...Learner-Centered Psychological Principles The following 14 psychological principles pertain to all learners and the learning process. They are best understood as an organized set of principles; no principle should be viewed in isolation. This document is adapted from the principles developed by the American Psychological Association. 1.The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. Successful learners are active, goal-oriented, self-regulating, and assume personal responsibility for contributing to their own learning. Message for Teachers: Use techniques that aid students in constructing meaning from information, experiences, and their own thought and beliefs. 2.The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. The strategic nature of learning requires students to be goal directed. Students must generate and pursue personally relevant goals. Message for Teachers: Create meaningful student learning goals consistent with their personal and educational aspirations and interests. 3.The successful learner can link new information with existing knowledge in meaningful ways. Knowledge widens and deepens as student continue to build links between new information and experiences and their existing knowledge base. Unless new knowledge become integrated with the learner's prior knowledge...
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...of A Rose For Emily A Rose for Emily, written by William Faulkner, is a short story about the life and death of Miss Emily Grierson.Faulkner's primary themes are the struggle of the individual will against the pressures of time and change, and of the conflict between the interests of society and the individual's needs and desires.He arranged the story in five sections of roughly equal length. The first, which begins with her death, deals with Miss Emily's encounters with the tax officials, the next with the death of her father. The third tells the story of her buying poison for an unnamed purpose, and the fourth tells the story of Homer Barron and Emily's own aging and growing isolation. In the fifth section Faulkner returns to Emily's funeral, and the shocking discovery that follows it. The first section of this short story additionally includes a description of the history behind the town's relations to Miss Emily. The narrator comments: "Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town". This obligation began in the year 1894 when Miss Emily's father died; he left her nothing but the house. That year the town's mayor told Miss Emily she was exempt from all taxes because the town owed her father. Miss Emily accepted his exemption and the tradition began. As this section comes to an end, a new mayor tries to get Miss Emily to start paying taxes, but she refuses. The second section of A Rose for Emily describes...
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...To Kill or Not to Kill, That is the Question Murderers, killers: A person who performs the unlawful premeditated killing of another human being. When I hear these words, I think to myself, how could a human being just go out and kill another human being? A killer has to be someone who has something going on up in his or her head to make them crazy enough to murder someone. How could a person be that mad enough to even get the motivation to kill another person? Could an individual that has murdered someone not really be considered a killer, but rather the victim? In the story Killings, written by Andre Dubus, and the story A Rose for Emily, written by William Faulkner, I learned that both main characters have a motivation for murder in which they both fulfill in doing. However, after understanding these characters reasons for murder, I do not know if I can really say that they are considered murderers. In Andre Dubus’s, Killings, Matt Fowler’s youngest son, Frank, was shot and killed by Richard Strout. Frank was dating Strout’s soon to be ex-wife, Mary Ann. Strout was not happy about this so he shot and killed Frank right in front of Mary Ann and their two sons. Since Strout shot Matt’s son Frank, Matt then shoots Strout. After understanding the situation as of why Matt shot Strout, one might think that Matt shot Strout simply because Strout killed his son. However, this was not Matt’s only motivation for murder. Matt not only has to deal with his guilt over his son’s death...
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...Maryana Kovalchuk Intro to Literature ENG-125F-S02 Professor Lewis 04 October 2014 Emily Grierson: A Fallen Monument William Faulkner’s short story “A Rose for Emily” shows the effect of Emily Grierson’s gruesome mental health as a result of relationships with Homer Barron and her father. In addition, Emily Grierson lives according to her own disturbing ideas of situations and goes against societal norms and expectations. Although she may be an outsider from the community, her deserted private life remains a mystery among the community, with her life being a “trending topic” discussed periodically by her neighbors. Within the five sections of the story, we can grasp and understand Emily’s outstandingly yet mysterious life and personality as a result of her father, Homer and her isolation from the community. Emily’s character and personality can be widely characterized as a result of the numerous events that took place in her life. First, we learn the Grierson’s always thought highly of their selves more than they actually were (158). We would think Emily would have lived a confident, happy life without no worries or troubles. She was lucky enough to be remitted from her taxes from Colonel Sartoris (156), thanks to her father lending money to the community (156). However, her father played a huge role in why she remained single till she was thirty years old. Her father was a “spraddled silhouette in the foreground (159)” in her life, symbolizing how her life was filled...
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...Drew Burgelin Mr. Campbell AP LIT 12 April 2014 The Significance of Death and Change in “A Rose for Emily” In “A Rose for Emily,” by William Faulkner, Emily Grierson’s strange actions and macabre, mysterious character qualities convey the story’s central themes of death, despair, and change. Faulkner’s modernist style and use of detail, flashbacks, and time shifts capture the reader as the narrator jumps from Emily’s death in the “present” to specific scenes of her past. The story depicts death as the powerful aspect that controls Emily’s actions in order to show the profound potential that death has to change people’s lives cataclysmically. At the same time, the story also evokes change through Emily’s refusal to give up her old-fashioned ways in order to show that the only way to avoid radical change is to be isolated, and even in the end, that cannot stand in the way of modernization. The thematic potential of death is introduced by the speaker’s recurring references to death throughout Emily’s life in order to explain Emily’s odd, mysterious nature. The speaker firsts introduces the reader to Faulkner’s fictional Jefferson, MI in Yoknapatawpha County where Emily Grierson’s funeral is being held at her home, which no one in the entire town had been inside for “at least ten years.” Then, the speaker goes back in time and describes that Emily’s taxes were “remitted” by Colonel Sartorisas as a result of her father’s death, which further isolated her from the community...
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...Monty Miller Literature Comparison Robert Browning's poems “Porphyria's Lover” and William Faulkner’s story “A Rose for Emily” are stories of where the characters Emily Grierson (“A Rose for Emily”) and Porphyria’s lover ('Porphyria's Lover') are so insanely in love to the point they cannot live without the one they feel so strongly for, which drives them to insanity and murder. Emily Grierson and Porphyria’s lovers insanity are brought on from different emotional states. Insanity or mental illness is defined as “any disease or condition affecting the brain that influences the way a person thinks, feels, behaves, and/or relates to others and to his or her surroundings” (Amal Chakraburtty). According to the website WebMD Amal Chakraburtty, MD, Mental illness may be caused from many factors such as: Heredity (genetics), Biology, Psychological trauma, and Environmental stressors. The character Emily’s illness may be caused from either heredity, Psychological trauma, and or Environmental stressors. Porphyria's Lovers mental illness appears to be brought on by Psychological trauma. An analysis of Emily Grierson and Porphyria’s lovers emotional state will provide in contrast the reason that drove them both to murder. Robert Browning's “Porphyria's Lover” is a dramatic monologue poem about an insecure, possessive and egotistical lover who, upon finding a moment in which he is reassured of his partner’s love for him; attempts to preserve the moment by killing her. The poem has a very...
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...lust from one individual to another, as well as an obsession that leads to people doing unusual things. The different types of love conveyed between the stories “A rose for Emily” and “Hamlet and Ophelia” are over compassionate ties and misleading love associations. Between these two stories the true dimensions portrayed of love are both ordinary and extreme. Once reading these books a reader can conclude that love itself can make you do some crazy things. “A rose for Emily” is a fictional analysis of horror or gothic tales between an over protective father, a psychotic spoiled daddy’s girl, and her lover. The relationship shown here between the girl and her father can be perceived as a typical father-daughter scenario played into today’s society. As most fathers, Emily’s dad never saw anyone up to his standards for his beloved daughter. With this being said Emily was never allowed to date or find a man’s love beyond her father’s. This put her in a distressful emotional state when she had to come to terms with her father passing away. Emily was an extremely over-bearing individual when it came to love. Her family and father had always been highly overrated people. They looked at other human-beings who did not fit their upbringings as “outsiders” and below them. In this narrative, the citizens of the town which Emily resides in are very judgmental when it comes to her personal life. Once her father died a new man came into her life named Homer. Homer was Emily’s lover and...
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...Searching for the Self Miss Emily in A Rose for Emily is the classic outsider, controlling and limiting the town’s access to her true identity by remaining hidden. The house that shields Emily from the world suggests the mind of the woman who inhabits it: shuttered, dusty, and dark. On one level, she exhibits the qualities of the stereotypical southern “eccentric”: unbalanced, excessively tragic, and subject to bizarre behavior. Emily enforces her own sense of law and conduct, such as when she refuses to pay her taxes or state her purpose for buying the poison. Emily also avoids the law when she refuses to have numbers attached to her house when federal mail service is delivering. Her dismissal of the law eventually takes on more threatening consequences, as she takes the life of the man whom she refuses to allow abandon her. Emily’s anxiety, however, lead she in a different direction and the final scene of the story suggests that she is a necrophiliac. Necrophilia typically means a sexual attraction to dead bodies. In a broader sense, the term also describes a powerful desire to control another, usually in the context of a romantic or deeply personal relationship. Necrophilia’s tend to be so controlling in their relationships that they ultimately resort to bonding with unresponsive individual with no resistance with dead bodies. Mr. Grierson controlled Emily, and after his death, Emily temporarily controls him by refusing to give up his dead body. She ultimately transfers...
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...present thematic ideas with the use of the setting “storm” and the symbolism “dead stars”. While the storm seemed to be the driving machinery of the events that followed in “The Storm”, the dead stars on the other hand seemed to be the closure of the events in “Dead Stars”. Both left an equal effect of wonder. That effect of wonder had always been present whether it was Anglo-Saxon or Philippine short story. The authors of these short stories were able to use profoundly the elements of a short story. Anglo-Saxon and Philippine Short Stories also had similarities in terms of character development and world views. The conflict in each of the characters of the short stories supported the flow of events that happened eventually. Emily in “A Rose for Emily”, pressed by the image of her coming from the elite family, led her to kill the man she loved who could not possibly love her back. Badoy and Agueda’s disillusionment from love in “May Day Eve” proved that their love for each other wasn’t as strong as they had thought. Both short stories coming from a different classification of literature were able to make the characterization of the story complement the plot or the flow of events in each story. World views or perspectives...
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...e Story of an Hour" What do YOU think killed Mrs. Mallard? Why? What did you learn by reading the essays following the story? How do you think that reading the sample essays will help you in writing your own essay on fiction? The Story of an Hour written by Kate Chopin is about Mrs. Mallard, the sickly wife of Bentley Mallard who is believed dead. Throughout the story the Chopin describes the rare reaction of Mr. Mallard towards the institution of marriage after her husbands dead. Chopin describes the grief of the woman in such a sad event, as a potential for the woman to change her life in a positive way. The different ways in which the author describes Mrs. Mallard feelings and actions after the notice are purposed to reveal the problems of being tied to another person. From my point of view the concept of being married means being tied to another person no matter how good or bad circumstances are. The matter of fact is that being tied to another person, prevent us from being ourselves. The story of an hour clearly reflects this concept beginning by describing Mrs. Mallard as a woman with a “heart trouble” and not certainly because she is unhealthy. All of her illnesses come her condition within marriage, either because she finds out about her husband death or because of the inherent thought of being tied to her partner. This is explained later as the author describes the main character as "young, with a fair, calm face, whose lines bespoke repression and even a certain...
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...A Rose for Emily Summary How It All Goes Down You might want to look at our discussion of the novel's setting before you enter here, or at least know it's there to help if you get tangled up in this story's crazy chronology. Also keep in mind that the narrator of this story represents several generations of men and women from the town. The story begins at the huge funeral for Miss Emily Grierson. Nobody has been to her house in ten years, except for her servant. Her house is old, but was once the best house around. The town had a special relationship with Miss Emily ever since it decided to stop billing her for taxes in 1894. But, the "newer generation" wasn't happy with this arrangement, and so they paid a visit to Miss Emily and tried to get her to pay the debt. She refused to acknowledge that the old arrangement might not work any more, and flatly refused to pay. Thirty years before, the tax collecting townspeople had a strange encounter with Miss Emily about a bad smell at her place. This was about two years after her father died, and a short time after her lover disappeared from her life. Anyhow, the stink got stronger and complaints were made, but the authorities didn't want to confront Emily about the problem. So, they sprinkled lime around the house and the smell was eventually gone. Everybody felt sorry for Emily when her father died. He left her with the house, but no money. When he died, Emily refused to admit it for three whole days. The town didn't think...
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...Emily was staying with me for two years before she goes off the collage. At that time I would have to learn how to take care of myself. After I returned, Emily had finished her preparations for dinner, stand triumphantly over two slabs of slightly burned meat, surrounded by an array of vegetables. "Impressive, I didn't think it could be salvaged." I said, sitting down in the chair across from her. She let out a self satisfied giggle "You should have more confidence in me, it wouldn't be misplaced." She informed with a sly grin. It was nice to be able to have this sort of back and forth now that our lives have settled...
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...The media directly influences society’s perceptions and reactions towards the insane criminal. People base their judgement of the criminal and the insane on their representations in the media, which are usually based on stereotypes. Whether insanity is a prerequisite quality for being a criminal or criminality is a manifestation of insanity, there is a definite link between the two, that has been strengthened by the media’s portrayal of the insane criminal. Michel Foucault discusses people’s tendencies to classify people as “normal” or “abnormal” (Faubion 1994). “Abnormal” refers to anyone who deviates from the norm and as a result, we treat the criminal and the insane in a similar manner: We remove them from society in order to give ourselves peace of mind, yet this treatment is not a new phenomenon. For centuries, society has attempted to marginalise both the criminal and the insane. In Madness and Civilization: a History of Insanity in the Age of Reason (1965) Foucault describes this classification as a means to exclude certain types of people from society, by placing them in prisons or institutions. They are taken out of the social order and locked away, to present a “safer” world for those who consider themselves “normal”. We classify the criminal and the insane as “abnormal” without truly understanding the underlying issues of criminality and insanity. This begs the question of what the criminal and the insane actually have in common? Foucault states that criminals...
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...Ripely (1951) do have intent to legally bound, in reliance on the promise & serious consequences & evidence regarding parties intention.Commercial nature: intend to create legal relations: Edwards v Skyways Ltd(1964)(Employees & Company)(agreement was commercial, have intention) Carlill v Carbolic Smoke Ball Co( 1893)(Advertisement)(claim have money in bank and intent to pay for those who sick after use the product) .Leorard v Pepsico Inc (2000)(Advertisement)(PUFF)(no intention) Issue: Did the grandfather and granddaughter intent to create legal relation? Situations for rebutting: The nature of the document (if any) may indicate intention (eg if drafted by a solicitor) The agreement may expressly state that it creates legal relations (Rose & Frank Co v J R Crompton & Bros Ltd (1925)) The surrounding circumstances may indicate intention (eg Merritt v Merritt) One party may have changed position significantly in reliance on the agreement - the consequences are sufficiently serious (eg Wakeling v Ripley) B. Agreement : offer n Acceptance #1 Invitation to treat: invitation to other to make an offer (Advisements catalog: Carlill v Carbolic Smoke Ball Co, Advertisements are usually considered to be invitations to treat (Carlill v CSBC).(Display of good:Goods on display in a shop are not treated as an offer but as an invitation to treat (Boots Cash Chemist v Pharmaceutical Society of Great Britain), Request for Information: responding question wont create offer Harvey v Facey...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you ...
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