ENGLISH LANGUAGE PROGRAM YACHAY TECH UNIVERSITY LEVER 6-001 TEACHER: MATTHEW MACKEY JANUARY 9TH, 2017
IMBABURA, ECUADOR
PORTFOLIO LETTER RESPONSE ESSAY LITERARY ANALYSIS INTERPRETATION ESSAY FINAL RESEARCH PROJECT ESSAY ADDITIONAL MATERIALS THANK YOU LETTER
Ariana Rivera Yachay Tech University Imbabura, Ecuador
January 9th, 2017
Dear Portfolio Reader, This semester in level 6 has gone too fast and my way of thinking is a little bit more different than it was a year ago. When I lived in Loja, my hometown, I was sure I knew English well because I could communicate with some of my previous American professors comfortably, however, when I came to Yachay Tech I realized that in the English language there’s always more to learn. Even if there were many assignments to upload in such a little time, even if two hours seemed eternity at eight am when I was tired due to a lack of sleep, or even if my ideas stopped flowing in the middle of an English essay and I got frustrated, I’m really glad I was part of this English program because it was worth all the time spent because of all the acquired knowledge, the awesome professors and my caring classmates. Indeed, I learned how to think more critically. It is important to analyse everything deeper so that understanding becomes easier. For example, in the Literary Analysis of the short story “Why Don’t You Dance?” by Raymond Carver, in my opinion, I could successfully examine each part of the story to deduce a possible explanation of a fact in the story. The description of the place, the words they exchange, the possible feelings and expressions I imagine they are having and every detail of this work of literature helped me to understand this story and generate possible reasons behind the behaviour of the girl.
Also, when I was required to interpret an artwork, I learned several things such as analysing multiple elements of the piece in order to reach a message that explains our interpretation of the piece, and do it in group! I was the one who proposed Rob Gonsalves because he is one of my favourite magical artists, and my group was impressed with lots of his pieces. “Acrobatic Engineering” brought to our minds many ideas, all of them different from each other. My group worked really well, as well as the job of the acrobats in the painting, and our essay was an achievement. I developed my critical reasoning and my ability to synthesize my ideas about the work “Unmasking the Motives of the Good Samaritan” by Claire Andre and Manuel Velasquez. For that, I used their ideas of selfishness and altruism to explain that selfishness is necessary for our wellbeing and that it is not necessarily a bad behavior. The final research project was the one I enjoyed the most because of the topic I chose: ethics. Even though ethics are a very discussed and somehow hard topic which creates controversies, it made me think and realize that kids, just as adults, are also involved in ethical issues, and that we can take advantage of that to make the good to them and society. I used my critical reasoning to support an idea that I consider would be really important to apply: Ethics as a subject in schools. With essays like these, I imagine convincing other people with my ideas. When I control them, and I try to explain them I think I have power. I have had at the beginning of this semester some goals which have progressed with my hard work, nights of sleeplessness and perseverance: my organization in writing papers, my security at the moment of speaking, and my vocabulary and more world’s ideas hidden in words in English. I think I improved my organization a lot because now I respect a lot the structure of the essays and I try not to forget any detail so everything is connected and has complete sense: almost perfect. That makes me feel
comfortable with my writing. Also, I’m a really insecure person when I’m in front of a bunch of people, but I think I achieved good results during this semester. Even though now I feel more secure speaking in front of people in English than doing it in Spanish, I still feel nervous, but it is a progress. Something new I learned was to really be a perfectionist when I correct grammar. It is surprising to me because I found it kind of hard at the beginning, but now I control it and I’m glad I had advanced this way. All of this progress wouldn’t have been possible if it wasn’t because of those professors who encouraged us every time we didn’t get good grades, explained to us accurately our mistakes, and solved all of our doubts effectively, and especially, to my professor Matthew Mackey who knew well how to make us improve in every correction. I was motived to start this bilingual journey because I know I need English to understand, write and discuss in that language with the scientific community about important topics. I think I will never stop using English, so, I will continue reading books of my career in English and try to summarize them and study from them in that language. This was just the beginning of a world full of English conversations.
Sincerely,
Ariana Rivera.
Selfish and Altruistic Acts Are Part of the Same Coin Ariana Rivera Yachay Tech University September 30th, 2016
Selfish and altruistic acts are part of the same coin Humans, complex alive beings, act in lots of incomprehensible ways, and the reason behind each decision and thought is still hard to explain. People might say, as ethics have imposed, they act in order to help others out, but many psychologists based in the Hobbesian view argue that our actions are guided mostly by a selfish interest. The conflict between selfishness and altruism, which Andre and Manuel discuss, is vital to our understanding that selfishness is necessary for our wellbeing, and our behaviors often depend on our individually perceived purposes in life. Manuel and Andre have approached a topic really interesting and, in some way, controversial. They showed points of view that agree with the idea that helping is encouraged by selfish purposes: people help others to help themselves stop bad feelings received from watching others suffer, the Hobbesian point of view said we are selfish human beings by nature, and depending on which feeling people experiment, they act. Great arguments that might just be a perspective of the final and important result: help. Purposes are made of human thoughts which are greater than any act. What moves humans to do whatever they do? This last generation is being taught to be more and more aware of a world that is facing decadency, hunger, tyranny, poorness, destruction of lands, massive exploitation of resources, injustice, wars, terrorism, corruption, pollution, sicknesses, and more. Lots and lots of humans are suffering right now, and lots of people are looking for a solution to solve this situation. Therefore, these days, it is common to think humanely and try to follow paths beyond any self-interest. Acts of helping based on purposes that involve others may fulfill human’s existence. Just as Andre and Velasquez says, “an important traditional element in ethical decision-making is an
impartial consideration of the interests of others” (1989). Then, to help others means to consider others’ interests too. That leads people to help others, and that act comforts many people’s lives including themselves. However, people’s purposes in life may be different among each other: some of them are made to help grow this world and others to grow their own world. In the way, directly or indirectly, everybody has helped others, and that is what matters at the end of the day. People indeed help because they look after others. Big examples of people who use that motive to help others are people from non-governmental organizations (NGOs), missionaries and volunteers, people who travel to other places to offer their help in hard situations, such as extreme poorness, and critic moments such as natural disasters. In the experiment of Dr. C. Daniel Bateson of the University of Kansas, people who only help to release their own distress would do it only if it easy to accomplish it, otherwise, if the situation is not pleasant, they would escape (Andre and Velasquez, 1989). However, the main goal of missionaries, volunteers and people from NGOs is to help others out in very poor conditions. Now, why would they do that if they were only self-interested? On the other hand, selfishness might not necessarily be a bad attitude in terms of helping others. In the seventeenth century, a philosopher named Thomas Hobbes thought self-interest was the main reason to explain our actions, and who tried to explain ethics with self-interest (Andre and Velasquez, 1989). In fact, ethics may believe selfishness is actually bad because it is assumed that human beings should act taking into account others besides them. Moreover, human beings have accepted that because it seems that to be selfish means to act only for ourselves. However, if the result in terms of helping is the same, then selfishness could not be a bad motive for our acts. Also, Bateson and colleagues stated in their studies that the subjects act according to specific emotions such as empathy and personal distress (Andre and Velasquez, 1989). Are those emotions the same when the ones who need help are our loving relatives? Imagine this situation:
You are a 17-year-old teen whose life begins to hinder because your crush does not notice you. You have lots of responsibilities at school and home, and your parents are divorcing. You just arrived home really tired and want to rest. Your mom comes in five minutes as a note on the fridge says. You go to your bed to sleep a little bit and disconnect from the world. After some minutes, the horn of a scholar bus wakes you up. Your little sibling is here from school, but you start hearing an intense sob from that little kid. Would you help him or wait until your mom, who is almost there, comes? You might answer “of course, I would help him”, but, why? Is it a selfish act you wouldn’t do for somebody who is not your relative? Is helping your loved ones considered a selfish act? Or is it an altruistic act because you cared for someone else that is not you? Would it be more selfish not to help him? Were you empathic? Or did you try to release personal distress? In this example, selfishness might be seen a protective human behavior if it is about protecting and looking after relatives. Maybe, no matter what situation people might be facing, if it is somebody else they love, help might be more than guaranteed. The conditions on this planet have allowed altruistic reasons to help others to thrive. There is a long way before it is known exactly what goes on in people’s minds and what motives them to help others. However, one thing is sure: acting selfishly or ethically shouldn’t be a matter of discussion if the help is the same, and that erases the wrong definition of selfishness seen as a bad attitude to avoid.
References Andre C. & Velasquez M. (1989). Unmasking the Motives of the Good Samaritan. Ethics. Santa Clara University. Retrieved from: https://www.scu.edu/ethics/ethics-resources/ethicaldecision-making/unmasking-the-motives-of-the-good-samaritan/
Ariana Rivera Matthew Mackey L6-001 Literary Analysis October, 13th No one needs to know In the short story by Raymond Carver “Why Don’t You Done?”, a couple stops in front of a yard sale because they were interested in a bed. They finish that part of the day buying it, drinking whiskey and dancing with the salesman. That is something a little unusual to happen, and the girl was curious about that “She kept talking. She told everyone. There was more to it, and she was trying to get it talked out. After time, she quit trying” (Carver, 1981). Possibly, the girl wanted to know the reasons behind that sale and the attitude of the salesman, and tried to know that talking and discussing with others; however, she quit trying after a while when she acknowledged she wouldn’t know will certainty. The whole story presents many holes that make me question what really happened, and maybe the girl was also asking herself that. The bed is for two because the author mentions the sides of the bed as if a woman, spouse, or lover was sleeping in one side of the bed. However, she is not in the yard sale with the salesman. Why wasn’t she that day? What happened to her? He wanted to sell everything at any cost. The girl offers always 10 dollars less for his furniture and he always agrees. Why does the man seem not to care about his belongings anymore? The record player, the records, the bed, the table and all of those objects that probably were part of great moments, why does he want to get rid of all of it? Why the man connects to the couple in that way? They get drunk and dance together. Was he feeling lonely? It can be understood why the girl was curious about that day.
That day was really unusual for that couple which made the girl curious. They vaguely met a man who was selling part of his life. He seems to hope to watch his belongings, and maybe with them memories, disappear from his side. And, I ask myself why she didn’t try to ask directly to him. She indeed asked, but she asked indirectly, maybe with clear answer in the middle of the dance: “the girl closed and then opened her eyes. She pushed her face into the man’s shoulder. She pulled the man closer. “You must be desperate or something”, she said” (Carver, 1981). There is obvious curiosity showing after that scene. She left the yard sale with some of his belongings and an unexplainable feeling. The feeling that a reader like me could have. A feeling of emptiness; not that I am empty, but that something is missing. And that could be why the girl started to talk about that moment; she wanted to explain that. But, there is something that she might not know, or she realized late, and for that reason, she quit trying, and it is that not always some actions, moments, stories of other lovers must be understood by others. The girl had many questions in her head, and that is why she talked and kept that day in her mind. The behavior if that man, the moments they lived, and the reasons why he wanted to sell everything are not well explained, but the girl finally acknowledged that the truth behind all of that will never be known and she quit trying.
References Carver, R. (1981). Why Don’t You Dance? What We Talk About When We Talk About Love. United States: Knopf.
Beyond Realism Kevin Chamorro, Sandra Cachiguango, JosĂŠ Tacuri, Ariana Rivera Yachay Tech University November 18th, 2016
Beyond realism The painting Acrobatic Engineering by Rob Gonsalves is a combination of shapes, colours and sensations that are distributed in correct proportions and cause different interpretations depending on the point of view of the spectator. The painting is rich in details. In a global way, we can appreciate a landscape formed by lots of natural elements, such as a crescent moon, blue sky, trees, rocks, and a river. We can also recognize artificial elements, like a bridge, a circus, a train and bleachers. Moreover, from left to right, we can notice the transition of a bridge over the river finally composed by acrobats acting on a green carpet. If we focus deeply in the design of the bridge, we can start to notice human forms in its long columns, and as it gets closer, the acrobats’ shapes are more noticeable. This allows us to distinguish characteristics such as yellow, red and blue clothes and their gender. There are little, undetailed spectators watching the acrobatic show. However, if we look deeper into Gonsalves’ work, we begin to find more than just a description. The painter is a Canadian artist inspired by famous old surrealists such as Salvador Dalí, René Magritte and Joan Miró (Pinpple, 2014). He is known as a magical realist because he uses realistic elements from life without deforming it (Pinpple, 2014). Also, he attaches to his artworks symbolic illusions or optical illusions. Even though what you see is not probable to happen, the more you see, the more possibilities you are about to find. According to Gonsalves’ description of his artwork “Acrobatic Engineering”, he defines it as a similitude of balance and precision between the bridge’s stone columns and the acrobats of the Ringling Brothers and Barnum & Bailey Circus (Gonsalves, 2016). Maybe, Gonsalves saw one of the real final acts of those acrobats, and he related that to the architecture of a bridge. Therefore, he tries to represent the architectural form of a bridge accompanied by the acrobats. It may mean only a physical similitude, but we can go further in meaning. For us, this painting means that all of us are important to build big things such as the bridge; hence, if we work
together like the acrobats, it could be easier to reach a dream that might be hard to accomplish. The painting causes two main sensations: panic and confusion. The acrobats must have enough balance to be able to maintain the stability of the high columns without staggering, so if someone does something wrong, the columns probably collapse. Consciously, the person who watches the painting feels that panic because failing a goal because of others is sometimes frustrating. In the left side of the painting, there is a circus stage with people observing an act of acrobats, but as the painting moves away to the right, a change can be observed between the acrobats. On the right side, we can see the bridge stage. Acrobats act mimicking the form of a bridge, and then melting with the original structure can cause some confusion when people are looking at this painting, which is a big effect of the optical illusions that Gonsalves uses. Rob Gonsalves' painting titled "Acrobatic Engineering" could be seen as an unbreakable pillar to any big engineering structures (Gonsalves, 2016). While we are reading the title, the relationship between the engineering design and acrobatics perfectionism comes immediately to our minds. For this reason, it is not strange to relate it with balance and precision as Gonsalves talks in his description. Large structures like bridges need to be designed with great precision and balance, therefore, the construction is unbreakable. This idea establishes the relationship previously discussed between acrobats and engineering because they also need precision and balance so the act can succeed. In addition, this painting shows coordination and strength so that these (both the construction and the show of the acrobats) cannot collapse. Therefore, the coordination, strength, balance, and precision of the acrobats allow holding greater things while they are working together, and that happens in the bridge too.
In “Acrobatic Engineering” the stability from the acrobats is interpreted as good group work that takes place to accomplish a goal. At the moment of analysing the bridge, we note that it is solid, stable, and that each one of its parts is essential to its balance. However, what would happen if one of these components is missing? Will the bridge be capable of supporting the weight of the train, or external factors such as wind or water force? The union of each of the acrobats help building the bridge, and working as a team drive them to efficiently support the bridge. The acrobats rely on the work done by the partners around them. This allows the passage of the train above them, which is the goal that the acrobats try to achieve working in a disciplined way. That goal would be impossible to do without the acrobats’ organization, since the minimum problem would crumble the structure. All of us are important in a group work! Therefore, if we want to reach a goal, we must unite with people who have the same vision, let go of selfishness and be willing to cooperate, so that this goal transforms an illusion into a reality. The concept of “Acrobatic Engineering” by Gonsalves relates the precision and balance of the bridge structure with the acrobats’ coordination; however, we think that this relationship goes deeper because it includes sensations and the importance of group work, which allows accomplishing goals. In other words, analysing the painting, group work helps to create great things and reach any goals that we propose to ourselves, which can cause panic and confusion in the viewers.
References Gonsalves, R. (2016). Marcus Ashley Gallery: Acrobatic Engineering. Retrieved from http://marcusashley.com/artwork/acrobatic-engineering [14-11-16] Pinpple. (2014). An amazing selection of the paintings by Rob Gonsalves: Surrealism in the 21st century. Retrieved by pinpple.com/post/4170 [14-11-16]
Ethics for Everyone, Even for the Little Ones Ariana Rivera Yachay Tech University December 1st, 2016
Ethics for everyone, even for the little ones Abstract Children are really conscious about several ethical issues that appear in their life in form of a challenge. Doubts increase in their little minds, and schools are not giving them answers because they try to avoid controversies. Morality is part of human nature because it is activated by some mechanisms from the brain, and not allowing discussions in class about ethical issues simply does not allow children to develop their brain functions and become good citizens and everyday ethicists. Schools are forgetting the big power and influence good teachers have over children to guide them into paths of virtues and values that promote the good, and parents are afraid their children will not be guided as their convictions dictate. Under all of this big grey cloud of doubts, numerous topics can be discussed in a class of ethics such as values, principles, standards, how to control emotions, and how to be a good citizen. Not all children have parents to teach them those valuable lessons, so this could be a great opportunity for them. Also, the classroom environment may improve resulting in a big help to teachers who use to have problematic students. There are many advantages that comes by teaching ethics, and that is why ethics should be a subject in schools around the world. Key words: ethics, education, citizenship, neuromoral, children.
Introduction To lie to our relatives, or to let the truth hurt them; to inform to the salesman about a mistake in the change, or leave the store with more money; to speak our mind about an issue that is important to us and lose some friends, or to hush forever. These are some of the common ethical issues that children are not oblivious to. There will always be ethical issues in the next corner which may challenge people’s principles, values, and standards. Some situations will make people decide to act unethically, and as a result, it may damage others and themselves, or ethically, doing “the good” to others and themselves. Young people are also asking themselves what is right and wrong in schools, but teachers are avoiding answers. It is necessary to encourage more consciousness and less regretful decisions to ourselves and others in this world, and what’s better than to teach the youngest about ethics, so that they can recognize and stand up for their convictions? For this, ethics should be a subject in schools around the world because students need to understand matters of right and wrong in order to improve their global citizenship. Children can be everyday ethicists like many adults are. Everyday ethicists are people who care deeply about matters of right and wrong (Burroughs, 2016). That involves taking into account the consequences of human acts. Everyday ethicists are not unusual people because they can be found anywhere, for instance, in streets, homes and schools (Burroughs, 2016). Going to school, the children’s second home, may be more challenging than they think. Ethical issues will appear, pressure them, and make them doubt and ask themselves questions about how to proceed. However, this should not necessarily be that hard with good adult guidance that helps them to choose decisions the best way.
Some of those ethical issues appear in schools, and teachers are the ones who have to answer and show them the right path. The ethicist Michael D. Burroughs stated that it is necessary to educate children to respect many ethical beliefs and values, to be humble to their place and to be willing to recognize and stand up for their ethical convictions (2016). By doing this, they become everyday ethicists. However, “the pedagogy of most middle and high schools is to avoid, ignore and pretend the issues will go away” (Burroughs, 2016), which means that children will keep their doubts, and they will lose the opportunity to discuss and evaluate ethical beliefs. A better solution is to stop ignoring and start solving their doubts before they act focusing only on their feelings, or bad consequences appear. Also, what people do not know is that being moral (for example performing community service or other good deeds for the welfare of the society) might be more normal than what they think, and it is important to realize that so they can become good citizens knowing their nature as social human beings. Indeed, morality may be explained by a “neuromoral” network which activate mechanisms to reduce reactions of hurting others. It is known that the human brain, a very complex organ, is the core of its actions, which processes information from the organs of senses such as the eye, and translates them into specific actions. Morality seen as a sense may be explained as an evolved mechanism that maximize survival in social groups, and because of that, there should be a specific brain mechanism that explains why people choose right or wrong (Mendez, 2009). That is what lots of scientists, including the doctor Mario Mendez, thought to explain morality in a scientific way, and what they found was not discouraging. Data showed that the moral network has a big role in social behaviour controlling social responses. Data was collected with a functional magnetic resonance imaging, a neuroimaging procedure to measure brain activity, which showed that the moral network is located in the
brain’s right hemisphere, specifically in the ventromedial prefrontal cortex (VMPFC), the adjacent orbitofrontal, plus ventrolateral, cortex (OFC/VL), the amygdalae, and the dorsolateral prefrontal cortex (DLPFC) (Mendez, 2009). Each region has specific and important functions, but the focus is on the process and analysis made in the amygdalae of “normals” (people with no brain damage) and sociopaths (people who lack moral emotions, empathy, conscience, or remorse and guilt for their acts) (Mendez, 2009). It is verified that “the amygdalae mediate the response to threat and aversion, and social and moral learning” (Mendez, 2009). This matches with abnormalities in sociopaths’ amygdalae, whose function is reduced, and that may result in damages in VMPFC and OFC/VL regions (Mendez, 2009). Subsequently, damages in VMPFC reduce moral emotions and responses to ethical issues, and damages in OFC/VL stop managing socially aversive emotions (Mendez, 2009). This study shows how human bodies have evolved in such a way that it is prepared to confront moral and ethical issues, despite brain damages in sociopaths; then, ignoring ethical and moral issues in class is not a viable way to progress, but to use them for child brain training. For this matter, teachers have a hard and delicate labor on their hands. Teachers have a lot of influence over children, and the success of children to become good citizens will depend on the maturity and ethical capacities of their instructors. The way that teachers mark children’s lives shouldn’t be ignored because the student-teacher relationship shape the moral of the students day to day. According to the psychologist Rick Weissbourd, teachers can be role models because “adults transmit moral qualities and believes to children […] which emerge and continually evolve in the wide array of relationships and in the knowledge of what is harmful, true or right” (2003), and the best way they can do it is by identifying sources of problems or ethical matters that arise in their lives, listening to them, paying a lot of attention to
their perspectives, communicating high moral expectations, offering constant opportunities for accomplishment that reduce students’ shame and distrust and guiding them by the reason into values and virtues that promote the good. Certainly, there is a big influence because children usually learn from adults how to be decent human beings, however, there is something even more important than teaching values and virtues: the emotions. Emotions have the main role in this ethical play. Weissbourd brings to mind the example of the inefficiency of programs that tell children violence is bad (2003). They know it is bad, but what they can’t control or understand is their destructive impulses. Definitely, feelings of inferiority, cynicism and egocentrism are the main antagonists because they may force people who have values to decide in ways that they lose their moral qualities, and after that, people change their believes to justify their actions (Weissbourd, 2003). In this sense, ethics as a subject would help a lot covering topics like values, virtues, emotions and how to control them. Ethics can help a lot in the understanding of human behaviour, and also, controlling discipline. Ethics as a subject may even help other teachers to deal with bad disciplined children. Discipline problems is one of the biggest obstacles why children can’t learn well at schools. There are several reasons why children behave, for example, they crave for attention, there is lack love which is replaced by pain from others, there isn’t a good relationship with the teacher, etc. In consequence, teachers acquire stresses that result in bad conferences and the learning of all the students in the classroom may undercut (Weissbourd, 2003). In this context, ethics could be a big help to find the root of the problem and try to solve it until more problems appear. In contrast, it is known that some schools have already implemented ethics in their educational programs, and some people disagree with that feature arguing citizenship should be only taught by the family members. Some consider a prejudicial option to introduce Ethics into
schools, especially parents whose code of ethics is really different from the one taught in schools. They argue that it is the responsibility of the student’s family to teach their children ethics the way they want them to think, act and decide in the future to become good citizens. People think ethics are subjective, and because of that, they are worried that their sons and daughters could learn different perspectives or aspects of an ethical situation than theirs. However, people should take into account that some children do not receive instruction from their families because there is no good communication between the members of the family, there is no effective method of teaching at home, or they are simply uninterested in teaching matters of right and wrong. Moral issues do not go away because people disagree with the programs, they continue appearing and causing problems and doubts to children. The main reason to be against ethics taught in schools could be the fear of parents that schools teach their children topics that might challenge their values, or a form of indoctrination. For that concern, people should get informed about the ethical frameworks that the programs will be teaching, because good ethics basically consist in ethical situations that can make them think of possible solutions, and what’s right and wrong and their consequences based on virtue characteristics of a good citizen. People face ethical challenges every day and everywhere they go, and children are not free of them even though schools try to omit them. For children to understand the good, stand for it and become good citizens, ethics should be a subject in schools around the world. That means to accept that we are moral people by nature and to become better human beings. Children would become everyday ethicists with the help and effort of their good teachers, they would solve behaviour problems, talk deeply about matters of right and wrong, and they could have the
opportunity to understand and control their emotions, while other teachers impart in a better environment.
References Burroughs, M. (2016, April). Michael D. Burroughs: The Significance of Ethics and Ethics Education in Daily Life [Video file]. Retrieved from https://www.youtube.com/watch?v=_8juebyo_Z4 Mendez, M. F. (2009). The Neurobiology of Moral Behaviour: Review and Neuropsychiatric Implications. CNS Spectrums, 14(11), 608–620. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3163302/ Weissbourd, R. (2003). Moral Teachers, Moral Students. Educational Leadership 60 (6), 6-11. Retrieved from http://www.ascd.org/publications/educationalleadership/mar03/vol60/num06/Moral-Teachers,-Moral-Students.aspx
MEMORIES