...SURGERY WHERE HE DIED OF MILITARY TUBERCULOSIS OF THE BRAIN. THOMAS WOLFE IN HIS WRITINGS TRIES TO PUT ALL OF HIS EXPERIENCES OF THE HUMAN HEART ON THE HEAD OF A PIN. • THE THEME OF THIS STORY IS COMMUNICATION. • • The author is an American journalist and essayist. With wit and an eye for detail he describes the outward trappings which reveal the inner meaning behind the attitudes of his subjects. HOMEWORK: DUE THE DAY AFTER WE COMPLETE THE STORY. ONLY THE DEAD KNOW BROOKLYN by Thomas Wolfe A. For each of the following words, provide an appropriate translation from the Brooklyn dialect into standard English. Then write a sentence for five of the words. Sentences must reflect the story. 1. eveh 2. dat 3. den 4. duh 5. neveh 6. befoeh 7. hoid 8. yuh 9. foeh 10. heah 11. bawn 12. somp’n 13. ast 14. dose 15. keh 16. boids 17. troot 18. dere 19. nuttin’ 20. coupla 21. loined 22. oddeh 23. bruddeh 24. wateh 25. yeahs 26. wondeh B. Briefly answer the following questions. 1. Describe the narrator in detail based on what you learn about him from the way he tells the story. What kind of man is he? 2. What does the reader learn about the way the big guy spends his time? What things does he seem to enjoy doing? 3. Why does...
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...”Only the Dead Know Brooklyn” The text ”Only the Dead Know Brooklyn” written by Thomas Wolfe is a story about a narrator helping a guy that is waiting for the train in the subway in Brooklyn. Wolfe starts his novel in this way “DERE’S NO GUY livin’ dat knows Brooklyn t’roo an’ t’roo, because it’d take a guy a lifetime just to find his way aroun’ duh f --- town” . In the novel he portrays the life in the streets of Brooklyn and in which we follow the unknown narrator, who is waiting for his train to come. While he is waiting he overhears a conversation between a big guy and a little guy. The big guy wants to go to Bensonhoist (Bensonhurst without dialect), but he does not know how to get there. Getting no help from the little guy, the big guy asks the narrator for help. After giving guidelines to the big guy about going to Bensonhurst another guy comes and interferes in. Despite the narrator’s guidelines, the so-called ‘wise guy’ gives the big guy new instructions in the belief that his guidelines is the correct. That leads the narrator and the ‘wise guy’ into a discussion about what the idea of wisdom actually means. Luckily the arrival of the train saves him from a possible fight and instead he gets on the train with the big guy. During the ride the conversation takes a twist when the big guy tells the purpose of visiting Bensonhurst. The fact that the big guy only wants to visit Bensonhurst because of his wanderlust and attempt to see all parts of Brooklyn makes the narrator...
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...TABLE OF CONTENTS STRATEGY SHEET | 1 | STATEMENT OF AIMS | 2 | METHOD OF DATA COLLECTION | 3 | SUMMARY OF FINDINGS | 4 | ANALYSIS AND INTERPRETATION | 5 | CONCLUSION | 6 | REFERENCE or BIBLIOGRAPHY | 7 | APPENDIX | 8 | TABLE OF ILLUSTRATIONS Fig. 1 how Judaism came to the Caribbean. Fig. 2 challenges faced by early Jews. Fig. 3.1 development of Judaism in Jamaica Fig. 3.2 the Hillel Academy School STATEMENT OF AIMS THIS SCHOOL BASED ASSESSMENT WAS DONE IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF CSEC. THE AIMS OF THIS RESEARCH ARE: 1. To trace how Judaism came to the Caribbean . 2. To find out the challenges faced by the early Jews and how they impacted on their traditional practices. 3. To find out how Judaism is developed in Jamaica METHOD OF DATA COLLECTION METHOD USED TO COLLECT DATA | WHERE DATA WAS COLLECTED | WHEN DATA WAS COLLECTED | INSTRUMENTS USED TO COLLECT DATA | Research | Gordon Crescent Granville | June 8, 2015 | Paper and pen | | Gordon Crescent Granville | June 18,2015 | Tablet and laptop. | | Gordon Crescent Granville | November 29, 2015 | Pencil and book | | St. James Parish Library | December 22, 2015 | Notepad and Pen | SUMMARY OF FINDINGS According to L. Carman et al “Judaism came to the Caribbean during inquisition, (a...
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...ELEMENTARY STRESS AND ANXIETY 1 STRESS IN ELEMENTARY CHILDREN By Marcy L. Kusz SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN GUIDANCE AND COUNSELING AT NORTHERN MICHIGAN UNIVERSITY March 29, 2009 APPROVED BY: Derek L. Anderson, Ed.D. DATE: March 30, 2009 ELEMENTARY STRESS AND ANXIETY 2 Table of Contents Abstract………………………………………………………………………………. 3 Chapter I: Introduction……………………………………………………………… 4 Statement of Problem……………………………………………………………… 5 Research Question(s)………………………………………………………………. 6 Definition of Terms………………………………………………………………… 7 Chapter II: Review of Literature…………………………………………………….. 9 The Effects of Stress………………………………………………………….. 9 Media and Stress……………………………………………………………… 11 Stress in the Family…………………………………………………………… 13 Stress in the School…………………………………………………………… 15 Helping Children Cope with Stress and Anxiety……………………………... 16 Chapter III: Results and Analysis Relative to the Problem…………………………… 20 Chapter IV: Recommendations and Conclusion……………………………………… 21 Recommendation…………………………………………………………………… 21 Areas for Further Research………………………………………………………….. 23 Summary and Conclusion…………………………………………………………… 24 References……………………………………………………………………………… 25 ELEMENTARY STRESS AND ANXIETY 3 Abstract Changes in our society have put new pressures and stresses on elementary children. Many children are now starting to feel the pressures of...
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