...PERSONAL NARRATIVE 1 When taking a look at how my life has changed over the past five years I can truly and honestly say that I would never have expected the things that have happened. Back in June 2007 I was separated from my husband and moved into my own apartment. I was in the United States Navy for six and a half years at that time. My divorce was finalized in January 2008 and I deployed to Afghanistan in March 2008, for eight months. After coming home from a long deployment, I had orders to move to Lemoore, California. This area is nothing but farm lands and I did not like that at all. I was born and raised in Southern California and enjoyed the fast-paced life that I was living. It is amazing how things have changed. In July 2011 I was honorably discharged from the United States Navy and I moved back in with my mother and two younger sister. Growing up we lived in a condo in Diamond Bar, California, but that all changed over time. The same time that I got out of the military, myself, my sisters and my mother had to move out of our condo and into a two bedroom apartment. Talk about a huge change in life. This move has not been easy for any of us. There is no privacy and we all have to share the living space. I share a bed with my middle sister and my mother shares a bed with my youngest sister. I never thought that I would be unemployed for this long, but it has been over a year since I got discharged. It seems like nobody is hiring right now...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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...teacher to record individual pupil assessments rapidly, therefore saving the teacher time. • Assess2Achieve solves this problem because it is a software system that enables you to store all the evaluation information in one place. Then you are able to search for a particular subject or topic as an efficient means to using evaluations successfully. • With Assess2Achieve teachers can now pass on their back-ups to the class. future teacher to enable him/her to access more detailed information about his/her class. Data stores from different teachers can be amalgamated to give an overview of a whole school so that reports can be created with information supplied by different teachers. • The format is friendly to non-computer professionals. Assess2Achieve has a paper like look to the application, even though it is a data store. Teachers can use the software flexibly to suit the needs of the curriculum, their pupils, the differentiation within their classes. Assess 2 Achieve has design features to suit the needs of both primary and secondary schools. A. DEVELOPMENTALLY APPROPRIATE MATERIALS FOR EARLY CHILDHOOD EDUCATION The concept of developmentally appropriate practices refers to providing an environment and offering content, materials, activities, and approaches that are coordinated with a...
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...study and answer the questions listed at the end of the case study. Ricardo: Ricardo is a 15 year old Hispanic male born in Mexico, now living in Houston, Texas. Ricardo moved to Brownsville, Texas with his parents, two brothers, three sisters, and two cousins and his maternal grandparents when he was four years old. When his family moved to America, they owned two pick-up trucks, a radio, television set, some household furniture, a pet dog and very few clothes. Ricardo’s father was a carpenter who was having difficulty securing work in Mexico. Likewise, his mother had less than a high school education and was a domestic worker who worked regularly but for very low wages. Ricardo is the youngest in his family which included his two cousins who were reared as his sisters. Two of his sisters had completed high school when his families moved to Brownsville, the others were still school age. His grandparents worked as they could find work to help support the family but same as his mother, the salary that they received was a minimum. Because of the age difference with his sisters and brothers, Ricardo’s best friend often was his pet dog. The family remained in Brownsville for three years, but again unable to secure adequate employment, the family except the grandparents and Ricardo and his dog moved to El Paso, Texas. Ricardo’s parents planned to secure employment, rent a house and send for Ricardo, his grandparents and the pet dog. It took longer than his parents thought to...
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...witnessing her search for freedom, a theme in the story. The type of writing used in this story may seem like it is messy and unfocused, but it is actually very effective in showing the reader what it is like in Ellie’s head as her thoughts and actions are blended together and told by the narrator - “She’s going to have to work through the night, but it’s fine.” Here, we see her thoughts about having to work on an essay. She is also extremely distracted and constantly changes her mind and thoughts. After thinking it would be “fine” to work on the essay, she thinks back to whether or not she has any cocaine - “Coke” - left. The writer jumps through different thoughts and uses slang like “blah blah blah” and swears words to show how a teenage girl thinks, especially a teenage girl on drugs. This shows us how the language in this story is influenced by how a teenager would talk. The writing is also very personal, telling us when she has to use the “toilet”. This...
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...Graded Assignments 4 Unit 1 Journal 1: Personal Narrative 4 Unit 1 Journal 1: Personal Narrative Handout 6 Unit 1 Journal 2: Civic Narrative 9 Unit 1 Journal 2: Civic Narrative Handout 11 Unit 1 Assignment 1: What Would You Do? 12 Unit 2 Journal 1: Personal Narrative 13 Unit 2 Journal 1: Personal Narrative Handout 15 Unit 2 Journal 2: Civic Narrative 19 Unit 2 Journal 2: Civic Narrative Handout 20 Unit 2 Journal 3: Article Response 22 Unit 2 Assignment 1: What Would You Do? 23 Unit 2 Assignment 2: Declaration of Independence and Public Safety 25 Unit 3 Journal 1: Car Commercials 26 Unit 3 Journal 2: Personal Narrative 27 Unit 3 Journal 2: Personal Narrative Handout 28 Unit 3 Journal 3: Civic Narrative 31 Unit 3 Journal 3: Civic Narrative Handout 32 Unit 3 Journal 4: Taste vs. Judgment 34 Unit 3 Presentation 1: What Would You Do? 35 Unit 3 Assignment 1: Habits That Hinder Thinking 36 Unit 4 Journal 1: Invention Exercise 37 Unit 4 Journal 1: SWOT Analysis Template 38 Unit 4 Journal 2: Personal Narrative 39 Unit 4 Journal 2: Personal Narrative Handout 41 Unit 4 Journal 3: Civic Narrative 43 Unit 4 Journal 3: Civic Narrative Handout 44 Unit 4 Assignment 1: What Would You Do? 46 Unit 4 Assignment 2: Invention White Paper 47 Unit 5 Journal 1: Personal Narrative 48 Unit 5 Journal 1: Personal Narrative Handout 49 Unit 5 Journal 2: Civic Narrative 51 Unit 5 Journal 2: Civic Narrative Handout 53 Unit 5 Assignment 1: What Would...
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...WR 115 Assignment Essay One—Literacy Narrative 600-1000 Words Basic Prompt As you begin this essay writing process, reflect on your experiences and attitudes about reading and writing. Regardless of our backgrounds, our ideas of literacy often become deeply engrained as good or bad without much thought about to how these views have come to be. As a result, many of us have definitions of literacy–of reading and writing–that could benefit from a thoughtful and honest close self-examination. Choose a Topic: Please draw from the following as you develop your essay focus: • Narrate an early memory about writing or reading that you recall vividly. Then explain why this event is significant to you now. • Describe someone who taught you to read or write and explain this person’s significance in your life. • Identify a book or other text and explain its significance for you in your reading and writing. • Narrate an experience with a writing or reading task that you found (or still find) difficult or challenging. • Describe a memento and explain how it represents an important moment in your reading/writing development. Then Create a Narrative: Use sound writing and story-telling skills to organize and articulate your story. Make sure to stay focused on your one, main idea. Key Elements • Create a well told story. Bring your narrative to life by using concrete and vivid details. • Develop your main idea. (make sure you only have one main idea) • Develop the significance or affect of your...
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...WR 115 Assignment Essay One—Literacy Narrative 600-1000 Words Basic Prompt As you begin this essay writing process, reflect on your experiences and attitudes about reading and writing. Regardless of our backgrounds, our ideas of literacy often become deeply engrained as good or bad without much thought about to how these views have come to be. As a result, many of us have definitions of literacy–of reading and writing–that could benefit from a thoughtful and honest close self-examination. Choose a Topic: Please draw from the following as you develop your essay focus: • Narrate an early memory about writing or reading that you recall vividly. Then explain why this event is significant to you now. • Describe someone who taught you to read or write and explain this person’s significance in your life. • Identify a book or other text and explain its significance for you in your reading and writing. • Narrate an experience with a writing or reading task that you found (or still find) difficult or challenging. • Describe a memento and explain how it represents an important moment in your reading/writing development. Then Create a Narrative: Use sound writing and story-telling skills to organize and articulate your story. Make sure to stay focused on your one, main idea. Key Elements • Create a well told story. Bring your narrative to life by using concrete and vivid details. • Develop your main idea. (make sure you only have one main idea) • Develop the significance or affect of your...
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...Narrative of Adolescence Years Abstract This paper is a narrative of my adolescent years from twelve to eighteen. I label these years of awkwardness and pain off a hit show from the early nineties called, “The Growing Pains.” Similar to the characters in the show I struggled creating a personal identity and had difficulty blending in with societal norms. As a result I suffered from much insecurity, false conceptions of beauty, and depression. Up until writing this paper I felt these ideologies and feelings were better left in the past. However, I now understand these experiences shape my current beliefs and will affect my identity as a counselor. Therefore I must address these experiences and deal with them emotionally. As I relive these moments I will correlate my development with the research of the following theorist: Piaget, Erikson, and Seltzer. By showing correlation of my development with their theories I will prove many of experiences as an adolescence were typical of an American teenager. Looking into the mirror I was frustrated. Why isn’t my hair pretty? Other girls wear their hair straight. Why did mine always have to be braided? Why couldn’t I have a relaxer to smooth out my curls? I shook my head in frustration and began to look for the hot comb. On my first day of middle school I was going to look pretty like everyone else. I was going to have my hair straight and laid to the side. My mother usually kept the hot comb under the kitchen sink...
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...Jean Kwok: Where The Gods Fly Imagine permanently moving to a country where the language, the culture... everything is foreign to you. This is the reality of most immigrant parents, who try to raise their children safely in a foreign country, where strong influences can strip a person of their cultural identity. This is the exact situation we are dragged into, in the short story 'Where The Gods Fly' written by Jean Kwok. Here we meet a Chinese mother's unwelcoming approach, towards her daughter's passion for the arts of ballet. The story is told by a first person narrator, from a mothers perspective. Her, her husband and her daughter migrated from China when her daughter, Pearl, was still a child. We notice - while reading the story - that the narrator shifts in the grammatical tense, which is what structures the plot of the story. In the present narrative tense, we find the mother in some sort of religious state of mind where she prays to certain gods and spirits, for example: “Ah, Amitabha, Buddha of great compassion, I whisper...” (P. 1, L. 24). While she finds herself in this state, she is reminded of their, her family's, life since they moved from China to America, these parts of the story are, obviously, told in the past tense. The story begins in the present tense, as a sort of exposition. We are introduced to the narrator's situation, the main conflict of the story: she wants to take her daughter out of ballet school, as she predicts: “I can already hear the protest...
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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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...history, for today’s student to master. “Someone should write a film version of Harold Bloom’s The Western Canon,” a writer from The Independent suggested, and “the person who should write it,” he said, looking at me, “is you.” I looked to Walter, who replied, “If you write it, I’ll publish it.” And the die was cast. Faber offered a contract, and I set to work. Following the Bloom model I decided it should be an elitist canon, not populist, raising the bar so high that only a handful of films would pass over. I proceeded to compile a list of essential films, attempting, as best I could, to separate personal favorites from those movies that artistically defined film history. Compiling was the easy part—then came the first dilemma: why was I selecting these films? What were my criteria? What is a canon? It is, by definition, based on criteria that transcend taste, personal and popular. The more I pondered this, the more I realized how ignorant I was. How could I formulate a film...
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...for her works, starting with At Land to look original and abstract. She wanted to isolate her work from the idea of obvious symbolism and therefore, make the spectator more deeply involved in the process of decoding the scenes. As Millsapps states, “Deren knew the difference between images and symbols, and discusses this in her thesis: ‘…For the Symbolist, the image is a point of departure for mysterious distances, whereas the Imagist departure is limited to the vision behind the word or image” (25). Maya Deren’s second film - At Land, is an example of art work which is concerned with the exposure of the interior experiences of an individual and the idea of his continuous identities. The loose narrative structure of the film emphasizes the aesthetic relationship between time, moving body and space, and also, underlines the abstract...
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...child who watches ‘through the banisters’ and is ‘helplessly young’, but the whole poem is a memory – ‘I used to think’. Between the lines, the reader understands that the crafting narrator is moving towards old age. Both young and old are ‘helpless’ in the progression of time. These wider considerations are based on precise, particular memories and observations. The first section vividly describes the physical features of old age, while the second centres around the moment of realisation about ‘My great-aunt Etty’s friend’ and her rolling beads from a broken necklace. Though written in one stanza, consider the effects of Cornford’s use of short lines. The first serves to complete the childish observation before the epiphany in the poem’s second section, while the final short line provides the ambivalent conclusion. Note the way too that the couplets, established in the early part of the poem, break up in the last four lines. Compare with My Parents Stephen Spender For Heidi With Blue Hair Fleur Adcock Praise Song for My Mother Grace Nichols Follower Seamus Heaney Country School Allen Curnow A Quoi Bon Dire Charlotte Mew Songs of Ourselves: Section 5: Notes 3 ANALYSIS OF "Childhood" by Frances Cornford 1. I used to think that grown-up people chose 2. To have stiff backs and wrinkles round their nose, 3. And veins like small fat snakes on either hand, 4. On purpose to be grand. 5. Till through the banister I watched one day 6. My great-aunt Etty's friend...
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...University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2010 Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context Leah Rang University of Tennessee - Knoxville, lrang@utk.edu Recommended Citation Rang, Leah, "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context. " Master's Thesis, University of Tennessee, 2010. http://trace.tennessee.edu/utk_gradthes/655 This Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major Professor We have read this thesis and recommend its acceptance: Lisi Schoenbach, Bill Hardwig Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council: I am submitting...
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