considered one of the great American novels. Throughout the years, it has received critical attention from all sides. Revered by some and banned by others, there is no mistake that Mark Twain’s novel will always have a place in American history. In fact, another great American novelist—Ernest Hemingway—said this of Huck Finn: â€Å"All modern American literature comes from one book by Mark Twain called ‘Huckleberry Finn.’ It’s the best book we’ve had. All AmericanRead MoreMark Twain s The Adventures Of Huckleberry Finn1752 Words   |  8 Pagesinto New England which were pro-slavery in the 1850s (Ingraham). In Mark Twain’s The Adventures of Huckleberry Finn the setting is somewhere around 1840 in the areas surrounding the Mississippi River, and there were different standards back then regarding race. Twain has his characters fit the mold of how someone back then would talk and how they would act, and racism is a part of that. In The Adventures of Huckleberry Finn, Mark Twain uses realistic elements such as regionalist dialect and the characters’Read MoreHuck Is a Non-Conformist1467 Words   |  6 PagesSelf-Reliance vs. Huckleberry Finn In Ralph Waldo Emersons essay Self-Reliance, he defends the personality traits that every creative human being possesses and a persons intellectual independence, which enables him to surpass the achievements of previous generations. Emerson explains how most of society is made up of conformists, people that simply conform to a past technique created by earlier innovators. Against being a conformist, Emerson chooses to support being a creator, or a personRead MoreOver time as people grow and learn new things, they develop morally. In the novel, â€Å"The Adventures1200 Words   |  5 PagesOver time as people grow and learn new things, they develop morally. In the novel, â€Å"The Adventures of Huckleberry Finn†, Mark Twain depicts society through the eyes of a young boy, and the reality that is thrown at him throughout his journey. Huck’s journey creates a clearer image of the morals that are part of everyday life, or as defined by Webster Dictionary, the â€Å"beli efs about what is right behavior and what is wrong behavior.† The beginning of his journey starts off with a large part of Huck’sRead MoreThe Use of Satire in The Adventures of Huckleberry Finn by Mark Twain595 Words   |  2 Pageshow they act. In the novel, The Adventures of Huckleberry Finn, Mark Twain, uses the literary device of satire in order to ridicule the ignorance of Americans in the late 1800s. Twain uses irony during the mishaps of Jim throughout the story to comment the clear fact that people at the time judged others by their race and not by their actions. In The Adventures of Huckleberry Finn, Jims personality is a strong influence toward the personality of Huck, with Jim playing as a father figureRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1574 Words   |  7 PagesMark Twain, author of the critically acclaimed novel Adventures of Huckleberry Finn, verbalized that â€Å"the relative strengths of good and evil in the world are drastically unbalanced and society is far from being the idyllic, equal post-Civil War affair it pretends to be.† Twain has an authentic, albeit marginally controversial means by which he tells the story of a white thirteen year old, southern, and relatively illiterate boy named Huckleberry Finn. While inquiring whether or not Adventures ofRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1355 Words   |  6 PagesIn Mark Twain’s Adventures of Huckleberry Finn, An adolescent boy named Huck Finn goes on a physical and moral journey down the Mississippi River. Huck an d Jim meet on Jackson’s island where they are running away from their own problems. Huck is running from his abusive father and Jim is running slavery. Together Jim and Huck travel together along the Mississippi River and encounter many people and face many obstacles. Through these instances Huck is able to become a moral person. Huckleberry Finn’s

The Reign of Terror Was it Justified - 651 Words

As more peoples blood is split to gain the rights not extended to them, the Terror grows becoming more and more gruesome. The French revolution began in late 1789 to obtain the rights that every citizen in born with. The motto of the French was liberty, equality, or death and the price to be paid for the civil liberties was blood. The revolutionary leader Robespierre and journalist Marat explained the more blood the better so that was what raged the people and started the Reign of Terror. Were the values expressed by the French Revolution necessary though? Even though, the French Revolution saw the Terror as a sign to create peace and restore a new France it was not justified because the extremities of the internal and external threats†¦show more content†¦(Doc F) As all hell broke loose within France it was the cause of the Reign of Terror which overall, was not justified. The French Revolution was spreading and Prussia and Austria had grown fearful; therefore, to stop the spreading of the revolution the countries waged war against France, gaining land, troops, and power bringing fear to the French. The neighboring countries in the awakening of the revolution, August 1791, formed an alliance wreaking havoc in the French cities. (Doc A) When the guillotining of Louis the 16th occurred Austria became fearful and angry hoping for the safety of the queen and beloved sister Marie Antoinette. (Doc A) The raging war went on for many years but in 1794 the invasion of foreign enemies grew short and the French are close to stopping them. (Doc A) In the words of Robespierre â€Å"We must smother the †¦ external enemies of the Republic or perish.†(Doc G) Initially, the methods of the Terror became too extreme as Robespierre’s thirst for blood and power grew. In October 1793, the pro-revolutionaries decided to make an example of the counterrevolutionaries by setting their homes on fire and chopped off 12 heads within five minutes. (Doc C) As a way to protest and change the society that most French despised government officials changed holidays, events, and the calendar. In 1793, a revolutionary campaign against the Catholic Church Sundays were abolished, Christmas, Easter, every ChristianShow MoreRelatedThe War Of The French Revolution899 Words   |  4 PagesCorey Simms Mrs. J Modern History March 19, 2015 Justified or Nahh Bertrand Russell once said, â€Å"war does not determine who is right-only who is left.† A bloodshed event in modern European History, the French Revolution began in 1789 and ended in the late 1790s with the ascent of Napoleon Bonaparte. During this period, French citizens razed and redesigned their country’s political landscape, uprooting centuries-old institutions such as absolute monarchy and the feudal system. Like the American RevolutionRead MoreThe Revolution Of The Reign Of Terror792 Words   |  4 Pagesof government, and the Reign of Terror’s new revolutionary government was no exception. Although the revolutionary government was meant to replace a tyrannical government, it quickly turned into the dictatorial government it tried to replace and in many cases stepped far outside of the bounds of lawful or just action. During late 18th century France in the time period between the execution of King Louis XVI and the execution of Maximilien de Robespierre, the Reign of Terror senselessly guillotinedRead MoreCauses Of The Reign Of Terror766 Words   |  4 PagesThe Reign of Terror was one of historys symbolic events that have changed the world for the better. Have started with King Louis XVIs reign in 1789 to 1793 (document B); which lead France down a rabbit hole of poverty, starvation of the people, and an unfair tax system (background es say). All of Frances problems have manifested into something that King Louis has done, but cannot stop. With the help of Maximilien Robespierre, the Reign of Terror was declared to fix a corrupted government. The ReignRead MoreReign of Terror1070 Words   |  5 Pages The Reign of Terror: Was It Justified? The Reign of Terror started in 1789 and was a time when supporters of the French Revolution ran wild and started killing non-supporters or counterrevolutionaries. The French held a ceremony if you will, in Paris for the execution of King Louis XVI on January 21, 1793. This was because Louis was having financial, and harvest issues. In June of 1789 King Louis called the Estates Meeting to discuss taxes and money problems. Then some men disliked whatRead MoreTerrorism Has Been Used For Centuries As A Weapon Of Change1074 Words   |  5 Pageseven altered the English language, the creation of the word assassin because of the Hashhashin’s in the 11th century and the Roman’s use of decimation changing the meaning from killing one in ten to massacring all involved. Much of early terrorism was based on nationalist or ethnic groups, which had exhausted all other options while reaching for political freedom and therefore resorted to violence. The most common examples used t o justify terrorism are the French and American Revolutions, the overthrowingRead MoreThe Reign of Terror1316 Words   |  6 Pagesliberty developed into the Reign of Terror. The Reign of Terror was a period in the French revolution characterised by brutal repression and executions which took place from 1793 to 1794. It was a time of bloodshed and murder, aimed to destroy counter revolutionaries and conspirators, and attack foreign enemies, which resulted in the deaths of around 20,000 to 40,000 people, and was viewed by Robespierre as an inevitable period to stabilise France. The Reign of Terror was caused by the evolutionRead MoreThe Downfall Of The French Social Structure And Civilisation1636 Words   |  7 Pagespopulation of 1789 this was enough to spark a revolution. Justified by the ideals of equality and freedom for all an uprising like never seen in Europe before engulfed France; lead predominantly by the Jacobin party, who through the enforcement of the Terror policy were able to justify the execution of an estimated 40,000 people including the Royal family, for the sake of protecting the revolution and liberty for France. However, the plausibility of the reasoning s behind the Terror can be questionedRead MoreThe Reign of Terror and the Salem Witch Trials: Reshaping Society1142 Words   |  5 PagesFrench Revolution known as the Reign of Terror was similar to the trials and tribulations faced by the characters of The Crucible by Arthur Miller. The cycle of oppression, opportunity, and fear created the struggle for power that was key to the ou tcome of both events. The French Revolution, beginning in 1789, was a lengthy process in which the people of France took over the government and instituted a Republic (Chambers). The overarching goal of the Revolution was to place the power of governmentRead MoreRobespierre and the Reign of Terror1544 Words   |  7 Pagesdrenching event of the Reign of Terror.[Footnote] Throughout the French revolution, specifically the eleven month, 1793-1794 Reign of Terror, revolutionary leaders, such as Maximilien Robespierre believed in enforcing fear to resolve the instability of France. â€Å"Terror is nothing else than swift, severe, indomitable justice; it flows, then, from virtue†-Maximilien Robespierre.[Footnote] This period in history signified great atrocities of massacres, and a time where fear was evoked within every FrenchRead MoreRevolution: the Cost of Frances Liberty863 Words   |  4 Pagesrebelled and fought for equality, giving birth to the French Revolution of 1789. This period is often characterized as needlessly violent, as gruesome events such as the Reign of Terror took place, in addition to many executions and riots. Despite the excessive bloodshed that dominated the era, the French Revolution’s violence was not in vain, for the legacy of the revolution has ignited scores of independence movements in its wake and inspired new ideologies that continue to shape the modern world

The structure and development of curriculum Free Essays

The construction and development of course of study involves many characteristics, including how it is organised, the ends to be achieved in instruction, procedures of instruction, larning and appraisal, and eventually how it the course of study will provide for the hereafter scholars. We will detect how the course of study model is broken into these classs to organize the construction and development. Department of Education and Training ( 2008 ) Queensland course of study criterion demands province â€Å" All schools are required to develop and keep up-to-date course of study programs in audience with the school community. We will write a custom essay sample on The structure and development of curriculum or any similar topic only for you Order Now This planning ensures that appraisal, instruction and coverage match the intended course of study. † ( Department of Education and Training, 2008 ) Curriculum planning is divided into three degrees in schools, whole-school course of study, plan the sequence of larning across all twelvemonth degrees, program each twelvemonth degree, term and unit. The course of study procedure is to educate scholars, develop accomplishments and cognition so they will be able to lend within society. To specify course of study in footings of a papers which includes inside informations about ends or aims, content, learning techniques, rating and appraisal is the cardinal values that represent educating. The Department of Education and preparation of Queensland ( 2008 ) states the course of study is â€Å" all the planned acquisition that is offered and enacted by a school. † The model of Queensland course of study includes a acquisition environment, resources, learning attacks and schemes, appraisal and plans methods, values relationships, and behaviors between equals and instructors. All these elements are linked and supply the experiences that contribute to scholars larning. â€Å" A good course of study has each of these elements aligned so that intended acquisition is what is assessed and what pupils achieve. † ( Department of Education and Training, 2008 ) .Therefore, this papers attempts to widen the focal point on specifying a specific position on what a scholar can carry through under the counsel of school acquisition. Curriculum is organised through range and sequencing. Scope refers to the degree and the agreement of the course of study elements that occur across topics, while, sequence refers to the interrupting the content and acquisition experiences into manageable stairss to ease acquisition over a period of clip. Example of range and sequence used in schools is the grammar range and sequence which each twelvemonth degree will cover a selected component of grammar. Year two ( 2 ) instructors teach larning elements of nouns, by placing appellative words, word edifice with nouns, and twelvemonth six ( 6 ) will utilize the elements of complex genitive nouns, introduce abstract and common nouns. The range considers the procedures or accomplishments that occur in topics. Scoping is structured how topics are taught through activities or incorporating units. Scope and Sequence provides information for instructors about the literacy genres, numeracy chances and demands, and possibilities for utilizing ICT in the acquisition plan for each of the Key Learning Areas in each twelvemonth. By utilizing the range and sequence administration it allows instructors to concentrate chiefly on the intended course of study, supplying support for instructors on what to learn, how to learn it and how to measure it. Therefore, leting instructors to do the most of larning in their category. â€Å" The sequences for each Key Learning Area outline nine old ages of schooling. In peculiar, the learning descriptions sketching what is indispensable for pupils to cognize, understand and be able to make by the terminal of Old ages 3, 5, 7, and 9 are critical for future acquisition and progress.. † ( Department of Education and Training, 2008 ) Within each of the eight Key larning Areas: English, Health and Physical Education, Languages other than English ( LOTE ) , Mathematics, Science, Studies of Society and Environment, Technology and The Arts there is a sequence, statements depicting what indispensable acquisition is to be addressed within the Queensland Curriculum. Using the range and sequence acquisition depict what the scholar does as a consequence of the acquisition chances and environment hence provides a consequence, or result of the learning procedure: The construction of the Queensland course of study relates to several theoretical accounts of course of study, the process-based theoretical account affecting consecutive stages of course of study design and development relates to Tyler ‘s theoretical account of course of study, which includes aims followed by content or acquisition experiences, so utilizing a method or organizing larning experiences such as range and sequencing, and eventually rating or appraisal. But, the Queensland model of course of study besides relates to Skilbeck ‘s theoretical account because â€Å" A course of study that maximises the acquisition of all pupils is one that recognises and celebrates diverseness and engages all pupils in intellectually disputing larning experiences. It provides pupils with clear guidelines on what they are larning and how they will be assessed. It involves a scope of learning schemes to run into different larning demands and explicit learning to scaffold pupils â⠂¬Ëœ larning so that they develop and consolidate the needed cognition and accomplishments to run into the awaited hereafter demands of work and citizenship. † ( Department of Education and Training, 2008 ) Skilbeck ‘s Situation theoretical account examines the chief context and needs that continues throughout the procedure of development and execution of plans hebdomadal or day-to-day instruction. The consideration of these factors stairss in the course of study procedure of state of affairs analysis, end preparation. plan edifice, reading and execution and feedback, appraisal A ; Reconstruction. Skilbeck ‘s theoretical account, to the full considers the ‘situation ‘ or context of the course of study holding external factors and internal factors. The external factors include Cultural and societal alterations outlooks and alterations Relationships between grownups and kids, community premises and values Educational system demands e.g. policy statements, appraisal processs Changing nature of capable affair Support systems Expected flow of resources Internal Factors Students pupil: aptitudes, abilities and educational demands Teachers values, attitudes, accomplishments, cognition, experience, particular strengths and failings, functions School ethos and constructions and decision-making construction, power sharing Resources Problems and defects in the bing course of study School community The intent or end of instruction is to advance instruction and acquisition construction within a schoolroom and or school environment, is to do the most of a scholars ‘ acquisition and support scholars to accomplish their full potency. That larning experiences connect with bing cognition and accomplishments, pupils educational learning encourage a deeper apprehension and that scholars can link purposeful. The rules found in the Model policy provinces â€Å" Quality course of study maximizes each pupil ‘s educational potency All instruction and acquisition should be founded in the belief that, with good instruction, the right support and sufficient clip, every pupil can develop cognition, accomplishments and understanding to accomplish at higher degrees. Teachers need to believe in their pupils as scholars, have high outlooks, and see themselves as responsible for bettering the learning accomplishment of their pupils. † ( Department of Education and Training, 2008 ) The development of the course of study involves a course of study for all learning facets of the indispensable ways of working and knowledge guaranting that scholars are engaged with acquisition and develop their cognition and apprehension. â€Å" This includes advancing excellence through a course of study that supports all pupils to develop a deep apprehension of of import capable affair and the rational tools and schemes to believe for themselves and to pull off their ain acquisition † ( Department of Education and Training, 2008 ) . Curriculum engages scholars with schemes to develop sound apprehension. Teachers using these larning activities will steer scholars, to work towards constructing on their cognition, by using, explicating, interpretation, and processing. Guaranting that a scholar will accomplish and take part within their acquisition is an intended portion of the course of study. Teaching and larning patterns within a school environment promote the pupil to maximize their educational potency. Through good instruction, back uping scholars, it will help with the developing their cognition and apprehension. .Therefore, scholars are prosecuting with support and scaffolding between each other to derive farther apprehension, guaranting that the cirrculum provides pupils the key tools and schemes to believe for themselves and larn how to pull off their acquisition. The quality appraisal of pupil acquisition is an go oning class of action of roll uping relevant informations to find what a scholar knows, understands and reflect on country of the course of study that need support. The rules of appraisal require appraisal be applicable, and should supply dependable information on the scholars accomplishments. Students should cognize what they have to larn and what the standard or criterion will be set for assessment undertakings. Learners showing their high order of thought, they can use their new accomplishment to other contents. By supplying feedback, it will supply scholars to reflect on their acquisition and place different stairss to better. Assessment is to reflect on the apprehension of their acquisition. â€Å" Achievement of the intended course of study including the quality or criterion of accomplishment, assessment patterns should besides play an educative function for pupils, enabling them to reflect on their acquisition -particularly misconceptions and spreads in their cognition – and take some duty for their ain ongoing acquisition † . ( Department of Education and Training, 2008 ) . This new coevals has wholly different larning manners these demands should be considered in schoolroom instruction ; engineering plays an built-in portion within today ‘s society. Learners are prosecuting larning to suit with new engineerings. â€Å" The course of study should reflect and construct on the digital literacy ‘s that pupils already have. † ( Department of Education and Training, 2008 ) Therefore, in decision, schools course of studies make the critical part to the pupil ‘s hereafter, wellbeing, prosperity, and societal society accomplishments. The course of study needs to work towards developing capablenesss, every bit good as accomplishing outcome ends in the gaining of specific cognition. The course of study must travel beyond merely schooling foundation of instruction ; these accomplishments are farther required in the workplace, community and recreational milieus. The course of study is one manner to anchor the construct of life-long acquisition in a cognition society. Quality instruction and acquisition patterns within a school environment promote the pupil to maximize their educational potency. Through good instruction, back uping scholars, it will help with the developing their cognition and apprehension. . Mentions Brady L: Kenndy, K. ( 2007 ) . Cirriculum Construction ( 3rd ed. ) . Pearson Education Australia. Department of Education and Training. ( 2008 ) . Department of Education and Training. Retrieved March 10, 2010, from P-12 Curriculum Framework: hypertext transfer protocol: //education.qld.gov.au/curriculum/framework/p-12/index.html Marsh, C. ( 2003 ) . Cardinal Concepts for understanding cirriculum. New York: RoutledgeFalner. Nicholls, A.. Nicholls, H.. ( 1978 ) . Developing a cirriculum. London: Biling A ; Sons Ltd. Queensland Studies Authority. ( 2010 ) . Queensland Studies Authority. Retrieved March 2, 2010, from hypertext transfer protocol: //www.qsa.qld.edu.au/ How to cite The structure and development of curriculum, Essay examples

Charles Drew Biography free essay sample

Charles Richard Drew was born on June 3, 1904 in Washington D. C. He was born to a middle- class family. His father, Richard Drew was a carpet layer, and his mother Nora Burrell was a grade school teacher. Drew’s family lived in Foggy Bottom, a neighborhood in D. C. , after relocating from Pompano Beach, Florida, where he attended elementary and junior high. As a child Drew was showed to be quite athletic. He won a variety of medals for swimming, and later even more in other sports such as: football, basketball, and other sports. After graduating from his local high school, Dunbar High, he was awarded the James E.  Walker Memorial. Now with his full scholarship, Drew attended Amherst College in Massachusetts. While there Drew went on to lead the track team as the captain and to the nationals, become the MVP of the baseball team, as well as, the star quarterback in which he went all-American. He also was a national high hurdles champion. Along with his athletics, Drew was also an academic scholar. Not only did he make honor roll every year while attending Amherst, but he was also admitted into Omega Psi Phi, a Greek organization which promoted high grades, scholarships, and athletics. After graduating from Amherst in 1926 with his Bachelor’s degree, Drew was unable to go back to medical school because of financial issues. As he tried ways to gain the money he became a teacher and coach at Morgan University. After two years of working there, he had enough money to put himself through medical school. But, due to America’s strict rules against African Americans going to medical school, Drew was denied access. In 1928, Drew applied and was enrolled at McGill University in Montreal, Canada. While attending McGill, students, scholars, and professors quickly noticed the work ethic and dedication of Drew. After proving himself to be a top student with nonstop hard work, and easily winning a prize in neuroanatomy, Drew was the first African American inducted into the Alpha Omega Alpha, a national medical honor society. Later that year, Drew began experimentation with blood transfusions and blood storage. After five years of studying and research Drew graduated from McGill, second in his class in 1933. Along with the latter, Drew earned both Doctor of Medicine and Master of Surgery degrees. After finishing up with school, he did an internship and residency at the Royal Victoria Hospital. Drew continued to research blood  transfusions, and after about three months came into contact with John Beattie. After working together for some months, they analyzed the problems for completing a blood transfusion and issues with storing blood. After a couple of more months they came to the conclusion that blood could not me stored but plasma could. But, before they could work on it further tragedy struck. Drew’s father, Richard Drew Had pad passed. After the death of his father, Drew returned to the United States. He worked at Howard University and later that year filed for his surgery residency at Freedman’s Hospital in his hometown, Washington D.  C. After marrying and settling down, Drew again went back to graduate school. He received the Rockefeller Fellowship award to Columbia University and was educated at the Presbyterian Hospital. While studying he met John Scudder. Together they made a way to sustain blood plasma. He found out that plasma could be stored longer than regular blood. He also found out that just by adding water to the plasma, that they could make blood whenever they needed it. This was important, especially during the time such as World War II. His research in â€Å"Banked Blood† is what he submitted for his doctrines. In addition to his thesis expanded knowledge of plasma storage, Drew was named the â€Å"Father of Blood Banks. † Also, during WWI Drew was asked to head the â€Å"Blood for Britain† organization after their stored blood quickly dwindled due to spoiling and use. He modernized this by teaching the doctors how to change blood into plasma. He also was the lead helping cause due to him constantly overseeing shipments of lifesaving equipment to the wounded during the war. After, finishing his work with Britain he soon worked on another program; this one would come to be known as Red Cross. This, would not last long though. It seems as though as soon he started the project he forfeited it. It was widely due to the fact that the military demanded segregated blood. After months of countless of arguing and complaining about segregation laws, Drew called a press meeting where he resigned. There he stated, â€Å"I refuse to run a corrupt, racist, and un-American organization. † After resigning from American Red Cross in 1941, Drew started back teaching at Howard University. Not long after he was the first African-American to be admitted into the American Board of Surgeons. He got a job at Freedman’s Hospital and was one of the developers of Howard’s surgery program. In 1943, Drew was also given the Spingarn Medal, which was a life time achievement award. After a decade of accomplishments and higher level jobs Drew died in a car accident in 1950, on April 1. Being that Charles Drew is from my hometown, he means more to me than just some historical figure. He is a prime example of someone who actually made something out of his life from where I was born. His mere historical significance should be enough for anyone who ever said they cannot do something to reconsider. Another thing being we both are athletes but came to college for academics. He showed that when you call yourself a student-athlete, student comes first. Lastly, being that I want to help people, he showed anything is possible. He not only helped people throughout his lifetime, during WWI and the civil rights movements, but people of today too. His actions are still relevant and saving thousands of people every day. Without his work in blood storage and plasma millions of people would not have survived WWII and a lot people would not be alive today. Charles Drew is a hero. In conclusion, Charles Drew revolutionary man and worthy of praise.