...__verbatim ___ summaries of conversations ___provided by a parent • Q & A are listed by universal aspects of culture (i.e. categories) • Nearly all questions were asked/ responses are provided for all questions • Responses provide sufficient data for the other parts of the ethnography • A rich narrative is provided within the answers; thoughtfulness is clearly exhibited • Personal Interview/ Parent Interview/ Grandparent Interview Completed |Rating |Exceeds Standards |Meets Standards |Approaches |Insufficient Evidence; D or | | |A+, A |A-, B+, B |B-, C+, C, C- |below | |Content |1. Asked and answered |1. Asked and answered |1. Asked and answered |1. Asked and answered | | |questions reveal tremendous |questions reveal family |questions reveal family |questions are lacking in many | | |depth and provide a rich |narrative |details |respects...
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...Lies pervade our surroundings,. Our society exhibits a preference for embracing falsehoods over confronting the somber or crucial truths. Would you prefer to learn that an hour of your existence has been forfeited due to unmet demands, or would you rather be assured that all is well? Consider the notion of an individual striving to shield you from the realm of deception and unveil the veritable world. This individual is none other than the Harlequin. While these inquiries may seem peculiar, they hold significant value for introspection. Society often shies away from confronting harsh realities, opting for untruths over stark truths. In the narrative of "TickTock Man" by Harlan Ellison, the marginalized stratum resists acknowledging their subjugation,...
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...Introduction How exciting it is to open the bible to the book of Exodus and read the narrative of the fulfillment of God’s promise in the rescue of the Israelites from captivity in Egypt—the call of Moses, the plagues, and the dramatic manifestation of God on Mt. Sinai. Though the book of Exodus is most famous for the revelation of the Ten Commandments contained in Chapter 20, it remains vague in terms of where the biblical account actually occurred, and yet we cannot begin to fully understand the Old Testament if we look at it as merely a piece of great literature, or as some have suggested nothing more than interesting legend, or the elaboration of superior ideals. … The Book of Exodus is a narrative of the sacred history of Israel from the sojourn in Egypt to the completion of the Tabernacle in the wilderness. The term Exodus comes from the Greek terminology and literally means “going out,” an appropriate title for the book that narrates how under the leadership of Moses, the Israelites escaped from Egyptian persecution and began their journey back to the Promised Land. To be certain, all human history is the scope of God’s sovereignty. God became especially involved in the lives of a relatively unknown people, culminating a historical event that changed biblical history and altered the course of their lives and culture. When we seek to understand the meaning of our individual life events, we don’t actually begin with birth or infancy, even though a biographical account...
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...KOREAN LITERATURE Korean literature is the body of literature produced by Koreans, mostly in the Korean language and sometimes in Classical Chinese. For much of Korea's 1,500 years of literary history, it was written in Hanja. It is commonly divided into classical and modern periods, although this distinction is sometimes unclear. Korea is home to the world's first metal and copper type, world's earliest known printed document and the world's first featural script. ------------------------------------------------- General overview In general, the written arts have a tradition in epigraphic inscriptions on stones, in early tombs, and on rarely found bamboo pieces that formed early books. Repeated invasions and sacking of the east and west capitals, as well as the difficulty in preserving written texts on bamboo, make works before 1000 rare. Those works were entirely written in Chinese characters, the language of scholars, but of course incorporated Korean words and mindset. Medieval scholars in Korea learned and employed written Chinese as western schoolmen learned Latin: as a lingua franca for the region. It helped cultural exchanges extensively. Notable examples of historical records are very well documented from early times, and as well Korean books with movable type, often imperial encyclopedias or historical records, were circulated as early as the 7th century during the Three Kingdoms era from printing wood-blocks; and in the Goryeo era the world's first metal type...
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...Meeks 1 Michelle Meeks Dr. Jon Glover ENC 1102 (MTWR 12:45) July 26, 2012 Richard Cory: The American Tragedy, The American Revolution Primary Sources 1. Robinson, Edwin Arlington. Richard Cory. 1897. Edwin Robinson wrote a short narrative poem about a man, Richard Cory. Robinson describes Richard Cory as a man who is wealthy, admired, educated, stylish, and modest. At the end of the poem the feeling of admiration changes to shock after it was revealed that Richard Cory "went home and put a bullet through his head." Robinson taught the moral "money doesn't buy happiness" through the magic of envy. 2. Simon, Paul. Richard Cory. 1966. Literature In Paul Simon's adaptation of Richard Cory he reconceived the original poem and added a chorus that emphasized a separate truth. Simon talks about Richard Cory being Meeks 2 "born into society" and painted a picture of Cory being a wealthy playboy with tones like "the orgies on his yacht." Simon wants his readers/listeners to view Richard Cory as a type of lifestyle. Secondary Sources 3. Morse, David E. Avant-Rock in the Classroom. The English Journal, Vol. 58, No. 2 (Feb., 1969), pp. 196-200+297. Print. This article suggests that using avant-rock in the classroom the students would show more interest in literature. "The whole avant-rock movement clearly challenges the traditional notions of what is literature." Morse believes that by doing this they will bring many students who react sentimentally to...
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...Analysis of the text “To Sir, with love” By Eustace Braithwaite The text I’m going to comment on is entitled “To Sir, with love”, written by Eustace Braithwaite, a Guyanese novelist, writer, teacher and diplomat, best known for his stories of social conditions and racial discrimination. The passage under study is an excerpt from hid well-known novel “To Sir, with love”, that is an excellent autobiographical work, as it is based on his personal experience of teaching at a school in London’s East End. First, I would like to speak about the title of the text, because very often it can give you a hint about the content of the text. In this very case the first thought that came to my mind was that in the text may be a sir that receives a letter from somebody who loves him. After the first lecture of the text, I realized I wasn’t quite right, just partially right. Speaking about the structure of the title, I can say that it is expressed in a syntagm consisting of elements from human reality (sir) and from the spiritual one (love). The title has an expressive function, for it is realized by means of intention and emotionality. Also, it has a positive emotional status. The text tells the story of a teacher who came in a school in which every Friday morning the pupils were writing a Weekly Review – the headmaster’s pet scheme. The children were free to comment and criticize anything, as long as it was somehow linked with the school. The headmaster found advantages in that...
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...Revolution in Britain consisted of British Nobles and Parliament publishing the Declaration of Rights seeking greater autonomy and freedom from the lofty weight and absolutism of the seemingly arbitrary decisions of the king. The American Revolution led to a significant debate over rights, whether to create a Bill of Rights or not, and to whom rights apply and in what ways. Finally, with Frederick Douglass’ nineteenth century abolitionist narrative, his discussion of natural rights and the implicit or mandated laws and privileges of humanity and Christianity. The act of writing and recording rights ultimately facilitated great gains for the cause of human liberty and personal autonomy, the first assertion of one’s own autonomy with the Nobles of the Glorious Revolution,...
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...Fs 4exploring the curriculum Field Study Episode 1 “THERMOMETER CHECK” Name of FS Student: Langga Neljun S. Course: BESED-English Year & Section: III Resource Teacher: Maria Cristina Sonza Signature: __langss_________________ School: MSU SND You’re Target At the end of this activity, you should be able to describe through your reflection of how the school promotes partnership and dialogue. You’re Map For this process, go through the following steps: | | |observation Report on Interaction | | | |Name: Langga, Neljun S. Year / Course: BSED-III | |School Observed: SND Integrated School___________________________ | |Grade level: First year____________________ Section: A | |Subject Observed: English | | ...
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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...Mr. Macomber English 3 AP Syllabus 1.5 English 3 AP Course Overview Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and texts in order to establish greater awareness of purpose and strategy, while strengthening their own composing abilities. C16 Students examine rhetoric in essays, images, movies, novels, and speeches. They frequently confer about their writing by conferencing in class. C 14 Feedback is given both before and after students revise their work to help them develop logical organization, enhanced by specific techniques to increase coherence. Rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis are addressed. I comment on individual drafts, and I write memos to the class in a blog about whole-class concerns such as specificity of quotations, parallelism, and transitions. C13 Simultaneously, students review the simple, compound, complex, and compound-complex sentence classifications. We examine word order, length, and surprising constructions. Loose and periodic sentences are introduced. We examine sample sentences and discuss how change affects tone, purpose, and credibility of the author/speaker. In addition, feedback on producing sentence structure variety...
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...arguments usually question or celebrate the transgressive potentials of the book (Giroux; Mendieta), or address issues of masculinity brought into the fore by their literary and cinematic representations emergent in the same decade (Tuss; Friday). However, few, if any, have addressed the literary aspirations of the text and its author. Although none of the approaches to the thematic concerns of Fight Club are unjustified, in the argument that follows I will suggest that conclusions drawn and critical judgments passed have been hasty, and not only failed to take into account the formal aspects of story-telling, but that the narrative features of Palahniuk’s text have largely went unexplored, and constitute a blind spot of the reception. Critics condemning or acclaiming the novel, and, indeed, many a cultic reader of Palahniuk ignored Fight Club as a literary narrative, and have inadvertently been repeating the catchphrases of the text, either reinforcing or trying to undermine what they have understood as their meaning. I see the significance of Palahniuk’s fiction and the literary event of Fight Club’s publication in somewhat different terms. Palahniuk’s emphasis and continued insistence on minimalism suggest that his fiction is properly understood as belonging to a literary tradition whose evaluation remains troubled and, for a large part, unsettled. Nevertheless,...
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...Addressing the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed...
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...TextTell Me a Good Story: Using Narrative Analysis to Examine Information Requirements Interviews during an ERP Implementation Rosío Alvarez University of Massachusetts, Boston Jacqueline Urla University of Massachusetts, Amherst Abstract This paper reports on a participant-observation study examining how clients use narratives to convey information during ERP requirements analysis interviews. Techniques drawn from narrative analysis are used to analyze the structure and content of different types of narratives clients tell during requirements analysis interviews. First, findings reveal that interviewees organized their experience, sought to persuade listeners, and conveyed information to analysts using “stories,” “habitual,” and “hypothetical” narratives. Client narratives provide a pragmatic view of the information system, offering insight into the ways the system is actually used and the habitual practices of the work environment. Second, narratives function to signal the embeddedness of the information system in its larger organizational and social context. While analysts may be inclined to dismiss narratives as messy or uncodeable data, the insights they provide merit attention. To the degree that narratives give insight into users’ perspectives on organizational issues, they provide knowledge that is essential to any information systems project. This is especially true for ERP projects that, unlike other systems projects, seek to integrate processes spanning the entire...
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...ENGLISH (Grade 10) December 2013 THE FRAMEWORK I. PHILOSOPHY AND RATIONALE Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1. Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures. II. GUIDING PRINCIPLES The...
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...King Arthur From Wikipedia, the free encyclopedia For other uses, see King Arthur (disambiguation). Statue of King Arthur, Hofkirche, Innsbruck, designed by Albrecht Dürer and cast by Peter Vischer the Elder, 1520s[1] King Arthur is a legendary British leader who, according to medieval histories and romances, led the defence of Britain against the Saxon invaders in the early 6th century. The details of Arthur's story are mainly composed of folklore and literary invention, and his historical existence is debated and disputed by modern historians.[2] The sparse historical background of Arthur is gleaned from various histories, including those of Gildas, Nennius and the Annales Cambriae. Arthur's name also occurs in early poetic sources such as Y Gododdin.[3] The legendary Arthur developed as a figure of international interest largely through the popularity of Geoffrey of Monmouth's fanciful and imaginative 12th-century Historia Regum Britanniae (History of the Kings of Britain).[4] However, some Welsh and Breton tales and poems relating the story of Arthur date earlier than this work; these are usually termed "pre-Galfridian" texts (from the Latin form of Geoffrey, Galfridus). In these works, Arthur appears either as a great warrior defending Britain from human and supernatural enemies, or as a magical figure of folklore, sometimes associated with the Welsh Otherworld, Annwn.[5] How much of Geoffrey's Historia (completed in 1138) was adapted from such earlier sources...
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