...Well we have finally done it. As we sit here today our middle school careers are coming to a close right before us. The next journey of our life is starting.looking back on the past three years, I feel confident that we are definitely prepared for facing whatever challenges or absences we may face during our time in high school. Middle school was no doubt a tough journey. In 6th grade, iIt was scary talking to people you have never seen before,. walking halls you have never been, or going to new classes on taking risks. And, knowing that youu were going to be in 8th grade one day. 7th grade was the year of learning, and growing and . Llearning that homework is harder. Learning how to find yourself amongst your friends . Learning how to be more confident to not be scared. Finally , how to be a leader. Our 8th grade year began with the subtle realization that we were now the upperclassmen, the leaders, of [this school] and concluded with the development of new goals and ambitions for our first year of high school....
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...My Journey Through Middle School Everyone attends middle school and everyone promotes from middle school. Some people learn many lessons during this two year period, while others not as many. However, for me these two years at Thomas Russell Middle School have been a life-changing experience. I have learned many skills and life lessons from my teachers, peers, and other staff members at Thomas Russell. I have also tried to make the school environment better for my peers. Kindness. This is a very big word that people take for granted and do not respect as much as they should. I really admire this word. Over these two years I have shown kindness in many ways. One way that I have shown kindness is by appreciating people continuously. I have shown appreciation n by writing praise notes to classmates as well as to teachers. I have tried to be “a knight in shining armor,” someone who tries her best to help her friends and classmates in difficult situations. Moreover, I have always tried to help teachers and classmates in any way possible. Another trait I have used in these two years is hard work. I have never let my teachers, peers, or school staff members down. I always try my best and try to get my assignments done ahead of time. Not only do I try in studies and homework, but I also work very hard to make everyone happy. One key...
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...The author did extensive research on the events and doesn’t imply his personal opinion or feelings towards the crime. Capote wants the reader to draw their own conclusion about the murder. For example when he talks about how the deeds is done and we can’t do anything about it. It is not right to hold a grudge. Only god can judge (Capote 107). However Capote does show bias between the murderers. Capote projects his own opinion that Perry was more innocent than Dick although they had been convicted of the same crime. Representing Perry as a sympathetic character describing his dreams making him childlike. He shows sympathy towards Perry based on his upbringing and shows Dick as a natural born killer. “I didn’t want to harm the man I thought he was a very nice gentleman. Soft-spoken. I thought so right up to the moment...
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...Ben Martinez Professor Chavez Mexican History II May 2, 2015 Book Critique The Hunger Of Memory: And the Education of Richard Rodriguez “Hunger of Memory: The Education of Richard Rodriguez” is an autobiography, that vividly paints and reveals a journey in which Rodriguez withstood numerous struggles in order to become the American he is currently known for. He endured what most would call a life set up for failure, yet he challenged himself and transformed from a young Mexican American to a genuine man. However Rodriguez remembers his own experience being a minority, questioning his own value and self as he grew older. Through his narrative we are able to see his core obstacle of learning to become the ideal American. Rodriquez consistently...
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...English Composition I 14 April 2012 Tim O’Brien Readers familiar with details from O’Brien personal life find in this novel “links” between his art and his life. The New York Times selected the book The Things They Caried as one of the best works of war fiction for the year, and Chicago Tribute awarded the novel its Heartland Prize. According to O'Brien, in using these interrelated sections of facts, story, confession, commentary, and narration of other people's experiences, he forced himself to invent a new form that blurs the boundaries between fact and fiction, short story and novel, memory and imagination. Tim O’Brien, who describes himself as “strict realist”, who dismisses critics labels of “surrealist” or “magical realist”, but admit, that he is “war writer”. Tim O’Brien uses a mixture of facts and fictions (truth and reality) to reveal the complexities of war. Tim O’Brien mixes truth and fiction in his stories. O’Brien explores the way stories are told throughout his work . In his stories he demonstrate the way truth always seems to be around the next story. Tim O’Brien himself revised his stories. In his novel are revision, after revision of what could happened, what might have happened, what did happened and what did not happened. The things they carried as a complete work is different from reading the stories...
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...On the Horizon Emerald Article: Review of Storytelling in Organizations: Why Storytelling Is Transforming 21st Century Organizations and Management by John Seeley Brown Sharon L. Comstock Article information: To cite this document: Sharon L. Comstock, (2006),"Review of Storytelling in Organizations: Why Storytelling Is Transforming 21st Century Organizations and Management by John Seeley Brown", On the Horizon, Vol. 14 Iss: 4 pp. 175 - 177 Permanent link to this document: http://dx.doi.org/10.1108/10748120610708104 Downloaded on: 16-09-2012 References: This document contains references to 3 other documents To copy this document: permissions@emeraldinsight.com This document has been downloaded 687 times since 2006. * Users who downloaded this Article also downloaded: * Hui Chen, Miguel Baptista Nunes, Lihong Zhou, Guo Chao Peng, (2011),"Expanding the concept of requirements traceability: The role of electronic records management in gathering evidence of crucial communications and negotiations", Aslib Proceedings, Vol. 63 Iss: 2 pp. 168 - 187 http://dx.doi.org/10.1108/00012531111135646 Brian Matthews, Catherine Jones, Bartlomiej Puzon, Jim Moon, Douglas Tudhope, Koraljka Golub, Marianne Lykke Nielsen, (2010),"An evaluation of enhancing social tagging with a knowledge organization system", Aslib Proceedings, Vol. 62 Iss: 4 pp. 447 - 465 http://dx.doi.org/10.1108/00012531011074690 Paul Clough, Jiayu Tang, Mark M. Hall, Amy Warner, (2011),"Linking archival data to location:...
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...discrimination, and economic systems over which they have no control. It is an invitation to allow our own personal and communal humiliation to be seen in the context of Bartimaeus's faith in Jesus as the Christ. The Story And they came to Jericho. And as he was leaving Jericho with his disciples and a great multitude, Bartimaeus, a blind beggar, the son of Timaeus, was sitting by the roadside. And when he heard that it was Jesus of Nazareth, he began to cry out and say, "Jesus, Son of David, have mercy on me!" And many rebuked him, telling him to shut up. But he cried out all the more, "Son of David, have mercy on me!" And Jesus stopped and said, "Call him." And they called the blind man, saying to him, "Take heart; rise, he is calling you." And throwing off his mantle he sprang up and came to Jesus. And Jesus said to him, "What do you want me to do for you?" And the blind man said to him, "Master, let me receive my sight." And Jesus said to him, "Go your way; your faith has made you well." And immediately he received his sight and followed him on the way. Learning the Story Verbal Threads "Jericho." The first episode is tied together by Jericho: "He came to Jericho"/"as he was leaving Jericho" (vs. 46). "Cried out…'Son of David, have mercy on me.' " The first sentences in the episodes of Bartimaeus's crying out for Jesus have this extensive verbal thread (vss. 47-48). 69 Story Journey: An Invitation to the Gospel...
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...Friedman was born in Minneapolis, Minnesota, on July 20, 1953, and grew up in the middle-class Minneapolis suburb of St. Louis Park. He is the son of Harold and Margaret Friedman. From an early age, Friedman, whose father often brought him to the golf course for a round after work, wanted to be a professional golfer. He was captain of the St. Louis Park High golf team; at the 1970 U.S. Open at Hazeltine National Golf Club, he caddied for Chi Chi Rodriquez, who came in 27th. That, alas, was as close as Friedman would get to professional golf. In high school, however, he developed two other passions that would define his life from then on: the Middle East and journalism. It was a visit to Israel with his parents during Christmas vacation in 1968–69 that stirred his interest in the Middle East, and it was his high school journalism teacher, Hattie Steinberg, who inspired in him a love of reporting and newspapers. After graduating from high school in 1971, Friedman attended the University of Minnesota and Brandeis University, and graduated summa cum laude in 1975 with a degree in Mediterranean studies. During his undergraduate years, he spent semesters abroad at the Hebrew University of Jerusalem and the American University in Cairo. Following his graduation from Brandeis, Friedman attended St. Antony's College, Oxford University, on a Marshall Scholarship. In 1978, he received an M.Phil. degree in modern Middle East studies from Oxford. That summer he joined the London Bureau of United...
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...Before reading- The Power of Half by Father-daughter duo Kevin and Hannah Salwen seems to be a heartfelt, feel good kind of story. The cover is engaging and tastefully done while the title brings up interest due to its vagueness. Born in 1959, Kevin Salwen grew up in Brooklyn, New York with a Jewish background. After high school he attended Northwestern University in Chicago, and then went on pursue a career at The Wall Street Journal. He used his years of journalism experience to document a monumental journey that his family took on the right path. Although I've yet to read the book, I presume that his story will both be personal and informative all while trying to get a greater message across to the readers. During reading one third-...
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...The term stress has been synonymous to with the current Y generation residing on this planet. The noun stress was first introduced in the 20th century whereby the term stress had none of its contemporary connotations before the 1920’s. it is the form of the Middle English destresse (Keil R.M.K,2004;Coping and Stress) derived via Old French from the Latin stringere “ to have to draw tight”. The word had been long used in the field of Physics to annotate the internal distribution of a force exerted on a material body which results in strain. In the 1920s and '30s, biological and psychological circles occasionally used the term to refer to a mental strain or to a harmful environmental agent that could cause illness used it in 1926 to refer to...
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...Term Paper Psyc 400, Spring, 2015 Title of Paper: Factors Contributing to Literacy Skills in Children from Low-Income Families In American society, education is considered by many to be an equalizing force for people from all walks of life. It allows the nation’s best and brightest to distinguish themselves from their peers through intellectual merit - at least in theory. Unfortunately, the reality of the situation does not live up to the ideal, especially for children from low income families. Children who are already growing up with the disadvantages of poverty are further hindered by underfunded and ineffectual primary schooling, setting them even further behind middle and upper class children. Before beginning a discussion of the factors or strategies contributing to early literacy, it is important to first establish that there is in fact a discrepancy between low-income children and their more affluent peers in the first place. A review of the research literature is required to lay certain inaccurate stereotypes to rest, such as the notion that poor children are simply lazier students, and do not face additional difficulties with the acquisition of literacy skills. A comprehensive empirical study by Babuder et al (2014) explores the relationship between poverty and reading skills in children, with the results being unanimously negative. The study goes beyond assessing the reading skills of the children, and measures the basic phonological and semantic skills needed...
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...and Schools of Criticism Introduction A very basic way of thinking about literary theory is that these ideas act as different lenses critics use to view and talk about art, literature, and even culture. These different lenses allow critics to consider works of art based on certain assumptions within that school of theory. The different lenses also allow critics to focus on particular aspects of a work they consider important. For example, if a critic is working with certain Marxist theories, s/he might focus on how the characters in a story interact based on their economic situation. If a critic is working with post-colonial theories, s/he might consider the same story but look at how characters from colonial powers (Britain, France, and even America) treat characters from, say, Africa or the Caribbean. Hopefully, after reading through and working with the resources in this area of the OWL, literary theory will become a little easier to understand and use. Disclaimer Please note that the schools of literary criticism and their explanations included here are by no means the only ways of distinguishing these separate areas of theory. Indeed, many critics use tools from two or more schools in their work. Some would define differently or greatly expand the (very) general statements given here. Our explanations are meant only as starting places for your own investigation into literary theory. We encourage you to use the list of scholars and works provided for each school to further...
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...Anecdotal evidence such as “he and Georgia fought often, especially when his excessive drinking brought on more financial hardship. They divorced when Larry was sixteen.” (Davis 51) draws on the idea that Bird did not have a happy family. This story emphasizes the rough upbringing that Bird received and generates sympathy for Bird. Likewise, when Davis narrates “As Johnson walked toward him, Bird took one look at him and kept right on walking. Magic was stunned-and really, really pissed.” (Davis 198) he reveals Magic Johnson’s need to impress and please all. By using a story to show a rare break in Magic’s personality, Davis allows the reader to connect to the character on a personal level, to see a side of Magic that is not perfect, and to relate to his struggles. Thus, anecdotes are used to introduce Magic and Bird, not as characters, but as people. The emotional appeal to both characters is immediately felt; no longer are these just mere words on a page; these “characters” are real people, and the reader is placed into story, as if these events were happening right around him or...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...Personal Information Born Olive Marjorie Senior on December 23, 1941, in Jamaica; immigrated to Canada, 1991. Education: Carleton University (Ottawa, Canada), B.S., journalism, 1967. Career Daily Gleaner newspaper, Jamaica, reporter and sub-editor; Jamaica Information Service, information officer, 1967-69; Jamaica Chamber of Commerce, public relations officer, 1969-71; JCC Journal, editor, 1969-71; Institute of Social and Economic Research, University of the West Indies, Jamaica, publications editor, 1972-77; Social and Economic Studies, editor, 1972-77; freelance writer and researcher, part-time teacher in communications, publishing consultant, and speech writer, Jamaica, 1977-82; Institute of Jamaica Publications, managing editor, 1982-89; Jamaica Journal, editor, 1982-89; freelance teacher, writer, lecturer, 1989-; University of the West Indies, Cave Hill, Barbados, visiting lecturer/writer-in-residence, 1990; Caribbean Writers Summer Institute, University of Miami, Florida, director of fiction workshop, 1994, 1995; St. Lawrence University, Canton, NY, Dana Visiting Professor of creative writing, 1994-95; University of Alberta, Edmonton, Canada, writer-in-residence, 1998-99. Life's Work Jamaican-born journalist, poet, and short story writer Olive Senior is one of Caribbean literature's leading feminist voices. Her works, though written in English, remain heavily influenced by the region's patois, and draw heavily upon its oral storytelling traditions. In both her verse...
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