Thursday, May 21, 2020

What The Core Curriculum Is And What Is It - 858 Words

First let’s define what the Core Curriculum is and what is contains. The standards demonstrate what students are expected to learn at each grade level, so that the parents and the teachers can understand and support their learning. On corestanders.org the standers are very clearly stated and they are: research and evidence based, clear, understandable, and consistent, aligned with college and career expectations, based on hard content and the application of knowledge through higher-order thinking skills, built upon the strengths and lessons of current state standards, and lastly informed by other top-performing countries to prepare all students for success in our global economy and society. The standards concentrates on core ideas and procedures starting in the early grades. This way it gives the teachers the time they need to teach and gives students the time need to master those concepts (Common Core State Standards Initiative). I am volunteering in a 2nd grade classroom rig ht now and I do observe multicultural notions in the classroom and I am learning to keep what I see and apply it in the future. For example we just had a holiday and it was the Columbus Day, I think including that in the classroom will be an example of multicultural lesson. Reading books and having a discussion with the students about will help them really understand the history behind this day. The teacher that I am helping right now had a deep discussion with her students about this day. They read aShow MoreRelatedThe Common Core Standards And A National Assessment System1154 Words   |  5 PagesThe common core standards were designed to establish a national curriculum and a national assessment system, where students across the nation have the same expectations and learning outcomes (Noll, 2014). There has been heated debate over whether these standards will improve education. Some say the standards will increase rigor and consistency, while others say that they lack flexibility in favor of continuity (Noll, 2014). Some say common core will more consistently prepare learners for collegeRead MoreArgumentative Essay On Common Core1131 Words   |  5 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Mr. Scheiner English Period #4   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   11/21/13 Argumentative Essay on Common Core â€Å"Without Common Core we (America) are not where we want or need to be.† The New York Times reported this in August, 2013. Currently, every state sets its own curriculum for its schools. The result is that the United States ranks â€Å"25th in math, 17th in science, and 14th in reading compared to students in 27 industrialized countriesRead MoreCommon Core Curriculum Negatively Affects Students1121 Words   |  5 Pages the Common Core Curriculum has become the driving force in American students education. Adapted in 2010 through the No Child Left Behind Act, it began with vigorous testing that failed to raise educational performance. In order to improve the act, the federal government then created an entire standard based curriculum. This educational initiative became further known as Common Core, which is currently being implemented in every public school across America. Common Core details what kindergartenersRead MoreBenefits Of A Core Curriculum947 Words   |  4 PagesWisconsin Lutheran College is required to take the classes on the core curriculum. The core curriculum consists of common courses, theology courses, humanities courses, social sciences courses, science and mathematics courses, a physical education course, and three units of foreign language. There are advantages and disadvantages of having required core classes. A few advantages of a core curriculum are getting to explore what different majors have to offer as well as having a knowledge in differentRead MoreCommon Core Standards : A Standard Or A Type Of Curriculum?1713 Words   |  7 PagesWhat is Common Core? Is it a standard or a type of Curriculum? According to CoreStandards.org, common core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. The standards were created to ensure that all students graduate from high schoo l with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they liveRead MoreEssay on Common Core State Standards and Its Impact on Curriculum 1641 Words   |  7 PagesCommon Core State Standards and Its Impact on Curriculum Introduction Common Core State Standards (CCSS) is a voluntary state led initiative that looks to establish clear expectations for learning in grades kindergarten through twelfth that are standard from state to state. The purpose of the standards is to make certain that there is uniformity in student proficiency and high school graduates have the know-how and ability needed for college and a competitive workforce in the twenty-first centuryRead MoreStandardized Testing1163 Words   |  5 PagesCommon Core state standards, standardized tests have adapted to align to these standards. However, the tools teachers must use to prepare students for them have not. Another issue with standardized testing is that curriculum is poorly aligned to the tested standards. When Common Core was adopted, a new generation of standardized tests were developed. The Secretary of Education during this time of adoption, Arne Duncan, stated that this would â€Å"help drive the development of a rich curriculum, instructi onRead MoreThe On The Foundations Of Education940 Words   |  4 Pageswith very valid views; such as descriptions, points, pros and cons within each branch, as well as sub-branches. I shall be discussing my opinions on based on the questions given that are responsive to the matter of equality in education and hidden curriculum. Question one distinctively asks about which philosophy is best befitting for student diversity, as in bilingual and multicultural education. To be frank, my first consideration to this question was the concept of critical thinking, categorizedRead MoreCommon Core Should Be Enforced Across The United States1523 Words   |  7 Pageswhether the Common Core should be enforced across the United States. One of the most wildly accepted views is that even though the Common Core could be a good idea, it is unnecessary, that America has done just fine without it. The Common Core is not working how it should and schools should go back to the way it was before. Many professors and researchers agree that the Common Core does not work and might even be hurting the youth of America. Parents who disagree with the Common Core have started pullingRead MoreAnalysis Of Frankenstein And The Clock, After Dinner Time Parents Sit Down With Their Children 1653 Words   |  7 Pagesthey were confuse ho w to do the assignment. Instead of doing traditional math kids are drawing pictures and diagrams explaining how to add and subtract this is the new debate about the Common Core curriculum and parents is upset about the topic. â€Å"How can we teach our students something without even knowing what it is?† This remind me of a sense from the movie Frankenstein (1931) where Dr. Henry Frankenstein creates a new creature, and once the local village heard about a foul experiment, they rush

Wednesday, May 6, 2020

Perceiving Dogs Equal Vs. Property - 1589 Words

Perceiving Dogs Equal vs. Property In general, dogs are associated with loyalty, companionship, and aid. In Pam Houston’s â€Å"A Blizzard Under Blue Sky,† the narrator attempts to treat her depression through experiencing the adventure of spending a night outside in the cold weather of Utah. Then, the narrator becomes successful in her adventure with the support and assistance of her two dogs, Hailey and Jackson. On the contrary, in Jack London’s â€Å"To Build a Fire,† a â€Å"man† is traveling along the Yukon Trail, on his way to his group of friends where he encounters a dog who grows to have a poor relationship with the man but remains with him until his death. The similarities and differences between the two relationships make a comment on interactions between humans and animals. The comparison of these two short stories demonstrates how dogs are only beneficial to humans when they are deemed an equal and a counterpart, however not as valuable when disrespected through regard as one’s property. The narrator of â€Å"A Blizzard Under Blue Sky† exemplifies the components of a relationship between a dog and an individual that produces mutual benefit. The essential piece is equality, which is expressed in both the actions the narrator takes toward the dogs as well as the dialogue between the three characters: Jackson, Hailey, and the narrator. The existence of dialogue between them alone reveals equality because dialogue in general is exclusive between two human characters but in thisShow MoreRelatedPerceiving Dogs Equal Vs Inferior. Inferior1648 Words   |  7 PagesPerceiving Dogs Equal vs. Inferior In general, dogs are associated with loyalty, companionship, and aid. 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Greimas sees it as a property of a lexeme, where the meaning of that lexeme is a function of the lexeme s semic integrity (ensemble semique), i.e., the totality of its constituent semes. For example, the lexical sense of the English word girl derives from at least two semes:Read MoreStephen P. Robbins Timothy A. 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Let us consider these in turn. The past brought the organization (and its products, competitors, etc.) to their present positions. By gaining an understanding of how the organization arrived in itsRead MoreStrategy Safari by Mintzberg71628 Words   |  287 PagesSurprise.... Surprise results from striking an enemy at a time, place, and in a manner for which he is not prepared.... Simplicity. . . . Direct, simple plans and clear, concise orders minimize misunderstanding and confusion. If other factors are equal, the simplest plan is preferred. THE P O S I T I O N I N G S C H O O L 91 deliberate strategy, the centrality of authority to develop or at least execute that strategy, the need to keep strategy simple, and the presumed proactive nature ofRead MoreOcd - Symptoms, Causes, Treatment131367 Words   |  526 Pagesoccurrence of obsessions (Carr, 1974; Teasdale, 1974). Because a reduction in anxiety or distress is reinforcing, this ensures that the compulsive ritual will be repeated in the future. However, it also paradoxically preserves the fear-eliciting properties of the obsession, thereby setting up an escalating cycle of ever more frequent and intense obsessions and compulsions (e.g., H. J. Eysenck Rachman, 1965; Rachman Hodgson, 1980). Obsessions, like other phobic stimuli, were considered conditionedRead MoreOrganisational Theory230255 Words   |  922 Pageseither the prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6-10 Kirby Street , London EC1N 8TS. All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affiliation with or endorsement of this book

African American Leadership Two Voices, One Vision Free Essays

Booker T. Washington and W. E. We will write a custom essay sample on African American Leadership: Two Voices, One Vision or any similar topic only for you Order Now B. Du Bois, two distinct figures, whom both found the latter part of the 1800’s, in need of leadership from within a segmented group of American Society were placed in odds over a single issue†¦successful racial â€Å"up lift† for the African American population. As in any case when the attention of the masses is at stake, the titanic collision of honed minds was inevitable. The two men, sought to position their respective plans as the predominate solution to solve racial inequality and achieve racial uplift for population of former slaves and born free citizens in the United States. Booker T. Washington, born into slavery, 1856, for the first nine years of his life, held that the black community must exercise patience. Any abrupt aggressive action by African Americans would be interpreted as threatening by the Caucasian majority therefore inviting justifiable increased discrimination against blacks. Washington’s philosophy put forth the notion that blacks should be willing to sacrifice social and political equality, in exchange for economic liberty. The path to â€Å"up lifting† would be achieved through fidelity, being trusty worthy and industrial. Born free in 1868, W. E. B. Du Bois was the product of a respectable family that held position in the community of Great Barrington, Massachusetts. Du Bois believed the top ten percent or as he dubbed it â€Å"the talented tenth† of the African American population should focus all their energy on higher education. The African American intellectuals would then lead the masses to a higher social rung. Protest, challenge, provocation were the watch words for Du Bois’ method. He clearly felt immediate political, social and racial equality was warranted. As stated by Jacqueline M. Moore, author and educator, Booker T. Washington, W. E. B. Du Bois, and the Struggle for Racial Uplift, â€Å"the debate recognized that there were more than two methods of racial uplift† (Moore, p. 89) Washington’s views, was somewhat misconstrued to believe he was â€Å"selling out† to the majority of American Society. While he felt that African Americans should not push themselves into unwelcome arenas, he knew that political accomplishments were short lived and whimsical. His confidence was in the economical and financial gains that were long term and wielded tangible influence. Washington was clever enough to quietly lobby majority law makers and civic organizations in behind scene efforts to garner support for African American enfranchisement. Even more astute by Washington was his ability to fund his educational agenda from wealthy financial supporters. Du Bois took the position that Caucasian America should be held at an arms distance, neither rejecting nor embracing. He felt the way to eliminate tension between the races was to create a synergy between being African Americans and the rest of America by utilizing the talents of the so called â€Å"Talented Tenth† to spearhead the struggle for national racial equality. Thru Du bois’ multiple initiatives to further promote his cause, â€Å"encouraging action and open protest to challenge racism and discrimination† (Moore, p. 78) were standard in his approach. Washington was convinced through hard work and the financial success of entrepreneurial enterprises, respect and equality would be gained for African Americans and â€Å"up lifting† of the race would be a natural evolutionary process. Clearly because of his experiences as a former slave, Washington’s philosophy was shaped by determination and work ethic. Educated at Hampton Institute, a vocational institution, described as â€Å"progressive, training people for skilled work. † (Moore, 21), was the capstone of Washington’s desire to continue educating African Americans in skilled trades. In direct opposition to Washington’s vision of an industrial educated populace that would improve thru commerce, Du Bois’ selected â€Å"Talented Tenth† would â€Å"help others to fight for the rights for the race†(Moore, 62) with their knowledge of modern society. This type of comparison epitomizes the differences of the two visionaries, however Washington’s approach is accurate as well as brilliant, â€Å"Under the guise of maintaining the social hierarchy, [he] was able to create a strong, independent, black-run institution† (Moore, 28). While outwardly going along with the status quo, Washington tacitly used his economic prowess to build a tangible independent entity capable of choosing its own destiny and purpose. All the while Du Bois relied solely on rhetoric and the intellectual elite to build his constituency to improve the status of African Americans. Judging from racial attitudes in seemly integrated Great Barrington, Massachusetts, Du Bois was denied community sponsored scholarship to Harvard University. Further acknowledgement of the less than ideal racial setting, Du Bois attended integrated schools, â€Å"adult blacks and whites did not mingle socially,†(Moore, 39). Historically African American college Fisk University did offer him a scholarship. Author Jacqueline M. Moore was injudicious in her conclusion, â€Å"he (Washington) was the only one capable of negotiating with both the white North and the white South and that outspoken protest would simply make matters worse† (Moore, 68). Mistaking his silence for weakness overlooks effective lobbying in politics and underlying influence in advancing the African American race. Du Bois’ stance towards racial equality is the central criticism of Washington. Du Bois felt that Washington was allowing Caucasian America â€Å"off the hook† of responsibility. While they both agreed institutional segregation had to end, Du bois felt strongly that African Americans were owed assistance from the general society. â€Å"Solving the race problem required everyone’s involvement (Moore, 72). † Washington chose self â€Å"up lift† from the collective boot straps. Clearly Washington’s experience as an ex-slave impacted his work ethic and decision making process and shaped his views of how African Americans should advance the struggle for equality. Comparatively Du Bois argued that Washington was subservient toward the majority rule and racial discrimination. Racial discrimination and violence was at an all time high, however Du Bois’ model for protest, higher education, and a demand for immediate social and political equality was hollow without effective means. The establishment of several civic and social organizations by Du Bois could only voice outrage and indignation. There was no real force behind the effort to motivate people to change on both sides of the racial divide. Washington was widely accused of pandering and compromising by contemporaries as well as scholars of today. What is clearly overlooked is Washington uncanny foresight of recognizing the importance of financial and economic gains over social gains, â€Å"Blacks would agree not to push for social and political equality if whites would agree not to exclude them from economic progress† (Moore, 33). This statement alone underscores his ability to correctly comprehend what drives a capitalistic society, even in the early 1900’s, and to predict the necessary tool for the future is clearly defined as economic progress. Another popular misconception was that Washington focused on presenting African Americans as well dressed, polite educated puppets that could â€Å"discuss† the plight of their people with out offending the listening audience. The message would be a softer, more acceptable presentation for the gentile surrounding. While that may have been an actual tactic used by Washington, it was only a well thought maneuver to fund his educational institution, Tuskegee Institute, by well heeled benefactors. He now favored influence as well as philanthropic support that would educate the next generation of resourceful, independent entrepreneurs. If his vision had been realized, financially successful enterprises started in 1900’s possibly could have survived today or subsidiaries that would be in existence to hire the today’s African American professionals at all levels. Once could only imagine the business knowledge gained and economic success of competitive entities started during the industrial age. Washington may have sacrificed some short lived dignity, but he realized that un-restrain economic growth is tangible and sustains while intellectual accomplishments does not protect or shelter. In the final analysis, the examination of how Du Bois and Washington sought out a collective political, social and economical agenda in the midst of national racial turmoil during the turn of the century is an interesting analogy of today’s civil rights leadership agenda. Washington’s method was clearly the most beneficial for the improvement of African Americans for then as well as today. Promoting economic success was the most fundamental element in the struggle for racial uplift. Understanding and able to recognize the changing economic conditions would allow the national objective of racial equality to be the sole issue versus both combined as they are today. As an active participant in the industrial revolution, Washington recognized success as access to business opportunities with a foundation in industrial education. Compared to modern day choices, ground floor Internet opportunity or NAACP internship? Washington’s was option was clearly the proper path, noted by the number of successful African American business that flourished during segregation, i. e. Johnson Publishing, A. G. Gaston Insurance, Motown, etc compared full to racial integration era business successes they remain in African American control. Even though African Americans had limited political power and remained segregated socially, pure economic growth would have accelerated true racial uplift and the issue of economical inequality would have been an issue of the past. Booker T. Washington, W. E. B. Du Bois, and the Struggle for Racial Uplift, Jacqueline M. Moore â€Å"Wilmington , Delaware : Scholarly Resources, 2003. How to cite African American Leadership: Two Voices, One Vision, Essays

Saturday, April 25, 2020

Willey Russells play, Our Day Out Essay Example For Students

Willey Russells play, Our Day Out Essay In Willey Russells play, Our Day Out the deprivd youth of inner city Liverpool are treated to an exciting day out to Wales. They are so poor they cannot aford a proper breakfast or even school uniform. Four teachers r responsible for them. First there is the kind, gentle and understanding Mrs. Kay, described as a mother hen. Mr Briggs, the strict disciplinerian is sent to watch over the trip. The young teachers and lovers Susan and Colin do not play a larg part, but add humour to the play. But, after an incident at the beach, both Mrs. Kay and Mr. Briggs change. We will write a custom essay on Willey Russells play, Our Day Out specifically for you for only $16.38 $13.9/page Order now The playright makes it clear that different teaching methods and ideas clearly suit different classes, and that one of the teachers is clearly better at teaching the Progress Class. This is because of the way they treat the children and their understanging of the childrens situation. This is shown by the way the playwright uses the visits to the zoo, castle, fairground and beach, especially Briggs and Carols encounter on the clifftop, which changes his view of her and her inner-city neighbors. Mrs. Kay is the teacher all the children love. At the begginning of the play she is surounded by them: One group of kids surrounds a teacher, Mrs. Kay. She is kind and caring towards the children because she understands their problems and feels sorry for them. She calls them love. Even when Briggs is angry, she still smiles, and although she is civil towards him it is clear she disagrese with his harsh and impolite behaviour. She has to be polite towards him because he is intent upon getting her sacked: When we get back to schoolà ¢Ã¢â€š ¬Ã‚ ¦your number up. She is slightly ironic and sarcastic as well, as she calls him Mr Happiness. This is funny because he is clearly a very grumpy and disagreeable character, one of the reasons he is not a good teacher for the Progress Class. Mrs. Kay knows the area the children live in, one of the roughest around, and teaches the very worst of them, the Progress Class, so called because they cannot read or write properly: Y go down there à ¢Ã¢â€š ¬Ã‚ ¦ if y backward like. Therefore she tries not to stub their hopes: Well you could try, couldnt you, love? She knows they will probably not get the qualifications they need to get a good job, and will end up as factory fodder. Their school is poorly funded as they are unpopular with parents and attract fewer pupils than most other schools. They are unlikely to get a job at all, as all the factories are closing down, as well as the docks. She tries to make their lessons fun because their lives at home are so bad. Some of the childrens mothers are prostitutes: all the fellers she picks up on Parlyà ¢Ã¢â€š ¬Ã‚ ¦them Blacks pay a fortune for a bit of White. Others beat them because they will not share their cigarettes: but when me dad comes home, sir, sir, he belts meà ¢Ã¢â€š ¬Ã‚ ¦ because I wont give him one. They must be so poor that their parents cannot afford to buy cigarettes, and somehow Andrews has some. Perhaps he has taken to stealing them. For these reasons she tries to make the lessons more fun so that they want to learn, and although she cannot control them, they all love her so much they wouldnt want to cause any trouble. When they are told off by her they learn from it because she explains why it is wrong: lets have no silly squabbling or doing anything that might be dangerous. Her only rules are to think of other people too. This means that they do learn to read and write, and they carry on to examination classes: Now you can read and write youre back in normal classes. If they get that far maybe they will have a future. This is Mrs. Kays reason for teaching them. She tries to act like a mother to them, because a lot of them have never had someone to cuddle up to who loved them. Andrews mother is too busy selling her body to keep the family going, and his father beats him. She is warm and personal, she tries to get them to call her Helen, and they end up chanting it. She even breaks rules so that the children can enjoy themselves, by letting Digga and Reilly come, even though they arent in the Progress Class: You know Id take you. But its not up to meà ¢Ã¢â€š ¬Ã‚ ¦youll have to get Briggs permission. She wants them to enjoy themselves as well. She persuades the coach driver not to search them for lemonade because lemonade never touches their lips. Her little speech is so effective the coach driver sends a kid to get sweets for them all. She lies for them, and trusts them to keep their lemonade and chocolate out of the drivers view. When she tries to discipline them, it doesnt really work, and the kids know this: Andrews Im gonna tell missà ¢Ã¢â€š ¬Ã‚ ¦Digga gon tell her. She wont do nottn anyway. She is a soft teacher. The children would rather tell Mrs. Kay because Mr. Briggs is too strict. Mrs. Kay does not tell them off for smoking, because she knows how hard things are and she smokes herself: Mrs. Kay sits at a table à ¢Ã¢â€š ¬Ã‚ ¦ she lights a cigarette. At the beach Mrs. Kay has fun and plays with them, but is a very irresponsible because she loses Carol. This is the only really bad point about her character. When things go wrong it is her fault. This is one of the reasons Briggs is so different; everything he does is perfectly scheduled and timed. The main reason Mrs. Kay is a good teacher is because she makes their lessons fun and they want to learn. The way she teaches them, by example not punishment makes them want to please her, by learning well. She is experienced at teaching their level. She understands their problems and just how awful their lives at home are. She is a little ray of sunshine in their lives. After the events on the cliff she gets herself together, organises the group and becomes much more responsible: At the moment Id say the most important thing is to find the girl à ¢Ã¢â€š ¬Ã‚ ¦ Susan, you keep these lads playing football. Well split up and look for her. She becomes the leader, directing the others, and it turns out she is a good leader. .u04b14d8f4694ab62f6144fd3815ec853 , .u04b14d8f4694ab62f6144fd3815ec853 .postImageUrl , .u04b14d8f4694ab62f6144fd3815ec853 .centered-text-area { min-height: 80px; position: relative; } .u04b14d8f4694ab62f6144fd3815ec853 , .u04b14d8f4694ab62f6144fd3815ec853:hover , .u04b14d8f4694ab62f6144fd3815ec853:visited , .u04b14d8f4694ab62f6144fd3815ec853:active { border:0!important; } .u04b14d8f4694ab62f6144fd3815ec853 .clearfix:after { content: ""; display: table; clear: both; } .u04b14d8f4694ab62f6144fd3815ec853 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u04b14d8f4694ab62f6144fd3815ec853:active , .u04b14d8f4694ab62f6144fd3815ec853:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u04b14d8f4694ab62f6144fd3815ec853 .centered-text-area { width: 100%; position: relative ; } .u04b14d8f4694ab62f6144fd3815ec853 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u04b14d8f4694ab62f6144fd3815ec853 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u04b14d8f4694ab62f6144fd3815ec853 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u04b14d8f4694ab62f6144fd3815ec853:hover .ctaButton { background-color: #34495E!important; } .u04b14d8f4694ab62f6144fd3815ec853 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u04b14d8f4694ab62f6144fd3815ec853 .u04b14d8f4694ab62f6144fd3815ec853-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u04b14d8f4694ab62f6144fd3815ec853:after { content: ""; display: block; clear: both; } READ: The impact of the inspector's final EssayBy being impulsive and splitting them up, she is found. She also stops the alarm being raised among the kids by leaving Susan to keep them busy. All Briggs can do is to criticise them and be negative: All I can say is its a wonder you havent lost a dozen of themà ¢Ã¢â€š ¬Ã‚ ¦when we get back to school, your numbers up. Mr Briggs teaches the examination classes. The children he teaches are also from this deprived area, but are not so demanding. His strict teaching methods tend to work better with his classes because they have better manners. He tends to be much more strict and impersonal. It is not until he saves Carol from the cliff he realises just how bad it is. Mr Briggs is grumpy and bossy. Even when he is greeted cheerfully by Mrs Kay, he still replies begrudgingly. He likes order and is very keen on discipline. The children dislike him for the same reason they love Mrs Kay he is horrible and appears to hate them: You hate all the kids, but she is kind and loves them. To the children he seems boring and his idea of fun is very different to theirs, for example when they pass the old docks: Im often down hereà ¢Ã¢â€š ¬Ã‚ ¦taking notes, photographs. He totally disapproves of the children getting sweets, as he wants it to be a educational trip: sweets! Mr Briggs obviously comes from a better-off area, and although he is gentlemanly he is quite snobbish towards them. He feels it is bad to cane a girl: be grateful youre not a lad but would not think twice about giving her an earful. On the cliff Carol says: Sir, sir, yknow if youd been my old feller, it woulda been all right. He knows they come from a bad area, but has no real idea of their lifestyle, and if he does he chooses to ignore it or he would feel guilty. He looks down on them, especially those in the Progress Class. He shows this when he lets Reilly off and punishes Andrews: All right, all right to Reilly and Get to the front! to Andrews. Andrews is still in the Progress Class, so he picks on him, even though he knows it was Reillys cigarette. He treats them like dirt, not even bothering to call them by their names or to be polite. To him they are there to be stuffed full of facts, so he gets paid. He does not realise that this will not work for the Progress Class and would be useless to teach them. As soon as he gets on the coach he shouts: Sit down now, come on, move . He thinks they are trouble just because of the class they are in: Theres a few of them I could sling off right now. He makes this judgement even though he has never taken them. Mr Briggs is used to the kids being cheeky and hating him, and expects it from all of them. You can imagine his surprise when some girls try to link arms with him and is not ready for this kind of chummy relationship: Oh! walk properly. Everything he does is negative, he tells them what they must NOT do: We do not shout at our matesà ¢Ã¢â€š ¬Ã‚ ¦We do not wander up and down the aisles. He dictates exactly what they must not do. Mrs Kay however, is positive all the time she believes that they will find Carol and tells them to make their own decisions whether something is wrong: think of others as well. The area the children live in is the roughest in Liverpool. There are no trees or playgrounds: the kids chopped em down an burnt them all. It is the kind of street where you would not leave your car at night. The parents of the children work in the factories or docks, me old man works down ere. They bring in very little money, they may also spend it on drugs or drink. There is none left for the children to get clothes: Carol rushes along the street wearing a school uniform which doubles as a street outfit and her Sunday best. Many do not get a proper breakfast: She is eating half a sandwich and clutching a supermarket carrier bag. They have not even heard of Wales, and do not know how to get there: Will we have t get a boat? Andrews mother has to be a prostitute to bring in some money: Shes always with them blacks off the boats, your ma. The children will probably never get a better job than their parents, because schools that attract less pupils get less money, as Mrs Kay points out: You wont teach them because youre in a job thats designed and funded to fail! Unlike Mr Briggs she realises a lot of things about them that he cannot accept. This helps her teach them in an appropriate way. She feels truly sorry for them and understands that they have no hope for a bright future. This is why she is so kind to them, so they have at least one happy memory of life and school. It is the only way to get through to them. The children are not affected by Briggs ranting, they have heard it all before. It does not affect them in any way. He does not understand their difficulties and wants to ignore them; he is just like society, not wanting to feel guilty about those worse off than themselves. This is highlighted when he says: Ill see that its the last you ever go on school trip. He doesnt realise that it probably will be anyway. When the children are at the zoo, they discuss the bear, and how it doesnt know any other life, without realising it also applies to them. Just as the bear is trapped in its pit the children are also captive. They know no other life, even where Wales is. When they are set free they go wild and steal the animals, just as a bear would kill. They would not know it was wrong as it was how they survived. I think the owners taking advantage of them by raising the prices justified the childrens actions in the CafÃÆ' ©: Well milk this little lot. They do not have any experience of this type of kid. At the zoo they steal the pets because they have never had anyone to cuddle up with or to love. This is Mrs Kays function to Carol on the coach. .u4f8c727f3db6a923d3bfed45da8ede79 , .u4f8c727f3db6a923d3bfed45da8ede79 .postImageUrl , .u4f8c727f3db6a923d3bfed45da8ede79 .centered-text-area { min-height: 80px; position: relative; } .u4f8c727f3db6a923d3bfed45da8ede79 , .u4f8c727f3db6a923d3bfed45da8ede79:hover , .u4f8c727f3db6a923d3bfed45da8ede79:visited , .u4f8c727f3db6a923d3bfed45da8ede79:active { border:0!important; } .u4f8c727f3db6a923d3bfed45da8ede79 .clearfix:after { content: ""; display: table; clear: both; } .u4f8c727f3db6a923d3bfed45da8ede79 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4f8c727f3db6a923d3bfed45da8ede79:active , .u4f8c727f3db6a923d3bfed45da8ede79:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4f8c727f3db6a923d3bfed45da8ede79 .centered-text-area { width: 100%; position: relative ; } .u4f8c727f3db6a923d3bfed45da8ede79 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4f8c727f3db6a923d3bfed45da8ede79 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4f8c727f3db6a923d3bfed45da8ede79 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4f8c727f3db6a923d3bfed45da8ede79:hover .ctaButton { background-color: #34495E!important; } .u4f8c727f3db6a923d3bfed45da8ede79 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4f8c727f3db6a923d3bfed45da8ede79 .u4f8c727f3db6a923d3bfed45da8ede79-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4f8c727f3db6a923d3bfed45da8ede79:after { content: ""; display: block; clear: both; } READ: Baz Luhrmann releases his new 20th century adaptation of "Romeo and Juliet" EssayThe kids are fascinated by Briggs teaching about the animals, but bored by his speech at the castle. Mr Briggs will never trust them again after the event and Mrs Kay is upset because she also trusts them, but as they did not know it was wrong she could not be upset for long. Carol gets a pet at the fair: Handing a goldfishà ¢Ã¢â€š ¬Ã‚ ¦to Carol. Mr Briggs main concern is to educate them, like his examination class field trips. Mrs Kay knows they cannot be educated and works to give them a fun day out. At the zoo Mr Briggs manages to teach them while letting them have fun, making him more li ke Mrs Kay, until they break his trust. At the beach he totally disowns and abandons them: I made it quite plain I was having nothing more to do with your outing. He is disgusted by the lack of discipline and control and is intent on finally getting Mrs Kay and the others fired: Dont worry, when we get back to school your numbers up, and hers. He is needed, however, when Carol goes missing. Mr Briggs is the one who finds Carol, having a moment of peace on the clifftop, but she behaves defiantly towards him. At this point Mrs Kay is worried about Carols welfare, but Mr Briggs worries about the rules and getting the others sacked. He does not know any other way to handle the situation but to be angry and fierce, and it doesnt work. He suddenly realises it will be his fault if she falls and tries to get her back by telling her off. She makes him realise how bad her life is and how she and other pupils feel about him. When he sees she is so desperate she is prepared to jump off the cliff, he gets some kind of idea of the plight they are in and encourages her to see that he doesnt really hate them and that she could do well if she tried really hard. He starts to care about her. He takes a bit of Mrs Kays persuasive nature and manages to get Carol to believe that if she has the will she can get free of her life. He also picks up Mrs Kays caring and affection when he hugs Carol. He has changed so much he takes them to the fair and has FUN. He sings with them on the coach: Briggs is also on the back seat cowboy hat on, tie pulled down and singing with them. It is like he has become another person altogether. Unfortunately, as soon as he sees the familiar surroundings he reverts to his old self: He sits up, puts his tie back to normal, goes to straighten his hair and feels the cowboy hat. He takes it off and puts it on Andrews. He then takes out a comb and combs his hair. He forgets his new feelings for the class, and the whole day has been a waste. I think it is very sad that he is ashamed of himself, and forgets how bad things are. It must be the city that reminded him. He is so ashamed he pulls open the film and exposes it to the light, crumples it up and puts it in his pocket. He doesnt even seem to notice Carol, which is even sadder after he has just saved her life. He is his old, pigheaded snobby self. I think the playwright has made it clear that both teachers have their own methods and attitudes to their classes, and are both good teachers, but that one teacher is clearly better at teaching the class involved: the Progress Class. He conveys this by the attitudes of the pupils and by the events in the play. Mrs Kay may not be a good teacher for the examination classes, but the playwright gives us little evidence for her experience with other classes, so I have assumed that the question applies to the class with them that day, the Progress Class. In the case of the Progress Class, Willy Russell makes it clear that Mr Briggs would be useless at teaching them, and that through experience Mrs Kay has figured out how to get the most effective teaching with them. She is the best teacher for them because she knows and understands them; she has a very clear idea of what their home lives are like, and sympathises with them. She is realistic but does not snub their hopes and dreams for the future, even though she knows they are unlikely. Briggs, however, chooses to blot out this part of their lives. The children in her classes like her, and because of this they are eager to please her by doing well. Briggs is hated and nobody cares what he thinks. They are happy to obey her. Although she is normally scatterbrained and unorganised, when it is necessary such as when Carol is missing, she assumes the role of leader and is very good at ordering the others, as well as not alarming the kids. Although organised all the time, Briggs has no fun side at all, and always uses rules rather than his judgement when making decisions. When he tells the kids off often and loudly, they are cheeky and usually disobey him anyway. They take pleasure in getting him wound up. When Mrs Kay has to tell them what to do, she gives them a reason, such as it could be dangerous. The kids see the logic and have a reason to stop it. She gives them an opportunity to choose right or wrong, and guides them. Mrs Kay is on their wavelength, and she never looks down on them, or judges them. Mr Briggs is planets away and looks down on them all, when he doesnt know them at all. She wants to make it better for them, and she cares and loves for them as if they were her own children. She is always positive and teaches them by example. Briggs is always negative and teaches by punishment. If Briggs were left in charge, there would be a riot. Willy Russell clearly shows Mrs Kay is better because her class learns faster and is dedicated to getting things right so they can impress her. There are also fewer disturbances in her class, as they do not want to miss out on the fun they have. Years of experience have meant her lessons are perfectly suited to their ability and special needs.

Wednesday, March 18, 2020

Famous Last Words Kings, Queens, & Members of Royalty

Famous Last Words Kings, Queens, & Members of Royalty Whether realized at the time they are said or only in hindsight, nearly everyone will express a word, phrase or sentence that proves the last thing he or she ever says while alive. Sometimes profound, sometimes every day, here you will find a select collection of the last words spoken by famous kings, queens, rulers and other crowned heads throughout history. Famous Last Words Organized Alphabetically Alexander III, King of Macedon(356-323 B.C.)Kratistos! Latin for mightiest, strongest, or best, this was Alexander the Greats deathbed response when asked whom he would name as his successor, i.e., Whoever is the mightiest! Charlemagne, Emperor, Holy Roman Empire(742-814)Lord, into Thy Hands I commend my spirit. Charles XII, King of Sweden(1682-1718)Do not be afraid. Diana, Princess of Wales(1961-1997)Unknown Despite numerous sources quoting the dying words of the Peoples Princess - such as My God, what happened? or Oh, My God, leave me alone - no reliable source exists concerning Princess Dianas final utterance before she lapsed into unconsciousness following a car crash in Paris, France, on August 31, 1997. Edward VIII, King of the United Kingdom(1894-1972)Mama... Mama... Mama... Serving as king of Great Britain and Northern Ireland for less than 12 months, King Edward VIII officially abdicated the royal throne on December 10, 1936, so he could marry American divorcà ©e Wallis Simpson. The couple stayed together until Edwards death in 1972. Elizabeth I, Queen of England(1533-1603)All my possessions for a moment of time. George III, King of Great Britain and Ireland(1738-1820)Do not wet my lips but when I open my mouth. I thank you... it does me good. Despite the formal separation of the American colonies from Great Britain in 1776 and his countrys later formal acknowledgment of the United States of America as an independent country six years later, this English monarch nevertheless ruled until his death, a reign of more than 59 years. Henry V, King of England(1387-1422)Into Thy hands, O Lord. Henry VIII, King of England(1491-1547)Monks, monks, monks! Immortalized in numerous books and films, the oft-married Tudor king famous for severing all ties with the Roman Catholic Church so he could legitimately marry another woman was likely referring to the troubles he encountered after dissolving Englands Catholic monasteries and convents in 1536. John, King of England(1167-1216)To God and St. Wulfstan, I commend my body and soul. Despite his fame in the Robin Hood legends as the evil prince who oppressed the English people while conspiring to steal the throne from his brother, King Richard I The Lion Hearted, King John also signed Magna Carta in 1215, albeit reluctantly. This historic document guaranteed several basic rights for Englands citizens and established the idea that everyone, even kings, is not above the law. Marie Antoinette, Queen of France(1755-1793)Pardonnez-moi, Monsieur. French for Excuse/forgive me, Sir, the doomed queen apologized to her executioner after stepping on his foot on her way to the guillotine. Napoleon Bonaparte(1769-1821)France... Army... head of the army... Josephine... Nero, Emperor of Rome(37-68)Sero! Haec est fides! Often depicted in film as playing a fiddle while Rome burned down around him, the tyrannical Nero actually committed suicide (although perhaps with the assistance of someone else). As he lay bleeding to death, Nero uttered the Latin for Too Late! This is faith/fidelity! probably in response to a soldier who tried to staunch the emperors bleeding in order to keep him alive. Peter I, Tsar of Russia(1672-1725)Anna. Peter the Great called out his daughters name before losing consciousness and eventually dying. Richard I, King of England(1157-1199)Youth, I forgive thee. Loose his chains and give him 100 shillings. Mortally wounded by an archers arrow during battle, Richard the Lion Hearted nevertheless forgave the shooter and ordered his release before he died. Unfortunately, Richards men failed to honor their fallen kings wish and executed the archer anyway after their sovereigns death. Richard III, King of England(1452-1485)I will die king of England. I will not budge a foot. Treason! Treason! These words feel somewhat less dramatic than Shakespeare later attributed to the king in his play The Tragedy of King Richard the Third. Robert I, King of the Scots(1274-1329)Thanks be to God! For I shall now die in peace, since I know that the most valiant and accomplished knight of my kingdom will perform that for me which I am unable to do for myself. The deed to with The Bruce referred while dying involved the removal of his heart so a knight could carry it to Jerusalems Holy Sepulchre, the burial site of Jesus according to religious belief. Victoria, Queen of the United Kingdom(1819-1901)Bertie. The long-reigning queen for whom an entire era is named, and who started the tradition of wearing black at funerals, called out to her eldest son by his nickname shortly before she died.

Sunday, March 1, 2020

Invariable French Adjectives

Invariable French Adjectives In French, adjectives normally have to agree with the nouns they modify in gender and number. However, there are numerous adjectives which dont agree - they have a single form that does not change to reflect the gender or number of the noun. These are called invariable adjectives. Invariable Color Adjectives French color adjectives derived from nouns, such as animals, flowers, fruits, gems, and metals, are usually invariable:amarante  Ã‚  Ã‚  Ã‚  Ã‚  amaranthine (dark purple-red)ardoise  Ã‚  Ã‚  Ã‚  Ã‚  slate-greyargent  Ã‚  Ã‚  Ã‚  Ã‚  silveraubergine  Ã‚  Ã‚  Ã‚  Ã‚  eggplantauburn  Ã‚  Ã‚  Ã‚  Ã‚  auburnbrique  Ã‚  Ã‚  Ã‚  Ã‚  brick-redcanari  Ã‚  Ã‚  Ã‚  Ã‚  canary yellowcaramel  Ã‚  Ã‚  Ã‚  Ã‚  caramel-coloredcarmin  Ã‚  Ã‚  Ã‚  Ã‚  carminecerise  Ã‚  Ã‚  Ã‚  Ã‚  cherry redchair  Ã‚  Ã‚  Ã‚  Ã‚  flesh-coloredchampagne  Ã‚  Ã‚  Ã‚  Ã‚  champagnechocolat  Ã‚  Ã‚  Ã‚  Ã‚  chocolate-browncitron  Ã‚  Ã‚  Ã‚  Ã‚  lemon-yellowcrà ¨me  Ã‚  Ã‚  Ã‚  Ã‚  cream-coloredemeraude  Ã‚  Ã‚  Ã‚  Ã‚  emerald greengrenat  Ã‚  Ã‚  Ã‚  Ã‚  garnetindigo  Ã‚  Ã‚  Ã‚  Ã‚  indigokaki  Ã‚  Ã‚  Ã‚  Ã‚  khakilavande  Ã‚  Ã‚  Ã‚  Ã‚  lavenderlilas  Ã‚  Ã‚  Ã‚  Ã‚  lilacmarine  Ã‚  Ã‚  Ã‚  Ã‚  navy bluemarron  Ã‚  Ã‚  Ã‚  Ã‚  brownnoisette  Ã‚  Ã‚  Ã‚  Ã‚  hazelocr e  Ã‚  Ã‚  Ã‚  Ã‚  ochreolive  Ã‚  Ã‚  Ã‚  Ã‚  olive-greenor  Ã‚  Ã‚  Ã‚  Ã‚  goldorange  Ã‚  Ã‚  Ã‚  Ã‚  orangepastel  Ã‚  Ã‚  Ã‚  Ã‚  pastelpervenche  Ã‚  Ã‚  Ã‚  Ã‚  periwinklepie  Ã‚  Ã‚  Ã‚  Ã‚  (magpie) - piebald, black and whitepistache  Ã‚  Ã‚  Ã‚  Ã‚  pistachio-greenplatine  Ã‚  Ã‚  Ã‚  Ã‚  platinumprune  Ã‚  Ã‚  Ã‚  Ã‚  plumpuce  Ã‚  Ã‚  Ã‚  Ã‚  (flea) - pucerouille  Ã‚  Ã‚  Ã‚  Ã‚  rust-coloredrubis  Ã‚  Ã‚  Ã‚  Ã‚  ruby redsable  Ã‚  Ã‚  Ã‚  Ã‚  sandy, sand-coloredsafran  Ã‚  Ã‚  Ã‚  Ã‚  saffron-coloredsaphir  Ã‚  Ã‚  Ã‚  Ã‚  sapphire-bluesaumon  Ã‚  Ã‚  Ã‚  Ã‚  salmon-pinktabac  Ã‚  Ã‚  Ã‚  Ã‚  tobacco brownturquoise  Ã‚  Ã‚  Ã‚  Ã‚  turquoisevermillon  Ã‚  Ã‚  Ã‚  Ã‚  vermilionExceptions:   alezan (chestnut), fauve (tawny/fawn), incarnat (rosy), mauve, pourpre (crimson), rose (pink), vermeil (vermillion),and violet are variable according to the normal rules of agreement  chà ¢tain (chestnut brown) is semi-invariable - it usually agrees in number, but rarely in gender Multiple Colors When two or more colors describe a noun, they may or may not agree:1) If there are items of each individual color, the adjectives agree:   des drapeaux bleus, blancs, rouges - red, white, and blue flags (some are red, some are white, and some are blue)des chapeaux rouges et noirs - red and black hats (some are red and some are black) 2) If each item has all of the colors, the adjectives are invariable des drapeaux bleu, blanc, rouge - red, white, and blue flags (e.g., French flags)des chapeaux rouge et noir - red and black hats This is one instance where agreement is useful, because it gives you more detail than what is available in the English translation. Compound Colors When adjectives of color are modified by another adjective or a noun, the adjectives are invariable:une jupe gris clair  Ã‚  Ã‚  Ã‚  Ã‚  light gray skirtdes gants violet foncà ©Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  dark purple glovesune couleur rouge-orange  Ã‚  Ã‚  Ã‚  Ã‚  reddish-orange colordes yeux bleu-vert  Ã‚  Ã‚  Ã‚  Ã‚  blue-green eyesune voiture vert pomme  Ã‚  Ã‚  Ã‚  Ã‚  apple-green cardes fleurs rouge tomate  Ã‚  Ã‚  Ã‚  Ã‚  tomato-red flowers Adjectives Borrowed From Other Languages French adjectives borrowed from other languages are usually invariable:ad hoc  Ã‚  Ã‚  Ã‚  Ã‚  ad hoca priori  Ã‚  Ã‚  Ã‚  Ã‚  a prioriantitrust  Ã‚  Ã‚  Ã‚  Ã‚  anti-trustbaby  Ã‚  Ã‚  Ã‚  Ã‚  babybeat  Ã‚  Ã‚  Ã‚  Ã‚  beatnikcantilever  Ã‚  Ã‚  Ã‚  Ã‚  cantilevercharter  Ã‚  Ã‚  Ã‚  Ã‚  chartercheap  Ã‚  Ã‚  Ã‚  Ã‚  cheap  (poor quality)clean  Ã‚  Ã‚  Ã‚  Ã‚  cleancool  Ã‚  Ã‚  Ã‚  Ã‚  coolcurriculum vitae  Ã‚  Ã‚  Ã‚  Ã‚  curriculum vitae, rà ©sumà ©dance  Ã‚  Ã‚  Ã‚  Ã‚  related to dance musicdesign  Ã‚  Ã‚  Ã‚  Ã‚  designerdestroy  Ã‚  Ã‚  Ã‚  Ã‚  destroyed, trashed, wildexpress  Ã‚  Ã‚  Ã‚  Ã‚  related to espressofahrenheit  Ã‚  Ã‚  Ã‚  Ã‚  Fahrenheitfree-lance  Ã‚  Ã‚  Ã‚  Ã‚  freelancefun  Ã‚  Ã‚  Ã‚  Ã‚  funfunky  Ã‚  Ã‚  Ã‚  Ã‚  funkfurax  Ã‚  Ã‚  Ã‚  Ã‚  furiousglamour  Ã‚  Ã‚  Ã‚  Ã‚  glamorousgold  Ã‚  Ã‚  Ã‚  Ã‚  gold(en)gore  Ã‚  Ã‚  Ã‚  Ã‚  gorygratis  Ã‚  Ã‚  Ã‚  Ã‚  freegroggy  Ã‚  Ã‚  Ã‚  Ã‚  groggyhalal  Ã‚     Ã‚  Ã‚  halal  (in accordance with sharia principles)hi-fi  Ã‚  Ã‚  Ã‚  Ã‚  hi-fihigh-tech  Ã‚  Ã‚  Ã‚  Ã‚  high-techhot  Ã‚  Ã‚  Ã‚  Ã‚  hot (jazz)kascher  Ã‚  Ã‚  Ã‚  Ã‚  kosher (in accordance with Judaic principles)kitsch  Ã‚  Ã‚  Ã‚  Ã‚  kitschindoor  Ã‚  Ã‚  Ã‚  Ã‚  indoorinuit  Ã‚  Ã‚  Ã‚  Ã‚  Inuitjazzy  Ã‚  Ã‚  Ã‚  Ã‚  jazz, related to jazzkif-kif  Ã‚  Ã‚  Ã‚  Ã‚  same, identicalkitsch  Ã‚  Ã‚  Ã‚  Ã‚  kitschlambda  Ã‚  Ã‚  Ã‚  Ã‚  averge, typicallight  Ã‚  Ã‚  Ã‚  Ã‚  light, low in caloriesmarengo  Ã‚  Ã‚  Ã‚  Ã‚  Marengooffset  Ã‚  Ã‚  Ã‚  Ã‚  offsetoffshore  Ã‚  Ã‚  Ã‚  Ã‚  offshoreout  Ã‚  Ã‚  Ã‚  Ã‚  out  of touch, (tennis) outpeople  Ã‚  Ã‚  Ã‚  Ã‚  celebritypop  Ã‚  Ã‚  Ã‚  Ã‚  pop  (music, art)pro forma  Ã‚  Ã‚  Ã‚  Ã‚  pro formapunk  Ã‚  Ã‚  Ã‚  Ã‚  punkrecord  Ã‚  Ã‚  Ã‚  Ã‚  recordrelax  Ã‚  Ã‚  Ã‚  Ã‚  relaxed, informal, laid backrevolving  Ã‚  Ã‚  Ã‚  Ã‚  revolvingselect  Ã‚  Ã‚  Ã‚  Ã‚  select, high-clas s, poshsexy  Ã‚  Ã‚  Ã‚  Ã‚  sexysnob  Ã‚  Ã‚  Ã‚  Ã‚  snobby, snobbishsolo  Ã‚  Ã‚  Ã‚  Ã‚  solosoul  Ã‚  Ã‚  Ã‚  Ã‚  soul  (music)sport  Ã‚  Ã‚  Ã‚  Ã‚  casual, athletic (clothes, shoes)spot  Ã‚  Ã‚  Ã‚  Ã‚  (economics) spotstandard  Ã‚  Ã‚  Ã‚  Ã‚  standardstand-by  Ã‚  Ã‚  Ã‚  Ã‚  stand-bysterling  Ã‚  Ã‚  Ã‚  Ã‚  (pound) sterlingtango  Ã‚  Ã‚  Ã‚  Ã‚  bright orangetop  Ã‚  Ã‚  Ã‚  Ã‚  great, besttrash  Ã‚  Ã‚  Ã‚  Ã‚  trashy, base, tastelessvaudou  Ã‚  Ã‚  Ã‚  Ã‚  voodoovidà ©o  Ã‚  Ã‚  Ã‚  Ã‚  videowaterproof  Ã‚  Ã‚  Ã‚  Ã‚  waterproofzen  Ã‚  Ã‚  Ã‚  Ã‚  Zen

Friday, February 14, 2020

The struggle between fear and freedom of Eveline in Eveline by James Research Paper - 1

The struggle between fear and freedom of Eveline in Eveline by James Joyce - Research Paper Example The family, as a social group, seems to be one of the key themes that Joyce presents, in this story. This is evident when Eveline decides to stay back at home and assume a mother’s roles as a promise she made to her dying mother (Joyce 1). Additionally, death is also presented as a significant theme, in this story. Joyce illustrates that a number of Eveline’s family members and friends have died, and this is evident from symbolisms such as painting of Mary Margaret Alocoque, a French nun, and dust collecting around the house, giving the readers a sense of loneliness and death surrounding Eveline (Joyce 1). The author also presents several issues that made Eveline break the promises she made to her mother, and elope with Frank. One of the key reasons, why Eveline decided to run away from their home, is because they were poor, and money was a precious thing in her life. In the story, Eveline expresses her love for money when she holds her purse next to her body as if she was protecting her own life while walking to the market (Joyce 1). The author also illustrates her family’s poverty status when Eveline is perplexed by the leather seats Frank books at the theater. This is because she was used to seating on the back seats due to lack of money to afford better seats (McCarthy 58). Apparently, Eveline perceives Frank as a new and exciting lifestyle she had never had the opportunity to experience since she took a mother’s role after her mother’s death. Her new lifestyle appeared comfortable because of its stability, and Frank was something spontaneous and new, in her l ife. It is also apparent that Eveline is only a materialistic lady, and she is not so much in love with Frank. She is only interested in the new lifestyle that she is anticipating, and one that contradicts all that she had earlier known and experienced (Joyce 1). Eveline falters at the station when it was time for her and Frank to leave. She becomes frozen and unable to make the final