Gender Neutral And Co Ed - 966 Words

Think back to when you first went to sign up for your college housing- you had so many choices about the basic environment you wanted to live in: smoke free, all male, all female or even co-ed. Co-ed for example is when both males and females live in or use the same space. But like many people applying for college, you most likely choose co-ed and thought nothing of it, but there was a time when this was a really new and weird concept. Think about it this way: would you have still chosen to live the co-ed life style if it was labeled as gender neutral? Do you think of the LGBTQ community when you hear the term gender neutral? The term gender neutral and co-ed mean the same thing but each word has a different way they are taken. When people hear that there is a gender neutral bathrooms they might think that is just based on the LGBT community and not agree to have them but what if it was worded co-ed? These bathrooms provide, if nothing, a more comfortable place for someone to use the bathroom, without the idea of a gender stereotype. Not many people know that many colleges are now offering this in some of their dorms throughout the United States. According to the University of Massachusetts, more than 150 colleges have introduced gender neutral bathrooms into their schools (source). This number keeps growing every year or even every semester. Gender neutral bathrooms are merely a new way you can choose to live in your dorm, just like co-ed was once. Co-ed once was notShow MoreRelatedCOED SCHOOLS1592 Words   |  7 Pages write ï â€¹ if it is neutral (agrees and disagrees – is balanced) ï Å  if it agrees with the topic (NOT if you agree) ï Å' if it disagrees with the topic (NOT if you disagree). Single-Sex or Co-Ed Schools: Boys and girls SHOULD be educated together. In the UAE, most schools are single-sex. Some people believe that this kind of school offers more benefits for the student. However, others think that coeducational ones are better. This essay will examine the pros and cons of co-ed and single-sex schoolsRead MoreSex And Gender : Today s Society902 Words   |  4 PagesSex and gender are words presented in very controversial topics surrounding the media in today’s society. But how do we know which in which environment to use the different terms? To what extent do you differentiate sex and gender? Until recent years gender and sex were used in the same context. Sex as defined by the dictionary is: â€Å"either of the two forms of individuals that occurs in many species and that are distinguished respectively as female or male especially on the basis of their reproductiveRead MoreRaising A Gender Neutral Child1704 Words   |  7 Pagesessential part of growing up. I was raised gender neutral. Raising a gender neutral child ( GNK) or gender neutral (GNP) parenting isn’t that foriegn of a concept as most believe it to be . Being gender neutral is the idea that policies, language , and other social institutions avoid a set gender role. It is often times confused with androgyny , being both masculine and feminine . I was not both a boy and a girl, a question I am frequently asked by others. My gender is not unrecognizable (something, commonRead More Sports and Gender Essay1653 Words   |  7 PagesSports become stereotyped as gender-neutral, feminine, or masculine based on conceptions regarding gender, gender differences, and beliefs about the appropriateness of participation due to gender (Colley et al., 1987; Csizma, Wittig, Schurr, 1988; Koivula, 1995; Matteo, 1986). Sports labeled as feminine seem to be those that allow women participants to act in accordance with the stereotyped expectations of femininity (such as being graceful and nonagressive) and that provi de for beauty and aestheticRead MoreMen And Women Should Be Equal1803 Words   |  8 Pagesbig step towards equality, and it could be, if it is done right. Equality means different things to different people. If the prison doesn’t carefully handle the programs, protection and treatment of the inmates according to their gender, ethnicity, age and co-ed time in the yard, the prison will not last. Men and women should be equal. However, some take it too far. Less than ten percent of the prison population in the United States are women, so making a prison that is half men and halfRead MoreSingle Sex Schools Should Be Taught1424 Words   |  6 Pagesobservation of each classroom environment. Standardized tests are the easiest way to seek out improvements, failures, and general differences between students. Utilizing the power, these tests had been administered in experimenting single sex and co-educational school students for how they have comprehended and transferred the information. One exemplification of Single sex classes effectiveness is: â€Å"(s)tudents in the 4th grade at Woodward were assigned either to single-sex or coed classrooms. AllRead MoreThe University Of California Santa Cruz721 Words   |  3 Pagesstudents can still opt for a pass/no pass evaluation for up to one-quarter of the courses they complete. Greek life is strong at UCSC, and it is home to eight fraternities, thirteen sororities, two co-ed fraternities, and the first fraternity in the nation for students who identify themselves as â€Å"gender-neutral queer.† Fraternity and sorority missions vary as much as the students themselves, and some are students with similar majors, service fraternities, students of similar heritage, and a variety ofRead MoreTitle IX of the Education Act of 19741994 Words   |  8 PagesMemorandum on Law and Gender in College Athletics This article address suggested changes to Title IX of the Education Act of 1974 and to the interpretation of Title IX. The changes discussed are (1) a change to the method of college supported team funding, (2) the abolishment of the designation of â€Å"men’s sports† and â€Å"women’s sports† by replacing with the term and concept of â€Å"participant sports,† and (3) the inclusion of intersexed and transgendered / transsexual participants. Title IX of theRead MoreEquity Theory of Motivation1730 Words   |  7 Pages4) Other-outside: The employee will compare with another individual or group of individuals outside the organization. Employees might compare themselves to friends, neighbours, co-workers or colleagues in same organization or other organization. Employee may choose its referent depending upon four variables gender, length of tenure, level in the organization and amount of education or professionalism. Employees with short tenure in their current organization don’t have much information aboutRead MoreThe Girl With The Dragon Tattoo Analysis1744 Words   |  7 Pagesthe â€Å"Mà ¤n som hatar kvinnor† by Stieg Larsson, meant â€Å"Men who hate women†. However, before the book made its way to the American society, the rather overtly misogynistic topic was changed with the objective of adopting a rather social-friendly and a neutral resemblance. In the year 2011, the title of the book and the play was changed to â€Å"The Girl with the Dragon Tattoo.† Although the new title makes a rather unassuming impression on the readers, the author of the book did maintain the misog ynistic themes

Angstroms to Meters Conversion Example Problem

An angstrom (Ã…) is a linear measurement used to express extremely small distances. Angstrom to Meter Conversion Problem This example problem demonstrates how to convert angstroms to meters: The spectra of the element sodium have two bright yellow lines, known as the D lines, with wavelengths of 5,889.950 Ã… and 5,895.924. What are the wavelengths of these lines in meters? Solution 1 Ã… 10-10 m Set up the conversion so the desired unit will be canceled out. In this case, we want meters to be the remaining unit.wavelength in m (wavelength in Ã…) x (10-10) m/1 Ã…)wavelength in m (wavelength in Ã… x 10-10) mFirst line:wavelength in m 5,889.950 x 10-10) mwavelength in m 5,889.950 x 10-10 m or 5.890 x 10-7 mSecond line:wavelength in m 5,885.924 x 10-10) mwavelength in m 5,885.924 x 10-10 m or 5.886 x 10-7 m Answer Sodiums D lines have wavelengths of 5.890 x 10-7 m and 5.886 x 10-7 m respectively.

The Disability Of A Disabled Person Feeling Alone Essay

A disability can be physical or mental and affects many people in the general population. Some of these disabilities include depression, schizophrenia, post-traumatic stress disorder, down syndrome, intellectual and more. You can find unequal treatment of people with disabilities in schools, society and work setting, leading to isolation, low self-esteem, and low self-worth of these individuals. Most often they are excluded from social events since society believe they do not fit into the social norms. Many struggles to find their identity within an organization and when possible will hide their disability from others to protect themselves from criticism or to keep their jobs. In schools, they are excluded from groups and are teased are mocked for being different. Though there are policies in place to protect and accommodate disable individuals from harm and discrimination they still be faced with disability discrimination. There are many stereotypes about people with disability such as, they are incapable, hopeless and more. These kinds of stereotypes can leave a disabled person feeling alone. They would isolate themselves from social settings to spare the constant criticism and judgmental stares. Many try not to make society bring them down and opt to face the world, but when they do they are often ignored. For example, if a blind person or vision impaired individual is commuting by train or bus many people will not ask if they need help but instead avoid he or she andShow MoreRelatedTeaching Health Care Students About Disability Within A Cultural Competency Context1166 Words   |  5 PagesPeople with disabilities are often treated differently, even in health care settings, than people without disabilities. These differences come in several forms, including communication, coverage, and quality of care. It is important to instill positive, equal ways to interact with disabled patients early in health care students. Educators in various health care disciplines are advocating for a curricula to better serve disabled patients because currently there are major disconnects between theRead MoreDisability and the Media1042 Words   |  5 PagesPortraying The Disabled In the media today, people with disabilities are perceived as tragic heroes or as medical miracles. They are rarely seen for their intelligence or for their accomplishments excluding their overcoming disability hardships. The textbook, Everything’s an Argument, contains an excerpt from Charles A. Riley II s book â€Å"Disability and the Media: Prescriptions for Change.† Riley, a journalism professor at New York’s Baruch College, uses appeal to ethos, logos, and pathos to persuadeRead MoreDisabilities : People With Disabilities Essay1442 Words   |  6 Pages People with Disabilities In 2012, the U.S. Census Bureau released a report that approximately 1 in every 5 Americans has a disability, which translated into almost 56.7 million people (U.S. Census Bureau, 2012). Moreover, more than half of that population was severely disabled. However, many disabled people are stigmatized and excluded from everyday activities, do not receive the required disability-related services, and are not accorded equal access to employment opportunitiesRead MoreIntroduction This paper will look at the formation of a group to facilitate fundraising activities.1600 Words   |  7 PagesThis particular group will consist of an equal amount of enabled and disabled persons. A disability can be a biomedical concept (impairment), but also a social concept which leads to exclusion regardless of type of impairment (Owens, 2009). In group forming the social construction of a disability might impact groups more than the actual biomedical disability. Research has shown that people tend to react with sympathy towards disabled people (Sorder, 1990), but that this causes embarrassment and is oftenRead MoreHow Society Views Disabled People1460 Words   |  6 Pages How Society Views Disabled People Dahlia Kizirian 10 November 2015 Sociology 1 1. Many people tend to deny that they treat disabled people differently. But in reality they treat disabled people differently knowingly or unknowingly. Historically, the American with Disabilities Act was ratified in 1990, but even with this Act put into place, discrimination and modern prejudice still took place (Castaà ±eto and Willemsen, 2006). The disabled are often stereotypicallyRead MoreStereotypes in Raymond Carvers Cathedral Essay1335 Words   |  6 Pagesportrayals of disabled persons. He treats Robert in a negative manner at first relying on those prejudices, but as he comes to know Robert, he re-develops his stereotypes and interacts with Robert in a more positive way. Dr. Munyi of Kenyatta University states in â€Å"Past and Present Perceptions Towards Disability: A Historical Perspective† that fear, ignorance, and superstition are among many social factors that have led to the development of stereotypes and prejudices towards disabled people. ThroughoutRead MoreDD305 TMA011371 Words   |  6 Pagespersonal’ is something that is familiar to us all. Each individual as personal that is based on the experiences, opportunities and life trajectories that are perceived to shape them into whom they are – seemingly entirely belonging to the individual alone (course team, 2009, resources). Yet its definition in sociological terms is not so straight forward. The ‘personal’ in this context is different as â€Å"although it is individuals who have personal lives, ‘the personal’ is neither reducible to the individualRead MoreAnalysis Of World War II752 Words   |  4 Pagesphysiological toll on the soldiers, f amilies, and even the people throughout the world. Many families had to live with disabled veterans due to many factors, a major one being depression and not being able to leave the house out of fear of another devastating event. Many families were robbed of someone very important to their life, while others were left feeling robbed because the person they once knew was not the same anymore. Many were depressed, sad, and scared. I thank every single soldier who foughtRead MoreCharacter Analysis Of The Cube Directed By Vincenzo Natali1742 Words   |  7 Pagesrevolving around people trying to escape a cube made up of different rooms with traps. Out of the seven characters in the movie, there is only one who is disabled. Kazan, who has autism, is only a supporting character within the movie. The main character is able-bodied which is typical in the media, with main characters rarely having disabilities (Thomson, 1997). Kazan is not introduced until twenty-five minutes into the movie, and once he is introduced not everyone is welcoming and willing to acceptRead MoreLiving With Chronic Illnesses And Disabilities1229 Words   |  5 PagesMost people without disabilities or chronic illnesses wake up each morning to a day with practically unlimited potential. Although energy is a finite resource for everyone, most healthy people do not have to worry about the possibility of running out. Unless they come down with an illness or they overtax themselves—which, for a healthy person, generally requires either very difficult or very stressful activities, or both—they can fill their day. If they do exhaust themselves before the day is over

Essay on The Changing Roles of Women - 1518 Words

The Changing Roles of Women Life in the American colonies between 1600 and 1780, the seventeenth and eighteenth centuries was profoundly influenced by the nearness of the people and the soil. During the colonial period, even the largest cities were never vary far removed from the backcountry farms that supported them with agricultural and household industry products. Townspeople were in close daily contact with farmers for their survival. Farmers relied on the nearest town to market their goods, and city dwellers or merchants relied on goods produced from the farm to maintain their businesses. (Wright 2) The interdependency of these cultures and family units ensured physical survival for all involved. Only the family unit†¦show more content†¦Maternity and childrearing, the natural biological role of women, was traditionally regarded as their major social role. (Booth 157) For the majority of women during this period their time and efforts centered on the home. Men were the heads of the household and women acted in a supporting role to the family unit. If a woman did not have a husband, she was probably assisting a parent, relation, or master, but this was rare. Women fed the family, made clothing and household goods, cleaned house and clothing, cared for and raised the children, and served as nurse and midwife to other family units and members. Few household items were purchased, and most items were manufactured in the home. Pots and pans, cutlery, salt, and tea would come from shops (most likely these were imported goods), but candles; soap, clothing, and food were domestic products that took countless hours of work to produce. Life and its daily routine were la bor-intensive for most women in the beginning of this century. Diaries of women in this century show hours devoted to ironing, cooking, baking, sewing and knitting. (Booth 201) Women would preserve fruit and vegetables; and then they butcher and prepare poultry, beef, and pork. These were part of womens chores whether they lived in urban or rural areas. In urban areas, labor and materials were more readily available, for those whoShow MoreRelatedEvidence Of The Changing Roles Of Women In Women And Women984 Words   |  4 Pagesevidence of the changing roles of female involvement within terrorist organisations along with increasing numbers of female Islamic terrorists (Bakkers de Leede, 2015; Lavina, 2015). Terrorist organisations traditionally maintained gendered specific roles and women predominantly provided a support type role (Bakker de Leede, 2015). This was in the form of bearing children or recruiters (Bloom, 2011). This has been evolving with instances of women actively engaging in violent Islamic terrorismRead MoreThe Changing Role of Women in 1920s811 Words   |  4 Pagesnew woman. Significant changes for women took place in politics, at home, in workplace, and in education. POLITICAL CHANGE: Many women believed that it was their right and duty to take a serious part in politics. When passed in 1920, the Nineteenth Amendment gave women the right to vote but surprisingly, some women didnt want the vote. A widespread attitude was that womens roles and mens roles did not overlap, this idea of separate spheres held that women should concern themselves with homeRead MoreThe Changing Role of Women in Society3189 Words   |  13 PagesChanging Role of Women in Society How was the status of woman and their rights represented in western society in the 1600 to early 20th century? For centuries, woman and their rights have been oppressed by the dominance of man. There has been continued struggle for the recognition of woman’s cultural roles and achievements, and for their social and political rights. It was very much a patriarchal society for woman, which hindered or prevented woman from realizing their productive and creative possibilitiesRead MoreChanging Economic Role of Women3143 Words   |  13 Pagesmyself what I want for other women, absolute equality. After that is secured, then men and women can take turns at being angels. - Agnes Macphail The 20th century has been a period of rapid and far-reaching change for many women but life for women in some parts of the world still remains harsh. Even where females have experienced great advances like those in Canada, there are still some similarities between their economic role today and the role of women in the 1900s. During the 19thRead MoreThe Changing Roles of Women of Sweden3338 Words   |  14 Pageschanges in the roles of the Swedish woman. There is no doubt that this is the case. The degree to which and the speed with which changes have occurred, however, are somewhat more difficult to evaluate. At the same time, if womens roles change, mens roles should change too, especially if womens new roles begin to invade areas previously held by the men. We can, therefore conclude that changes in one role bring about changes in other roles. Not only are changes in women and mens roles of importanceRead MoreThe Changing Role of Women in Society483 Words   |  2 PagesThe Changing Role of Women in Society A womens role has changed tremendously and is making its greatest impact in our society today. Many years ago, womens contribution to society was limited and controlled by men. Women are standing tall and are playing a major role in many important areas. Womens role has changed at an accelerating rate and have part in areas such as Politics, Professional Training Jobs, Medicine,Business and Law. Formerly they were not part of any political matter, butRead MoreThe Changing Role Of Women Essay examples578 Words   |  3 PagesThe Changing Role Of Women The role of women has changed in the last 100 years. However women have yet to achieve full equality with men. The role of women has changed in several ways. In the last century, only men went out to work. Women were expected to stay at home and take care of the household and the domestic side of things. This included the cooking, cleaning, laundry, ironing etc. However, the improvement in technology has meant that the household Read MoreChanging Role of Women in Indian Politics1554 Words   |  7 Pagesâ€Å"Women Empowerment† is a government slogan. There is a ministry for Women and Child development. There are laws against female foeticide, domestic violence and sexual harassment in the workplace. Determined women are carving their own niche in every field including those which were entirely male dominated till 1947. Despite all this they remain second class citizens in almost every sense in rural areas across India. Crime against women continues to increase, female foeticide is very common amongRead MoreChanging Roles Of Women During The 1920s1590 Words   |  7 Pagesthis time period was in the roles of women. During this time period, women started dressing different, leaving the house, getting jobs, and gaining rights. On top of all of that, they had a bigger role in education, they began taking parts in politics, and divorce became more of a common thing. This may not seem like a big deal t o people today, but this was very important at the time. Prior, women had next to no rights. They lived to wait on and please their husbands. Women rarely even left the houseRead MoreThe changing roles of women since 18653016 Words   |  13 Pagesï » ¿ The changing roles of women since 1865 American History Since 1865 HIS204 January 20, 2014 The changing roles of women since 1865 During colonial America women’s roles were that of maintaining the household, birthing and minding the children, and a supportive role to the man of the house. This role changed little over time until 1848 when the women’s rights movement started at the Seneca Falls Convention. It was at the convention when Elizabeth Cady Stanton gave a Declaration

Alaska-Does Its Oil Save our Nation Free Essays

A territory is a large extent of land that belongs, or is under the jurisdiction of a certain government. It can also refer to a piece of land that is at a distance from the parent country or from the government itself (www.brainyquote. We will write a custom essay sample on Alaska-Does Its Oil Save our Nation or any similar topic only for you Order Now com, 2008). The certain places called territory are important to the groups of people that inhabit them due to several reasons. It is because territory means power and its role in securing nationhood, security and prosperity is a key for their survival (City, 2008). The concept of territory can be linked to ethnic races, nation, and states. Ethnic territories are only available to a certain race of people also known as tribes, and its primary importance to them is for the preservation of their culture and the value of the land that they inherited from their ancestors. Territories in terms of nation are those that are available for different races of different countries, and its primary importance is for security and in terms of the natural sources that are located within their territory. Â  Lastly, territories between states refers to those area within the same country but having different jurisdiction, and its primary importance is for the specific types of rules and regulations being bound their culture, that are being implemented for these certain localities. The competing use of territories can result to different challenges and conflicts. There have been many records of these territorial conflicts and some specific examples will be presented in this paper. An example of conflict between territories is the conflict between Russians and British. The conflict resulted when Russia proclaimed their ownership of a certain part of the Artic. This caused turmoil because it was Britain to first lodge a territorial claim over Artic in 1908. This conflict also involved other nations who are preventing other countries for the occupancy of the Artic. The major cause of this conflict is the huge oil and other mineral sources that are believed to be lying beneath the Artic (Stewart, 2007). Another conflict over territory is the oil drilling issue between America and Alaska. President George W. Bush is promoting the tapping of the Northeast Alaskan Oil in order to support America’s increasing demand for energy supply. However, a state territorial conflict between America and some inhabitants of Alaska arises arises. This is mainly due to the issue that the oil that can be obtained from Alaskan deposits will not be sufficient enough to pay for the potential environmental damage that can result from oil spills and oil drilling activities (www.govspot.com, 2008). Lastly, another example of conflict for territory is that of the Chaco War. This war was the result of territorial conflict between Bolivia and Paraguay due to the expansion activities of both parties for them to gain better hold of the Paraguay River, also known as Chaco Boreal. The route of Paraguay River is thought by the Bolivians to contain large oil deposits and it may be their primary reason for desiring to get a hold of its territory. The net result of this territorial conflict was a cease fire in 1935 and three parts of the region was given to Paraguay as declared by a truce that was signed to end the conflict between Bolivia and Paraguay (Lindsay, n.d). From the cases of territorial conflicts and challenges presented in this paper, it can be concluded that territorial grabbing is rampant all around the world, and is due mainly to arising interests in resources and land ownership. Works Cited City, Jersey. (2008). The Importance of Territory. Retrieved April 12, 2008 from http://nandakumarchandran.sulekha.com/blog/post/2008/03/the-importance-of-territory.htm Lindsay, Ryan. (n.d.). The Chaco War. Retrieved April 14, 2008 from http://www.american.edu/ted/ice/chaco.htm Stewart, Graham. (2007). A Bitterly Cold War Over a Frozen Territory. Retrieved April 14, 2008 fromhttp://www.timesonline.co.uk/tol/comment/columnists/graham_stewart/article2195749.ece www.brainyquote.com. (2008). Territory. Retrieved April 12, 2008 from http://www.brainyquote.com/words/te/territory229138.html www.govspot.com. (2008). Alaska Oil Drilling. Retrieved April 14, 2008 from http://www.govspot.com/issues/anwr.htm How to cite Alaska-Does Its Oil Save our Nation, Papers

My Favorite Food free essay sample

After gaining an unappealing 3 or more pounds over the years, one would think that I would quickly learn to put down the tacos. However, when the opportunity rises for that scrumptious, slow simmered seasoned beef, crisp green lettuce, rose ripe red tomatoes, yellow aged cheddar and hard crunchy shells come across my path, I just can’t resist. I should have to say no-more, than â€Å"I LOVE TACOS†! Just typing these words reminds me of last Friday night, while preparing my tempting tacos; I recalled my first taco experience which was very bland and tasteless. To me an authentic taco should have a full blown blast of Mexican seasonings dancing around in your mouth. Mine are infused with a bold medley of 100% ground beef with ethnic seasonings, fresh cilantro, along with plenty of extremely tasteful toppings, and let us not forget the fresh flour tortilla fried shell, and a dollop of sour cream. We will write a custom essay sample on My Favorite Food or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, several people simply prefer bland beef with cheese whiz, and a few shreds of lettuce. Later on that evening, we finally got to munch on those completely â€Å"NON† fat-free tacos, and we were in complete Heaven. The way we looked and the mess we made while eating them would probably shock most. However, we really indulge in the thought of â€Å"enjoying our food†, and sometimes you just have to dig in, and get dirty. Word List: Adjectives: unappealing, scrumptious, tempting, infused, bold, ethnic, fat-free, indulge Adverbs: quickly, extremely, completely Pronouns: several, (indefinite pronoun) I found that it was an exciting and fun way to enhance my paragraph by introducing plenty of adjectives, a few adverbs and just one little pronoun. However, even though I thought that I had already used plenty of adjectives to describe my favorite food, I realized that in order to write an appealing paragraph I needed to utilize more powerful and descriptive words to really let the reader experience what he or she was reading. I do have to say that adjectives are my favorite part of speech and they are essential if you want to become a good writer.

From autobiography to allegory free essay sample

Then I’m in Nova Scotia, in Grandmere and Grandpere’s kitchen, and Grandpere is sitting in   his rocking chair by the fire, telling me a story about when he was a teacher, about his   students, about when the twins were born, asking me about my school, my life,   remembering my name, remembering my last visit and eating chocolate-coated digestive cookies because that is what we always did. William Pinar (2011): â€Å"It is important to note that my conception of ‘reconstruction’ contrasts with its usages in historiography, that is, aiming to reconstruct the past ‘as it was’†¦ (50). Alyssa: What?!?! But, reconstructing the past is reconstructing the past! I want to reconstruct the   past! I want to be in Grammy’s living room, or talking to Grandpere when he remembered my name! You said I could reconstruct the past, you told me I could, and now you are telling me that I can’t†¦ Almost word for word, this was my experience reading Chapter 2, â€Å"From Autobiography to Allegory†, in William Pinar’s What is Curriculum Theory? After reading the first part of the chapter, outlining the concept of autobiography and its significance to curriculum theory and to the self, I found myself daydreaming about the past. In no time, I was in my recently deceased Grandmother’s presence again, or imagining the lucid state of my Grandfather, now suffering from dementia and residing in a nursing home. I was happy in these memories. Then William Pinar continued talking and ruined my state of happiness. So, I complained. I told him how angry I was at him, how happy I had been that I found validation for living within these past memories and how he ruined it for me. It was at this moment that I recognized that somehow without even realizing it, I had entered into a complicated conversation with William Pinar. Pinar (2011) describes a complicated conversation as a †¦conversation in which interlocutors are speaking not only among themselves but to those not present, not only to historical figures and unnamed peoples and places they may be studying, but to politicians and parents dead and alive, not to mention to the selves they have been, are in the process of becoming, and someday may become (43). My conversation included myself, past and present, William Pinar, my deceased Grandmother, and the past version of my Grandfather. Furthermore, the simple act of writing this paper brings you, the readers into the conversation as well. According to these terms, I would classify it as a ‘complicated conversation. ’ The more I delved into this thought, the more I realized how often I find myself entering into this kind of dialogue. Whether I am sitting on the bus, playing out a conversation with the person next to me based on the book they are reading, or sitting in the classroom discussing the response to a question based on the views of many a theorist, former teacher, or famous celebrity, or planning and imagining lessons plans for my future students based on something I am experiencing in the present day, or something I have experienced in the past, these are the voices, both real and imagined, continuously flowing through my thoughts. For the most part, these would be deemed daydreams, unwanted and unwelcomed imaginings in a classroom, or any setting where productive work is expected. But, according to Pinar, they are, instead, complicated conversations of curriculum. In following with the method of currere, the running of the course, they are a necessary part of understanding the curriculum through the understanding oneself (Pinar, 2011, pp. 44). By allowing these sorts of complicated conversations in the classroom, by allowing the students to discuss, to converse, to question,  the things they are learning, the texts they are reading, by allowing the students to actively engage in the curriculum presented to them, to bring their own narratives into the classroom, rather than merely sitting and listening; the responsibility of learning falls upon not only the teacher, but also the students. Furthermore, Pinar (2011) notes that a complicated conversations also serves as a â€Å"conversation with oneself [as a ‘private person’] and with others threaded through academic knowledge, an ongoing project of self-understanding in which one becomes mobilized for engagement in the world† (47). Although anchored in academic thought, these conversations are not meant to remain solely in the academic realm. They are meant to delve into personal narratives and emotional stories; they are meant to delve into autobiography. Thus, by allowing complicated conversations in the classrooms, we are not only giving students an opportunity to take responsibility of their own learning, but to connect to their learning and to the curriculum through their own autobiographical narratives. Yet, complete understanding requires more than autobiography; it requires allegory. Pinar (2011) cites allegory as more than the mere exchange of information and stories, but the ability to reflect on the information and finding meaning in the present from the stories of the past (50). In terms of allegory’s connection to autobiography, Pinar (2011) furthers the conversation by adding that â€Å"[h]istorical facts are primary, but it is facts’ capacity to invoke our imagination that marks them as allegorical, Their meaning is not confined to the past where they occurred; they spill into our existence of the present†¦history becomes accessible through allegory† (54). Thus, historical facts and autobiographical narratives, although interesting, carry little significance without the use of allegory. Historians are continuously pleading with the world to heed to lessons of history, but these requests often go unanswered until the moment when something occurs in the present day which recalls the experiences of the past. At this point, history is explored in relation to the present reality, invoking allegory as it brings meaning to the present. Through the concept of complicated conversation, autobiography and allegory exist as a circular movement as the process repeats itself with each new piece of information. Through this dialogue with theory, ourselves, and others, we explore autobiographical narratives, which connect to our present selves through allegory, which in turn enlighten our experience of the present, rounding up our complicated conversation. In terms of my own complicated conversation, the concept of entering into curriculum theory through the concept of autobiography remains easy. As a history student, researching historical narratives are my forte. This interest in the past led me into a search of my family history. Consequently, I have visited places, and read notices, and held objects owned by my ancestors. Thus, reading Pinar’s (2011) suggestion that â€Å"we find the future not in the present, but in the past† (49) was an exciting moment during my dialogue with the text. At this point, I began thinking about my grandparents, about my childhood, and all those happy moments from my past, thinking that these moments, exactly as they were would lead me to the future. For a split second, Pinar had convinced me I held the key to my future because I knew my past. But, as previously discussed, this illusion was shattered instantaneously. The concept of allegory was a bit more complicated. As previously mentioned, through allegory, the stories reactivated from the past lead to significance, to a greater understanding and answer the question: â€Å"what might this knowledge signify for us as actually existing individuals in this time, in this place? † (Pinar, 2011, pp. 50-51). Thinking through autobiographical narratives, from my point of view, is easy. Thinking allegorically, is not. Yet, in terms of the contents of the chapter, the introduction of the Weimer Republic, a story from the past, as an allegory to better understand the present reality, I was reasonably able to understand the relationship and the significance. I could understand and reactivate the historical events of Weimer Germany, and place them in juxtaposition with today’s world, adequately using this allegory to further inform my understanding of the present and shape my view of the future. But, I did not feel like I could end my conversation there. The text led me to my dead Grandmother, my lucid Grandpere, I could not simply leave them in the middle of a conversation. This chapter meant more to me than a simple explanation of theories in order to set up for the remainder of the book. As Pinar (2011) himself notes, â€Å"[t]he curricular question is a call to individuality†¦[as]†¦academic knowledge is also a question of self-knowledge† (57). In other words, I was not content leaving the conversation solely as a discussion of the past Weimer and its meaning for today. It affected me at a personal level, as I weaved parts of my own autobiographical narrative into the words and theories on paper. I did more than just read the words on the paper; I entered into a complicated conversation and was committed to following through this process to the end, from autobiography to allegory. But, as I mentioned, I had a hard time working through the concept of allegory. How could I turn my memories of my Grandmother, or my Grandpere, into something meaningful for my present, to lead me into my future? Something meaningful to inform my experience with currere, with the running the course? How do these experiences affect me as a student, as a teacher, or as an individual? How can they be something more than sometimes pleasant, sometimes not so pleasant, memories? Just as I begin to panic, realizing that this conversation is drawing to a close as the remaining pages of the chapter become fewer and fewer, Pinar (2011) opens up and speaks directly to me again: â€Å"†¦educators are engaged in an ongoing conversation. As in any conversation, one discerns misunderstanding, can supplement incomplete comprehension, and support questioning† (55). A sigh of relief emerges as I am comforted with the fact that this conversation is ongoing and does not end with the last sentence in the chapter. I am further comforted knowing that I do not have to immediately come to a complete understanding, can continue to question, and even leave a little room to make mistakes and revisit the original discussion. This entire experience reinforces for me, the notion that curriculum is not just the textbooks we read and the tests we take, but everything we experience, both in and outside the classroom. I am convinced that these memories are part of my curriculum, my autobiography, and that I will take them with me on my running of the course, and one day, maybe, I will find an allegory and move them beyond the past and into the present.