...novel “The Secret Life of Bees” as the protagonist Lily Owens is haunted and motivated by the memory of how she killed her own mother at age four. Kidd uses this one event to lay way too many important plot points and give the piece meaning as a whole. In Lily’s memory she is four years old and caught in between a spur of the moment argument between her parents when her mother, Deborah, produces a gun. When the gun gets knocked from her mother's hand Lily scrambles to grab it, and the rest is history. As Lily says herself, “She was all I wanted. And I took her away” (Pg.8). One of the main...
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...demonstrates how she overcomes her problems and finds herself. Lily Owens starts out as a troubled and confused girl. By the end of the book she overcomes her obstacles and becomes a confident young woman. Lily uses the pain from her father's abuse and mother's absence to mature into a young woman. When the story starts out, Lily Owens is a little girl who has always been put down by her father and as a result has a lack of confidence and lack of hope for the future. When lily thinks she hears bees buzzing in her room she called for her fathers help and T-Ray said " I guess they must have flown out of that cuckoo clock you call a brain. You wake me up again, lily, and I'll go get the Martha Whites, you hear me?" (Page 31/734). This shows here that she was abused physically and mentally . Instead of receiving comfort from her father Lily was made fun of and threatened. Obviously from the quote, we learn that the emotional and physical abuse were already a pattern in Lily's life. Already Lily's strength of character surfaces. Although she was afraid of her fathers form of punishment her courage and boldness are demonstrated when she says "still I couldn't let the master go entirely- T-ray thinking I was so desperate I would invent an invasion of bees to get attention. Which is how I got the bright idea of catching a jar of these bees, presenting them to T-Ray and saying. "Now who's making things up""(page 31/734) Lily had the inner strength to stick up for herself by showing...
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...including racism throughout the story line. The main protagonist, Lily Owens who is age bound of turning 14, experiences challenges during her childhood that change the way she copes up with her emotions as she grows up turning into a woman. Lily also had problems facing the truth about who she is and what happened to her mother. First, In the novel the author Sue Monk Kidd, presents a strong message about...
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...14-year-old little white girl, Lily Owens, lives with her terrible father, T.Ray, who never gives his love and interest to her. For the reason, she decides to run away from her father and moves from Sylvan to Tiburon. In Tiburon she meets a new reliable guardian, August. By giving two different relationships, the author, Sue Monk Kidd, helps us to understand ‘Love’ which is one of the themes in the novel. The first relationship is between Lily and her father, T.Ray, who is insensitive and cruel to Lily because he never gives his affection, and he punishes her in brutal way. Lily spends on upsetting time with her father after her mother passed away when Lily was 4 years old....
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...best known for her 2002 novel The Secret Life of Bees. The novel begins with a 14 year old, Lily Owens, in the summer of 1964 in Sylvan, South Carolina o runs away with her black housekeeper and stays with a black family. Lily lived with T. Ray, her father, and her housekeeper, Rosaleen. T. Ray, being abusive, lead Lily’s mother away. She eventually comes back in efforts to get a then 4 year old Lily. In the heat of an argument with her husband, Deborah drops a gun that Lily accidentally picks up and kills her mother. The Secret Life of Bees is a book that shows many types of interracial interactions such as; mentor-mentee, intimate relationship, caregiver, friendship, resentment, and hatred. The mentor-mentee relationship in this book is expressed by Clayton Forrest and Zach Taylor. Zach’s aspiration to be a lawyer, a title not commonly held by a black american, is questioned by all, except Clayton Forrest. Clayton Forrest instead of knocking his dreams, mentors him and teaches Zach about lawyer duties, even giving him stuff to read and keeping him updated in some legal matters. Seeing...
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...with Lily Owens and Rosaleen going on a quest and to escape far away from her father to find more about the picture of the Black Virgin Mary. Little does she know, she will learn the real word of all the hatred against blacks The first encounter of racism is at August Boatwright’s house. Lily asks August if she can stay at her house and June, August’s sister, comes in and immediately says “But she’s white (87). This part is significant and suggests that black and whites cannot get along with each other because of the hatred towards each other. August, surprisingly enough sais yes making a noble move. Lily’s first thought is how educated August is and how cultured she is. Like how she doesn’t judge people inside simply on skin color. Then Lily, being partially racist realizes that black people can be as smart as whites when she sees August noble move symbolizing everyone is equal and no race is more dominate than the other. The second encounter of racism occurs with Lily and Zack when they become friends because of their similar interests. The two discuss what they want to be and Zack’s dream was to become a lawyer and Lily rudely says, “I’ve never heard of a Negro lawyer” (121). This quote shows Lily grew up in a completely racist family and was taught to think blacks are no more than servants because they are stupid creating the image that whites think all black people are intelligent and are only good for slave work. The final encounter of racism starts after Lily and...
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...English 102 12/10/13 Secret Life of Bees In 1964, Lily Owens is fourteen years old. She has no mother, a father whom she despises, and no friends to turn to when she needs a shoulder to cry on. Not only does Lily have to deal with feelings of loneliness and betrayal caused by her parents, but in a time troubled by negativity towards the Civil Rights Act, she is also faced with situations that force her to grow up very fast. The Secret Life of Bees by Sue Monk Kidd is a page turning novel about Lily’s journey to find answers to her past. There are themes and symbolisms throughout the book. Racism, forgiveness/coping, and bees are big ones for many characters throughout the novel. The summer of 1964 in South Carolina comes at the peak for race relationships in American history, a summer when much of white Americans showed no respect towards the blacks. The nature of racism is discussed throughout Lily’s story. It is important to understand she grew up in the South, where races were separated by both law and attitudes. Lily does not attempt to reconcile her love for Rosaleen with her understanding that blacks are inferior to whites. “Rosaleen pulled back the towel; I saw an inch-long gash across a puffy place high over her eyebrow.” (Kidd). Is one of the first times she started to see racism, but not to the fullest understanding. When Rosaleen’s life is threatened by a system that Lily doesn’t understand, she knows only that she must save Rosaleen’s life, even...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...Chapter Four Professional Accounting in the Public Interest, Post-Enron Purpose of the Chapter When the Enron, Arthur Andersen, and WorldCom debacles triggered the Sarbanes-Oxley Act of 2002 (SOX), a new era of stakeholder expectations was crystallized for the business world and particularly for the professional accountants that serve in it. The drift away from the professional accountant’s role as a fiduciary to that of a businessperson was called into question and reversed. The principles that the new expectations spawned and renewed resulted in changes in how the professional accountants are to behave, what services are to be offered, and what performance standards are to be met. These standards have been embedded in a new governance structure and in guidance mechanisms, which have domestic and international components. The influence of the International Accounting Standards Board (IASB) and the International Federation of Accountants (IFAC) will be as important as that of SOX in the long run. This chapter examines each of these developments and provides insights into important areas of current and future practice. Building upon the understanding of the new stakeholder accountability framework facing clients and employers developed in earlier chapters, this chapter explores public expectations for the role of the professional accountant and the principles that should be observed in discharging that role. This leads to consideration of the implications for services to be...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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...PART I INTRODUCTION 6 I. GENERAL NOTES ON STYLE AND Stylistics 6 2. EXPRESSIVE MEANS (EM) AND STYLISTIC DEVICES (SD) 21 3. GENERAL NOTES ON FUNCTIONAL STYLES OF LANGUAGE 28 4. VARIETIES OF LANGUAGE 30 5. A BRIEF OUTLINE OF THE DEVELOPMENT OF THE ENGLISH LITERARY (STANDARD) LANGUAGE 36 6. MEANING FROM A STYLISTIC POINT OF VIEW 51 PART II STYLISTIC CLASSIFICATION OF THE ENGLISH VOCABULARY 63 I. GENERAL CONSIDERATIONS 63 2. NEUTRAL, COMMON LITERARY AND COMMON COLLOQUIAL VOCABULARY 64 3. SPECIAL LITERARY VOCABULARY 68 a) Terms 68 b) Poetic and Highly Literary Words 71 c) Archaic, Obsolescent and Obsolete Words 74 d) Barbarisms and Foreignisms 78 e) Literary Coinages (Including Nonce-Words) 83 4. SPECIAL COLLOQUIAL VOCABULARY 95 a) Slang 95 b) Jargonisms 100 c) Professionalisms 103 d) Dialectal words 106 e) Vulgar words or vulgarisms 108 f) Colloquial coinages (words and meanings) 109 PART Ш PHONETIC EXPRESSIVE MEANS AND STYLISTIC DEVICES 112 GENERAL NOTES 112 Onomatopoeia 113 Alliteration 114 Rhyme 116 Rhythm 117 PART IV LEXICAL EXPRESSIVE MEANS AND STYLISTIC DEVICES 123 A. INTENTIONAL MIXING OF THE STYLISTIC ASPECT OF WORDS 123 B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING 125 1. INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS 126 Metaphor 126 Metonymy 131 Irony 133 3. INTERACTION OF LOGICAL AND EMOTIVE...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...[pic] Гальперин И.Р. Стилистика английского языка Издательство: М.: Высшая школа, 1977 г. В учебнике рассматриваются общие проблемы стилистики, дается стилистическая квалификация английского словарного состава, описываются фонетические, лексические и лексико-фразеологические выразительные средства, рассматриваются синтаксические выразительные средства и проблемы лингвистической композиции отрезков высказывания, выходящие за пределы предложения. Одна глава посвящена выделению и классификации функциональных стилей. Книга содержит иллюстративный текстовой материал. Предназначается для студентов институтов и факультетов иностранных языков и филологических факультетов университетов. GALPERIN STYLISTICS SECOND EDITION, REVISED Допущено Министерством высшего и среднего специального образования СССР в качестве учебника для студентов институтов и факультетов иностранных языков |[pic] |MOSCOW | | |"HIGHER SCHOOL" | | |1977 | TABLE OF CONTENTS Page Предисловие к первому изданию……………………………………………………..6 Предисловие к второму изданию……………………………………………………..7 Part I. Introduction 1. General Notes on Style and Stylistics…………………………………………9 2. Expressive Means (EM) and Stylistic Devices (SD)………………………...25 3. General Notes on Functional Styles of Language……………………………32 4. Varieties of Language………………………………………………………..35 5. A Brief...
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...Visualizing Research This page intentionally left blank Visualizing Research A Guide to the Research Process in Art and Design Carole Gray and Julian Malins © Carole Gray and Julian Malins 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Carole Gray and Julian Malins have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as the authors of this work. Published by Ashgate Publishing Limited Gower House Croft Road Aldershot Hants GU11 3HR England Ashgate website: http://www.ashgate.com British Library Cataloguing in Publication Data Gray, Carole Visualizing research : a guide to the research process in art and design 1.Art – Research 2.Design – Research 3.Universities and colleges – Graduate work I.Title II.Malins, Julian 707.2 Library of Congress Cataloging-in-Publication Data Gray, Carole, 1957Visualizing research : a guide to the research process in art and design / by Carole Gray and Julian Malins. p. cm. Includes index. ISBN 0-7546-3577-5 1. Design--Research--Methodology--Handbooks, manuals, etc. 2. Art--Research--Methodology-Handbooks, manuals, etc. 3. Research--Methodology--Handbooks, manuals, etc. I. Malins, Julian. II. Title. NK1170.G68 2004 707’.2--dc22 ISBN 0 7546 3577 5 Typeset by Wileman Design Printed and bound...
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...Oracle® Trading Community Architecture Reference Guide Release 12.1 Part No. E13569-04 August 2010 Oracle Trading Community Architecture Reference Guide, Release 12.1 Part No. E13569-04 Copyright © 2003, 2010, Oracle and/or its affiliates. All rights reserved. Primary Author: Ashita Mathur Contributor: Ajai Singh, Amy Wu, Anish Stephen Avinash Jha, Harikrishnan Radhakrishnan, Leela Krishna, Nishant Singhai, Ramanasudhir Gokavarapu, Shankar Bharadwaj Oracle is a registered trademark of Oracle Corporation and/or its affiliates. Other names may be trademarks of their respective owners. This software and related documentation are provided under a license agreement containing restrictions on use and disclosure and are protected by intellectual property laws. Except as expressly permitted in your license agreement or allowed by law, you may not use, copy, reproduce, translate, broadcast, modify, license, transmit, distribute, exhibit, perform, publish or display any part, in any form, or by any means. Reverse engineering, disassembly, or decompilation of this software, unless required by law for interoperability, is prohibited. The information contained herein is subject to change without notice and is not warranted to be error-free. If you find any errors, please report them to us in writing. If this software or related documentation is delivered to the U.S. Government or anyone licensing it on behalf of the U.S. Government, the following notice is applicable: U.S...
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