...Journal Two: Identifying Conflict in Two Texts Read About Journals in ENG125: Introduction to Literature for more information about the purpose and expectations for journals. This week, you continue writing your journal entries. This journal entry is designed to help you document ideas about conflicts in literature, which will contribute to the information required for the Week Three Draft and the Week Five Literary Analysis. Recognizing conflict is essential to understanding the various commentaries literature can provide. In Journal One, you identified conflict as it might appear in our everyday world and from other sources. Now, consider the following definition of conflict and how it relates to literature from the textbook or the story/poetry links provided under the requirements for the Literary Analysis: Conflict is opposing actions, ideas, and decisions that hold a plot together...the struggle that shapes the plot in a story. Chapters 1-7 of our text contain a number of stories and poems, each of which rely on at least one conflict. Choose two of this week’s assigned literary works and write about the conflicts presented in each of them. In 250 to 500 words Individual versus Society --- “Still she had come down the road toward the big white church alone. Just herself, an old forgetful woman, nearly blind with age” (para 3.1,2) --- appears to be the main conflict in Alice Walker’s narrative ironically, yet metaphorically named "The Welcome Table”. The...
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...Was There Magic at Qumran? Abraham Kahn Amongst the body of Qumran literature there is a small portion of textual material that seems to deal with different aspects of magical practice. These texts have sparked plentiful debate as scholars have attempted to understand the meaning of these texts, their role within the Qumran community, and how the community’s members felt about the texts. One of the key issues at hand for scholars has been trying to understand how the community reconciled its use of these texts that seemingly describe magical properties with verses in Deuteronomy that prohibit several forms of witchcraft and magic. The purpose of this paper will be to offer definitions for the term “magic” in a religious context in order to gain some context for the broader discussion of the paper, to study two Qumran manuscripts that describe practices that have been categorized to some degree as “magic,” to deliberate whether or not the issue raised by scholars is valid, and, if it is, to offer two scholarly theories proposed to explain how the community used these manuscripts in light of the biblical prohibitions based within the context of the Qumran community’s texts, practices and ideology as a whole. Scholars studying religious societies and practices have struggled to define what characterizes “magic” and to highlight what exactly separates religious practice from magical practice. The crude term itself, “magic,” has been assumed, for the most part, to describe practices...
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...of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and...
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...81 85 89 Unit 3 - Foundations for Success Chapter 1: Know Yourself – Socrates U3-C1-L1 Self Awareness U3-C1-L2 Appreciating Diversity through Winning Colors U3-C1-L3 Personal Growth Plan U3-C1-L4 Becoming an Active Learner U3-C1-L5 Pathways To Success (QBOL) Chapter 2: Learning to Learn U3-C2-L1 Brain Structure and Function U3-C2-L2 Left and Right Brain Functions U3-C2-L3 Learning Style and Processing Preferences U3-C2-L4 Multiple Intelligences Chapter 3: Study Skills U3-C3-L1 Thinking Maps U3-C3-L2 Reading For Meaning U3-C3-L3 Study Habits that Work for You Chapter 4: Communication Skills U3-C4-L1 The Communication Process U3-C4-L2 Becoming a Better Listener Chapter 5: Conflict Resolution U3-C5-L1 Causes of Conflict U3-C5-L2 Conflict Resolution Techniques Chapter 8: Making a Difference with Service Learning U3-C8-L1 Orientation to Service Learning...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...Topical question: W: Overarching Understanding/Question: It is important to see beyond yourself in order to understand others. / Why is cultural perspective important? Big Idea: Culture Standards: SCCR E2.I.1.1: Use a recursive process to develop, refine, and evaluate questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding. SCCR E2.I.3.2: Examine historical, social, cultural, or political context to broaden inquiry and create questions. SCCR E2.RL.5.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations. SCCR E2.RL. 7.1 Trace the development of a common theme across media, modality, and format. SCCR E2.RL. 7.2 Explain how literary texts and related media allude to themes and archetypes from historical and cultural traditions. Major...
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...Course Syllabus SCBSIT0810 Technical Writing Fundamentals: ENG 221 Course Start Date: 03/08/2011 Course End Date: 04/05/2011 Campus/Learning Center: Schaumburg Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Susan Smillie smillies@email.phoenix.edu (University of Phoenix) srsmillie@yahoo.com (Personal) 630-833-5758 (CST) Facilitator Availability I will be available in...
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...SOC 110 TEAMWORK, COLLABORATION, AND CONFLICT RESOLUTION GROUP: WCICS178 DATES: October 28, 2008 November 4, 2008 November 11, 2008 November 18, 2008 November 25, 2008 INSTRUCTOR: Dr. Brian N. Hewlett Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program. Copyright Copyright ( 2003 by the University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Syllabus |Course Title: |Teamwork, Collaboration, and Conflict Resolution | |Course Schedule: |Tuesdays, October 28 – November...
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...symbolic interaction theory as your guide, explain how the terms “aliens” and “illegals” helped shape public opinion/attitudes in Farmingville towards Latino day laborers. What do these words mean? How did these definitions influence perceptions and behaviors? I think the word “alien” describes the symbolic interaction best. To the locals of Farmingville the immigrants were alien in a very broad sense of the word. They spoke another language, enjoyed food that was different to the local fare; even the way they interacted with each other was something that was very incongruous to their way of life. We all know that labels can hurt and wound deeply, also give others a preconceived notion of another. The other words for alien are inappropriate, estranged and incompatible. The list for illegals is so long and heinous, but here are some examples, Illegitimate, unconstitutional, felonious, shady, violating and criminal. I think words like this corrode and influence a maybe somewhat rational mind, then picks up momentum and produces a concurrence of likeminded ignorance. 2. How might conflict theory to explain the development of an illegal alien ideology (use index of text to locate information about ideology and conflict theory)? Again I think we have to look at it from a cultural view point and the labels we put on others that perpetuates a myth about those people. Look how easily it was done in Nazi Germany and how a whole society either participated in the most hateful...
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...Module C: Texts and Society - Elective 2: Into the World Novel: The Story of Tom Brennan (Burke, J C, the Story of Tom Brennan, Random House, 2005, ISBN-13: 9781741660920) Rubric: In this elective students explore a variety of texts that deal with aspects of growing up or transition into new phases of life and a broader world. People encounter different experiences and respond to them individually. These personal experiences may result in growth, change, or other consequences. Students respond to and compose a range of texts that illustrate different pathways into new experiences. They examine the features of texts that shape our knowledge, attitudes and beliefs about individuals venturing into new experiences. You could be asked to respond to a question in the HSC exam in ANY form. E.g. essay, report, speech... etc. Tom is the teenage protagonist in a phase of transition, he copes with: - Living with trauma - A transforming sibling relationship - Social acceptability in a new place - Relationship with the opposite sex - Family coping mechanisms - Defining self worth through male-female relationships - Emotional growth - Changed place in social order - Social judgment - Mateship - Being mentored through the transition Synopsis: The Story of Tom Brennan by J.C. Burke starts with a fatal car accident – a young driver who’s had too much to drink goes too fast and in an instant two of his friends are dead and his...
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...the difference in how well organizations perform, assess how an understanding of organizational behavior concepts and theories is a useful knowledge base for career success and for improving an organization's effectiveness. | Key Concepts * Define organizational behavior and describe why is it important. * Analyze what organizations are like as work settings. B | Given the influence of factors such as values, attitudes, beliefs, feelings, and personality on individual behavior, demonstrate how knowledge of individual difference factors helps in understanding, predicting, and influencing individual behavior. Use a diagnostic instrument, such as the Life Styles Inventory (LSI) to assess your personal thinking and behavior styles and their role in accomplishing self-improvement goals. | Key Concepts * Describe the nature of managerial work. * List the individual differences and how they impact performance. * Define value differences among individuals. * Define emotions and attitudes. * Analyze job satisfaction and why it's important. * Describe personality types and how they differ. * Learn how to manage diversity and individual differences, and why this is important. The High Performance Organization Visionary Leadership | A Culture of Accountability | Affinity for Risk | Strategic Agility At the heart of the high performance organization (HPO) is people—in particular, leaders who model company values and create a culture that supports...
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...Ace The IELTS Essential tips for IELTS General Training Module © September 2005 By Simone Braverman All rights reserved. No part of this book may be reproduced in any form or by any means, or stored in a database or retrieval system without prior permission of the author. Making copies of any part of this book for any purpose other than your own personal use is a violation of International Copyright Laws. Limits of Liability/ Disclaimer of Warranty The author and publisher of this book and the accompanying materials have used their best efforts in preparing this program. The author and publisher make no representation or warranties with respect to accuracy, applicability, fitness or completeness of this program. They disclaim any warranties (expressed or implied), merchantability or fitness for any particular purpose. The author and the publisher shall in no event be held liable for any loss or other damages, including but not limited to special, incidental, consequential or other damages. As always, advice of competent professionals should be sought. This manual contains material protected under International Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. From Author I am very grateful for all the help and support I’ve received from all the members of my team. I'd like to thank Vladimir Levitin – for great research Roman Itskovich and Zvi Braverman – most talented Internet gurus Nataly Dehter-Vaksman - for...
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...deficit/hyperactivity disordersVision problems | Acquired proficiency in languageVerbal memoryLexical and syntactic skillsOverall languagePhonological awarenessOral Vocabulary | Reading readinessLetter identificationConcepts of printPhonemic awareness | Family history of reading difficultiesHome literacy environmentOpportunities for verbal interactionHome language other than EnglishUse of a nonstandard dialect of English in the homeSocioeconomic status | Environmental risksLow performing schoolsLow expectationsLack of resourcesConflicting community valuesNegative peer pressure | http://faculty.scf.edu/sharric/lesson2/lesson2topic4.htmWhile in Example A you may struggle to seek out the inner meaning, in Example B you are probably only interested in one or two details (or perhaps it's the other way around). Either way, you are using two very different...
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...school students the value of criticism, especially when it comes to improving their writing. To do so, I model how criticism continues to help me become a better writer. Earlier this year, for example, I shared a draft of one of my education feature articles, which included detailed feedback from an editor at a prominent media company. I asked my classes for advice on how to address several edits, dealing with sources, transitions, terminology, and structure. A few days later, I directed my budding writers to the much-improved final draft. This easy but worthwhile activity helped more of my students feel comfortable receiving criticism, and not view it as an affront. As a result, they improved their writing by taking the time and care to consider and respond to reader insight. I want my students to feel secure in the knowledge that nobody is beyond criticism (even their teacher), and that the bigger challenge is developing the good sense to acknowledge and successfully respond to feedback. Along those lines, I also offer the suggestions below about teaching writing: 1. Writers are the Best Writing Teachers To teach effective writing, we must be effective writers ourselves. We can't teach what we don't know, and when it comes to writing, it's important to continue honing our craft. If you haven't engaged in much formal writing since college, you will remain a less effective writing teacher. No matter what subject you teach, try...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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