...of racism to become a young woman with self-dignity and identity that helps her to overcome prejudice. The context of I Know Why the Caged Bird Sings focuses on the problems associated with racism that was prevalent in the southern states. Racist oppression is a common theme in the book that is portrayed by all the major characters; in fact, all the other themes in the book are closely related to racism, identity and segregation. In addition, the style and genre, and the structure of this literary work make significant contributions towards its thematic development, which focus on resistance to racism, the significance of the family, self-identity and definition and independence. Walker (95) argues that I Know Why the Cage Bird Sings is characterized by thematic unity, which is achieved using the structure adopted in the text that takes more of a thematic form rather than a chronological form. In addition, Angelou managed to emphasize on the universal ideas in her literary work irrespective of its periodic quality. In I Know Why the Caged Bird Sings, Maya Angelou used the major characters of the book to facilitate its thematic development identity, racism and literacy throughout the text. Basing on this assertion, this essay uses evidence from the book to affirm the role that the major characters played in the development of the major themes in the book. The first major theme in I Know Why the Caged Bird Sings is identity. In the course of the text, Maya is depicted as symbolic...
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...position or both) to counter the negative effects of academic standards in relegating them to remedial positions in order to acquire basic writing skills before being granted access to the university at large. Encouraging her students to explore their previous educational experiences related to both testing and writing through a workshop format, as well as to evaluate their own imaginative writing and the reading of creative texts, Bernstein found that these can be used as means of critical resistance to their remedial designations. Ultimately, though, she concludes that it is not the student’s responsibility alone to resist relegation but also educators as well, who need to address and seek to resolve the conditions that produce “basic writers” even before their arrival at the university, and this, according to the author, will produce an awareness and restructuring of white privilege in determining academic success. Campbell, Kermit E. “ ‘Real Niggaz’s Don’t Die’: African American Students Speaking Themselves into Their Writing.” Writing in Multicultural Settings. Ed. Carol Severino, Juan C. Guerra, and Johnnella E. Butler. Research and Scholarship in Composition. Ed. Lil Brannon, et al. New York: MLA, 1997. 67-78. Campbell contextualizes his argument within expressivist theories of language use, which view student writing as a manifestation of...
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...works by authors of each writing style. From 1860-1890 realism was prominent, developed as a reaction to romanticism as folks believed life was no longer seen through rose colored glasses. This was the civil war, the urbanization and industrializing of America and the emerging middle class as well as the upheaval and social change in the latter half of the 19th century with increasing rates of democracy and literacy. The characteristics of realism are reaction against romanticism and neoclassicism, factual is more important than intellectual or emotional, life is driven by fate. An example of realist writers includes Mark Twain, William Dean Howells, and Edgar Lee Masters. From 1865 -1895 regionalism was prominent and was also referred to as local color. It focuses on characters, dialect, and customs specific to a certain region. Regionalism is coincided with realism and sharing many of the same traits. Regionalism was developed due to the civil war and the building of a national identity, and the dual influence of romanticism and realism. An example of regionalist writers includes Kate Chopin, Mark Twain, and Willa Cather. From 1880-1920 naturalism was prominent and is the view that nature is all there is and the basic truths are truths of nature. Naturalism applies scientific principles of objectivity and detachment to the study of humans; it is influenced by Darwinism and psychology. It is posited that men were controlled by heredity and environment and often depicted man...
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...Sorsogon where the Spaniards first landed in 1567. The Bico River was first mentioned in Spanish Documents in 1572. The region was also called "Los Camarines" after the huts found by the Spaniards in Camalig, Albay. No prehistoric animal fossils have been discovered in Bicol and the peopling of the region remains obscure. The Aeta from Camarines Sur to Sorsogon strongly suggest that aborigines lived there long ago, but earliest evidence is of middle to late Neolithic life. A barangay (village) system was in existence by 1569. Records show no sign of Islamic rule nor any authority surpassing the datu (chieftain). Precolonial leadership was based on strength, courage, and intelligence. The native seemed apolitical. Thus the datu's influence mattered most during crises like wars. Otherwise, early Bicol society remained family centered, and the leader was the head of the family. The Bicol were described by some Spanish chroniclers as fierce warriors. Thus their history comprises many battles against foreign...
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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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...resources have provoked many conquest of the land, most notably, the Romans and the French in order to exploit these resources for their own gain. To be sure, Morocco has succeeded in maintaining their own cultural identity to some degree and in recent years has sought to bring it back. For the purpose of this discussion, I will be focusing on the French influence of the language, and thereby the culture of this diverse population. French as a second language for native English speakers proves and especially challenging endeavor. From my own experience, being exposed to “pigeon” French from my maternal Grandmother and Mother’s time spent living and growing up in (what was then) French Morocco they acquired a very interesting (to say the least) blend of predominantly French but also Arabic, and other native dialects that had worked their way into the language spoken by the masses outside of the formal government. (Halima El-Glaoui, XXV). Suffice it to say when I started learning “classical French” in grade school; I was very much at a loss even though I knew what most of the words meant and the basic sentence structure. Getting my meaning across however, proved difficult. Morroco is a country with an extensive oral tradition elucidated by the fact that The overall literacy rate in Morocco today stands at about 50 percent. (Dawn 26) This leads to the need for a very explicit verbal...
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...Introduction At the time of Olaf Leu’s writing, the traditionalist geometry of the international typographic style and unrestrained freedom of American design was just as important as the influences on both German design and design around the globe. The American and japan conceptual innovation and visual invention was spread throughout the globe. During the 1980s and 90s the rapid development of electronic and computer technology began to change the process and appearance of design. Overnight these big changes recurred within mail, fax machines and the internet, this all served to further shrink the human community into Marshall Mcluhans global village. Influential People Alan Fletcher is one of the most influential figures in post-war British graphic design. The fusion of the cerebral European tradition with North America’s emerging pop culture in the formulation of his distinct approach made him a pioneer of independent graphic design in Britain during the late 1950s and 1960s. As a founding partner of Pentagram in the 1970s, Fletcher helped to establish a model of combining commercial partnership with creative independence. He also developed some of the most memorable graphic schemes of the era, notably the identities of Reuters and the Victoria & Albert Museum, and made his mark on book design as creative director of Phaidon. Siobhan Keaney After graduating from the LCP, Siobhan Keaney worked briefly for three of London’s most prestigious design companies. She...
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...over the age of thirtyfive, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in class discussions and activities. This common reaction reflects James King and David O’Brien’s (2002: 42) characterization of the dichotomy teachers often perceive between school and nonschool literacy activities (although they are not referring to Facebook specifically): “From teachers’ perspectives, all of these presumably pleasurable experiences with multimedia detract from students’ engagement with their real work. Within the classroom economy technology work is time off task; it is classified as a sort of leisure recreational activity.” This dichotomy can be broken down, though; students’ enthusiasm for and immersion in these nonacademic literacies can be used to complement their learning of critical inquiry and traditional academic concepts like rhetorical analysis. Although they read these texts daily, they are often unaware of the sophisticated rhetorical analysis they employ while browsing others’ profiles (or as they...
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...education which develops their personality, talents, and abilities to the fullest.” The Ministry of Education of Trinidad and Tobago along with UNESCO supports these objectives and worked together to develop programs that would address these issues. The Education Policy Paper (1993 – 2003) states, “Every child has an inherent right to an education that will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background.” One project that has been agreed upon is Education for All. Education for All has as one of its goals ‘improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” This goal can only be achieved through the ‘delivery of a systemof quality education to students at all levels of the education system.’ In order to provide quality education to students it is important that all stakeholders play an active role in the education process. Therefore it is important that teachers continually upgrade and develop their skills to be able to identify and properly meet the needs of students. The ministry and by extension administrators need to assist by providing teachers with opportunities to participate in ongoing professional development programs. No Name Primary School is a school of inclusion with an open door policy which seeks to meet the goals of Education for All...
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...Contents Introduction 2 Literature review: 4 Methodology 14 Secondary Research: 15 Primary research: 15 Sample size: 15 Data analysis: 16 Questionnaires: 17 Interview: 19 Findings 19 Social Interaction: 19 Emotional Interaction: 20 Expression: 20 Culture: 21 Conclusion and recommendations: 22 Limitations 23 Appendix 1 24 Appendix 2 29 Questionnaire 29 Interview Questions: 30 Appendix 3 32 Codes 32 Response Sheet 33 Abstract IM is a text based, real time communication tool that has swept the world and altered how people interact with each other. It has created its own culture and ‘language’ and its effects can clearly be seen especially in teenagers. IM is a phenomenon that has countless effects on different parts of language, culture and society. This research aims to examine some of these effects based on one interview and questionnaires that were filled out by 25 young people. The key findings are drawn on the basis of responses given by respondents and the interviewee as well as the research done of the existing literature. Introduction By definition, instant messaging is a set of communication technologies used for text-based communication between two or more participants over the Internet or other types of networks. It basically offers real-time direct written language-based communication. Instant messaging falls under the broader term of ‘Online chatting’. This is because it is text-based, exchangeable in many directions...
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...Table of Contents Chapter 1 Mass Media Literacy 2 Chapter 2 Media Technology 16 Chapter 3 Media Economics 33 Chapter 4 Ink on Paper 49 Chapter 5 Sound Media 64 Chapter 6 Motion Media 80 Chapter 7 New Media Landscape 96 Chapter 8 News 112 Chapter 9 Entertainment 128 Chapter 10 Public Relations 144 Chapter 11 Advertising 160 Chapter 12 Mass Audiences 176 Chapter 13 Mass Media Effects 192 Chapter 14 Mass Media and Governance 209 Chapter 15 Mass Media Globalization 225 Chapter 16 Media Law 241 Chapter 17 Ethics 258 Chapter 1 Mass Media Literacy 1.1 Multiple-Choice Questions 1) Media researchers at Ball State University found that people are intentionally involved in a media activity for __________ percent of their waking hours. A) 1 B) 10 C) 30 D) 60 Answer: C, Topic: Media Ubiquity Page Ref: 3 2) Traditionally, mass communication is defined as the technology-assisted transmission of messages to A) print journalists. B) interpersonal audiences. C) mass audiences. D) only niche audiences. Answer: C, Topic: Media Ubiquity Page Ref: 4-5 3) According to the research firm Nielsen, the medium that is used much more per day than other media is A) music. B) magazines. C) television. D) newspapers. Answer: C, Topic: Media Ubiquity Page Ref: 4 4) Mass media have become so integrated into people’s lives that __________ is common. A) mainstreaming B) media multitasking C) writing letters...
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...Media Literacy Project medialiteracyproject.org Introduction to Media Literacy Media literacy is a set of skills that anyone can learn. Just as literacy is the ability to read and write, media literacy refers to the ability to access, analyze, evaluate and create media messages of all kinds. These are essential skills in today's world. Today, many people get most of their information through complex combinations of text, images and sounds. We need to be able to navigate this complex media environment, to make sense of the media messages that bombard us every day, and to express ourselves using a variety of media tools and technologies. Media literate youth and adults are better able to decipher the complex messages we receive from television, radio, newspapers, magazines, books, billboards, signs, packaging, marketing materials, video games, recorded music, the Internet and other forms of media. They can understand how these media messages are constructed, and discover how they create meaning – usually in ways hidden beneath the surface. People who are media literate can also create their own media, becoming active participants in our media culture. Media literacy skills can help children, youth and adults: • Understand how media messages create meaning • Identify who created a particular media message • Recognize what the media maker wants us to believe or do • Name the "tools of persuasion" used • Recognize bias, spin, misinformation and lies • Discover the part of the story...
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...Music is unique to human beings. We are the only species on earth capable of making and comprehending music. It has existed since the early stages of human life; it is believed that music was developed before language and speech. It has the power to change our moods and behavior, as well as affect the way we go about the things we are simultaneously doing. Music is constantly changing and evolving, and many times it shapes our current culture. There is argument over whether the music nowadays has a negative effect on America’s youth. Hip-hop takes the blame for many social problems in America, however many people overlook the influence it has and are unwilling to learn what it is about. Music, and more specifically hip-hop, has a positive influence on people and our culture in several different ways, including the way it affects the human brain, and the way it shapes and changes our culture and society as a whole. Music has an effect over people on a neurological level, which goes unnoticed by many. Music makes the human brain operate and can be beneficial at very early stages of brain development. Music helps immensely in learning and memorization; babies can even speed up their auditory comprehension due to musical exposure. Adults speak slowly to babies, annunciate syllables, and emphasize the pitch of their voice according to whether they are saying a demand or a question. For example the pitch of your voice goes up when asking a question and goes down or stays even throughout...
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...128.05 crore reflecting a growth (over previous year) of 100.8% and 137.1% respectively. With this, the cumulative disbursement since inception touched a level of 36.05 crore under FIF and 183.82 crore under FITF. Support was extended for setting up of Financial Literacy and Credit Counseling Centres (FLCCs) to Lead Banks (111 FLCCs), capacity building programmes by commercial banks and (Regional Rural Banks)RRBs and Financial Literacy awareness camps by RRBs, under FIF. Under FITF, support was extended for implementation of Core Banking Solution (CBS) by weak RRBs (26 out of 28) and Information & Communication Technology (ICT) solution by RRBs (52 out of 82). Financial Inclusion During the year 2012-13, the disbursements under Financial Inclusion Fund (FIF) and Financial Inclusion Technology Fund (FITF) were 33.31 crore and 17.14 crore respectively. With this, the cumulative disbursement since inception touched a level of 69.77 crore under FIF and 201.30 crore under FITF. Support was extended for setting up of Financial Literacy and Credit Counseling Centers (FLCCs) to Lead Banks in 256 excluded districts and 10 disturbed districts, capacity building programmes by commercial banks and RRBs and Financial Literacy awareness camps by RRBs, under FIF. Under FITF, support was extended for implementation of Core Banking Solution (CBS) by weak RRBs and Information & Communication Technology (ICT) solution by RRBs. 2013-14(impact seen) Financial inclusion continued to be an...
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...[pic] [pic] [pic] [pic] |[pic] |[pic] |[pic] | |MALASIYA |SINGAPORE |THAILAND | |[pic] |[pic] |[pic] | |INDONESIA |LAOS |PHILIPINES | |[pic] |[pic] |[pic] | |BURMA |VIETNAM |BRUNEI | | [pic] | |CAMBODIA | MALAYSIA Facts and Statistics Ethnic Make-up: Malay 50.4%, Chinese 23.7%, indigenous 11%, Indian 7.1%, others 7.8% ...
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